Does open access to higher education mean that the sky is the limit? A reflective analysis of an open access system in Flanders and the importance of study and career guidance.
DOI:
https://doi.org/10.56433/r13qpb44Keywords:
access, transition to higher education, study and career guidance, vocational tracks, pre-entryAbstract
Higher education in Flanders, the Dutch-speaking part of Belgium, has always maintained a policy of open access. Besides for e.g. (veterinary) medicine or arts programs, there is no application process, enrollment cap or ranking system. A secondary school diploma suffices to enroll directly in an associate’s degree (EQF level 5) or a bachelor’s degree (EQF level 6). Starting September 2025, a recent educational reform broadens the direct access to associate degree programs to students of vocational tracks. Overall, this open access removes barriers to entry, allowing a broad and diverse range of students to pursue higher education.
At the same time, Flemish higher education experiences significant dropout rates. Many young people use the open access to ‘try out’ higher education. A common pattern is that students begin with ambitious choices but later switch to different programs. This trial-and-error approach results in study delays, discouragement, and a loss of motivation. Additionally, lecturers often express concern about limited language proficiency and mathematics knowledge, a lack of maturity, and underdeveloped study skills. As a result, much of the institutional support is focused on bridging these gaps. Consequently, the call to more restricted access through entrance exams grows louder every year.
In this reflective analysis, we illustrate the approach of our university of applied sciences in this challenging reality in Flanders. We explore the various ways we try to ensure the right (prospective) student profile ends up in the best-matching program. In relation to this, we examine how three contextual factors affect our work with students: (1) the benefits and challenges of open access, (2) the usefulness and thresholds of entrance exams, and (3) the undervaluation of vocational and associate degree programs leading to an ‘aim high’ attitude. Eventually we ask ourselves: might Study and Career Guidance play a unique role in an open access system?
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