2. • 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.

3. • 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.

4. • 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

5. 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

6. We have implemented several
measures to close the gap

7. 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.

8. 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.

9. www.vilbli.no
• National webpage with info
also to minority applicants
• translated into 18 different
languages

10. 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.

11. • 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

12. Separate classes for minority
students
• First year ”Healthcare, childhood and youth
development” (vocational)
• 3 years «Specialization in general studies for
minoritystudents»

14. In order to succeed in my new society, I need to attain good
language skill and to complete my education.