The 'OECD review of migrant education' was launched to help policy makers to design and implement migrant education policy successfully in their countries. It will provide solid facts about access, participation and student performance of immigrant students in comparison with their native peers and identify a set of policy options based on evidence of what works and examples of experience from many countries. The OECD is conducting policy reviews of migrant education in Austria, Denmark, Ireland, the Netherlands, Norway, and Sweden. This report is one in the series of country policy reviews an
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The 'OECD review of migrant education' was launched to help policy makers to design and implement migrant education policy successfully in their countries. It will provide solid facts about access, participation and student performance of immigrant students in comparison with their native peers and identify a set of policy options based on evidence of what works and examples of experience from many countries. The OECD is conducting policy reviews of migrant education in Austria, Denmark, Ireland, the Netherlands, Norway, and Sweden. This report is one in the series of country policy reviews and provides country-specific diagnosis and policy recommendations. By international standards, immigrant students in Ireland, on average, perform as well as their native peers at age 15. However, non-English speaking immigrants face particular challenges and do less well. Ireland is currently undertaking measures with a strong focus on language support and intercultural education. There is scope to: improve access to quality early childhood education and care for all, especially immigrant children, by implementing 'Free Pre-School Year for All'; strengthen initial and ongoing learning opportunities for language support teachers; concentrate efforts on mainstreaming language support and intercultural education into regular curriculum, teacher education and research; reinforce a 'whole-school approach' by enhancing capacities of teachers and school leaders to be more responsive to the growing linguistic and cultural diversity of students; ensure access to school, home and community liaison services for immigrant families, with careful attention to language and cultural barriers; collect better data to further encourage schools to adopt diversity and inclusive education; and set up a coherent framework for continuous feedback - at classroom, school and system [levels] - embedded in policy evaluation and school inspection. The overall findings of the review will be published in 2010 as a concise, action-oriented handbook for policy makers.
Published abstract.
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