Hordaland county Educational challenges
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Transcript of Hordaland county Educational challenges
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• In Hordaland County we have about 1600 pupils this year with another mothertongue than Norwegian, attending 46 different upper secondary schools. (Totally 18000)
• They represent more than 80 different languages - arabic 160, polish 155, tigrinja 101, somali 91, thai 78, vietnam 76, english 69, spanish 64, dari 62, kurdish 61,o.s.o.
• Greek -
• Most of them come from non-Western countries and have only lived in Norway for a short time.
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• In Norway the county councils are responsible for upper secondary school education and thus have a special responsibility for young immigrants and refugees.
• Hordaland County Council also has a responsibility to teachers and others who in their daily work are in contact with immigrants and refugees.
• Knowledge and good tools are two requirements for successful integration.
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• It is well documented, both in Norway and in Europe, that pupils from minority groups and with non-Western background have a higher drop-out rate than other pupils
We We have 15 introduction classes with more then 200 pupils in 9 schools
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Increased knowledge about pupils from minority groups
• The goal of the report Make minority students succeed was to identify their main reasons for dropping out and contribute to more pupils completing their education.
• Researching what they felt, 65 pupils from minority groups were interviewed about their views on school.
• This gave us important information, forming the basis for several measures
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We have implemented several measures to close the gap
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Paving the Way
The Hordaland Model handbook – providing courses for cross-cultural skill contains the lessons learned from the Hordaland Model. The handbook shows how focusing on closing the gap within skill-training can have secondary effects such as: improved services and better working environment for staff.
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Measures aimed at parents
Parents play an important role in their children’s choice of education!
• Parents (together with their “children”) from minority groups are invited every year to information-meetings before applications are made to an upper secondary school.
WHY? To ensure good information about the schools and the choices available, interpreters are used.
• The results are high attendance by the parents. This year interpreters in 15 different languages were used to convey this information. 170 pupils and parents followed the meetings.
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www.vilbli.no• National webpage with info
also to minority applicants
• translated into 18 different languages
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Measures aimed at pupils
• Language and communication are key factors.
• One goal is to strengthen Norwegian language teaching.
• Pupils are offered a web-based Norwegian course Veien fram. This course is based on the existing curriculum and offers modules both for pupils preparing for higher education as well as vocational education.
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• Pupils can work on the course Veien fram by themselves and use the course independently or combined with general Norwegian courses.
• Approximately 30 schools in Hordaland currently use this programme. Web address: www.minvei.no
• National web address: www.morsmal.no
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Separate classes for minority students
• First year ”Healthcare, childhood and youth development” (vocational)
• 3 years «Specialization in general studies for minoritystudents»
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In order to succeed in my new society, I need to attain good language skill and to complete my education.