
Few questions in Belgium touch history, identity and democracy as deeply as language. That is precisely why they deserve more light than heat.
The recent proposal by the Flemish Government to further restrict access to Dutch-language education in Brussels, by reserving a greater proportion of school places exclusively for Dutch-speaking families, stems from a legitimate concern. Many Flemish parents living in Brussels increasingly struggle to secure places for their children in Dutch-language schools. They have every reason to expect that schools established and funded by the Flemish Community should continue to serve the community they were created to support.
Those concerns deserve to be heard respectfully, not dismissed. The Dutch language did not attain its rightful place in Belgium by accident. It was the product of decades of political struggle, cultural perseverance and democratic reform. Any serious observer of Belgian history understands why many Flemings instinctively resist anything that appears to weaken the Dutch-speaking character of their educational institutions.
Acknowledging that reality, however, should not prevent us from asking a more important question. Is restricting access the wisest way to strengthen Dutch-language education in Brussels? I believe the answer is no. In fact, the very popularity of Dutch-language schools should be seen as one of the Flemish Community’s greatest public policy successes.
Parents who speak French at home increasingly choose Dutch-language education. So do many international families; diplomats, European civil servants, employees of multinational companies and countless other expatriates. This is not an abstract observation. They are not compelled to do so. They choose it because they recognise the quality of the education, its discipline, and the opportunities that multilingual learning creates for their children.
Permit me a personal reflection.
Over the years, I have viewed this question from several vantage points: first as a Nigerian-qualified teacher, later as a Belgian municipal policymaker entrusted for a time with responsibility for education, then as a parent whose children passed through the Flemish education system, and now as a grandfather watching a new generation intentionally grow up bilingually in Dutch and English. Those experiences have convinced me that multilingual education is one of Belgium’s quiet success stories.
Around two decades ago, some naturalised Belgian friends of mine decided to relocate to the United Kingdom, convinced that an English-language education would better prepare their children for the future. Others of us stayed, and our children continued through the Flemish education system. Looking back, the difference has been striking.
Those educated in Dutch did not lose English. For many, it remained the language of the home. Instead, they gained Dutch to native or near-native proficiency, acquired functional French because it is a compulsory part of the curriculum, and, in many cases, developed a working knowledge of German as well. They entered adulthood equipped not with one linguistic identity, but with several.
Some families who moved abroad have since reflected that, while their children received an excellent education, they missed the distinctive multilingual advantage that Belgium offers. In today’s international labour market, that additional linguistic competence has become a genuine competitive asset.
Today, as I watch my own grandson being intentionally raised in both Dutch(his mum) and English (his dad), I see that same multilingual inheritance continuing into another generation. It reminds me that integration is not merely about learning a language. It is about gradually belonging to a society without losing the richness of one’s origins.
Languages do not become weaker because more people choose to learn them. They become stronger because more people choose to live through them. That experience has only reinforced my conviction that every family who voluntarily chooses Dutch-language education should be seen not as diminishing the Dutch language, but as strengthening its future. The growing demand for Dutch-language schools is not evidence of failure; it is evidence of success.
Brussels occupies a unique place in Belgium. It is the capital of Flanders and of Belgium. It is also the administrative capital of Europe and one of the world’s most multilingual cities. No other Belgian city carries quite the same responsibility of bringing different linguistic and cultural communities together.
That uniqueness requires policies that do more than protect identities. They must also build shared futures. Schools remain one of the few public institutions where children from different backgrounds can grow together before society teaches them to separate into political or linguistic camps. Every French-speaking child who learns Dutch fluently strengthens the place of Dutch in Brussels. Every international family that chooses Dutch-language education demonstrates confidence in Flemish institutions. Every multilingual graduate represents an investment in Belgium’s social cohesion and economic competitiveness.
Restricting access risks reducing precisely the constituency that has chosen to embrace the Dutch language. The real challenge, therefore, is not excessive demand. It is insufficient capacity. Whenever public demand exceeds available supply, governments face a choice. They can ration opportunity. Or they can create more opportunity. History generally judges the second option more kindly. If Dutch-language schools have become victims of their own success, then the appropriate response is to invest in more classrooms, more teachers, more school infrastructure and stronger early-childhood language support, not to narrow the circle of those who may benefit.
There is also an economic dimension that deserves greater attention. Brussels’ labour market increasingly rewards multilingualism. Employers across public administration, European institutions, healthcare, education and business consistently seek professionals who are comfortable working in Dutch, French and English.
Dutch-language education has quietly become one of Brussels’ most successful engines of multilingual competence. Why would Belgium intentionally reduce access to one of its greatest competitive advantages? Protecting Dutch and promoting multilingualism are not competing objectives. They reinforce one another. A balanced policy could therefore pursue both goals simultaneously.
Guarantee meaningful access for Dutch-speaking families. Expand Dutch-language educational capacity. Strengthen Dutch immersion from early childhood. Improve Dutch teaching within French-language schools. Encourage multilingual excellence as one of Brussels’ defining strengths rather than treating linguistic diversity as a zero-sum competition.
Such an approach protects the legitimate interests of Flemish families without sending the unintended message that Dutch is a language to be guarded from others rather than shared with them.
As someone who has spent much of his public life believing that good policy enlarges opportunity rather than redistributes scarcity, I find myself returning to one simple conviction. Belgium’s linguistic diversity should not become a permanent contest over who belongs. It should become a shared project of ensuring that more citizens belong fully to one another. The objective of language policy should never simply be deciding who gets into our schools. It should be ensuring that everyone who leaves them leaves better equipped to understand their neighbours, contribute to their communities and strengthen the country they share.
Success should invite expansion, not restriction, because schools do more than teach languages. They cultivate citizens, build communities, and shape belonging across generations.



