The document summarizes efforts taken in Hordaland County, Norway to help pupils from minority backgrounds succeed in upper secondary school. It notes there are over 1600 pupils with another mother tongue than Norwegian attending 46 schools. These pupils represent over 80 languages. Most come from non-Western countries and have only recently lived in Norway. The county council has responsibility for these pupils and their education. Research showed pupils from minority groups have higher dropout rates. The county implemented measures like language courses, parent information meetings, and separate classes to help close the achievement gap.

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.