The late 1980s witnessed the deregulation and decentralization of education in Belgium. To examine some of the effects of this reform, four dimensions of general secondary education in the Flemish community following reforms are provided here. Each dimension is explored in a chapter. The first dimension, the structure of Flemish education, outlines secondary education organization, monitoring, teacher training, finance and budget, and multiculturalism. Dimension two, curriculum, is examined through a historical overview, through information on the current curriculum, and through the effects of the unification of Europe. A short chapter on dimension three, teaching strategies, discusses the types of instructional methodologies used in Flemish secondary schools. The last dimension, the integration of computer technology within the schools, concentrates on the history of computer technology in the schools and describes recent developments in technology integration. Results indicate that these reforms have had few, if any, adverse effects on the system; Flemish secondary school students still rank high on international standardized tests. The central authority has given the responsibility of education to the Flemish community and it is hoped that, as the local groups gain competence and experience in handling responsibilities, more decision-making opportunities will be bestowed on them. (RJM)