In the Flemish region of Belgium a recent change in civic integration courses requires newcomers, whether participating voluntarily or mandatorily in a civic integration programme, to undergo a standardised Dutch language test. This test affects various aspects of their life in Belgium, such as the speed at which they can acquire Belgian nationality or access social housing.

Approximately 26 000 individuals are enrolled in Dutch language courses thoughout the country, with each educational centre previously administering its own unique course and test. In September 2023, a uniform mandatory standardised Dutch test was introduced for all non-native speakers.

This measure aligns with a series of previous initiatives taken by the Flemish government. In the negotiations that formed the new Flemish government in May 2019, significant changes were already made concerning migrant integration. Notably, a ten-year residency requirement for social housing eligibility was introduced, as well as an obligation for NGOs seeking subsidies to use Dutch in public communications. A paid integration exam was also established in Flanders in June 2021, that migrants must undertake upon successfully completing a series of stages involving language learning, achieving economic independence with VDAB (public employment agency), understanding the Flemish society and values, and participating in a 40-hour tandem-team program pairing candidates with Flemish citizens. These initiatives reflect a comprehensive approach to migrant integration, although prompting discussions about potential challenges in fostering inclusivity.

The first such test was organised this month in Antwerp. It evaluates basic Dutch proficiency at the A2 level, focusing on reading and writing skills. Flemish Education Minister Ben Weyts has said that standardised test for all learners will go some way towards addressing disparities that exist between students following different tests and trainings and ensuring the language proficiency of all students. Critics, including Dutch teachers, argue that the test was hastily prepared and is not yet ready to be implemented, and that existing assessments are sufficient.