Guidelines and recommendations for school development

  • Educating teachers for diversity:
    • Formal training and education on multilingualism and communication across linguistic and cultural differences.
    • Formal training and education in multicultural education.
    • Formal training and education in teaching (Finnish, Icelandic, Norwegian, Swedish) second languages.
  • Immigrant students’ education should be the responsibility of all teachers, not only teachers in introductory or reception units. Therefore all teachers need to be involved in the education of newly-arrived students.
  • Teachers and leaders need to be more ambitious in the education of minority language children.
  • Importance of building on all languages and supporting multilingualism.
  • Increase the number of mother tongue teachers for teaching mother languages and supporting immigrant children.
  • Importance of a holistic approach where social as well as academic success is emphasized.
  • Importance of sustainable leadership and measures for sustaining knowledge and good practices.
  • Cooperation between schools (teachers and leaders) and sharing of experiences, practices and ideas.
  • Cooperation with parents.
  • Continued professional development.
  • Improve access of immigrant students to upper secondary school.


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