In recent discussions, we explored the landscape of Diversity, Equity, and Inclusion (DEI) policies in various universities, particularly noting in the last post the situation in Latvia. Unlike the latter, Belgium boasts a rich history of migration policies and immigration, making it a unique case study in DEI practices. In fact, Belgium’s experience with immigration is not a recent phenomenon, as it has a long-standing tradition of welcoming diverse communities. This historical context provides a robust foundation for understanding how Belgian universities have developed and implemented DEI policies over the years. As we delve into this topic, we will examine how the country’s migration history has influenced its approach to fostering an inclusive and equitable academic environment.
First and foremost, it is important to emphasize that the management of migrants has not always been efficient, but it has improved over time. However, this improvement has not been uniform or equally rapid across all regions due to the decentralized nature of migration management. Different regions have distinct approaches to handling migration, with varied efficiency and speed. Although the central government holds overarching responsibility, the specific integration programs, methods, and timelines are determined individually by the various communities—the French, German, and Flemish. This decentralized approach results in diverse strategies and outcomes in migrant integration across the country. According to Eurostat’s migration and migrant population statistics[1], as of 1 January 2023, approximately 606,600 third-country nationals (TCNs), representing 5.2 percent of the population, and an additional 981,700 EU citizens (8.4 percent) resided in Belgium. The majority of TCNs originate from former labor partners such as Morocco and Turkey, as well as from Belgium’s former colony, the Democratic Republic of Congo (DRC). As previously noted, Belgium has made significant strides in improving its integration policies in recent years. With a score of 69 out of 100 on the MIPEX scale[2], Belgium ranks among the top 10 countries, indicating a comprehensive approach to integration that generally promotes equal rights, opportunities, and security for immigrants.
To achieve this, the regions have implemented integration programs that always include language courses, civic education, and vocational training, all designed to facilitate immigrants’ integration into the society, school environment and workforce.
Over time, the belief that integrating migrants and refugees into higher education institutions is a crucial social responsibility has gained significant traction in Belgium. Universities, in particular, view education as a key instrument for fostering integration, leading to enhanced collaboration with other institutions and the optimization of their methods. Despite these efforts, a considerable gap remains between the concerns of Belgian citizens and civil society organizations regarding refugees and at-risk students, and the policies pursued by federal politicians. To provide a clearer understanding of this discrepancy, it is sufficient to consider that in the case of HEIs, there is a strong perception that the integration of refugees and other migrants is a vital social responsibility for the academic community. Yet, this concern is not mirrored by the federal government, which has not provided a commensurate level of financial or political support to HEIs in this endeavor.
It is therefore clear that in Belgium higher education institutions have long regarded social inclusion as a central principle and have consistently sought to make it increasingly accessible. The relatively low cost of attending higher education institutions is a significant advantage, further enhanced by the waiver of fees for refugee and migrant students who meet specific income criteria. This supportive framework provides Belgian HEIs with the opportunity to not only launch initiatives specifically aimed at assisting these students but also to develop inclusive policies and environments that facilitate their integration.
Nevertheless, challenges are still faced in accessing higher education. These include difficulties in obtaining recognition for diplomas and degrees, challenges to obtain a refugee status, the potential loss of public support, language barriers, and differences in educational systems. Additionally, universities must address the occasional hostility within public opinion towards migrants, which can further complicate efforts to integrate these students into the academic community.
In response to these obstacles, Belgian universities have taken a notable approach to cope with these challenges by tailoring programs to specific target groups. This strategy, if adopted by other nations, could enhance the identification and addressing of the unique needs of different groups. In the analysed country, in fact, a range of integration initiatives have been developed, each catering to different audiences. Programs for refugee students, for example, include language courses, preparatory bridging courses, and scholarships designed to ease their academic transition. Additionally, student-led projects and courses focused on migration actively engage with refugee communities, fostering awareness and involvement. Community programs further support integration by organizing public events that raise awareness and encourage societal participation. Meanwhile, scholars-at-risk programs provide vital grants and fellowships to researchers facing threats in their home countries, allowing them to continue their academic work in safety.
While universities are already implementing effective policies, there is potential for further enhancement in certain areas. Firstly, the administration of higher education plays a pivotal role in facilitating, coordinating, and bringing together various interventions for refugees within their institutions. As central stakeholders in refugee and Scholars-at-Risk programs, the administrative staff should also consider to integrate migration issues into strategic planning, as it not only benefits the people in need but also aligns with the broader goals of HEIs, such as internationalization and social inclusion. Additionally, the administrative staff should help to foster collaboration among diverse stakeholders across disciplines and institutions, ensuring cohesive and unified efforts. Moreover, incorporating refugee and migration studies into coursework is vital, as it equips students with the necessary knowledge and firsthand experience to engage effectively. Finally, these inclusive projects should actively involve the voices and perspectives of this target group, ensuring meaningful contact between students, faculty, and the communities they aim to support.
In conclusion, it can be observed that Belgium has a multitude of inclusion policies in place, which have been well established over time. However, it is evident that further government support and enhanced cooperation from administrative staff would serve to facilitate the integration of migrants in universities to a greater extent. Considering these observations, this post marks the conclusion of our series on DEI policies in universities. As it has been previously analysed, it is undeniably that there have been recent advancements in DEI practices across various countries. Nevertheless, integration remains more challenging in some contexts due to factors such as recent immigration trends, less collaborative governments, and prevailing social sentiments that favor exclusion over inclusion. Despite these challenges, the ongoing efforts within higher education institutions worldwide offer promise for the creation of more inclusive and equitable academic environments.
[1] https://migrant-integration.ec.europa.eu/country-governance/governance-migrant-integration-belgium_en
[2] https://www.mipex.eu/belgium
