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COM (84) 054 
 
 
 
Vol. 1984/0 022 
  
 
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Conformém ent au règlement (CEE, Euratom) n° 354/83 du Conseil du 1er février 1983 
concernant l'ouverture au public des archives historiques de la Communauté économique 
européenne et de la Communauté européenne de l'énergie atomique (JO L 43 du 15.2.1983, 
p. 1), tel que modifié par le règlement (CE, Euratom) n° 1700/2003 du 22 septembre 2003 
(JO L 243 du 27.9.2003, p. 1), ce dossier est ouvert au public. Le cas échéant, les documents 
classifiés présents dans ce dossier ont été déclassifiés conformément à l'article 5 dudit 
règlem ent. 
In accordance with Council Regulation (EEC, Euratom) No 354/83 of 1 February 1983 
concerning the openi ng to the public of the historical archives of the European Econom ic 
Community and the European Atomic Energy Communit y (OJ L 43, 15.2.1983, p. 1), as 
amended by Regulation (EC, Euratom) No 1700/2003 of 22 September 2003 (OJ L 243, 
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file have been declassified in conformity with Article 5 of the aforementioned regulation.  
In Übereinstimmung mit der Verordnung (EWG, Euratom) Nr. 354/83 des Rates vom  1. 
Februar 198 3 über die Freigabe der historischen Archive der Europäischen  
Wirtschaftsgemeinschaft und der Europäischen Atomgem einschaft (ABI. L 43 vom  15.2.1983,  
S. 1), geändert durch die Verordnung (EG, Euratom) Nr. 1700/2003 vom 22. Septem ber 2003  
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COMMISSION OF THE EUROPEAN COMMUNITIES
C O M (84) 54 final
Brussels, 10 February 1984
REPORT FROM  THE COMMISSION TO THE COUNCIL
O N  THE IMPLEMENTATION O F DIRECTIVE 77/486/EEC O N  THE EDUCATION
OF THE CHILDREN OF MIGRANT W O RKERS

COMMISSION OF THE EUROPEAN COMMUNITIES
C O M (84) 54 final
Brussels, 10 February 1984
R E P O R T  F R O M  T H E  C O M M IS S IO N  T O  T H E  C O U N C I L
O N  T H E  I M P L E M E N T A T I O N  O F  D I R E C T I V E  77/486/EEC  O N  T H E  E D U C A T I O N  
O F  T H E  C H I L D R E N  O F  M I G R A N T  W O R K E R S
C O M( 84) 54 f in a l

EXPLANATORY M EM O RANDUM
Council Directive 77/486/EEC o n  the education of the children of m igrant  
w orkers c a m e  into force in July 1981. In  accordance with Article 5  
of the Directive,, in 1982,. the C om m ission  requested the G overnm ents  
of the M e m b e r  States to provide it with full information o n  the  
implementation of the Directive.
O n  the basis of the information received b y  M a r c h  1983,. the staff  
of the C om m ission  d rew  u p  a  factual report describing the m easures  
taken b y  the M e m b e r  States to im plem ent the three objectives  
laid d o w n  b y  the Directive :
- to provide tuition to facilitate initial reception including in  
particular intensive teaching of the language of the host country;
- to provide training a n d  further training of teachers responsible for  
the children of m igrant workers;
- to prom ote the teaching of the m other tongue a n d  culture of the country  
of origin.
T o  take account of the diversity of educational structures in the L ander  
of the Federal Republic of G e r m a n y ,, separate reports h ave been d ra w n  
u p  for each of the L ander,, together with a  su m m a r y  covering the entire  
Federal Republic.

1.
R E P O R T  T O  T H E  C O U N C I L  O F  T H E  E U R O P E A N  C O M M U N I T I E S  
O N  T H E  I M P L E M E N T A T I O N  O F  D I R E C T I V E  77/486/EEC  O N  
T H E  E D U C A T I O N  O F  T H E  C H I L D R E N  O F  M I G R A N T  W O R K E R S
Article 5  of Directive 77/486/E E C ,- adopted b y  the C ouncil o n  2 5 July 1977r  
stipulates that the C om m ission  m u st report to the C ouncil o n  the  
application of the Directive throughout the C o m m u n ity  within five years.
T h e  C om m ission  prepared this report o n  the basis of the replies  
to a  questionnaire transmitted to the M e m b e r  States in Ju n e 1982.
T h e  report includes :
1. the text of Directive 77/486/E E C ^
2. the text of the questionnaire transmitted to the M e m b e r  States,
3. a  description, for each M e m b e r  State,, of the situation regarding  
the application of the Directive. A ccount h as been.taken of  
differences in the replies fro m  the respective L â n d er of the  
Federal Republic of G erm a n y .

2
No L 199/32 Officiti Joum tl of the European Communities 6. 8. 77
II
(Acts whose publication is not obligatory)
COUNCIL
COU N CIL DIRECTIVE 
of 25 July 1977
on the education of die children of m igrant w orkers
(77/486/EEQ
THE COUNCIL OF THE EUROPEAN 
COMMUNITIES,
Having regard to the Treaty establishing the European 
Economic Community, and in particular Article 49 
thereof,
Having regard to the proposal from the Commission,
Having regard to the opinion of the European Parlia­
ment ('),
Having regard to the opinion of the Economic and 
Social Committee (2 ),
Whereas in its resolution of 21 January 1974 
concerning a social action programme (J), the Council 
included in its priority actions those designed to 
improve the conditions of freedom of movement for 
workers relating in particular to reception and to the 
education of their children ;
Whereas in order to permit the integration of such 
children into the educational environment and the 
school system of the host State, they should be able to 
receive suitable tuition including teaching of the 
language of the host State ;
Whereas host Member States should also take, in 
conjunction with the Member States of origin, appro­
priate measures to promote the teaching of the 
mother tongue and of the culture of the country of 
origin of the abovementioned children, with a view 
principally to facilitating their possible reintegration 
into the Member State of origin,
(> ) OJ No C 280, *. 12. 1975, p. 48. 
(2 ) OJ No C 45, 27. 2. 1976, p. 6.
(J) OJ No C 13, 12. 2. 1974, p. 1 .HAS ADOPTED THIS DIRECTIVE :
Article 1
This Directive shall apply to children for whom 
school attendance is compulsory under the laws of the 
host State, who are dependants of any worker who is a 
national of another Member State, where such chil­
dren are resident in the territory of the Member State 
in which that national carries on or has carried on an 
activity as an employed person.
Article 2
Member Sûtes shall, in accordance with their national 
circumsUnces and legal systems, uke appropriate 
measures to ensure that free tuition to facilitate initial 
reception is offered in their territory to the children 
referred to in Article 1, including, in particular, the 
teaching — adapted to the specific needs of such chil­
dren — of the official language or one of the official 
languages of the host Sute.
Member Sûtes shall Uke the measures necessary for 
the training and further training of the teachers who 
are to provide this tuition.
Article 3
Member States shall, in accordance with their national 
circumsUnces and legal systems, and in cooperation 
with Sûtes of origin, uke appropriate measures to 
promote, in coordination with normal education, 
teaching of the mother tongue and culture of the 
country of origin for the children referred to in 
Article 1.

6. 8. 77 Official Journal of the European Communities No L 199/33
Article 4
The Member States shall take the necessary measures 
to comply with this Directive within four years of its 
notification and shall forthwith inform the Commis­
sion thereof.
The Member States shall also inform the Commission 
of all laws, regulations and administrative or other 
provisions which they adopt in the field governed by 
this Directive.
Article 5
The Member States shall forward to the Commission 
within five years of the notification of this Directive, 
and subsequently at regular intervals at the request ofthe Commission, all relevant information to enable 
the Commission to report to the Council on the appli­
cation of this Directive.
Article 6
This Directive is addressed to the Member States.
Done at Brussels, 25 July 1977.
For the Council  
The President  
H. SIMONET

4.
R equest for information from  the M e m b e r  States in accordance  
with the provisions of Article 5  of the C ouncil Directive  
of 2 5  July 1977 o n  the education of the children of m igrant  
w orkers (77/486/EEC)
M e m b e r  States are invited to forward to the C om m ission  by'
1  N o v em b er 1982 at the latest all relevant information for the preparation  
of a  report w hich the C om m ission  is required to subm it to the C ouncil  
under Article 5  of the aforementioned Directive.
T o  enable the information provided b y  the M e m b e r  States to b e  
presented in a  clear a n d  uniform  m anner, they are requested as far as  
possible to follow the form  of the questionnaire below.
Although the Directive specifically concerns only the education  
of the children of m igrant w orkers fro m  other M e m b e r  States (Article 1),  
the M e m b e r  States are also invited to inform  the C om m ission  of m easures  
taken for the education of children of w orkers fro m  third countries.

5 .
1 . L egislative o r adm inistrative p ro v isio n s
1.1. H a v e  a n y  n e w  L egislative o r adm inistrative p ro v isio n s b e e n  a d o p te d
since ......................................  in  reg a rd  to  th e e d u c a tio n  o f th e
ch
ild ren  o f m ig ra n t w o rk e rs, w h e th e r o r n o t th e  latter a re  nationals 
o f a n o th e r M e m b e r  S tate ?
1.2. If so, kindly attach the relevant texts.
II.R eception m e th o d s (Article 2, first p a ra g ra p h )
2.1. D escribe briefly the types of reception facility set u p  in  the  
co m p u lso ry  education sector for pupils w ith  a n  insufficient k n o w led g e  
of the la n g u a g e u sed  for teaching, b y  the national, regional o r  local  
authorities.
2.2. State the n u m b e r  of pupils entering ea ch  typ e of reception facility,  
giving a  b r e a k d o w n  :
- b y  la n g u a g e of origin a n d /o r nationality (C o m m u n it y  a n d  n o n -C o m m u n ity  
nationals);
- b y  level (p rim a ry  o r  lo w e r  secondary),
- state the percentage of pupils given reception tuition (in relation  
to total n u m b e r  of foreign pupils).

6 .
III. Tuition in the language a n d  culture of origin (Article 3)
3.1. H o w  is tuition in the L a n gu age a n d  culture of origin organized  
at national,, regional or local level:
- for children from  other M e m b e r  States ?
- for children from  n o n -m em b er countries ?
3.1.1. In  the context of the reception system (D?
3.1.2. In  the context of norm al education:
- at prim ary level ?
- in the first stage of secondary education ?
. n u m b e r  of hours w eekly for each year
. n u m b e r  of pupils at each level a n d  b y  language taught  
. n u m b e r  of pupils involved in relation to total n u m b e r  of  
foreign pupils.
3.1.3. Outside the school system:
- o n  the responsibility of the host country?
- o n  the responsibility of the consular authorities of the country
of origin?
- o n  the responsibility of immigrants' associations? (2)
F o r  each of these alternatives^, give:
- a  description of the type of tuition
- n u m b e r  of hours w eekly for each year
- n u m b e r  of pupils at each level a n d  b y  language taught
- n u m b e r  of pupils involved in relation to total n u m b e r  of foreign
pupiIs.
W h e r e  these courses are given in school premisses/, w hether public  
or subsidized/, is rent charged?
If S O / , w h o  is responsible for paym ent?
(1) If the language of origin is also the language used for reception tuition 
or part thereof/, the answ er to this question already appears under 2.1.
(2) This question should b e answ ered insofar as information is available.

7.
Is a  contribution obtained for operating costs (lighting,  
cleaning, heating)?
If so, from  w h a t source?
3.2. Teachers of the languaqe a n d  culture of oriqin
3.2.1. H o st country nationals:
- w h a t is their status a n d  w h o  is their em ployer?
- w h a t qualifications have they?
3.2.2. Teachers fro m  the countries of origin;
- w h a t is their status a n d  w h o  is their em ployer (officials o n  
detachment, em ployees of the consular service, regional or  
local authorities, im m igrants' associations, etc.)?
3.2.3. In  each of the tw o  cases above, w h o  is responsible for school  
inspection a n d  educational guidance?
3.3. Cooperation between the host country a n d  the countries of oriqin covering
integrated tuition in the language a n d  culture of origin
3.3.1. W ith  w hich M e m b e r  States of the C o m m u n ity
. h ave bilateral agreem ents been concluded?
. are negotiations in progress?
3.3.2. W ith  w hich n o n -m e m b e r  country or countries
. h ave bilateral agreem ents been concluded?
. are negotiations in progress?
K indly attach the texts of a n y  relevant agreements.

IV . T ea ch er training
4.1. H o s t co u n try  nationals
4.1.1. Prelim inary training
-do p rim a ry  a n d  lo w e r  secon d ary school teachers receive
prelim inary training in  preparation for their w o r k  w ith  m ig ra n t  
children?
- if so, w h a t  is the nature of this prelim inary training?
- give the n u m b e r  of teachers qualifying in  1 9 8 1  w h o  received  
prelim inary training of this type.
4.1.2. F u rth er training
Is further in  response to the specific n eed s of m ig r a n t children  
available?
.  if so, give details
. give the n u m b e r  of teachers w h o  received training of this type  
in  1981.
4.2. T each ers f r o m  the countries of origin
4.2.1. Prelim inary training
Is there, in  y o u r  country, a  prelim inary o r  su p p lem en ta ry  training  
s c h e m e  for teachers intending to w o r k  w ith  the children of y o u r  
country's nationals resident a b r o a d ?
.  if so, w h a t  is the nature of this prelim inary training?
. give the n u m b e r  of teachers qualifying in  1 9 8 1  w h o  received  
prelim inary training of this type.
(1) I n  a n sw erin g  these questions,, please specify the organizing authorities  
for ea ch  type of training :
- national a n d /o r
- regional a n d /o r
- local authorities
- private bodies.

9
4.2.2. Further training
- D o  your consular services organize further training courses  
for teachers responsible for the children of your country's  
nationals?
. if so, in w hich M e m b e r  States?
. give the n u m b e r  of teachers w h o  received further training  
of this type in 1981.
- A r e  your teachers of the language a n d  culture of origin admitted  
to further training courses organized b y  the host country?
If so, o n  w h a t conditions?
. give the n u m b e r  of teachers w h o  received further training  
of this type in 1981.

10.
D escrip tio n , for e a c h  M e m b e r  State, o f th e situation reg a rd in g  
the application o f the D irectiv e
1. T h e  description 1s based o n  the replies fro m  the respective M em ber  
States to the questionnaire, of w hich a  copy  1s annexed.
2. E a ch  report contains four chapters :
I. Educational statistics :
the number  of im m igrant children, with a  b reak d ow n  b y nationality,  
at each educational level;
II. Description of reception facilities at each level of education,  
giving figures;
III. Description of m easures taken to prom ote the teaching of the m other  
tongue an d  culture of the country of origin at each level, giving  
figures;
IV . Description of m easures taken regarding the training a n d  further  
training of teachers responsible for the education of m igrant  
chiIdren.
3. E a c h  chapter is accom panied b y  co m m en ts draw ing the reader's attention
to strong points, weaknesses or lapses in the application of the Directive.
4. T h e  report attempts to provide, as concisely as possible, objective  
information o n  the m easures taken b y  the education authorities in the  
M em ber  States in the areas covered b y  the Directive.
5. T h e  report does  not systematically distinguish between children of  
C o m m u n ity  nationals an d  those fro m  non-member  countries. W h e r e  the  
m easures taken b y  a  M e m b e r  Sate are considered inadequate, the m easures  
in question concern the children of both C o m m u n ity  a n d  non-C om m u nity  
nationals unless the contrary is expressly indicated.
W h e r e  the report indicates that the Directive or part thereof h as not  
been  applied, the infringement noted concerns only the children of  
C o m m u n ity  nationals. It should be understood that in these cases, the  
children of non-C om m u nity nationals are denied the same  educational  
facilities.

11.
1Belgium
2Federal Republic of Germany
3 Baden-Württemberg
4 Bavaria
5Berlin
6 Bremen
7Hessen
8 Hamburg
9Lower Saxony
10 North Rhine-Westphalia
11 Rheinland-Pfalz
12 Saarland
13So hi e swi g-Hol s t e in
14Denmark
15France
16Greece
17Ireland
18Italy
19Luxembourg
20Netherlands
21United Kingdom

B 1.
BELGIUM
Reference year : I 9 8I/L 9 8 2 school year  
Dutch-speaking region foreign pupils
Nationality Nursery Primary Speoial Secondary
Schools Education Education Education
Turkish 2 9 6O 4.  6 9 6 1 2 9 9
Moroccan 2 709 4·  6 9 6 1 1 0 5
Italian 1 985 3 497 2 378
Dutch 1 373 4 185 5 091
Spanish 4 66 1 395 1.182·
French 4 2 6 888 412
German 33 6 657 569
British 249 554 342
Greek 224 409 392
Polish 1 5 0 2 4 0 . . . .  - 149
Algerian 1 5 0 284 • · · ·
Tunisian 131 140 • · · ·
Portuguese 95 2 5 6 159
• ·  · · 0 r . ·•  ·  ·  · •  ·  ·  · •  t 1 »
12 128 23 360 826 14 179
* * * *

B  2.
1980/31 Bohool year French and German-sneaking Belgium
Foreign p u p ils
Country of  
originNursery
SchoolsPrimary education  
and first stage  
of secondary  
educationSecond stage  
of secondary  
educationNumber of  
girls
Denmark e ·  ·  · •  ·  e · •  ·  ·  · # ·  ·  ·
Germany 574 2 114 398 160
France 3 373 1 5 1 0 4 2 670 1 2 5 5
Ireland •  ·  e e •  e ·  e •  e ·  · e ·  ·  ·
Italy 14 236 47 230 7 709 4 212
Luxembourg 147 1 221 345 131
Netherlands 309 1 3 6 1 355 197
United Kingdom 408 927 1 4 6 71
Greece 798 3 504 741 399
Turkey 3 0 5 0 8 . 0 9 0 416 201
Spain 2 006 9.291 1-974 1 089
Portugal 499 1 728 277 1 4 0
Maghreb 8 347 24 542 2,154 1 001
Other 3 975 2 9.S9 6 2.818 1 2 4 3
37-722 136 918 20.003 1 0 0 9 9
21.1 $22-5 £ 15.3 $
% of the total number of  
pupils (Belgian + foreign)
The excellent attendance rate in the second stage of secondary education
should be noted. The number of girls slightly exceeds that of boys.
(î)

B  3.
2 .1  R eoeotion arrangements  
-  p re-sch ool education
Pre->sohool education i s  fr e e  and open to  a l l  fo reig n  ch ild ren  from the  
age o f two and a h a lf y e a rs.
Under th e sp e o ia l temporary soheme i t  i s  p o ssib le  to  employ, in  nursery  
sch o o ls, young tea ch ers who have not found a permanent p o s t. Where th e  
number o f migrant oh ild ren  in  a sohool exoeeds 30 th e number o f th ese  
oh ild ren  i s  m u ltip lied  by two to  e s ta b lis h  th e number o f nursery sohool  
teach ers required.
-  Primary education
Language tu it io n
A course o f th ree hours per week may be o ffered  t o  fo reig n  p u p ils who  
have no -  or an in s u f f ic ie n t  -  command o f th e sohool working language  
and who have attended a B elgian sohool fo r  le s s  than th ree y ea rs.
Number o f p u p ils : 10 minimum
20 maximum
The s p e c ia l temporary soheme makes i t  p o s sib le  t o  in crease th e s t a f f  o f  
sch ools where more than 30 % o f th e ch ild ren  are fo r e ig n .
The number o f teach ers in  a sohool i s  fix e d  as fo llo w s *
1 s t and 2nd year : the number o f immigrant ch ild ren  i s  m u ltip lied  by 1.5.  
Other years : th e number o f immigrant ch ild ren  i s  m u ltip lied  by 1.3.
—  Secondary education t French-sneaking a  v a t  am
Remedial tea ch in g
In 1 st and 2nd year o f secondary education, a d d itio n a l French o la s s e s  may  
be organised from September 1982 fo r  p u p ils w ith an in s u f f ic ie n t  command  
o f th e language.
Minimum number *  10 p u p ils per group,
16 p u p ils fo r  two groups,
31 p u p ils fo r  th ree groups,
and so on, by increm ents o f 1 5 p u p ils .
The t o t a l number o f hours per week o f in te n siv e  study o f Frenoh inoludes  
5 hours' t u it io n  fo r  a l l  p u p ils , 2 hours o f a d d itio n a l a c t i v i t i e s , and  
2 hours o f rem edial teach in g; i.e.  a t o t a l o f 9 hours.

B 4.
Objsotivss t acquisition of basio French with initial emphasis on the spoken  
languagej in seoond year vocational training the aooent is placed  
on teohnioal vooabulary.
- seoondary education r Dutch-speaking system
Since September 1982 it has been possible to organise transitional olasses  
for foreign pupils who are unable to follow an ordinary first^year olass.  
Minimum number of pupils : 10) a seoond olass is oreated as soon as there  
are 16 pupils.
2.2 Statistics
French-speaking Ministry
Number of additional teacher's made available to nursery and primary sohools t  
approximately 200.
No information is available on the number of pupils ooncemed by remedial  
measures at secondary level.
Dutch-speaking Ministry, primary education.
Nationals of  
Member StatesNumber receiving  
remedial teachingForeign pupils enrolled  
in 4 6 sohools providing  
remedial language teaching
Danish 1 1
German 27 82
French5 36
Greek 106 212
British 6 22
Italian 730 1 4 0 2
Luxembourg - 2
Dutch - 62
Irish 1 1
87 6
48.1 % of 1 8201 820

B  5.
Nationals of  
other European  
StatesNumber reoeiving  
remedial teachingPupils enrolled in  
4 6 sohools providing  
remedial language teaohing
ibgoslav 18 38
Polish 34 86
Portuguese 18 35
Spanish 144 299
214 458
46.7 de 45j8
Nationals of
Mediterranean
CountriesNumber reoeiving  
remedial teachingPupilB enrolled in  
4 6 sohools providing  
remedial language teaohing
Algerian 23 49
Moroccan 1 558 2 442
Tunisian 1 4
Turid, sh 2 173 3 543
3 755 6 038
62.2 $ de 6 038  1
Nationals of  
other countriesNumber receiving  
remedial teachingPupils enrolled in  
46 schools providing  
remedial language teaching
99 161
TOTAL 4 944 8 477
5 8 .3 i de 8 477
Number of foreign pupils receiving remedial language teaching : 4 944  
(1 9 .8 % of all foreign pupils).
Number of temporaiy nursery school teachers s 105 ( 19 8 1/8 2).
Number of temporary primary school teachers (male/female) s 88.
Secondary education
N o  d a t a  a v a i l a b l e .

B  6.
Comment b : 1. Although the children of immigrants bom In Belgium receive
about three years* pre-school education, special assistance may  
be necessazy during the initial years of primazy schooling.
2. Sinoe it is only possible to organize language tuition for  
a minimum of 10 pupils, there is no special reception  
facility for new arrivals where their number is less than  
this minimum.

B  7 .
3.1 Tuition In the language and culture of origin  
Dutoh-sueaking system - integrated education
scheme
The bicultural educational model introduced in a pilot/oarried out between  
1976 and 1 9 8 1 in Limbourg was extended in September 1982 to the entire Flemish  
region for an experimental period of 3 years,  
îfetianalities jLnvolyed_j Greek, Italian, Moroccan and Turkish.
Nujraeijr _school_:
- classes attended ty foreign children of several nationalities :
a foreign nursery sohool teacher working 4 periods per week with children  
of her nationality!
- classes in which the foreign component comprises JO % of children of the  
same nationality : a foreign nursery sohool teacher is responsible for the  
children for 10 periods per week (l period · 60 minutes).
Language Antwerp Brabant Limbourg East Flanders West Flanders
Turkish 4 - 17 7
Greek - - 9 - -
Italian 2 - 15 - —
Arabic 2 1 9 1 •
Spanish 3 1 8 - -
Portuguese - - 1 - -
Course duration : 4 hours per week. Attendance : 10 to 30 pupils per course.
State schools do not charge rent for the use of school premises. Rent is  
often charged by independent, regional and local authority organizing bodies,  
however.Primarv school î
1st and 2nd year :  
3rd and 4th year :  
5th and 6th year :4 hours per week of mother tongue teaching  
3 hours per week of mother tongue teaching  
2 hours per week of mother tongue teaching
Secondary education
There is no integrated education apart from a pilot soheme oonfined to  
some secondary schools in Limbourg.
Teaching outside the school svstem
Teaching outside the school system is organized hy the foreign consular  
authorities and immigrants’ association.
Number of courses in 1982 by province :

B 8.
The following languages are offered, as first, second or third foreign language 
in secondary sohool i German, English, French, Spanish and Italian.
French-speaking system -  integrated education
A  number of primary schools have requested and been granted authorisation 
to organise integrated courses on an experimental basis. A  circular in 
September 1982 urged headmasters to apply for this authorization.
Number of hours per week : 4 hours.
Nationalities involved : Italien, Greek, Spanish, Portuguese, Morocoan.
No statistics are available.
Some ten schools were applying a system of integrated education during 
the 1981/32 sohool year.
A  pilot scheme for integrated education in Italian, Spanish and Arabic will 
be launched in September 1983 with the cooperation of the Italian, Spanish 
and Moroccan consulates in nine secondary schools. In secondary schools, 
the following languages may be chosen as first, second or third foreign 
language : Dutch, German, English, Spanish, Italian.
Education outside the sohool system
Courses outside the school system in Italien, Greek, Spanish, Portuguese 
and Arabic are organized by the foreign consulates and immigrants· asso­
ciations.
Course duration : 4 hours per week generally.
Use of State primary school premises is free of charge.
Use of State secondary school premises is free of charge for classes prpvided for 
ohildren of sohool age during school hours. If classes are given on days 
when the school is normally closed or to adults, the organizers are oharged 
rent.
Regional, local and independent schools generally ask course organizers 
to make a  contribution to operating costs.
No statistics are available.

B  9.
Comments t
1. The legislative amendments needed to authorize tuition in the language 
and. culture of origin within the normal sohool system have not yet 
been put before Parliament. The two Ministeries of Education have 
consequently set up temporary pilot sohemes to introduce education of 
this kind.
The Council had laid down a time-limit of 4 years, more than adequate 
to complete the formalities required to implement the Directive.
2. The charging of rent for the use of sohool premises for tuition in 
the language and culture of origin of ohildren of sohool age who
are nationals of other Member States of the Community seems in co m p atib le 
with a r t i c l e  3 of the d i r e c t i v e .
3.2 Teachers of the language and culture of origin
Foreign teachers employed by consulates have the status of seoonded 
officials or a special consular status. They are appointed and paid by 
the consulates.
Some foreign teachers are paid by the local authorities and by the Ministry 
for Employment. They are employed in a special temporary capacity.
Some teachers of Arabic are employed and paid by immigrant associations.
3 .3 Educational cooperation between Belgium and the countries of origin
Bilateral agreements have been made with Italy, Greece, Turkey and 
Morocco for the introduction of pilot schemes.
Foreign teachers appointed by the consulates are responsible to consular 
inspectors.
Teachers paid by the local authorities are responsible to local authority 
inspectors.

B 10.
All teaohers taking part in pilot integrated education sohemes are 
under the guidanoe of the headmaster of the sohool in educational 
matters.
The teaohers must show evidence of an adequate knowledge of Prenoh 
or Dutoh, depending on the language area in whioh they are employed.
Comment t
With the exception of the pilot sohemes, there appears to be no direot 
educational oooperation between Belgium and the migrants' countries 
of origin.
Teacher training
Initial and further training of Belgian teachers
There are no legal or formal provisions regarding initial or further 
training adapted to the needs of immigrants. Students of some teacher 
training colleges complete periods of practice teaching in schools with 
a large intake of foreign pupils.
In-service training 
Belgian teachers 
Dutch-speakLn/j_S£stem
Teachers attend series of conferences on a voluntary basis organized by 
the State University of Gent, the university faculties of Saint Ignatius 
in Antwerp and the Catholic University of Louvain.
Retraining courses have been organized for staff engaged in various 
pilot schemes.
French-speaking system
Some hundred Brussels primary school teachers took part in a pilot in- 
service training scheme in 1981/82.
Teachers attended conferences or training courses on a voluntary basis 
organized by associations or universities, in particular by the Mons 
State University.

B 11.
Foreign teachers
The Italian Embassy regularly organizes retraining courses for Italian 
teachers responsible for integrated oourses or oourses outside the 
school system in the Italian language and culture.
Comment :
No formal provision has been made either for the initial or in-service 
training of teachers responsible for the education of the children 
of migrant workers.

D E  1.
FEDERAL REPUBLIC OF GERMANY
1. Division of responsibilities
In the Federal Republic education, including the initial and in-service 
training of teachers, is the sole responsibility of the Länder. By 
virtue of Artiole 91 (b) of the Basis Law, however, the Federal and Land 
Governments may collaborate in educational planning on the basis of 
agreements. In addition, the Federal authorities have certain responsi­
bilities in the field of vocational training.
In consequence of the above, the implementation of Directive 77/486  EEC 
is a matter for the Länder. The action taken is harmonized and coordi­
nated within the framework of the Standing Conference of Land Ministers 
of Education (Ständige Konferenz der Kultusminister der Länder der 
Bundesrepublik Deutschland, KMK).
2. Implementation of Directive 77/486 EEC in the Länder
2.1 Standing__C£nferenc_e Agreement £f_8_AjDri 1_1£76
The problems of educating migrant workers' children occupied the 
attention of the Standing Conference of Education Ministers from a 
veiy early stage : Decisions were adopted in this connection on 
1 4 A 5  Ifoy 1964 and 3 December 1971 with a view to ensuring appropriate 
aotion by the educational authorities of the individual Länder.
On the basis of the Decision of 8 April 1976 on the education of 
migrant workers' children, in the version of 26 October 1979, the 
Land educational authorities have now stepped up their action in 
this field to ensure the availability of appropriate reception 
facilities for foreign pupils and encourage the provision of tuition 
in languages and cultures of origin. This Agreement also includes 
provisions concerning initial and in-service teacher training and 
collaboration with sending countries.

D E  2.
2.2 Measure s_ajLmed_ajt i ^ l ^meaWng^Arti.clej^of the_ Direotive 
2.2.1 Reception arrangement s^
Foreign pupils have the same rights and obligations as German 
nationals. In particular, they are subjeot to the same require­
ments as regards compulsory schooling and part-time vocational 
education, which is compulsory for all young people between the 
ages of 16 and 18 who are not enrolled in a formal education or 
training scheme. Education is provided free of charge.
Foreign pupils with an adequate knowledge of German will normally 
be integrated into an ordinary class corresponding to their 
age and aptitudes.
The following special types of provision have been introduced 
with a view to facilitating the integration of foreign pupils r
- reception classes and preparatory classes (Aufnahmehklassen, 
Vorbereitungsklassen)}
-  bilingual classes}
- intensive tuition in German}
-  remedial tuition.
The above have been arranged in line with the school systems 
and regulations of the individual Lander.
The duration of attendance at preparatory classes or reception 
classes is normally two years.

DE 3.
In bilingual glasses foreign pupils of the same mother tongue are 
prepared for a German sohool certificate. German and the mother 
tongue share the role of medium of teaching.
The ourrioula and teaching materials for reception classes and 
bilingual olasses are based on German ourrioula.
The arrangements aB regards the duration and organizational form 
of reception classes and bilingual classes differ from Land to 
Land. The task of teaching the mother tongue and culture is 
entrusted to teachers from the country of origin.
Intensive tuition in German is provided where the number of 
foreign pupils is insufficient to justify the establishment of 
a reception class.
With a view to facilitating the integration of foreign children 
and teenagers, remedial tuition of various kinds designed to 
improve their knowledge of Geiman or their general education is 
provided within the framework of ordinary classes.
Other measures such as assistance with homework and guided study 
take place outside school hours.
2.2.2 Initial and in-seivic^training £f_t£achers
In the majority of Lander, provision has been made for the 
special needs created by immigration to be studied within the 
framework of initial, further and in-service training.
This provision takes a variety of forms in the individual Lander :
-  special study of the methodology of teaching foreign pupils as 
part of the normal course leading to the State examination;

DE 4.
-  further, post-basic training with the emphasis on German as a 
seoond language }
-  initial training leading to qualification as a teaoher of German as 
a  foreign language}
-  further training on an in-service basis}
-  continuing training on an in-servioe basis}
-  advanoed courses for German and foreign teachers with responsi­
bility for migrant workers’ ohildren.
Teaoher training activities include the organization at sohool 
district level of seminars on the following topios :
-  the integration of foreign children and adolesoents into German 
schools and sooietyj
- an introduction to the methodology and practice of teaohing German 
as a second language}
- the mother tongues and cultures of the main groups of foreign 
pupils in the Federal Republic.
2.3 Measures aimed at implementing Article 3 of the Direotive t 
Tuition in the language and culture of origin
Where foreign pupils do not receive tuition in their mother tongue in a 
reception class or bilingual class, additional tuition is offered in the 
language and culture of origin over and above the instruction provided in 
German classes. This additional tuition is given by teaohers from the oountry 
of origin, generally at the rate of 4 or 5 hours a week, either during or 
outside school hours.
In Bavaria, Hessen, Lower Saxony, North Rhine-Westphalia and Rheinland- 
Pfalz, mother tongue tuition in sohools is organized by the German sohool 
authorities} the teachers are employed and paid by the Land. Tuition outside 
sohools is organized and paid for by the relevant consular authorities.
In Baden-Württemberg, Berlin, Bremen, Hamburg, Schleswig-Holstein and 
Saarland, mother tongue tuition both within and outside schools is 
organized by the diplomatic and consular representations of the oountries 
of origin} the foreign teachers concerned are employed by the authorities 
of these countries. These Länder encourage the teaohing of mother tongues

D E  5.
and oultures by making sohool premises available free of oharge. A  
number of them -  including Baden-Württemberg, Berlin, Hamburg and 
Saarland -  contribute towards operating costs and teacher salaries.
The Federal and Land Governments work together with the Governments of 
the sending countries in bilateral oommittees of experts established 
under existing cultural agreements. These committees are particularly 
o o n o e m e d  with the question of tuition in the language and culture of 
origin.
A  oommittee o o n o e m e d  with the education of Greek pupils has been in 
operation sinoe 1976 and another o o n o e m e d  with the education of 
Italian pupils has been in operation sinoe 1978·
The Federal Republic has also established bilateral oommittees of 
experts with certain non-member countries.
The sohool authorities of the Länder also maintain teohnioal contacts 
with the diplomatic and consular representations of the sending countries.
3· Pilot schemes in the field of education for migrant workers* ohildren 
conducted under the ausploes of the Joint Federal-Land Commission for 
Educational Planning and the Promotion of Research Activities
Since 1972 the Land education authorities have, with the assistance of the 
Federal Ministxy of Education and Soienoe, oonduoted a large number of pilot 
schemes aimed at devising and testing new measures in the field of education 
for migrant workers' ohildren.
Pilot schemes have, for example, been conducted in the following areas s
-  development of curricula for courses in Gennan as a second language for 
foreign pupils ;
- development of bilingual teaching materials for primaiy education!
- teaching in multinational classes)

DE 6 .
-  integration of foreign pupils into secondary schools}
- initial and in-servloe training for teaohers taking foreign pupils}
-  cooperation between the sohool and foreign parents.
4. Overall statistics
At the beginning of the I 980/8I school year a total of 738 214 foreign 
pupils were attending establishments of general, vocational and technical 
education :
% of total enrolments
G rundschul en^îaupt schu!
Sondersohulen 
Realschulen 
Gymnasien
Gesamtsohulen, )
Freie Waldorfschulen )en 522 345 11.8
27 819 7.8
27 660 2.1
39 195 1.9
20 054 7.9
667 073
general education
Berufsschulen
Berufsgrandbildungsjahr
Berufsfachschulen72 460 
11 208 
10 7443 . 9
10.5
3.4
94 412 
vocational 
education
Fachoberschulen ) 
Fachgymnasien )
Be rufsaufbauschulen
Fachschulen
Schulen des Gesundheitswesens 
Other2 701
336 
1 738
1 663
2902.0
1.6
2 . 5
6 728 
technical 
education
5· Analysis of action taken in the Lander to implement Directive 77/486/feEC.

D E  7.
D EFINITIONS
Grundso hule
Sonderschule
Realschule
Gymnasium
Gesamtschule
FaohgymnasiumPrimary sohool taking pupils for the first 
4 years of schooling (the first 6 years in 
Berlin)
Secondary school taking pupils from the
5th (Berlin : 7th) to the 9th year of schooling.
In some LSnder also covers 10th year of schooling. 
Provides general education preparatory to 
vocational training.
Special school for children with physical or 
mental handicaps.
Secondary school taking pupils from the 5th 
(or 7th) to the lOtfth year of schooling.
Leaving certificate gives access to Faohober- 
sohulen, Fachgymnasien and the other branches of 
vocational education.
Academic secondary school taking pupils from the 
5th (or 7th) to the 13th year of schooling.
Leaving certificate (Abitur) gives access to 
higher education.
Secondary school within which the various different 
forms of secondary schooling co-exist.
Specialized academic, school
Duration of attendance 3 years (llth to 13th 
year of schooling).
Open to pupils holding a Realschule leaving 
certificate or the Fachsohulreife.
Leaving certificate gives access to higher 
education.
(3 )Hauptsohule

D E  8.
Berpfssohule Part-time vocational school for young apprentices,
workers or unemployed persons.
Attendance oompulsory up to eighteenth 
birthday.
Be rufs grundbi1dungs- 
jahrPull-time prevocational training year 
(further general education, basic vocational 
training).
Berufsfachschule Pull-time vocational school (generally 2 years),
Studies lead to Fachschulreife.·
Be rufsaufbauschule Full-time ( 1 - 1  l/2 years) or part-time 
(3-3 1/2 years) vocational school awarding 
Faohschulreife.
Fachoberschule Two-year technical school awarding certificate of
aptitude for specialized short-course higher 
education (Fachhochschule). Open to holders of 
Realschule leaving certificate or equivalent 
(10th year of Gymnasium, Fachschulreife).
Fachschule Technical college
Duration of attendance full-time between 1 and 
6 semesters; part-time 6 to 8 semesters 
depending on specialization. Open to holders 
of Gesellenbrief (certificate of completion of 
apprenticeship) with practical experience and 
holders of the Fachschulreife.

D E (B W ) 1 .
MDEK^-MÜRTTEMEERg
School year 1980/81
1. Numbers of foreign pupils General education
NationalityGrundschule
HauptschuleSonderschule Realschule Gymnasium Gesamtschule
Greek 11 196 69O 924 834 45
Italian 19 I64 2 8O4 1 267 687 145
Spanish 3 268 365 457 284 45
Turkish 42 043 3 708 1 440 815 195
Yugoslav 16 612 928 1 744 1 198 94
Portuguese 2 602 321 171 68 11
Other 6 9^4 513 1 288 3 471 539
101 849 
14.2 !9 329 
16.2 %7 361 
2.9 %7 357 
2  2 %608 
5.1 % >
Vocational education
Nationality BerufsschuleBerufs­
grundbil­
dungsjahrBerufs­
fach­
schuleBerufb- 
aufbau- 
schuleFachober­
schule Fachschule
Greek 1 156 30 441 7 66 22
Italien 3 7I3 55 751 11 66 41
Spanish 687 21 238 2 26 16
Turici sh 8 272 I29 1 928 11 96 21
Yugoslav 1 758 50 651 15 85 23
Portuguese 385 6 95 3 2 6
Other 1 130 36 778 20 I32 232
Ì7 101
6.0 %327 4 882
A n at60
->  C af473
1 C df3611 / l f

DE(BW) 2.
Comments : 1° Immigrants adequately represented in part-time and
full-time vocational education but seriously under-­
represented in technical education.
2° Prevooational training provision in prooess of 
being extended (see 2.2).
3° Dramatic increase in numbers of immigrant pupils at 
Grundschulen and Hauptschulen.
4° Immigrants under-represented in the élite branches 
of secondary education.

D E(B W ) 3.
2.1 Reception arrangements
- Qrundsohule and Hauptsohule
a) Reoeption olasseB aimed at helping pupil b to learn German quiokly 
upgrading their general education;
Class size : 10 pupils minimum
class may be split at 20 generally various
olass must be split at 24 nationalities
Duration : 1 - 2  years
Children starting primary school who do not have an adequate knowledge 
of German are assigned to speoial "Vorbereitungsklassen für Schul- 
anfHngerM.
Duration : 1 - 2 years
Speoial reception classes are also organized for new arrivals 
aged 13 / 15.
Objectives : rapid acquisition of a knowledge of German preparation 
for vocational education.
\
b) Intensive language tuition
Where the number of pupils involved is insufficient for the establish­
ment of a reception class, the school must organize intensive language 
tuition. Aside from this tuition in German the pupils concerned are 
integrated into an ordinary class. Minimum 4 pupils,
6 hours per week.
c) Experimental bilingual classes
Normal-sized classes for pupils of a single nationality covering 
years 1 to 4 (Grundschule) and 5 to 6 (Hauptschule) of compulsory 
schooling. These classes provide tuition using the mother tongue 
as a medium of instruction and introducing pupils gradually to 
German.
d) Remedial tuition
Foreign pupils assigned to ordinary classes who experience difficulties 
in German or other subjects may receive remedial tuition.
Minimum 4 pupils 
4 hours per week.

DE(BW ) 4.
e) The establishment of an ordinary d a s s  for foreign pupils alone is
in theory prohibited. Where the formation of suoh a d a s s  is Inevitable, 
the school must ensure that its pupils reoeive some tuition jointly 
with German pupils.
f) Grundschulen, Hauptsohulen and speoial sohools are entitled to a 
further 1 hour per week of teaoher time, over and above the normal 
allooation, for every 4 foreign pupils. In sohools with a high per­
centage of foreign pupils a teacher is assigned to pupil guidanoe 
and parent oonsultation work for 2 - 4  hours per week.
- Realsohule and Gymnasium
Remedial tuition of 2 hours per week may be offered in the 1st and 2nd 
years (5th and 6th years of schooling).
- Full-time prevocational education
Young foreigners aged 15 or 16 who have not obtained the lower secondary 
leaving certificate (Hauptschulabschluß) or who entered the country at a 
a late stage may undertake 1 year of full-time prevocational education.
- Part-time vocational education (compulsory up to 18th birthday)
- Foreign pupils with no knowledge of German receive intensive language 
tuition (8 hours per week)}
- Foreign pupils with insufficient knowledge of German receive 3 hours' 
remedial tuition per weekj
- Foreign apprentices and young foreign workers may where necessary receive 
2 hours' remedial language tuition.
2.2 Statistics (l98l/82)
Reception classes
Nationality Number of pupils
Italian 860
Greek 362 
427 
4 233 
60Yugoslav
Turkish
Spanish
Portuguese97
Other235
6 292

DE(BW) 5
including : Grundschule 2 801
Stage I secondary 3 4 9 1
Intensive language tuition 6 753 pupils including i 4 336 Grundschule
—  2 417 Stage I
secondary
Remedial tuition 53 445 pupils inoluding : 34 553 Orundsohule
18 892 Stage I
Beoondary
Bilingual olasses ..
-  -  -A- - - - - -  Italien pupils
Greek pupils 
Turkish pupils
inoluding t Grundschule 2 161 
Stage I aeoondary 71267
2 207
_m .
2 873
Number of pupils per d a s s  t o. 20
Percentage of foreign pupils benefiting from transition arrangements 
(reoeption classes and bilingual classes) : 8.9 $ ·
Prevooational classes
1 9 7 8 6 0 0 pupils
1979 8 5 0 pupils
1 9 8 0 / 8 2  scheme in prooess of expansion
2.3 Educational provision outside school
Extensive facilities for assistance with homework and guided study are 
provided by private associations.
Organizers : 1 9 5 (situation as at 1979)
Pupils : 8 600
Staff : 2 000
(including many volunteers) State subsidy D M  1 200 0 0 0 .
3 . 1 Tuition in the language and culture of origin
-  Grundschule and Hauptsohule
There is no provision in the curricula of reception classes for tuition in 
the mother tongue and culture.
Homogeneous bilingual classes are in operation on an experimental basis 
at Grundschule level (cf. Table 2.2) and during the first 2 years of 
Hauptschule.

DE(BW ) 6.
Cost of experimental soheme in 1980 : DM 1 750 000.
An experimental scheme involving integrated tuition in the mother language 
and culture has been in operation since 1977 for Greek pupils at Hauptschulen 
(in large urban oentres only).
School year 1979/80 : 77 classes
444 pupils
The intention is that pupils should be able to study their mother tongue in 
place of English (from the 5th to 9th years of schooling).
Outside sohool, courses of 5 hours per week in the language and oulture of 
origin are organized under the auspioes of the consular authorities for young 
foreigners between the ages of 6 and 15.
This tuition may be stepped up to 8 hours per week for pupils attending 
reception classes - in this case it includes general education using the 
mother tongue as the medium of teaching.
To qualify for a Land subsidy, a class must have at least 12 pupils at the 
beginning of the school year.
Premises are made available free of charge by the local authorities.
Land contribution in 1979/80 î DM 7 315 000 (o. DM 2 600 per course).
Out-of-school tuition
LanguagePupils
1981/82Teachers
1979/80
Arabic262 11
Greek 8 593216
Italian 11 899301
Serbo-Croat 12 276 105
Portuguese 2 662 25
Spanish 3 232 50
Turkish 23 981 175
Slovenian 843
Albanian161mm
Macedonian238 *
64 147 883

DE(BW) 7.
Percentage of foreign children receiving out-of-school tuition in the 
language and culture of origin î 58.3 
Number of teachers in 1981/32 : c. 1 000.
- Realsohule
No integrated tuition in the mother tonguej possibility of tuition 
outside school.
- gymnasium
In principle, pupils entering the 6th and 7th years (10th and 11th 
years of schooling) may elect to take their mother tongue in place 
of one of the foreign languages in the curriculum. There are plans 
to make this possible from t h e .3rd year on.
- Vocational education
Vocational schools may call on the services of foreign teaohers to 
assist with foreign pupils whose knowledge of G e m a n  is as yet 
inadequate.
3.2 Teaohers of the language and ouiture of origin
The foreign teaohers taking bilingual and integrated classes are 
employed as non-established staff and paid by the Land authorities.
The teachers of courses outside the school system are recruited, 
controlled and paid by the relevant consular authority, which is 
also responsible for deciding on curricula and teaching methods.
These teachers are either seconded officials or employees of the 
consulate.
The inspection of bilingual classes and the provision of guidance for 
their teachers are the responsibility of the Land authorities. A 
bilateral committee comprising representatives of the Land authori­
ties and the Greek Consulate-General is responsible for 
establishing the curriculum for integrated tuition in Greek.

DE(BW) 8.
3 . 3  Educational cooperation between host country and country of origin
The Land Education Ministry hopes, by extending the system of 
bilateral committees, to improve the coordination of curricula 
for ordinaiy schooling and mother tongue tuition outside the 
school system. These committees also have a role to play in the 
expansion and improvement of integrated tuition.
Comments
1. The percentage of foreign pupils in special education is 
abnormally high (6.5 fo as against 2.9 % of Geiman pupils).
In particular, it should be noted that more than 10 $  of 
Italian, Spanish and Portuguese pupils were attending 
special schools in 1979/80.
2. The reception facilities are excellent at Grundschule and 
Hauptschule level. The arrangements for the allocation of 
additional teachers to schools attended by foreign pupils 
are particularly worthy of note.
3. There are scarcely any reception facilities at Realschulen 
and Gymnasien. The presumption is that any foreign pupil 
enroling in one of the élite branches of secondary education 
is already integrated into the Geiman school system.
4. The provision of tuition in mother tongues and cultures outside 
the school system, which predominates in quantitative terms,
is not coordinated with ordinaiy in-school teaching.
5. There is little sign of any movement towards integrated 
tuition.
6. More than half of all foreign pupils benefit from some kind 
of tuition in their mother tongue and culture (either outside 
or in school). In Realschulen and (gymnasien there is little 
sign of any diversification in foreign language teaching.

D E C  B W ) 9.
4* Teaoher training
4.1 Initial and further training of Qerman teaohers
a) Filture teaohers at Grundschulen and Hauptschulen must take a 
oourse in teaching foreign pupils (Ausländerpädagogik) for 
one semester (l 900 students in 1981/82).
This course may be taken either as a special subject for the 
normal course or as an additional course and is provided at 
the Pädagogische Hochschulen (colleges of education) in 
Karlsruhe, Schwäbisch-Gmünd and Weingarten.
A  course of further training spread over 2 years may be taken 
by serving teachers.
4.2 In-service training
-  Foreign teachers employed by the consular authorities
The Education Ministry subsidizes schemes organized by the con­
sulates, in-service training institutes and universities.
Example : course for Greek teachers at Esslingen University.
Number of participants between 1977 and 1980 : 25O.
-  German and foreign teachers employed by the Land authorities
In-service training is provided by special institutes in the form 
of seminars, study weeks and programmes of conferences /  
lectures.
The school authorities organize study groups for teaohers. At 
least once a year all teachers at Grundschulen and Hauptschulen 
(reception classes, remedial classes, bilingual classes, intensive 
German classes) and heads of study groups are entitled to attend 
a 1-week seminar.
Number of German teachers participating in in-service training :
1 300 in 1981/8 2.

DE(BW) 10.
Comments
1. Training provision for German and foreign teachers employed hy 
the Land authorities is exemplaiy.
2. Foreign teachers taking classes outside the school system should 
also benefit from the in-service training organized by the 
institutes and the school authorities. This would help to improve 
coordination between their activities and those carried out 
within the framework of ordinaiy sohooling.

DE(BA) 1.
BAVARIA
School year 1980/31
1. Romberà of foreign topIIb General education
NationalityGrundschule
HauptschuleSonderschule Realschule Gymnasium Gesamtschule
Greek 7 915 94 124 962 2
Italian 6 978 535 320 445 17
Spanish 1 139 75 120 118 3
Turkish 37 599 1 061 846 1 050 20
Yugoslav 8 421 281 411 534 17
Portuguese 556 29 2218-
Other 7 596 286 1 465 4 376 162
70 204 
7.4 i2 361 
4.8 %3 308 
1.6 i7 503 
2.3 1o221
3.8 %
Vocational education
Nationality BerufsschuleBerufs­
grundbil­
dungsjahrBerufs­
fach­
schuleBerufs­
aufbau­
schuleFachober­
schule Fachschule
1 1
Greek 871 71 5 66 48
Italian 1 611 55 6 66 14
Spanish 349 25 1 26 5
Turkish 10 280 92 18 96 31
Yugoslav 1 010 34 6 85 19
Portuguese 101 9 1 2 1
Other 1 977 374 34 132 227
16 199 660 71 473 345
4.1 i 3.1 io0.9 i 1.5 % 1.3 i
Proportions comparatively high in vocational and prevocational education,  
comparatively low in technical education.
Immigrants under-represented in the élite branches of secondary  
education.

DE(BA) 2.
2.1 Reception arrangements
a) Mixed reception classes (ttbergangsklassen)
Ain t to provide intensive tuition in German (10 hours per week) and  
upgrade pupils* general education.
Class composition t 20 pupils maximum, various nationalities.  
Duration » 2 years.
b) Bilingual classe.s
These offer tuition from the 1st to 9th year of schooling using the mother  
tongue as a medium of teaching with a gradual shift towards the use of  
German. One type of bilingual class has been in operation Bince 1973 and  
1980 saw the introduction of another type better adapted to the needs of  
foreign pupils who already have some knowledge of German on entry into  
primary school.
bilingual classes ordinary classes
_0_
Type I 
(from I 98O) 
for pupils with  
an adequate  
knowledge of  
German at the  
outsetType II 
(from 1973)  
for pupils with  
insufficient  
knowledge of  
German at the  
outsetadditional  
tuition in  
the mother  
tonguem
itional 
tuition in  
the mother  
tongue0 Medium of teaching »  
mother tongue
_ prjMedium of teaching t  
2 L J  German
□ German as foreign  
language

D E C  BA) 3
c) Intensive language tuition
For pupils unable to cope with the work of an ordinary class owing to 
inadequate knowledge of German. Such tuition is organized in cases 
where the number of pupils involved is insufficient for the establish­
ment of a reception olass or bilingual olass.
d) Additional tuition in German (maximum 4 hours per week)
Organized for foreign pupils in ordinary classes whose knowledge of 
German is inadequate.
e) Reception classes for late arrivals
In existence since the 1980/81 school year, 
f ) Other measures
-  Pupils at Hauntschulen taking the leaving certificate (Hauctschul- 
abschluS) may opt to be examined in German as a  foreign language and 
to take an examination in their mother tongue in place of the usual 
examination in English.
-  Additional tuition of 1 hour per week in German and English is 
available to pupils in the 3rd year ( 7th year of schooling) at 
Realschulen.
-  In the 3rd» 4th and 5th years at Realschulen the usual marks in German 
may be replaced by comments on the pupils' ability to express 
himself orally and in writing.
- A number of secondary schools (5 in 1979/80) organize transition 
classes (Eingangsklassen) at 3rd-year level (7th year of schooling).
Extra tuition in German and English is provided in these classes 
with a view to equipping pupils for a move into ordinary classes 
the following year.
(Extra tuition amounts to : 4 hours per week in German; 2 hours per 
week in English).

DE(BA) 4.
-  Pilot transition olasses for Turkish pupils have been established 
in 8 Gymnasien. They provide first- and seoond-year pupils with more -c 
intensive tuition in German (8 hours per week). The start of classes 
in English is postponed to the 3rd year and the mother tongue is 
studied as a compulsory subjeot. It is expeoted that transition olasses
Reception classes for late arrivals : ( 1980/81) 16 with 320 pupil
Mixed reception classes (80/8l) : 10 with c. 200 pupils2.2 Numbers of pupils/classes
(81/82)  :
(79/80) :(80/8 1)  :1 026 pupils
717 with 21 219 pupils 
897 with 24 882 pupilsBilingual classes
(35*3 % of foreign 
pupils)
Type I : 270 classes 
Type II : 627 classes
(81/82)  :Italian 2 273 
Yugoslav 2 782 
Greek 1 829 
Turkish 19 989 
Spanish 151
Greek private schools26 964 pupils 
4 976 pupils
Intensive tuition in German :
Number of classes :(79/80) : 1 508 including 1 34O in Gesamtsohulen and
(80/81) : 2 246 Hauptsohulen
(81/82) : 15 100
Percentage of foreign pupils benefiting from transition arrangements 
(reception classes and bilingual classes) : 47.8 % (81/^2).willbe established in other Gymnasien. Wherever there are at least
5 foreign pupils a speoial 6—hour per week oourse in German may be 
offered in the 1st yearj in the 2nd year 2 hours* additional tuition 
in German and 1 hour in English may be offered to foreign pupils.
-  The Institut fiir Film und Bild in Griinewald is devising bilingual
textbooks for bilingual classes and vocational schools plus educational 
films for in-service teacher training.

DE(BA) 5.
Tuition in the language and culture of origin
-  Grundschule and Ifouptschule
As regards bilingual classes see 2*1 and 2.2.
Integrated tuition in the language of origin
Additional tuition (Erganzungsunterricht) is organized in the languages 
and cultures of the 6 sending countries for pupils attending ordinary 
German classes.
Number of pupils per mother tongue class r minimum 12, average 16.27
in 7 9 / 8 0
maximum 25
Number of classes in 7 9 / 3 0 : 6 0 0
Number of olasses in 8o/8l : 798
This additional tuition is organized by the Bavarian school authorities, 
which are responsible for paying the foreign teachers involved and for 
monitoring their progress and providing the necessary guidance.
3.1 Religious instruction in the language of origin
Instruction in Islam is provided by Turkish teachers in bilingual classes 
for Turkish pupils. ^
Of the 652 Turkish bilingual classes, 392 receive 2 hours' religious 
instruction per week. A  further 19 receive 1 hours' religious instruction 
per week.
- Realschule__
-  Pupils entering Realschulen in the final two years ( 9th and 10th years 
of schooling) may opt to take their mother tongue instead of English.
-  Where the number of pupils is sufficient (12), the school may offer 
tuition in the mother tongue as an option.

DE(BA) 6.
- Gymnasium
First- and second-year pupils in the experimental Turkish classes not 
taking English (FL l) must take their mother tongue in its place. From 
the third year, however, English replaces the mother tongue. If the 
number of pupils involved is sufficient tuition in the mother tongue 
may he offered as an option.
(in I 98O : 19 classes in Turkish were running at 8 Gymnasien.)
- Pidvate jjchools
A certain number of private schools provide tuition in the mother tongue 
and culture following the curricula of the country of origin. German is 
taught in these schools on an intensive basis. The pupils attending 
these schools are not taken into account in the sohool enrolment 
statistics. (Greek private schools in operation in Muni oh and NUm b e r g .)
Integrated tuition in the language and culture of origin in ordinary 
classes at Grundschulen and Hauptschulen (8l/82) :
Italian 1 746
Greek 512
Turkish 8 508
Spanish 832
Portuguese 357
Serbo-Croat 2 500
Slovenian 140
Albanian 30
Total 14 625 pupils
The figures for 1981/82 show that in all $9.2 ^  of foreign pupils received 
tuition in their mother tongues in ordinary German classes, bilingual 
classes or private schools.
3.2 Teachers of the language and culture of origin
The foreign teachers taking bilingual classes, reception classes and mother 
tongue classes in State schools are employed as non-established staff and 
paid by the Land authorities.
Number of foreign teachers : 1977/78 $9$
1978/79 811
1979/80 962
No information supplied as to the breakdown by nationality. The teaching 
staff of the Greek private schools in Munich and Nürnberg are not included 
in these figures.

DE(BA) 7.
3.3 Educational cooperation between host country and country of origin
Administration, inspection and the provision of guidance for teachers are 
the responsibility of German officials of the Education Ministry :
Sachgebietsleiter /  Referenten
coordinators at regional level
Regi e rungs sc hui rät e
regional inspectors
Fachbetreuer (59 in 1980/81) 
subject advisers.
Negotiations with the relevant foreign embassies and consultâtes are 
conducted by these officials. These negotiations relate primarily to 
the provision of teachers and teaching materials.
The curricula of the bilingual classes were devised by Staatsinstitut 
für Schulpädagogik (Land Institute for Educational Methodology in Schools).
Comments
1° Type II bilingual classes have been criticized on various grounds : 
segregation of immigrant pupils, education on the cheap, no access to 
long-course secondary education, no access to technical education, 
inadequate motivation to learn German, low level of integration into 
host society.
The 1980 reform (introduction of type I classes) is to be welcomed, 
as is the possibility of transfer to a type I class for pupils in 
type II classes.

DE(BA) 8.
2° Reooption arrangements extend beyond oompulsoiy schooling in both 
directions. A total of 23 experimental schemes are under way at 
nursery school level and reoeption oentres are in operation for 
new arrivals within the framework of vocational education.
Pull-time prevocational olasses are organized to smooth the 
transition to vocational education for immigrant pupils. A total 
of 33 such olasses ran in 1980/31 with T o o pupils and an 
extension of the scheme is planned.
3° Entirely satisfactory arrangements for tuition in the language 
and culture of origin are in operation at Grundschulen,
Hauptschulen and 
Realschulen.
At Gymnasium level optimal courses may be organized from the 
4th year on.
4. Teacher training
4.1 Initial and further training of German teachers
During their initial training students may take a course in the 
teaching of German as a foreign language and a number of options 
touching on the problems of immigrants are available.
A special course of further training has been available since 
1980 to students preparing to take responsibility for foreign 
pupils in Grundschulen and Hauptschulen, vocational education 
or special schools.
Special emphasis is laid on the methodology of teaching foreigners 
during the second stage of teacher training.
A  course in the teaching of German as a second language is 
provided at the Universities of Augsburg, Erlangen-Niimberg 
and Munich.
4.2 In-service training 
- German teachers
Teachers will shortly be able to study for the examination in the

DECBA) 9.
teaching of German as a second language on an in-service basis.
The Institute for In-servioe Teacher Training at Ih.ilingen (Akademie 
für Lehrerfortbildung) has, since 1980, played a central role with regard 
to the methodology of teaching the children of immigrants.
A  special unit has been established at the Institute to provide in-service 
training for German and foreign teachers, educational advisers and other 
key personnel and to coordinate educational provision for immigrants 1  
children.
The following courses were organized between I 98O and 1983 in the context 
of a pilot scheme cofinanced by the Federal Government :
- 24 1-week courses at the Institute with 40 participants per coursej
- 40 1-week courses at regional level with 30 participants per course.
In addition to the courses organized at Dillingen, the regional/authonties 
organized 102 courses for German teachers of bilingual classes in I 98O.
A total of 2 370 teachers took part.
—  Foreign _teache_rs_
-  Within the framework of the Dillingen pilot scheme 4 regional and 
40 local courses were organized for Greek and Turkish teachers from 
Munich, Augsburg, Nürnberg and Hof.
-  In 1980 the Education Ministry organized two 1-week courses, one of 
them in collaboration with the Italian Consulate-General.
-  The area sohool authorities organized 92 courses for foreign teachers 
of bilingual classes in I 98O. A  total of 1 65O teachers took part.
-  Language courses for foreign teachers
A  correspondence course for foreign teachers with no knowledge or an 
inadequate knowledge of German has been in operation since 1973. The 
course lasts 2 l/2 years.
Number of teachers taking the final examination in I 98O : 120 
Total number of participants since 1973 : 800

D E C  BA) 10.
-  TV courses
In 1980 Bavarian Television (Bayerischer Rundfunk) produced four 
programmes on "foreign pupils at school" with the assistance of 
the Education Ministry and other bodies. Some 500 teachers 
requested and were sent the accompanying documentation.
Comments
Provision in the field of training for foreign teachers and in-service 
training for German teachers in bilingual classes is exemplary.
Sane 3 000 German teachers participate in the in-service training 
programme each year.

DE(BE) 1.
BERLIN
Sohool y ear 1980/31
1. Nürnberg of foreign pupile General education
NationalityGrundschule
HauptschuleSonderschule Realschule Gymnasium Gesamtschule
Greek 75 6 40 72 126 79
Italian 436 24 52 74 72
Spanish 95 6 18 20 17
Turkish 20 846 933 880 630 1 213
Yugoslav 3 353 151 212 234 209
Portuguese 65 3 6 9 8
Other 3 422 168 237 700 1 031
28 973 
22.9 %1 325 
13.7 %1 477
6.4 $1 793 
3.5 %2 629 
8.7 %
Vocational education
Nationality BerufsschuleBerufs-
grundbil-
dungsjahrBerufs­
fach­
schuleBerufs­
aufbau­
schuleFachobe ra­
schili e Fachschule
Greek 65 2 12 1 3
Italian 35 6 5 1 4
Spanish 27 1 3 - 1
Turkish 1 343 131 71no
existant88 33
Yugoslav 213 10 20 5 14
Portuguese 2 - - - 1
Other 320 31 50 39 80
2 005
5.6 %181 
4-9 %161 
4.5 %134
7.6 fo136 
1.7 %
Proportions low in vocational and technical education. Immigrants under­
represented in the élite branches of secondary education.

D E C  BE) 2
2.1 Reception arrangements 
-  Grundschule (6 years) 
a) Reception olasses (Vorbereitungsklassen)
Aim i to help pupils to learn German quiokly and upgrade their general 
education
Minimum number of pupils (l or several nationalities) t 15 
Maximum number of pupils (l or several nationalities) : 24 
Duration : minimum 6 months, maximum 2 years.
b) Intensive tuition in German
Foreign pupils arriving in the o ourse of a sohool year reoeive intensive 
tuition in German for 10 hours per week. For the rest of the time they 
participate in the activities of a reception olass of the appropriate 
age group.
Maximum duration î 6 months 
Number of pupils : 10
Where the number of foreign pupils in a school is insufficient for 
the establishment of a reception class, the pupils in question reoeive 
2 hours’ intensive tuition in German per day (10 hours per week) until 
they are capable of coping with the work of an ordinary class.
c) Remedial classes
Where foreign pupils in ordinary classes have problems with German or 
other subjects, remedial tuition (Forderunterricht) may be provided. 
Such tuition may be given by a foreign teacher in the pupils’ mother 
tongue.
d) Foreign pupils enrolling after the 5th year are not required to take 
English. Instead, additional tuition in German is provided.

DE(BE) 3.
-  Hauptschule (7th to 10th years of schooling) 
a) Beginners’ reception group
Pupils with no knowledge or insufficient knowledge of German are 
assigned to a beginners’ group. Such groups receive 10 hours' tuition 
in German per week. Other subjects may be taught by a foreign teacher 
in the pupils' mother tongue.
Maximum number of pupils : 20 
Duration : minimum r 6 months 
maximum : 1 year.
b) Advanced reception groups
Pupils who have attended a beginners' reception group or a Grundschule 
reception class but still cannot cope with the work of an ordinary 
class are assigned to an advanced reoeption group.
Tuition in German amounts to 10 hours per week.
The other subjects are taught in German.
Number of hours per week : 26 
Maximum number of pupils : 20 
Duration i 6 months maximum.
Pupils who have proved impossible to integrate into a 1st year class 
(7th year of schooling) after a year in Germany may repeat this class.
c) Special reception classes for pupils aged 14 /  15
Foreign pupils entering Berlin at 14 or 15 years of age who are considered 
incapable of obtaining the lower secondary leaving certificate (Haupt­
schulabschluß) in 2 years are assigned to a 2-year adjustment class 
at a lower secondary school.
A  pupil aged 15 at the time of his entry into Berlin may be exempted 
from attendance at an adjustment class if h e  is attending a vocational 
preparation and sooial integration course for young foreigners.
d) Establishment of special classes for foreign pupils
In order to facilitate the teachers' task, special classes for foreign 
pupils (of one or several nationalities) may be formed in schools where 
foreign pupils with difficulties in German represent more than 20 $  of
all pupils enrolled.

DE(BE) 4.
Foreign pupils may be exempted from the study of English. It should, 
however, be noted that in this case the leaving certificate cannot be 
recognized as equivalent to a Realschule leaving certificate.
-  Realschule, Gymnasium and Gesamtschule
a) Reception groups at beginners· and advanced level are organized 
for lst-year pupils at Gesamtschulen (see under Hauptschule).
b) Remedial tuition in German may be provided after the 1st year.
c) The first foreign language is compulsory. The second foreign 
language may, however, be replaced by the mother tongue or one 
of the national languages of the pupils' country or origin.
d) Exemption from attendance at classes in a second foreign language 
is possible on condition that the pupil takes an examination in
his mother tongue at the end of the 4th year ( 10th year of schooling). 
The time thus freed is devoted to additional tuition in German or 
the first foreign language.
2.2 Other measures
-  When the proportion of foreign pupils at a school passes the 5 % 
mark a onee-off grant of D M  3 000 is made for educational docu­
mentation.
- For each foreign pupil newly enrolled at a Berlin school the 
following once-off payments are made :
Grundschule and special schools D M  $ 0
Hauptschule and Realschule D M  100
Gymnasium/Gesamtschule/Berufsschule DM 20
2.3 Statistics
-  Reception classes (Vorbereitungsklassen)
Grundschule 2 6l6 pupils (8l/82)
Stage I secondary 1 828 pupils
Percentage of foreign pupils benefiting from transition
arrangements : 1 0 . 6  %  (8l/82).

DECBE> 5.
- Intensive tuition in German
Grundsohule 7 833 pupils (8l/82)
Stage I secondary 1 617 pupils.
3.1 Tuition in the language and culture of origin
- At Grundsohulen and Hauptschulen the mother tongue is used as a 
medium of teaching in the context of the reception arrangements 
( o f . 2.1 a) and c).
Integrated tuition in Turkish is offered from the 5th to the 9th 
year of schooling.
- At Realschulen, Gymnasien and Gesamtsohulen the mother tongue (or 
one of the languages of the country of origin) may be studied as 
the second foreign language.
- Tuition in the language and culture of origin outside school hours 
is organized under the auspices of the consular authorities (4 to 
5 hours per week in the afternoon). The city authorities pay sub­
sidies and provide premises free of charge.
Out-of-school tuition in the language and culture of origin (8l/82)
Pupils io of all pupils of 
relevant nationality
Italian 77 13.3
Greek49 6 45-8
Turkish2.135 7-7
Spanish 12695.5
Portuguese 16 22.5
Slovenian ) 
Serbo-Croat ) 
Albanian ) 
Macedonian )2.195 49.3
3.2 Teachers of the language and culture of origin
The foreign teachers taking reception classes are employed as non— 
established staff and paid by the city authorities, as are the teachers 
taking language classes for immigrants at Realschulen, Gymnasien and 
Gesamtschulen (second foreign language).
The teachers taking out-of-school classes are employed by the oonsular 
authorities.
No figures supplied.

DE(BE) 6.
3*3 Educational coopération between host oountiy and oountiy of origin 
None except for assistance with teacher reoruitment.
Comments : 1° The reoeption arrangements are praiseworthy at all levels.
2° There is no sign of any movement towards integrated mother 
tongue tuition at Crundsohule level.
3° A major pilot scheme is currently being implemented with 
assistance from the Commission to test the practicality of 
offering Turkish as the first or seoond foreign language in 
all three branches of secondary education. German pupils are 
not permitted to opt for Turkish.
4° A special effort is being made at Gesamtsçhule level to 
assist Turkish pupils.
5° The two branches of tuition in the mother tongue and culture 
- inside and outside the school system - would appear to 
be wholely divorced from each other.
6° In the absence of sound, reliable criteria, the establishment 
of special classes for foreign pupils may be prejudicial to 
their integration in the school system.
4. Teacher training
4.1 Initial and further training of German teachers
The universities and specialized colleges (Fachhochschulen) in the city offer 
courses in teaching foreign pupils and the problems of immigrants.
4.2 In-service training
- Foreign teachers employed by the consular authorities
The report submitted by the city authorities makes no mention of 
training provision for these teachers.
— German and foreign teachers employed by the city authorities.
Participation in the in-service courses organized specially for teachers 
taking foreign pupils is compulsory. Number of participants in 8l/32 : c. 300.
Foreign teachers with no knowledge or insufficient knowledge of German on 
taking up employment must attend courses at the Goethe-Institut. Renewal of 
the contract of employment is dependent on their passing an examination in 
German.

DE(BE) 7*
Comment : In-seivice training courses should also be accessible to
foreign teachers employed by the consular authorities.

D EC B R ) 1.
bremein
S c h o o l  y e a r  1 9 8 0 / 8 1
1 ,  N u m b e r  o f  f o r e i g n  p u p i l s  G e n e r a l  e d u c a t i o n
N a t i o n a l i t y G r u n d s c h u l e S o n d e r s c h u l e R e a l s o h u l e G y m n a s i u m G e s a m t s c h u l e
H a u p t s c h u l e
G r e e k 1 0 1 1 0 2 0 1 72
I t a l i a n 152 1 0 1 5 2 7 1 3
S p a n i s h 6 6 91 8 1 2 5
T u r k i s h 4  9 4 71 6 8 3 8 8 1 3 0 6 6
Y u g o s l a v 3 5 11 0 3 8 3 0 7
P o r t u g u e s e 3 1 0 2 3 3 41 0 1 5
O t h e r 604 3 0 9 1 1 7 6 6 5
6  5 3 1 2 6 0 604 4 0 2 1 7 3
1 2 . 1  % 6 . 2  $ 4 . 1  i 1 . 5  %4 , 0  %
V o c a t i o n a l  e d u c a t i o n
N a t i o n a l i t y B e r u f s s c h u l eB e r u f s -
g r u n d b i l -
d u n g s j a h rB e r u f s -  
f a o  fa­
s c i n i l eB e r u f s -  
a u f b a u -  
s c h u l eF a c h o b e r -
s c h u l eP a c h s c h u l e
G r e e k 52- - 1 -
I t a l i a n 51 1 - 2 1
S p a n i s h 1 8 1 4 - - -
T u r k i s h 566 3 7 0 9 7 7 2 1 2
Y u g o s l a v 2 5- 8 1 1 -
P o r t u g u e s e 5 5 7 4 - 1 -
O t h e r 6 1 1 3 2 4 3 1 2 1 2
7 3 5 3 9 4 1 3 8 1 1 3 8 1 5
2 .9  i> 2 4 . 6  4 , 3 . 5  $ 3 . 4  JÉ 2 . 4  $ 0 . 9  %
I m m i g r a n t s  w e l l  r e p r e s e n t e d  i n  p r e v o c a t i o n a l  e d u c a t i o n  b u t  u n d e r - r e p r e s e n t e d  i n  
v o c a t i o n a l  a n d  t e c h n i c a l  e d u c a t i o n .
A p p r o x i m a t e l y  2 0  $  o f  y o u n g  f o r e i g n e r s  d o  n o t  m e e t  t h e  r e q u i r e m e n t  t h a t  t h e y  
u n d e r t a k e  p a r t - t i m e  v o c a t i o n a l  e d u c a t i o n .
I m m i g r a n t s  a r e  u n d e r - r e p r e s e n t e d  i n  t h e  é l i t e  b r a n c h e s  o f  s e c o n d a r y  e d u c a t i o n .

DE(BR) 2.
2.1 Reoeption arrangements
a ) Reception classes
Aim t to  teach foreign pupils German and upgrade th e ir  general education. 
Duration i 2 years
C lass size t minimum 12 ) Pupils in  these o lasses jo in  those of
maximum 20 ) ordinary olasses fo r sp o rts and a r tis tio
a c tiv itie s . N o reooption c la ss may inolude 
more than two year groups.
N ew  a rriv a ls
Pupils en terin g  the country in the course of the school year are assigned 
to sp ecial classes fo r new a rriv a ls .
F irs t year of primary school
Depending on t h e ir  knowledge of German, foreign pupils are assigned to 
ordinary c la sse s, preparatory classes o r reception c la sse s.
b) Special groups fo r in ten siv e tu itio n  in  German (Fordergruppen)
Where the number of p u pils involved is  in su ffic ie n t fo r the establishm ent 
of a reception c la ss , 7 or 8 hours p er week of in ten siv e tu itio n  in  German 
is  organized fo r groups of between 5 and 12 p u p ils. For the remainder of 
the time the p u pils concerned are in teg rated  in to  an ordinary c la ss .
c) Remedial tu itio n
Remedial tu itio n  i s  organized (in  German and o th er subjects) where necessary 
fo r p upils who have tra n sfe rre d  to  ordinary c la sse s.
d) The number of teachers av ailab le fo r reception/rem edial classes is  d e te r­
mined according to  the follow ing formula : 0.7 hours p er week p er foreign 
pupil in a reception c la ss or req u irin g  remedial tu itio n .
e) A ssistance with homework
Remedial tu itio n  in  German i s  given as p art of the guided homework scheme.
f) Grants are paid to  finance the a cq u isitio n  of teaching m aterial fo r 
reception and remedial c la sse s. The ra te  is  o. D M  18 p er pupil in general 
education and D M  22.40 in  vocational education. In  ad d itio n , equipement 
grants are paid annually on the b asis of the needs of the schools.

DEC BR > 3.
g) Reception cla sses were se t up a t secondary lev e l (Realsohule, Gymnasium) 
in  1980.
2.2 Number of pupils atten d in g  reoeption o lasses (1981/32)
Yugoslav 6 
Greek 5 
Turkish 445 
Spanish 4 
Portuguese 6
4 66
Remedial tu itio n  (Fördergruppen, S tü tzu n terrich t t 3 265 (1981/02).
Percentage of foreign pupils b en efitin g  from tra n s itio n  arrangements 
(reception c la sses) : 5·!  f° ( l 98l / 82).

DE(BR) 4.
3.1 T uition in  the lansruafre and o ulture of o rig in  
Qrundschule and Hauptsohule 
Reception olasses
T uition provided in  Turkish, Serbo-Croat and Portuguese. 
Ordinary classes
N o in teg rated  tu itio n .
Realschule and Gymnasium
Since 1982 i t  has been possible to  take the mother tongue in  place of a 
second foreign language (pupils may be grouped where th is  i s  necessary- 
in  view of the number of enrolm ents).
Out-of-sohool tu itio n  in the language and cu ltu re of orig in
Such tu itio n  is  organized outside the scope of the o ity  sohool a u th o ritie s · 
re s p o n s ib ilitie s .
Premises are made av ailab le to the organizing bodies (generally consulates) 
free of charge.
N o fig u res supplied.
3.2 Teachers of the language and cu ltu re of origin
The foreign teachers taking reception classes are employed and paid bv the 
c ity  a u th o ritie s .
In I 98O  th ere were : 33 Turkish teachers
1 Yugoslav teach er 
1 p art-tim e Portuguese teach er
These teachers also  f u l f i l  the functions of in te rp re te r, tra n s la to r and 
counsellor.
Increase planned : I 98O  34.5
1981 35.9
1982 59.7
1983 86.1
No inform ation supplied regarding the teachers providing tu itio n  in  
the language and cu ltu re of orig in  outside the school system.
(5)

DE(BR) 5.
Conments 1. The reoeption f a c ilitie s  are comprehensive.
2. Too l i t t l e  has been done as regards the provision of tu itio n  
in  the mother tongue and o u ltu re. There appear to  be signs of 
an improvement sta rtin g  in  1982 .
3. The two branches of tu itio n  in  the mother tongue and oulture
-  inside and outside the school system -  are wholely divorced 
from each other.
3.3 Educational cooperation between host country and oountiy of origin 
Not mentioned.
4. Teacher tra in in g
4.1 T n i-H a l and fu rth er tra in in g  of German teachers
Since 1978 the U niversity of Bremen has offered a 8-sem ester course in 
German with sp ecializatio n  in  the teaching of German as a foreign language.
Students taking th is  course also leam  Turkish. A  1-year oourse of fu rth er 
tra in in g  oj^gsmized by the U niversity and the H issenschaftliches In s titu t fiir 
Schulpraxis (in s titu te  fo r the Study of Educational Praotioe) has been 
available to serving teachers since 1978. Students on th is  oourse teach in 
a reception class or remedial class fo r 6 hours each week.
Number of p articip an ts : 20 per year.
4.2 Tn-service of German and foreign teachers
In-service tra in in g  fo r German and foreign teachers employed by the c ity  
a u th o ritie s is  organized by the W IS and re la te s e sse n tia lly  to  reoeption 
class teaching methods and the learning of Turkish.
German and foreign teachers taking immigrants' children fo r the f i r s t  time 
attend a 1-year preparatory course. Their teaching load is  reduced by 5 hours 
per week during the f i r s t  h a lf of th is  course and 2 hours per week during 
the second h a lf.
Comments : 1. Provision in  the fie ld  of i n i t i a l , fu rth er and in-service
tra in in g  is  exemplary in so fas as teachers employed by the 
c ity  a u th o rities are concerned.
2. There is  no mention of any in-service tra in in g  provision fo r 
foreign teachers taking classes outside the school system.

DE(HA) 1.
HAMBURG
Sohool year 198O /& I
1. Num ber of foreign pupils
Nationality Orundsohule Sondersohula Realsohule Gymnasium Gesamtsohule
Hauptsohule
Greek 734 38 88144 7 6
Italian 493 49 81 9791
Spanish 393 26 62.  82 38
Turkish 8 310 500 338 281 848
Yugoslav 1 398 94 126 128163
Portuguese 1 080 69 82 7665
Other 1 794 129 288 992 382
14 206 905 1 065 1 800 1 663
16.7 % 10 $ 3.8 % 2.6 % 6.2 £
Nationality BerufsschuleBerufs-
grundbil-
dungsjahrBerufs-fach-
schuleBerufs-aufbau-
schuleFachober- , schule Fachschule
Greek 98 2 123- 3 2
Italian 68 1323- 3 3
Spanish 71 6 20-- 1
Turkish 1 682 378 96 1 50 3
Yugoslav 129 1930- 4 3
Portuguese 127 2635- 2 —
Other 278 90 192 4 53 66
2 453 553419 5115 78
5 % 14.54.9 % 1 £ 2.8 < f o2.3 %
Immigrants well represented in compulsory vocational education but under­
represented in technical education.
Immigrants are under-represented in the élite branches of secondary education.

D E (H A ) 2
.1 Reoeption arrangements
a) Reoeption olasses for la te  entrants aged 7 or over  
(Auffangklassen fiir Seiteneinsteiger)
Multinational olasses
2 hours1  per day intensive tu itio n  in German  
2 hours' per day a r tis tlo  a c tiv itie s  and sports to ta l 20 hours
per week
M axim um  duration o f attendance t 6 months followed by transfer  
to an ordinary reoeption o la ss.
b) Reoeption olasses (Vorbereitungsklassen)
For let-y ea r pupils
M ultinational classes
Class size : 10-12  children
A fter 1 y ear p u p ils jo in  an ordinary 2nd-year c la s s . 
S in g le -n a tio n a lity  classes
10 hours' per week tu itio n  in the mother tongue 
14 h ours' per week tu itio n  in German 
Class size : normal (20 -  25)
There are plans to extend th is  type of cla ss to  years 1-4·
For pupils in  years 2 to  6 (Hamburg p a tte rn )
M ultinational c la sse s, 28 hours p er week
Pupils jo in  an ordinary c la ss fo r approximately h a lf the tim e.
Intensive tu itio n  in  German given in reception cla ss (10 hours per week).
For pupils in  years 7 to  9 (Standing Conference p attern )
M ultinational c la sse s, 28 hours p er week including 10 h ours' in tensive 
tu itio n  in German. Pupils share only a few a c tiv itie s  (sp o rts and 
a r t i s t i c  a c tiv itie s )  with ordinary c la sse s.
Generally speaking, pupils leave the various types of reception c la ss 
a f t e r  1 y e a r’s attendance.

DE(HA) 3.
o) In ten siv e tu itio n  in German
G enerally speaking 2 hours per day.
Number of p upils per group : 15·
For the remainder of the time the pupils conoemed jo in  an 
ordinary o lass (Hamburg p a tte rn ).
d) A dditional tu itio n  in  German (Förderunterrioht)
Pupils leaving reoeption classes reoeive ad d itio n al tu itio n  of 
1 hour per day in  German.
Class size t 15·
e) B ilingual reoeption olasses
14 hours per week taught in the mother tongue (language tu itio n , 
h isto ry , geography, relig io u s in s tru c tio n ).
14 hours p er week taught in  German (German language 8 hours p er week, 
mathematics, sp o rts).
Class size : 20 -  25.
f) Reception arrangements are a lso  in  operation in sp ecial schools.
g) Prevocational classes (Werkklassen)
Young foreigners aged 15A^ who have fa ile d  to  obtain the lower 
secondary leaving c e r tif ic a te  (Hauptschulabschluß) and are not 
apprenticed may enrol in  a prevocational c la s s .
Duration : 2 years with p o s s ib ility  of obtaining the Hauptschulabschluß 
Class size : 20
32 hours p er week including 12 hours of workshop a c tiv itie s .
h) Intensive courses in German a t vocational schools 
F ull-tim e p a tte m
Duration : 10 weeks 
Class size : 12 pupils
24 hours p er week comprising 14 hours' German, 2 hours' mathematics, 
2 h ours' sp o rts, 2 h ours' optional stu d ies, 2 h ours' counselling o r 
remedial tu itio n .

DEC HA) 4.
Part-tim e J e tte r a  (linked to  p art-tim e vocational eduoation)
Duration : unspecified 
Class size : 12 pupils
2 x 3  hours p er week.
i )  N inth-year c la sses fo r foreign pupils
These olasses are organized fo r 16 y ear-olds who have a lre a ly  attended 
school in  Germany fo r 1 or 2 years- hut have not obtained the leaving 
c e r tif ic a te .
English i s  replaced by tu itio n  in  the mother tongue.
Class size : 20 pupils
34 hours p er week.
j)  A ssistance with homework
A ssistance w ith homework is  organized in  the d is tr ic ts  with heavy con­
cen tratio n s of immigrants. Guided homework sessions ocoupy 10 hours 
p er week in  the afternoons and are combined w ith sp o rts and games.
Class siz e  : 15 pupils (h a lf German and h a lf fo reig n ).
k) Preschool cla sses (Vorlaufgruppen)
Six-month preschool cla sses are organized, prim arily in  d is tr ic ts  with 
a high immigrant population, fo r ch ild ren  aged 5 l/2 .
Class size : 15 (mainly fo re ig n ).
18 hours p er week.
l )  Exploring th e environment
Teachers organize exploration groups (10 ch ild ren ) in  the afternoons, 
w ith a view to  acquainting foreign ch ildren w ith the environment in  which 
they liv e .
2.2 S t a t i s t i c s  (26. 3. I 98O )
38 preschool groups
44 reception classes with 1 O 69 pupils 
32 b ilin g u a l classes with 810 pupils 
55 guidance groups
55 guided homework groups (including 40 fo r sp ecial education)
686 foreign pupils a t vocational schools undergoing tra in in g  under 
apprenticeship co n tracts (43.7 %).

D E(H A ) 5.
Pupil numbers 1981/82 :
Reception classes B ilingual olasses Intensive tu itio n  in
German
Yugoslav
Turkish
SpanishI ta lia n
Greek
Portuguese
Other10
26
75
742
4
37
88179
8
1 824
546 600 pupils
982 pupils 2 066 p upils including 
605 in  Stage I  of
secondary education
21 in ten siv e classes in  German operating in  vocational education with 
303 p u p ilsj
7 prevocational cla sses w ith 141 p u p ils.
Percentage of foreign pupils "benefiting from tra n s itio n  arrangements 
(reception classes and b ilin g u a l c la sses) t 14*6 fo (1981/82).
3,1 T uition in  th e language and cu ltu re of o rig in
a) Single n a tio n a lity  reception classes
b) B ilingual classes
4 hours’ per week tu itio n  in  the mother tongue 
10 hours’ per week general education using mother tongue as
medium of teaching.
Pupils aged 8 o r over when they f i r s t  attended school in  Germany may opt to  
take th e ir  mother tongue in  place of English as a f i r s t  foreign language. 
Languages offered : Spanish, Portuguese, I ta lia n , Turkish, Modem Greek, 
Serbo-Croat.
Prom the 7th year of schooling i t  is  p ossible to  take English as a 
second foreign language.
d) Stage I I  of secondary education :
No in teg rated  mother tongue tu itio n .4 hours’ per week tu itio n  in  the mother tongue 
6 hours' per week general education using mother tongue as
medium of teaohing.
c)Ordinary c la sses (5th, 6th and 7th years of schooling)

D E C  H A ) 6.
e) Out-of-school tuition in the mother tongue
Pupils attending ordinaxy classes may take tuition in their mother 
tongue outside school hours. Maximum 4 hours per week for years 
1 to 4$ maximum 6 hours per week for years 7 to 10·
This tuition is organized in the afternoons under the auspices of 
the consular authorities. Premises are provided free of charge ly 
the Land authorities.
Statistics on out-of-sohool tuition (1981/32)
GreekI ta lia n 244 pupils
584
Turkish 1 514 
462 
651 
1 217Spanish
Portuguese
Serbo-Croat
4 672 (22 % of all foreign pupils).

DE(HA) 7.
Comments î 1. The reception arrangements are highly fle x ib le  and extend 
from the preschool stage through to  vocational education.
2. T uition in  the mother tongue is  not in teg rated  in to  the 
é lite  branches of secondary education and is  e n tire ly  absent 
from Stage I I  secondary education.
3. There is  no cooperation in  educational m atters between the 
Land a u th o ritie s and the various sending co u n tries.
4· The Senate has decided to cut back progressively on o u t- 
of-school mother tongue tu itio n  and increase provision 
w ithin the normal sohool tim etable correspondingly.
3.2 Teachers of the language and cu ltu re of o rig in
The foreign teachers who take one— n a tio n a lity  reception classes and 
b ilin g u al cla sses are employed by the Land and subject to  the 
a u th o rity  of a school head. At the time of reoruitm ent they must be 
able to  show th a t they have a good command of German and have been 
resident in  the country fo r a number of years.
In p rin c ip le , the teaching load i s  10 hours per week. In add itio n , 
foreign teachers must be av ailab le fo r a fu rth e r 10 hours fo r in te rs  
p retin g , tra n s la tio n  and counselling d u ties or v is its  to  fam ilies. 
Teachers taking out— of— school olasses are employed by the consular 
a u th o ritie s .
S ta tis tic s  see 2.2.
4· Teacher tra in in g
4.1 I n i t i a l  and fu r th e r tr a in in g  o f German teach ers
Hamburg U niversity o ffers a course in  the teaching of Gennan as a 
foreign language. A  3-sem ester course of fu rth e r tra in in g  in  the 
teaching of foreign children was introduced in  October 1980.
Capacity : 30 p a rtic ip a n ts, comprising 20 students and 10 serving
teachers enjoying a 50 % reduction in  working hours.

DE(HA)
4 .2  In -ser v io e  tr a in in g  
German teach ers
The I n s titu t ftir L ehrerfortbildung ( in s titu te  fo r In-serv io e Teaoher 
T raining o ffers a course in  the teaohing of German as a foreign 
language. A  teach er guidance u n it (B eratungsstelle) was estab lish ed  
a t the I n s titu te  in  1981.
One-semester seminars (40 p a rtic ip a n ts each) are organized to ensure 
the continuing tra in in g  of teaching s ta f f . P a rtic ip a n ts ' teaching 
load i s  reduced by 5 hours per week during the seminar.
Foreign te a ch e rs
Foreign teachers employed by the c ity  a u th o ritie s have access to  the 
same in -serv ice tra in in g  as German teach ers. The consular a u th o ritie s 
are responsible fo r the in -serv ice tra in in g  of teachers employed 
by them.
Comments :
1. W hen re c ru itin g  teachers the c ity  a u th o ritie s give preference 
to  those q u alified  in the teaching of foreign p u p ils.
2. The common in -serv ice tra in in g  provided fo r German and foreign 
teachers in  the servioe of the c ity  a u th o ritie s is  not open to  
teachers employed by the consulates.

DECHE) 1.
H E S S E N
Sohool year 1980yÖl
1. Number of foreign pupils General education
N ationality Grundschule
HauptschuleSonderschule Realschule Gymnasium Gesamtschule
Greek 3 451 106 149 308 691
Ita lia n 6 720 595 322 306 1 678
Spanish 2 832 244 302 294 983
Turkish 20 139 1 100 462 440 4 459
Yugoslav 5 579 202 384 507 1 022
Portuguese 1 489 82 59 53 362
Other 5 351 270 375 2 OI4 1 803
45 561 2 329 1 678 3 922 10 998
14 $ 9.4 * 2 % 2 % I4.4 %
Vocational education
N ationalityBerufsschulen
und
Berufsgrund­
bildungsjahreBerufsfach­
schul enBerufs­
aufbau­
schulenFachober­
schul enFachschulen
Greek 512 70 1 23 14
Ita lia n 1 352 124 1 37 14
Spanish 761 123 3 33 20
Turkish 4 114 265 9 168 11
Yugoslav 623 124 6 45 9
Portuguese 285 26 - 4 1
Other 843 I9I 25 201 86
8 490 923 45 511 155
5.6 % 4.1 % 5.2 £ 3.7 % 2.2 fo
Immigrants well represented in Gesamtschulen but under-represented in 
Realschulen and Gymnasium} percentage of Ita lie n  and Spanish pupils in  
speoial education abnormally high.

DE(HE) 2
2. Reoeotion arrangements
2.1 Grundsohule and Rauptsohule
a) Reception olasses (Vorbereitungsklassen)
Aim t to teaoh the pupils German and upgrade their general education. 
The olass teacher is generally foreign. German is taught hy a German 
national.
Olass size t 15 pupils
A second olass must be formed where there are 30 or 
more pupils.
Duration *  2 or exceptionally 3 years
Transfer to an ordinary class takes plaoe at the end of 
a sohool year.
b) Preschool olasses (Vorlaufkurse)
Classes organized for children who have not attended a nursery school 
and have no knowledge of German. Classes start 6 months before the 
attainment of compulsory school age and continue to the end of the 
1st semester of the 1st year of schooling.
Class size :  15 pupils 
c) Bilingual transition classes
Teaching is conducted partly in the mother tongue and partly in 
German. Tuition in German and in other subjects using German as 
the medium of teaching takes up half the timetable. The class teaoher 
is German.
d) Intensive tuition in German
Organized for pupils aged 12 - 15 with no knowledge of German in 
those cases where neither reception nor bilingual classes are in 
operation. The pupils concerned receive 14 hours’  tuition in / using 
German per week. They join an ordinary olass of the appropriate 
year group for music, gymnastics and technical studies. In addition, 
those aged 14 / 15 receive vocational guidanoe.

DECHE) 3.
e) £eEaedial— tuition__
I f  necessary, remedial -tuition (in  German and o th er subjects on the 
curriculum ) may be organized fo r foreign pupils atten d in g  ordinary 
o lasse s.
f) A dditional s ta f f
Por every 75 foreign pupils atten d in g  a reoeption c la ss or receiving 
remedial tu itio n , the school is  e n title d  to  an ad d itio n al teach er 
p o st. Foreign pupils in  the 1st year of schooling oount double fo r the 
a llo c a tio n  of teaching s ta f f .
A dditional s ta f f  may be requested i f  more than 50 Ì 0 of the sohool’s 
p u pils are foreign.
g) A ssistance w ith homework
This i s  organized by ch aritab le asso ciatio n s in  co llab o ratio n  with 
the schools.
The Land a u th o ritie s grant su bsidies.
Realschule and Gymnasium
During the f i r s t  2 years a t a Realschule or Gymnasium, a bad mark in 
German w ill not be taken in to  account providing th a t the p u p il’s p er­
formance in  the o th er subjects is  sa tis fa c to ry .
Vocational education
Intensive tu itio n  in  German is  offered to  foreign pupils enrolled a t 
vocational schools.
Pull-tim e prevocational tra in in g  classes may be organized fo r foreign 
pupils who have been in  the Federal Republic fo r le s s than 3 years and 
have in su ffic ie n t knowledge of German.

DE(HE) 4.
Timetable i general education Id hours per week in clu d in g  10 hours o f German  
teo h n io a l education 12 hours per week  
op tion s 4 hours per week
Prevooatlonal tr a in in g  and s o o ia l in te g r a tio n  courses o f 8 hours per week  
are provided fo r  young fo reig n ers en ro lled  in  part-tim e v o ca tio n a l  
education .
S t a t is t io s  ( 15.10. 1979)
Number o f recep tion  o la s se s Number o f fo reig n  p u p ils
N a tio n a lity
Grundschulen Hauptsohulen to t a l in  reooption  
o la s se s%
Greek 46 7 4 556 1 303 28.6
I ta lia n 36 13 9 341 1 107 11.9
Yugoslav 5 3 6 669 186 2 .8
Portuguese 5 1 1 946 133 6 .8
Spanish 4 3 4 773 116 2 .4
Turkish 86 38 21 103 3.040 14.4
Moroccan 1 - 909 17 1 .9
Other 1 3 7 615 69 0 .9
I84 68 56.912 5 971  
5.186*)10.5
7 .3 * )
*) School year 1981/82
3. T uition in  the language and cu ltu re of o rig in  
Grundschule and Hauptschule
a ) Foreign p u p ils in  ordinary c la s s e s  receiv e tu itio n  in  t h e ir  mother tongue  
and cu ltu re from th e 2 year o f sch oolin g to  the end o f compulsory  
sch o o lin g .

DECHE) 5.
This -tuition i s  oompulsory. Pupils may, however, be excused a t the 
request of th e ir  p a re n ts.
C lasses are held in  the afternoon o r on Saturday morning.
Number of hours p er week t 6
Number of p u pils p er o lass : minimum 12
maximum 25
b) Prom th e 1st y ear (5th y ear of sohooling) foreign pupils in  a l l  branches 
of Stage I  secondary education (Hauptschule, Kealsohule, Gymnasium) may 
opt fo r th e ir  mother tongue and c u ltu re in  plaoe of English. Prom the 
3rd year they may opt fo r English o r Frenoh as a second foreign language 
in  order to  avoid compromising th e ir  chances of continuing th e ir  stu d ies 
in  upper secondary school.
These pupils are exoluded from the tu itio n  outside school hours referred  
to  under a ).
c) The mother tongue is  both taught and used as a medium of teaohing in  
reception classes and b ilin g u al tra n s itio n  c la sse s.
d) R eligious in s tru c tio n
Prom the 2nd year of schooling relig io u s in stru c tio n  may be given in  
the mother tongue.
Gymnasium
In p rin c ip le , foreign pupils may choose to  study the language of o rig in  
as a foreign language. Whether classes should be organized in  a p a rtic u la r 
language is  decided on a case-by-case basis by the Education M inistry.
V ocational education
T uition in  the language and cu ltu re of orig in  may be organized where there 
is  su ffic ie n t demand.

DECHE) 6.
S ta tis tic s  (15.10.1979)
3.1 T uition in  the language and cu ltu re  of origin
a b 0
NationalityNumber of
foreign
pupilsCourses in 
the language 
and culture 
of originReception 
classes 
and bilingual 
classesTotal 
b + ci of a)
Greek 4 525 1 315 1 303 2 618 57.8
Italian 9 188 3 013 1 107 4 120 44.8
Yugoslav 6 590 2 549 186 2 735 41.5
Portuguese 1 926 785 133 91847.7
Spanish 4 716 2 321 116 2 437 51.7
Turkish 20 578 6 947 3 040 9 987 48.5
Moroooan 849 88 17 10512.4
Other 7 543 997 69 1 066 14.1
55 915 18 015 5 971 23 986 
21 327*)42.9
40.8*)
*) Sohool year 1981/32
3»2 Teachers of the language and c u ltu re of orig in
A ll foreign teachers providing tu itio n  in  the language and cu ltu re of 
th e ir  countzy of o rig in  are employed and paid hy the Land a u th o ritie s . 
They may be e ith e r estab lish ed  o ffic ia ls  or non-established s ta f f . 
Whether foreign teachers should be granted estab lish ed  sta tu s is  
decided on a case-hy-case b asis by the M inister of Education.
Foreign teachers are rec ru ite d  e ith e r d ire o tly  by the Land a u th o ritie s 
o r v ia  the consulates.
Teachers rec ru ite d  v ia  the consulates are sometimes seconded o ffic ia ls  
of the countzy of o rig in .
The Land a u th o ritie s are responsible fo r d ire c tin g  and m onitoring 
tu itio n  in  the language and c u ltu re of o rig in .

DECHE) 7.
S ta tis tic s  (15.10.1979) 
Foreign teaohers
N ationality Full-tim e Part-tim e
I ta lia n 94 5
Greek 76 4
Yogoslav 43 4
Turkish 192 15
Spanish 5 6 1 .
Portuguese 18 -
Other 6 5
485 34
3.3 E ducational cooperation between host country and country o f o rig in
Bilateral committees (Land/sending country) are in operation. These 
committees are involved in the recruitement of teachers and determine 
the period of service for seconded teachers. They also collaborate 
in the selection of teaching material for tuition in the mother tongue 
and culture.
The normal duration of posting for staff seconded by the consulates 
is around 4 to 6 years.
Comments :  1. There are no reception facilities as such at Realschulen
and Gymnasien.
2. Educational cooperation between the Land and the various 
sending countries is inadequate as regards tuition in the 
language and culture of origin.
(6)

DE(HE) 8.
4. Teacher tra in in g
4.1 I n i ti a l  and fu rth e r tra in in g  of German teach ers
The methodology of teaohing foreign p u p ils, mixed o lasse s, German as 
a foreign language and re la te d  m atters are covered by the i n i t i a l  
tra in in g  programmes a t F rankfurt, Marburg, Kassel and Giessen 
U n iv e rsitie s. Kassel U niversity o ffers a 4-sem ester course of tra in in g  
in  the teaching of German as a second language.
Trainee teachers (Referendare) are , as f a r  as p o ssib le, assigned to  
jobs where they w ill have contact w ith foreign p u p ils.
4 .2  In -serv ice tra in in g  of German and foreign teachers
In -serv ice tra in in g  courses and study groups are open to  both German 
and foreign teach ers.
Special courses are organized fo r new foreign teachers and tu itio n  
in  German is  av ailab le to  them.
During the f i r s t  h a lf of 1981  the c e n tra l adm inistration organized 
17 in -se rv ic e  tra in in g  courses. A  to ta l of 55 study groups were 
organized a t regional lev el in  1980 and 36 in the f i r s t  h a lf of I 98I.
The Hessisches I n s titu t fü r L ehrerfortbildung (In s titu te  fo r In -serv ice < 
Teacher Training) organized 30 in -se rv ic e  courses in  1980, including 
11 reserved fo r foreign teachers and 19 open to  both German and 
foreign teach ers.
A  to ta l of 1 198 teachers undertook in -serv ice tra in in g  during the 
198l/82 school y ear.
Comment : The in -se rv ic e  tra in in g  f a c i l i t i e s  fo r Serman and foreign
teachers are e x cellen t.

DE(NS) 1.
LOWER SAXONY
Sohool year 1980/81
1. Numbers of forelen pupils General education
NationalityGrundschule 
HauptschuleSonderschule Realschule Gymnasium Gesamtschule
Greek 1 975 97 122 109 38
Ita lia n 2 929 279 199 123 92
Spanish 1 818 193 147 IO7 47
Turkish 19 849 1 071 527 286 215
Yugoslav 2 273 129 I69 102 59
Portuguese 1 156 71 73 159 6
Other 4 042 108 524 1 241 199
34 042 
6.7 %1 948 
4.5 $1 761 
1 %2 127 
1 £656 
2.7 %
Vocational education
Nationality BerufsschuleBerufs-
grundbil-
dungsjahrBerufs­
fach­
schuleBerufs­
aufbau­
schulePaohober-
sohule Fachschule
Greek 179 64 29 - 12 9
Ita lia n 246 109 53 - 11 4
Spanish 275 55 48 - 8 10
Turkish 1 765 1 721 170 9 57 23
Yugoslav 143 53 28 1 5 7
Portuguese 137 55 18 - 6 3
Other 603 167 204 8 86 123
3 348 2 224 550 18 185 179
1.6 $ 1.9 % 1.4 $ 1.2 £ 1.1 < f > 1.9 *
Immigrants under-represented in compulsory vocational education. Proportion of 
immigrants in technical sohooly tiny. Turkish pupils the subject of spedai 
effo rts in pre-vocational education.
Immigrants under-represented in the é lite  branohes of secondary education.

D E (N S ) 2
2. Reoeption arrangements
2.1 Qrundsohule and Hauptschule 
a) Reoeption olasses
Aitn : to  help pupils to  learn  German quickly and upgrade th e ir  general 
education.
Duration r 1 o r exceptionally 2 years 
Class size t minimum 10 
maximum 24«
b) Inten siv e tu itio n  in  German
Organized fo r foreign pupils atten d in g  ordinary olasses with a view to  
helping them to  learn  German.
Years 1 to  4 î 6 hours per week 
Years 5 to  9 : 8 hours per week 
Duration : 1 year
Minimum number of p upils p er group : 4
c) Special reception classes a t year 8/9 lev el (besondere Vorbereitungsklassen)
Special reception classes may be organized fo r new a rriv a ls  en tering the 
German system a t year 8/9 le v e l. These cla sses prepare pupils fo r entry 
to  vocational tra in in g .
Minimum number of p upils : 10 
Individual guidance provided.
d) Remedial tu itio n  (F orderunterricht)
G enerally speaking, a remedial group comprises 8 p u p ils.
Number of hours p er week : 4
Remedial tu itio n  is  provided in p a ra lle l with the p u p il's  ordinary stu d ie s | 
2 hours p er week may be added to  the normal tim etable.
E xceptionally, individual remedial tu itio n  may be offered on a sh o rt­
term b a sis.
e) Foreign p u pils with language d if f ic u ltie s  count double fo r the purposes 
of teach er a llo c a tio n . This has the e ffe c t of enabling schools to  o ffe r 
the f u ll range of f a c i li t i e s  mentioned under a ), b ), c) and d ).

DE(NS) 3.
f) Prom y ear 6 foreign pupils may be excused the stu d ies of English. In  
i t s  plaoe tu itio n  may be organized in  the mother tongue of (taxman.
In  th is  case, however, the leaving c e r tif ic a te  awarded on completion 
of oompulsoxy schooling (HauptsohulabsohluB) w ill be the "ordinary" 
c e r tif ic a te  ra th e r them the higher grade c e r tif ic a te .
g) In  p rin c ip le , no more than 20 % of the pupils in  em ordinary c la ss should 
be foreign. Where more than a th ird  of the c la ss is  foreign, a sp ecial 
c la ss must be formed fo r the foreign p u p ils.
h) Bij.lngua.1 olasse£
An experimental scheme is  under way. 
Minimum number ofrp u p ils t 20.
Timetable of b ilin g u al olasses
GrundschuleOberstufe
(upper
primary)Hauptschule
Year Year Year
5Year
6Year
12 34 7 8 9
Mother tongue 89 10 9 10 10
German 10 10 11 12 11 12 12
Joint classes 6 89 9 8 14 13 13
(Gexman and foreign
p upils)
-  Realschule, Gymnasium and Gesamtschule
N o reception arrangements. I t  is  assumed th a t pupils who enrol in 
these schools are already in teg rated  in to  the system.
-  Vocational education
Young foreigners aged 15/l6 may apply fo r admission to  a prevocational 
tra in in g  c la ss (B erufsvorbereitungsjahr).

DE(NS) 4.
2.2 Reception c la sses (l9 8 l/8 2 )
N atio n ality Number of pupils
YugoslavI ta lia n 23
15
Greek 21
Spanish
Portuguese
OtherTurkish 1 229
18
19
1 . a?i.
2 650 including 488 at Grundsohule
837 in  Stage I of
secondary education
Intensive oourses in  German : 1 815 pupils including 1 028 at Grundsohule
Percentage of pupils benefiting from transition arrangements 
(reception classes and bilingual classes) :  3.7 $ (l98l/82).
2.3 Educational provision outside the school system
A variety of private and local authority bodies organize assistance 
with homework (no figures supplied).
2.4 Comments : 1. The system of counting foreign pupils double fo r the
purpose of teacher allocation enables reception and 
remedial tuition to be organized simply and effectively.767 in  Stage I of 
secondary 
education
Remedial tu itio n  : 14 936 pupils including 9 428 at Grundsohule
5 078 in Stage I of 
secondary 
eduoation
2. New arrivals aged 10 or over are liable to be excluded 
from the élite branches of secondary education.

DEC NS > 5.
3. Tuition in the language and culture of origin 
Bilingual classes
Tuition in using the mother tongue x
Years 12
Mother tongue 44
Religious
instruction22
Other subjects 443 4 6 7 8
4 4 4 4 4
2 2 2 2 2
5 5 3 4 49
4
2
4hours per week
Ordinary classes at Grundschulen and Hauptschulen
Integrated tuition in the mother tongue is available.
Minimum number of pupils x  8 
A second class may be formed x
- where there are at least 20 pupils and the olass oomprises pupils 
from more than one year group j
- where there are at least 30 pupils all from the same year group.
Number of hours per week x 5
As far as possible, this tuition should be timetabled within the normal 
school day (mornings). Up to 2 hours* tuition may, however, be provided 
outside the normal timetable.
Participation is optional.
Marks in the mother tongue appear on the pupil’s report.
At Bauptsohule level pupils who entered the Federal Republio after their 
4th year of sohooling and have an inadequate knowledge of German may take 
their mother tongue in place of English.
Realschule
Foreign pupils must take English but tuition in the mother tongue may be 
offered as an option (second foreign language).
Languages offered x Greek, Italian, Serbo-Croat, Portuguese, Spanish, 
Turkish.

DE(NS) 6.
Gymnasium /  O esamtschule
Pupils must take the language oourses of th e ir  stream. The mother tongue 
may be taken as a seoond foreign language. There is  some question of 
provision being made fo r the mother tongue to  be taken as the f i r s t  
foreign language.
Integrated tu itio n  in  the language and culture of origin (l98l/82)
Langes6Grundschule Stage I secondary
Ita lia n 944 314
Greek 873 249
Turkish 6 763 3 HO
Spanish 711 247
Portuguese 337 436
Serbo-Croat 550 29 6
10 178 4 652
39.3 $ of a ll foreign pupils ( 1981 /82).
3.2 Teachers of the language and culture of origin
Foreign teachers fo r bilingual classes and mother tongue tu itio n  are 
recru ited  as non-established by the Land au th o rities with the assistance 
of the consular a u th o rities of the relevant countiy.
They must be able to show an adequate command of German by the end of 
th e ir  f i r s t  year of service.
3.3 Educational cooperation between host countiy and country of origin
As m atters stand, such cooperation only e x ists with regard to  the 
provision of suitably q u alified  teachers. Curriculum planning and the 
preparation and approval of tex t books should be the subject of 
b ila te ra l negotiations. Whilst such negotiations are desired by both 
sid es, they are p ra c tic a lly  non-existent at the moment.
Comment s
1° The reception f a c ilitie s  are remarkable a t Grundschule and Hauptschule 
level but non-existent in Realschulen, Gymnasien and Gesamtschulen.
2° The m ajority of "integrated" tu itio n  takes plaoe outside the normal 
tim etable -  in the afternoon.

DE(NS) 7.
4. Teacher tra in in g
4.1 I n itia l and fa rth e r tra in in g  of German teachers
A  number of options are available in  the u n iv e rsitie s and colleges : 
the methodology of teaching immigrants, problems a risin g  from immigration, 
immigrant languages.
Further tra in in g  î
Since the beginning of the 1981/82 academic year a course of fu rth er 
tra in in g  in the teaching of foreigners has been available a t Oldenburg 
U niversity fo r students holding the f i r s t  sta te  examination.
By v irtu e  of a decree of 30 M ay I 98O  the Kiedersachsisches Landes- 
in s titu t fiir Lehrerfortbildung, Lehrerweiterbildung und U nterrichts- 
forschung (NLI -  Land In s titu te  fo r In-service Teacher Training and 
Curriculum Research) is  required to organize a course of fu rth er 
tra in in g .
Duration : 2 years, 500 hours* tra in in g
Intended number of p articip an ts : 1 000 (p rio rity  being accorded to
teachers responsible fo r reception 
classes, preparatory classes and 
remedial tu itio n ).
The course is  subdivided into 20 regional courses :
Braunschweig, 6 area courses; Hannover, 8; Lüneburg, 2;
Weser/Ems, 2.
Those taking part enjoy a reduction in teaching load of 5 hours per week, 
which means th at they can be freed from teaohing duties every Wednesday.
4.2 In-service tra in in g  
German teachers
A  to ta l of 25 in-service tra in in g  sessions were organized in  I 98I fo r 
German teachers taking ordinary classes with a high proportion of 
foreign pupils.
Foreign teachers
In p rin cip le, foreign teachers employed by the Land are called  to  an 
in-service tra in in g  course once a year.
1st semester 1981  : course fo r Turkish teachers
2nd semester I 98I : course fo r teachers of other n a tio n a litie s .

DE(NS) 8.
Comments
1° The fu rth er tr a in in g  scheme run by th e KLI i s  an in te r e s tin g  i n i t i a t i v e  
but poses c e r ta in  problems as regards fin a n cin g .
o _2 The arrangement whereby all foreign teaohers should attend an in-service 
course once a year is particularly worthy of note.

N O R T H  R H IN E -W E S T P H A L IADE(NW) 1.
Sohool year 1980/fel
1· Number of foreign pupils Penerai education
NationalityGrundsohule
HauptsohuleSonderschule Realschule Gymnasium Gesamtschule
Greek 7 915 371 746 1 093 112
Ita lia n 10 806 1 336 934 890 320
Spanish 4 240 492 710 844 78
Turkish 67 846 3 683 2 342 2 162 1 088
Yugoslav 9 017 577 998 1 052 128
Portuguese 4 080 315 341 247 61
Other 11 351 897 2 082 5 727 548
115 255 
13.5 %7 671 
6.7 %8 153 
2.2 %12 015 
1.9 %2 335 
4-3 Ìo
Vocational education
Nationality BerufsschuleBerufs-
grundbil-
dungsjahrBerufs­
fach­
schuleBerufs­
aufbau­
schuleFachobe ra ­
schili e Fachschule
Greek 1 376 288 298 8 50 11
Italian 2 164 380 283 5 28 17
Spanish 1 185 128 188 4 33 36
Turkish 9 017 5 994 772 25 397 38
Yugoslav 916 160 198 9 35 13
Portuguese 573 173 107 1 9 5
Other 2 290 281 651 24 235 207
17 521 7 404 2 497 76 787 327
3.7 a 24.9 io 2.4 % 2.3 % 2.8 % 2.4 i
Immigrante are very well represented in prevocational education but under- 
represented in vocational and technical education, and severely unden-repre­
sented in the é lite  branches of secondaiy education.

DEC NW) 2
2.1 Reoeotion arrangements (Vorbereitungsklassen)  
a) Short jgattem
Aim t to  teaoh pupils German, upgrade th e ir  general education and  
help them adjust to  German aooiety.
Duration i m aximum  2 years
Glass siz e  i minimum 15, m aximum  24.
Lonrç_pattem (abolished in  1982 but olasses already established w ill
run th e ir  course)
Aim t to teaoh pupils Gennan a t a re la tiv e ly  le isu re ly  pace and prepare 
them gradually fo r integration in to  the Gennan sohool system.
Duration t 4 - 6  years 
Class size : minimum 24.
Wherever possible reoeption olasses are sin g le -n atio n ality  in 
character. Short-pattern reoeption olasses with pupils of several 
n a tio n a litie s  are organized where the numbers are in su ffic ie n t fo r 
the establishment of sin g le -n atio n ality  olasses.
The tim etable of reception classes varies depending on the age 
of pupils involved.
German tu itio n
Other subjects 
taught in German
Mother tongue 
tu itio nGrundschule Secondary school
1 2year
3 4ye)
5 / 6ars
7 - 1 0
7
15
47
15
58
1 6
49
17
41 2
1915
17
26 27 28 30 31 32
b) Schools are e n title d  to additional teacher posts in proportion to the 
number of foreign pupils. The co efficien ts applied vaiy according to 
the type of school :
sample calculation
Grundschule with 134 pupils inoluding 23 foreignei 
m -  5 .36 i .e . 5* 4 postsGrundschule 8 5 
Hauptschule 70 
Sonderschule 50
Gesamtschule 7025
2 3 = 0.27  i .e . 0.3 posts
84
making a to ta l of 5.7 posts

DECNW) 3.
o ) The t o t a l tea ch er a llo c a tio n  (ordinary plue a d d itio n a l) i s  used to  
provide t
-  rem edial tu itio n  fo r  fo reig n  p u p ils in  ordinary o la s s e s  who have  
problems w ith German or oth er su b jeo tsf
-  in teg ra ted  t u it io n  in  th e language and ou ltu re o f o rig in f
-  supervised study p eriod s a f t e r  sohool hours ( S ile n t ie n ) .
d) Foreign p u p ils may take a 1-year v o ca tio n a l preparation oourse  
(B erufsvorbereitungsjahr) in  plaoe o f the 10th year o f soh oolin g.
e) In ten siv e tu itio n  in  German (15 hours per week) i s  organized fo r  
15A 6 y ea r-o ld  la t e  immigrants w ith a view  to  preparing them fo r  
v ooation al eduoation (B eru fsvorb ereitu n gsjah r).
f) Every e ffo rt is  made to  avoid the establishm ent of ordinary olasses 
c o n sistin g  exclusively of foreign p u p ils.
g) Realschulen organize remedial tu itio n  fo r foreign pupils with 
problems in  German, English or other su b jects.
h) G.ymnasien o ffe r remedial tu itio n  exclusively a t ls t-y e a r le v e l.
i)  Some Gesamtschulen have tra n s itio n  c la sse s.
2.2 S ta tis tic s
Reception classes (short p attern )
N atio n ality Number of pupils
I ta lia n 2 776
Greek 4 568 
928
38 216Remedial tu itio n  in  German î  
36 O 46 p u p ils Yugoslav
Turkish
Spanish
Portuguese
Other490
1 409 
412
48 794 in clu d in g  33 615 Grundschule
15 179 Stage I
secondary23.6 % of a l l  
foreign pupils

DE(NW) 4.
Reception olasses (long pattem) in 1978
Number of olasses Number of pupils
Orundsohule 504 13 351
Hauptsohule 79 1 929
583 15 280
Percentage of foreign pupils benefiting from transition arrangements 
(reoeption olasses and bilingual olasses) 1 23.6 % (1981/82).
Berufsvorbereitungsjahr
1979/80 : 5 159 pupils 3 342 boys
1 817 girls
3.1 Tuition in the language and oulture of origin
a) Reception classes
Integrated tuition in the mother tongue provided and mother tongue 
used as medium of teaching. See timetable under 2.1.
b) Grundschule (ordinary classes)
Integrated tuition in the mother tongue and culture :
5 hours per week maximum
Minimum number of· pupils : 15 (tuition discontinued if the number of
pupils falls below the required minimum).
c) Hauptschule
Foreign pupils may (since 1977) opt to take their mother tongue in 
place of English.
d) Realschule and Gymnasium
The mother tongue and culture may be taken in place of one of the 
compulsory foreign languages in the curriculum for stage I 
(Sekundarstufe I).
Languages offered : Greek, Italian, Portuguese, Serbo-Croat, Spanish,
Turkish.

D E (N W ) 5.
Pupils may ohoose to  be examined in  th e ir  mother tongue in  place of English 
o r another foreign language fo r s
-  the lower secondary leaving c e r tif ic a te  (HauptschulabschluB) j
-  the Pachobersohulreife ( c e r tif ic a te  of ap titu d e fo r upper secondary 
(technical education)j
-  the Faohhochschulreife ( c e r tif ic a te  of ap titu d e fo r higher technical 
education).
S ta tis tic s
See 2.2 as regards reception c la sse s.
In teg rated  tu itio n  in  languages and c u ltu res of orig in
Languages Grundschule Stage I secondary
I ta lia n
Greek
Turkish
Spanish
Portuguese
Serbo-Croat
Other4 364 
4 116 
34 347
3 460 
1 970
4 842 
260
53 3593 455
4 344 
29 268
2 375 
2 514 
2 748 
1 231
45 935
44.2 %
of a l l  foreign pupils53.9 %
of a l l  foreign pupils
Comments
1° Reception f a c i li t i e s  are av ailab le in  Grundschulen, sp ecial schools 
and stage I of secondary education. Very considerable e ffo rts  are 
a lso  made in  the context of prevocational education.
2° There i s  no provision fo r mother tongue tu itio n  in  stage I I  secondary 
education.
3° A  pupil who chooses to  take h is mother tongue in  place of English 
(FL l)  i s  thereby autom atically excluded from stage I I  secondary 
education.
4° The minimum number of pupils required fo r the establishm ent of a 
c la ss in  the language and cu ltu re of o rig in  is  too high.

DE(NW) 6
3.2 Teachers of the language and culture of origin
The foreign teaohers taking reception classes and mother tongue tu itio n  are 
employed and paid by the Land. They are reoruited with the assistanoe of 
the relevant foreign consulates. The contraot of employment oontains a clause 
stip u la tin g  th a t, by the end of one y e a r's service, the teaoher must be 
able to  provide evidence of a sa tisfa c to ry  knowledge of German (in  the shape 
of a G oethe-Institut, Volkshochschule or distance-learning c e rtific a te  in 
German as a foreign language).
Number of foreign teachers : 1 430 (1978/79)·
3.3 Educational cooperation between host oountry and country of origin
Foreign inspectors attached to the relevant embassies/oonsulates are e n title d  
to  pay inspection v is its  to  the classes of foreign teachers who are seconded 
o ffic ia ls  of th e ir oountry of origin. These v is its  are organized in agree­
ment with the German school au th o rities and a German inspector or the head 
of the school in  question must be present. The foreign inspectors have no 
power over e ith e r the adm inistrative or the educational aspects of teaching 
in  German schools.
They are, however, involved in the recruitment of s ta f f  (made available in 
response to requests from the German school au th o rities) and are responsible 
fo r assessing the efficiency of seconded teachers.
4· Teacher tra in in g
.1 I n itia l and fu rth er tra in in g  of German teachers
Courses in the methodology of teaching foreigners are offered a t the U niversiti 
of Bochum, Dortmund, Duisburg, Düsseldorf, Essen, Cologne, Münster and 
Wuppertal.
Courses in the teaching of German as a second language are offered a t the 
U niversities of Aachen, Bochum, Bonn and Wuppertal.
B ielefeld U niversity organizes a fu ll degree programme in  the teaching of 
German as a second language ("Magister" Degree and Doctorate).

DE(NW) 7.
The Education Ministry has entrusted a working party of experts with the  
task of devising guidelines for teaohing and researoh in  th is fie ld  to be  
followed by the u n iv ersities, Gesamthoohsohulen (comprehensive oolleges) and  
Faohhochsohulen (sp ecialized  o o lle g e s).
N o figures supplied.
Further tra in in g  of foreign teachers
Courses in German (6 months' durâtior) are organized by the G oethe-Institut 
in  Turkey (Ankara, Izm ir and Istanbul) and Greece.
Turkey : 360 p articip an ts in  1980 (out of 12 500 applicants)
Greece : 17° p articip an ts in  I 98O.
4.2 In-service tra in in g
German teachers
The school a u th o rities organize educational study groups s 
56 in 1979  with 1 46O  p a rtic ip a n ts.
The Rheinisch-W estfälische Auslandsgesellschaft organizes seminars, programmes 
of conferences/lectures and study v is its  to  the sending countries :
28 programmes organized between 1970  and 1979  with a to ta l 
of 1 117 p a rticip an ts.
The L andesinstitut fü r Curriculumentwicklung, Lehrerfortbildung und W eiter­
bildung (L C L W  -  Land In s titu te  fo r Curriculum Development and In-service 
Teacher Training) put forward an overall programme fo r the in-service tra in in g  
of German and foreign teachers taking immigrant children in 1979· This plan 
envisages the tra in in g  of some 15 000 teachers.
Foreign teachers
The L C L W  has offered a distance-learning course in  German since 1975 :
300 p articip an ts between 1975 and 1979·
The provision of in-service tra in in g  fo r foreign teachers forms part of the 
overall plan drawn up by the 1£LW .

D E (N W ) 8.
Cominent8_!
1. Provision in  th e f ie ld  of i n i t i a l  and fu rth e r tra in in g  is  very 
su b s ta n tia l. The courses in  question are not compulsory but 
prospective teach ers are aware th a t they w ill fin d  posts more 
e a s ily  i f  they are q u a lifie d  in  the methodology of teaching 
foreigners or German as a second language.
2. Tentative steps are being taken towards the provision of tra in in g  
in  common fo r German and foreign teach ers.

DE(RP) 1.
RHEINLAND-FFALZ
Sohool year 1980/fel
1. Numbers of foreign pupils Penerai education
NationalityQrundschule
HauptschuleSonderschule Realsohule GymnasiumOesamteohule
Greek 787 1 1 31 41 -
Italian i 891 141 127 107 4
Spanish 260 22 43 51 -
Turici sh 5 881 246 192 185 4
Yugoslav 965 32 96 82 10
Portuguese 421 19 27 23 6
Other 1 404 68 236 600 38
11 609 
5.9 $539 
3 $752 
1.1 %1 089 
0.9 i62 
2 $
Vocational education
Nationality BerufsschuleBerufs-
grundbil—
dungsjahrBerufs-fach-
schuleBerufs-
aufbau-
schuleFachober-
schule Fachschule
Greek 122 10 1 3 3
Italian 458 45 - 3 11
Spanish 111 11 1 - 4
Turkish 1 518 61 9 19 4
Yugoslav 110 28 - 2 2
Portuguese 97 17 1 1 1
Other 344 73 4 24 61
2 76O 172 16 52 86
2.1 % 1.3 %0.7 i1 $ 1.3 $
Immigrants are adequately represented in compulsory vocational education but  
severely under-represented in technical education.
Immigrants are likewise under-represented in the élite branches of secondary  
education.

DE(RP) 2.
2.1 Reception arrangements
a) Foreign pupils with no knowledge or insufficient knowledge of German are 
assigned to reoeption classes. The timetable of these classes is as
follows :
1 2 3 4 5 6 7 8 9
hours per week
In the mother tongue
-  reading, w ritin g 5 5 5 5 5 5 5 5 5
_ re lig io u s in stru c tio n 2 2 2 2 2 2 2 2 2
-  knowledge of the2 2 5 5 5country of orig in
-  mathematics 4 4 4 4 3 3 3 3 3
-  biology - - - - 3 3 3 3 3
-  n atu ral sciences - - - - 1 1 3 3 3
In German
-  German as a foreign6 6 8 8 5 5 2 2 2language
-  o ther subjects - - - - 2 2 2 2 2
-  fa m ilia riz a tio n  with * 5 • 3 ■3
the host country0
Jo in t a c tiv itie s  with
German Pupils
-  sport 3 3 3 3 3 3 3 3 3
-  a r t/c r a f ts 1 2 3 3 3 3 2 2 2
-  music 122222222
222427273030 34 34 34
Minimum number of pupils :  15
Transfer to an ordinary class takes place at the end of a school year on the 
initiative of the school authorities. No fixed rules as to duration of stay 
in a reception class - this depends on the pupil's knowledge of German.
Many pupils transfer to an ordinary class at the beginning of year 5.

DE(RP) 3.
b) Teaching in  the mother tongue is  provided by foreign teaohers who must 
be able to  show evidence of an adequate command o f Gennan.
c) The sohool is  a llo cated  a fu rth e r 2 h o u rs’ p er week teach er time fo r 
eveiy 8 foreign p u p ils.
Foreign pupilB with no knowledge of in su ffic ie n t knowledge of Gennan 
count double in olasses which are more than 20 $  foreign in  compo­
s itio n .
d) With regard to  the purchase of te x t books and teaching m aterials, the 
rate of the grant paid to  school lib r a r ie s  fo r a foreign’  pupil is
4 times the rate for a German pupil at Grundschule level and 3 times 
the rate for a German pupil at Hauptschule.
e) The guided homework and study provision organized by p riv ate 
asso ciatio n s is  subsidized.
f) Foreign pupils adm itted to  Realschulen and Gymnasien reoeive remedial 
tu itio n  in  German i f  necessary.
g) The follow ing measures have been introduced to  a s s is t foreign pupils 
who have been unable to  obtain the lower secondary leaving c e r tif ic a te  
(Hauptschulabschluß) under the normal arrangements :
-  extension of school attendance;
-  establishm ent of sp ecial leaving c la sse s;
-  p o s s ib ility  of en ro llin g  in  a fu ll-tim e  course of prevocational
tra in in g  (duration : 1 y e ar);
- possibility of obtaining the lower secondary leaving certificate 
within the framework of compulsory vocational education.

DE(RP) 4.
2.2 S ta tis tic s
Numbers of p u pils atten d in g
reception classes
N atio n ality 1978A9 1981/82
Turkish 1 176 1 761
I ta lia n ' ’984 877
Yugoslav 34 55
Spanish 75 17
Portuguese 261 271
Greek 855 818
Other - -
3 385 3 799 including 2 469 Grundschule
1 330 Stage I
secondary
Percentage of foreign pupils b e n efitin g  from tra n s itio n  arrangements 
(reception c la sses) : 16.93 $ ( 198I/&2).
Prevocational classes : N o inform ation av ailab le
3.1 T uition in  the language and c u ltu re of o rig in
a) Reception classes 
See 2.1 a ).
b) Grundschule/feauptschule (ordinary classes)
In teg rated  tu itio n  in  the language and cu ltu re of o rig in  should normally 
be o ffered.
Minimum number of pupils p er course : 8
Number of hours p er week : 5 (maximum)
c) Realschule
N o in teg rated  tu itio n  in  the mother tongue.

DECRP) 5.
d) Gymnasium
Foreign pupils admitted to the 4th, 5th and 6th years at Gymnasien 
(8th, 9th and 10th years of sohooling) who have not been taught a 
seoond foreign language may take an examination in their mother 
tongue in the 6th year. The same possibility is open to foreign 
pupils entering in the 7th year. The examination in the mother 
tongue oounts as the second foreign language.
There is no provision for integrated tuition in the mother tongue.
e) Out-of-school tuition in the mother tongue
Where tuition in the language and culture of origin is organized 
outside the normal school day under the auspices of the consular 
authorities, premises and insurance are provided by the Land free 
of charge.
Statistics
Integrated tuition in Grundschulen and Hauptschulen 
Reference year 1978 :
Nationality Number of pupils
1973 /79 ____________ 1931/82
Tu
rkish 1 325 
329 
2043 668
Italian 653
335
151
235
65Yugoslav
Spanish
Portuguese 143120
Greek 53
Other
2 174 5 107
Reoeption classes : of. 2.2.
More than 60 $  of foreign children (3 799 + 5 107 received tuition 
in their mother tongue in 1981/82.

DE(RP) 6.
Comments :
1. There is some danger of the pupil's stay in a reception class being  
prolonged excessively (Kauptschule and Grundschule).
2. Realsohulen and Gymnasien are far from satisfactorily oovered b y the 
reoeption arrangements.
3. There is no integrated tuition in the language and culture of origin  
in the élite branches of secondary eduoation.
3*2 Teachers of the language and culture of origin
The foreign teaohers taking reception classes and integrated tuition  
in the mother tongue are employed and paid by the Land authorities.  
These teaohers may be attached to several sohools in order to ensure  
that they have a full teaching timetable. They are subject to the Land  
school inspectorate and must normally be able to show evidence of  
an adequate knowledge of German at the time of their appointment.
Number of foreign teachers ; 120 in 1979.
3*3 Educational cooperation between host country and country of origin
The Land school authorities maintain close contact with the embassies  
and consulates of the sending countries. The latter are involved in  
the recruitment of teachers, advise the local authorities in matters  
concerned with the teaching of the mother tongue and supply teaching  
materials to schools.
4· Teacher training
4.1 Initial and further training of German teachers
A 3-semester course of further training is offered by the J . Gutenberg  
University in Mainz-Gemersheim and the college of education  
(Erziehungswissenschaftliche Hochschule) in Landau. Prospective  
students may apply for grants. A study of the language of one of the  
main sending countries is compulsory. At the moment, students have
a choice between Italian and Turkish.
Number of students enrolled in 1978/79 : 15
1981/82  : 47

DE(RP) 7.
4.2 In-service training
The following are involved in the provision of in-service training 
for teachers taking foreign children :
- the Staatliches Institut für Lehrerfort- und Weiterbildung (SIL - 
State Institute for In-service Teacher Training) in Speyer;
- the Institut für Lehrerfort- und Weiterbildung (institute for 
In-service Teacher Training) in Mainz;
- Trier University and the college of education in Landau;
- the J. Gutenberg University in Mainz/Gemersheim.
Between 1974 and 1979 the SIL organized 81 sessions representing a 
total of 443 days' training. The total number of participants was 
1 733, including 69I foreign teachers, with each foreign teacher 
having attended an average of 5 sessions.
C omment s
1. The further and in-service training provision organized by the Land is 
remarkable.

DE(SA) 1.
SAARLAND
School year 1980/31
1· Munbera of foreign pupils General education
NationalityGrundschule
HauptsohuleSondersohule Realsohule \ Gymnasium Gesamtsohule
Greek 27—4 7
Italian 2 455 203 I84 100 53
Spanish 39 1 4 6
Turkish 1 173 23 26 '  29 10
Yugoslav 115 7 29 13
Portuguese 43 2 1 —
Other 665 47 90 196 22
4 517 283 338 351 85
5.5 i 5.1 i 1.6 % 1.1 % 3.8 %
Vocational eduoation
Nationality BerufsschuleBerufs-
grundbil-
dungsjahrBerufs-
fach-
schuleBerufs-
aufbau-
schuleFachober-
schule Fachschule
Greek 9 1
Italian 337 59 75 13 3 6
Spanish 4 -5
Turkish 122 -7 1 2 3
Yugoslav 10 1 3
Portuguese 5- 2 1
Other 102 42 35 3 27 9
589 102 128 18 32 18
1.7 % 3.7 % 1.6 % 0.9 % 1.1  % 1 %
Italian pupils are over-represented, in special education. Immigrants are  
under-represented in compulsoiy vocational education and severely under-­
represented in technical education.
Immigrants are likewise under-represented in the élite branches of secondary  
education.

DE(SA) 2.
2.1 Reception arrangements
a) Reoeption classes
Aim : to provide intensive tuition in German
Duration * normally 6 months, maximum 2 years
Class size : minimum 15 preferably one nationality but may comprise
b) Where the number of pupils is insufficient to permit the establishment 
of a reception olass, intensive tuition in German is organized.
c) Additional tuition (Zusatzunterricht) in German may be organized for 
foreign pupils in ordinary classes.
d) Where more than 20 % of the pupils are foreign, ordinary classes 
reserved for foreign children may be established.
e) Additional tuition in German may be offered to foreign pupils 
admitted to a Realschule or Gymnasium.
f) The school is entitled to a further 1 hour per week of teacher time 
for every 7 foreign pupils.
g) In the field of guided homework and study provision additional tuition 
in German is organized outside sohool hours in the area.
h) Prevocational education and intensive tuition in German are available 
to young foreigners subject to oompulsory part-time schooling.
2.2 Statisticsmaximum 24 several nationalities if necessary.
Reception classes Intensive tuition in German : 67 pupils
Nationality
Italian
YugoslavNumber of pupils 
18
2Remedial/additional tuition : 888 pupils 
including 594 Grundsohule
294 Stage I secondary
PortugueseTurkish 275
6
301
including 251 Grundschule 7 of foreign pupils
50 Stage I attend reception classes,
secondary.
Percentage of foreign pupils benefiting from transition arrangements 
(reception classes) : 7 .2 $ (l98l/82).

DE(SA) 3.
3*1 Tuition in the language and culture of origin
a) Reception glasses
See 2.1 and 2.2.
b) Grundsohule and Hauptschule
Tuition in the language and culture of origin may be organized Ijy 
the consular authorities either during or outside sohool time. 
Minimum number of pupils j 15.
Duration : 5 hours per week.
The teachers are appointed and paid by the consulates.
The Land authorities pay operating subsidies and provide premises 
free of charge.
c) Realsohule and Gymnasium
Tuition in the mother tongue may be organized in place of the second 
or third foreign language.
If such tuition is not offered, foreign pupils may nevertheless take 
an examination in their mother tongue and the marks obtained will 
count towards their overall assessment.
Tuition in the language and culture of origin
Language Number_of £U£ils_
Italian 2 080
Greek 36
Turkish 1 213 
24 
___45.Po
rtuguese
Serbo-Croat
3 358 c. 41 % of all foreign 
pupils ( 1981/82).

DEC SA) 4.
Commenta
1. Reoeption facilities would appear to be non-existent at Real- 
sohulen and Gymnasium level.
2. Provision in the fields of prevooational education, reoeption 
olasses and remedial tuition is relatively sparse.
3. Tuition in the language and culture of origin would appear to 
be totally divoroed from the activities of ordinary classes at 
Gfrundsohule level. The minimum number of pupils required for 
the establishment of a language d ass is too high.
3.2 Teachers of the language and culture of origin
The foreign teachers responsible for mother tongue tuition both inside  
and outside the school system are employed by the consular authorities.
In secondary education, a second or third foreign language can only be  
taught by a German teacher.
Number of foreign teachers : No figures supplied.
3.3 Educational cooperation between host country and oountry of origin
Foreign teachers are subject to consular inspectors. Courses in the  
mother tongue and culture (primarily history and geography) are organized  
on the basis of bilateral agreements.
4· Teacher training
4.1 Initial and further training
The methodology of teaching foreigners is offered as an option by  
Saarbrücken University.
4.2 In-service training
A total of 105 German teachers took part in in-service training sessions 
in 1981/^2.
Foreign teachers :
Conferences are organized by the consular inspectorate.

DECSA) 5.
Comments
There is no sign of oooperation between the Land and oonsular authorities as 
regards in-service teacher training.

DE(SH) 1.
SCHLESWIG-HOLSTEIN
School year 1980/fel
1. Numbers of foreign pupils General education
NationalityGrundschule  
HauptsohuleSonderschule Realschule Gymnasium Gesamtschule
Greek 323 10 49 37—
Italian 246 26 41 33 1
Spanish 268 15 39 '  17 5
Turici eh 6  1 9 9 452 302 85 49
Yugoslav 379 23 59 29 3
Portuguese 305 19 29 13 -
Other 1 038 54 269 622 31
8 758 
4.4 $599 
3.1 i788 
0.9 %836 
1 $89
2.3 fo
Vocational eduoation
Nationality BerufsschuleBerufs­
grundbil­
dungsjahrBerufs­
fach­
schuleBerufs-  
.  aufbau-  
'  schuleFachober-  
schule Fachschule
Greek 39 2 3 1 1 1
Italian 26 1 2 - 2
Spanish 71 1 6 - - -
Turkish 874 11 52 6 10 3
Yugoslav 47- 10 - 1 -
Portuguese 32 1 3 - 1 -
Other 170 7 65 - 20 32
1 259 23 141 7 33 38
1.5 % 0.8 % 1.3 Jé 1.5 % 0.6 SÉ 1.1  %
Immigrants inadequately represented in compulsory vocational education.  
Immigrants likewise under-represented in the élite branches of secondary  
education and in technical education.

DE(SH) 2.
2.1 Reception arrangements
Qnmdsohule and Hauptsohule
a) Reception classes
Aim : to help pupils to lea-m German rapidly and facilitate their
integration into the German sohool system.
Class size : minimum 15 ) pupils of various nationalities, medium
maximum 30 ) of teaching German 
Duration : normally 1 year
maximum 2 years
b) Intensive tuition in German
Intensive tuition of 12 hours per week is offered in schools where 
it is impossible to organize reception classes.
Maximum number of pupils : 30
Minimum number of pupils : 10
The number of hours per week may be increased to 15 for pupils 
entering the final year of compulsory schooling.
o) Additional tuition in German
Additional tuition of 3 hours per week is organized for pupils in 
ordinary classes whose knowledge of German is considered in­
adequate.
d) Preference is given in the selection of teachers for reception 
classes and intensive tuition in German to those who either have 
experience outside the Federal Republic or hold a certificate in 
the teaching of German as a foreign language.
e) Schools are allocated additional funds for the operation of 
reception classes and intensive tuition in German.

DE(SH) 3.
Realsohule and Gymnasium 
No reoeptlon facilities.
Vocational education
Intensive tuition in German is organized aocording to need.
2.2 Statistics
In 1981/82 909 pupils were attending reception classes, i.e. 7 $ of
all foreign pupils.
3.1 Tuition in the language and culture of origin
a) Reception classes. Grundschulen and Hauptschulen
Tuition in the language and culture of origin may be organized by 
the consular authorities either during or outside school time.
Number of hours per week : maximum 5·
This tuition may take the place of English.
In practice, classes are split between the morning and the afternoon.
b) Realschule and Gymnasium 
No facilities reported.
No figures supplied with regard to tuition in the language and 
culture of origin.
C omment s
1. There are no reception facilities in the élite branches of 
secondary education.
2. Intensive/additional tuition in German is provided at the expense 
of English, which has the effect of excluding foreign pupils 
from access to stage II of secondary education.
3. No integrated tuition in the language and culture of origin is 
available in the élite branches of secondary education.

DE(SH)
3.2 Teaohere of the language and oulture of origin
The foreign teachers responsible for tuition in the mother tongue and 
oulture both Inside and outside the sohool system are employed by the 
oonsular authorities.
Number of foreign teaohers t No figures supplied.
3*3 Educational oooperation between host oountry and country of origin
Foreign teaohers are subjeot to oonsular inspectors. No oooperation 
reported.
4· Teacher training
4.1 Initial and further training of German teachers
The colleges of education in Kiel and Flensburg offer a course in the 
teaching of German as a foreign language.
Number of students : 74 in 1981/32.
4.2 In-service training 
German te etc hers
The Landesinstitut für Praxis und Theorie der Schule (IPTS - Land 
Institute for Educational Theory and Practioe) in Lübeck has been 
organizing training sessions since 1976. A total of 303 teachers took 
part in 1981/82. This central provision is supplemented by area study 
groups in Lübeck, Kiel, Flensburg and Pinneberg.
The IPTS coordinates the preparation of teaching materials for 
reception classes and tuition in German.
Since 1980, the IPTS has offered a course in Turkish for German 
teachers.
Foreign teachers
The consular authorities organize training sessions.
No figures supplied.

DE(SH). 5.
Comments
1. Considerable efforts are being made as regards the training of 
German teachers.
2. There is no mention of any attempt having been made to provide 
training jointly for German and foreign teachers.

DA 1.
DENMARK
1. Pupils whose mother tongue is not Danish, registered in Danish sohool 
on 1 October 1982
Pre-school
educationPrimary and lower 
secondary sohools 
1st - 5th year6th - 10th 
yearUpper secondary 
schoolVocational and
technioal
training
988 4 713 3 502 1 8813 035
Country of origin Primary and lower 
secondary education 
8th — 10th yearUpper secondary 
schoolVocational and
technical
training
Nordic countries575 607 1 466
European Community 720489 702
North America 219 186245
non-Member States, 1 444599 622
of which :
Yugoslavia 19093 18
Turkey474 6013
Pakistan 18039 7
2 958 1 8813 035
2.1 Reception methods
Reception facilities make no distinction between children of Community 
and non-Community nationals.
Reception classes : intensive training in the Danish languagej
Progressive increase in activities in normal 
classroom context.
^ . imujn number of pupils per class : 12 at the beginning of the
school year.
Individual__or £rou£ language_teaching : intensive Danish course.

DA 2.
Participation in activities of a normal 
class during the time not spent learning 
Danish.
Maximum number of pupils per group : 7 
Remedial teaching
This cannot start until some knowledge of Danish has been acquired 
(after the reoeption class, or intensive individual or group training).
Number of hours per week : no fixed norm 
Minimum number of pupils : no fixed norm.
Special olasses for new arrivals aged over 14
Classes organized by one or several municipal authorities for foreign 
pupils :
- intensive Danish language courses,
- general education corresponding to the 8th to 10th years of primary 
and lower secondary schools,
- number of hours per week : 24 minimum
30 maximum
- number of pupils per class : maximum 12 at the beginning of the school 
year.
Other measures
- individual exemptions regarding the rules applying to final examinations 
of primary and lower secondary schools may be granted to pupils
whose mother tongue is not Danish.
These exemptions can take the following form î
- more time to prepare for oral exams ;
- more time allotted for written tests 
in Danish, mathematics, English and 
German?
- a tape recording made by one specifically

DA 3.
appointed teacher per school of the  
mathematics and composition tests)  
translation of tests in the pupil’s  
mother tongue is not allowed)
- the use of dictionaries to translate  
from Danish to the pupil's mother  
tongue or a third language.
2.2 A breakdown of the number of pupils by the different reception  
methods is not available.
Comments j - the right to reoeption education is individual,
- the cost is carried by the municipality where the pupil  
is resident, also in oases where pupils from different  
municipalities or from an entire area go to the same  
school,
- the system is particularly well suited to low-immigration  
areas.
3.1 Tuition in the language and culture of origin
Three to five hours per week tuition in the language of origin is  
given, usually outside school hours. The courses tend to cover  
histoiy, geography and the social organization of the country of  
origin.
These courses are organized and paid for by the local authorities.  
Minimum number of pupils per course : 12.
Municipalities with fewer than 12 applicants join with other  
5 situated in the same "circle" or district. The cost of teaching  
and transport is always borne by the pupil's municipality of  
residence.
Three private schools provide teaching for approximately 100 foreign  
pupils. They offer integrated teaohing of the language of origin  
(3 hours per week).
Statistics
Statistics by level of education and language are not available.  
According to estimates from the Ministry of Education, 46 % of foreign  
pupils receive tuition in their language of origin. Number of languages  
taught s 22.

DA 4.
3.2 Teachers of the language and culture of origin
The language and culture of immigrants is taught exclusively "by teachers 
from the pupils* oountiy of origin.
They are appointed and paid hy the looal authorities. They have the status 
of temporary full-time or part-time teaching staff or may work under annual 
contracts. They must he in possession of a teacher training certificate 
from their own oountiy.
The supervision of foreign teachers and their integration into the éducational
system raise considerable problems due to the number of languages 
taught, the small number of teachers per language and their dispersion 
over a wide area.
Number of foreign teachers s no figures available.
3.3 Educational cooperation between host countrv and countly of origin
The only country with which Denmark has a bilateral cultural agreement 
is Yugoslavia. Under this agreement educational specialists from both 
countries work together on the education of Yugoslav children and 
adolescents in Denmark, particularly with regard to organizing the 
teaching of the mother tongue.
There is no other form of cooperation with the oonsular authorities.
There are no negotiations in progress.
4. Teacher training
Danish teachers
4.1 Initial training_of Danish teachers
The choice of subjects open to future primaiy and lower secondary school 
teachers includes subjects related to the teaching of foreign pupils.

DA 5.
A considerable number of students opt for these subjeots, particularly 
in teacher training centres in major towns.
No statistics available.
4.2 Further and in-service training of Danish teachers
The Danish Teacher Training College (DLH) provides two sorts of 
training for teachers who teach, or are responsible for, foreign 
language pupils : in-service training courses of 30 to 60 hours, and 
a further training course of 270 hours.
The 270-hour course is structured as follows :
- introduction - Cultural context of the immigrant's_countiy of origin
and life in Denmark, theory of minorities, legal and 
administrative aspects of teaching (40 hours),
- basic concepts of Danish philology, with the emphasis on the comparison 
between Danish and other languages (70 hours),
- the teaching of foreign languages (20 hours),
- teaching Danish as a foreign language (40 hours),
- teaching other subjects, leading up to educational research and 
development courses (20 hours),
- educational research and development courses (40 hours),
- counselling (40 hours),
- the figures between parantheses indicate the approximative number 
of hours attributed in each subject of this course of 270 hours.

DA 6 .
During the 1981-1982 school year, attendance figures for these courses 
were the following :
120 hours 39 participants in two groups
180 hours 20 participants in one group
90 hours 37 participants in two groups
30 - 60 hours 72 participants in three groups.
In 1981 the Directorate for Primary Schools organized an introductory 
course on the problems of foreigners.
Participants : 46 (3-day course).
It should be borne in mind that these courses are organized in the 
context of a foreign language pupil population of approximately
8 000.
4.3 Training_of foreign teachers
In 1982 the Danish Government introduced further training courses of 
three and a half years for immigrants who had been trained as teachers 
in their country of origin and who wished to teach their language and 
culture in Denmark.
Five-year initial training has been introduced for the children of 
immigrants who have successfully completed the second stage of secondary 
education. Their final qualification will be the same as that of Danish 
students.
No statistics available.
C omment s
1. Existing measures for teaching the language and culture of origin are 
geared to low levels of immigration.
2. In urban areas with sufficient concentrations of certain ethnic groups, 
integrated teaching of the foreign language and culture should be 
introduced.

FRANCEFR  1.
Reference year s 1980/31 school year unless stated otherwise  
Numbers of foreign pupils
1st level : preschool education
primary education
Country Preschool PrimaryOf whioh,
special
educationIntroductory
classesPrivate  
education  
1st levelChange 
1981 on  
1974
public secto
Algeria 64 874 120 905 6 578 2 369 4 253 + 23 219
Morocco 36 043 48 382 2 183 1 454 1 594 + 54 321
Tunisia 15 421 18 123 897 331 662 + 16 882
Portugal 42 58? 108 936 4 637 994 8 482 + 16 156
Italy 6 012 18 870 708 149 1 27 6- 23 369
Spain 8 899 25 563 1 063 332 2 235 - 37 183
Yugoslavia 3 570 6 626 150 144 305 + 1 952
Turkey 9 992 19 639 812 1 536 621 increasing
Other 21 900 36 902 780 2 333 5 346
% of total
school
population209 298 
10.1403 946  
10.217 808 
17.79 647 24 724 
2.51
Secondary education (2nd level)
Country 1st
stage2nd
stage
CPPN
CPA2nd
stage
short
course2nd
stage
long
courseTotal :
secondary
educationS.E.S.
Cl. at. 
E.N.P.Private
edu­
cationChange 
1981 on  
1974
Algeria 45 978 5 674 18 9987 709 78 359 7 944 + 33 756
Morocco 12 516 2 1144 393 1 934 20 957 2 005+ 12 613
Tunisia 5 031 508 1 797 994 8 330 73 6+ 3 917
Portugal 40 516 5 66414 211 4 307 64 698 5 235 + 27 837
Italy 13 663 1 342 5 764 3 671 24 440 1 182- 4 019
Spain 17 130 1 525 6 223 4 211 29 O891 185- 55 947
Yugoslavia 2 46I 158 753 519 3 891115 + 1 901
Turkey 2 728 1 191 560 134 4 613 441 increasing
Other 16 591 1 003 3 199 6 501 27 294 442
% of total
school
populationL56 614 
6.619179
11.355 898 
9.329 98O 
3.5261 671 
6.619 285 
15.826 432 
2.6
S.E.S. special education section - E.N.P. State School for backward children  
Class® atelier - special education classes in areas not served hv ei+h··»» /

FR 2 .
Comments i 1. A high peroent&ge of foreign children attend apeoial education i
17.7 % of the 10 % in primary sohool,
15.8 % of the 6.6 fo in secondary sohool
2. Between 1974 and I 98I, the number of foreign pupils in secondary 
education rose from 5 % to 6.6 The number enrolled in the 
second stage (long course) went up from 1.9 $ to 3.5 f° i but 
migrant workers* ohildren show a marked preference for short 
vocational courses (ll.3 % and 9*3 $)·
3. Relatively fewer foreign pupils are enrolled in private schools 
than in the public sector.
9 A Reception arrangements
_ preschool education (pre-primary^
Preschool education is free and attended by large numbers of migrant workers* 
children. All activities are conducted solely in French but an increasing 
number of nursery schools have found a place in their programme for 
activities relating to the culture of origin.
— primary-  education
Reception classes
Aims : to upgrade the language capability and facilitate integration 
in school for non-French speaking new arrivals.
Duration : up to one year
Class size : about 15 
Composition : always multi-racial 
Working language : French.
Remedial teaching
Remedial classes provide linguistic support for pupils who have not 
attained the requisite communication skills for the ordinary class 
corresponding to their age and level.
Particulars : groups of 15 pupils
the number of hours per week is not fixed and varies 
from 2 to 8.

FR 3.
- ^econdar^ education 
Adjustment classes
These classes are for non-French-speaking foreign pupils entering Franoe 
between the ages of 12 and 16. The aim is the same as in the case of 
reception classes.
Duration* s up to 1 year 
Class size : about 15
Remedial teaching
Remedial classes raise the standard of French and general knowledge. 
Particulars : 2 hours a week, groups of up to 15 pupils.
2.2 Statistics
Reception classes at primaiy level : 9 647 pupils (2.4 $ of the foreign 
pupil enrolment). See table 1
Adjustment classes at secondary level (l98l/82 school year)
Country Foreign pupils in 
adjustment classes$ of the group concerned 
in secondary education
Algeria 359 0.77
Morocco 206 1.41
Tunisia 55 0.99
Africa 59 1.57
Spain 30 0.19
Portugal 151 O.36
Yugoslavia 16 0.51
Italy 6 0.05
Other EEC countries 8 0.29
Turkey 333 9.69
South-East Asia 470 9.06
Total 1.693 1.1
of foreign pupils
Remedial teaching : involves about 5 $ of foreign pupils.
Comments : 1. Thanks to their widespread attendance at free nursery schools,
immigrant children b o m  in France do not encounter difficulties 
in integrating in school. Extra language tuition may be necessary 
in the first and second years of primary school.

FR 4.
2. Acute integration problems may arise in the oase of new 
immigrants of whom there are not enough to justify opening 
reception or adjustment classes.
3.1 Taition in the language and culture of origin (integrated programme)
The language and culture of origin may be taught for three hours in a normal 
week of 27 hours to ohildren who are nationals of countries that have signed 
bilateral agreements with Prance : Portugal (1973)» Italy and Tunisia (1974)» 
Spain and Moroooo (1975)» Yugoslavia (1977)» Turkey (1978) and Algeria ( 1981). 
This tuition is given under the heading of environmental studies during 
school hours, mainly in the afternoon. 4
In the case of reoeption olasses, tuition in the language said culture of origin 
is given under the ordinary primary education system described above. The 
language of origin may be used on occasion as a medium of teaching, depending 
on the teacher’s knowledge of the language in question (or when a foreign 
teacher is present} but this is rare).
- secondary education
Pupils whose mother tongue is one of the 12 languages (german, English,  Spanish,  
Italian,  Portuguese, Arabic, Modem Hebrew, .Russian Japanese, Dutch, Serbo-  
Croat or Chinese) offered as a first or second foreign language under the  
French education system, may choose their mother tongue as their first  
language in the first year of secondary school or as their second language  
in the third year. Tuition is given for three hours a week in the first  
year and the third to the final years.
Instructions for teaching Portuguese and Arabic take account of the fact that  
the relevant classes are made up of pupils of these nationalities plus French  
pupils, and provide for appropriate adjustments in teaching methods.
- Out of school education (primarv and secondarvi
When classes take plane outside school hours, they are organized jointly by  
the French education authorities and the consular authorities of the countiy  
of origin.
A maximum of three hours a week of this type of tuition is provided. Programme  
content and methods are left to the Consulates' discretion.
Use of school premises :
Primaiy schools : the cost (insurance, heating, electricity, etc.) is
established by the local authority. It may be relatively high.  
Secondary schools j the cost of premises under central administration is very
modest. Costs are borne by the consulates or the parents.- primary education

Elements (l981/82 academic year)
Tuition in the language and culture of origin
CountryNumber of pupils: 
primary and 
secondaryIntegrate
at
primary 1d tuition 
evel
%Out of scho 
primary and 
combineol tuition 
secondary 
d
%Total
%
Algeria 191 168 10 293 5.38 27 199 I4.2 19.6
Morocco 96 708 3 775 3.9 4 718 4.9 8.8
Tunisia 37 403 3 419 9.1 3 639 9.9 19.O
Spain 30 59O 996 3.25 7 400 24.2 27.45
Italy 21 637 8 149 37.6 2 256 IO.42 48.02
11 939+ 55.12+ 3 012+ I3.9+ 69.02+
Portugal 148 450 16 664 11.25 21 047 I4.2 25.45
21 303x 14.4x 32 767X 22. lx 36.5
Turkey 36 674 4 832 12.6 4 453 12.8 25.4
Yugoslavia 9 991 143 1.4 3 363 33.7 34.1
Secondary level — teaching of the first and second foreign language to foreign pupils — no data available
Tuition in the language and culture of origin by private associations s
Tuition is given outside school and has no connection with the state school system - no data available
30+) estimate by Italian consular authorities 
x) estimate by Portuguese consular authorities
U l

FR 6.
Comments: 1. Except in the case of Italian, integrated tuition of a foreign
language is offered to a relatively few of the children concerned. 
Overall, little provision is made for tuition in Arabic.
2. In the case of pupils who are EEC nationals, payment for the use of 
school premises seems incompatible with article 3 of the Directive.
3. Ministerial Note No 83.I65 Bo No 16, p. 1362 et seq. of 13 April 1983 
recognizes the need to find solutions to difficulties in organizing 
tuition in the language and culture of origin in primary, lower and 
upper secondary schools. It states that the French education system 
must henceforth be directly responsible for providing tuition in
the language and culture of origin for foreign pupils.
It states that such tuition may be organized
- primary level, in the context of interest stimulation activities 
(activités d ’eveil) or outside school hours wherein pupils from 
several schools need to be grouped. In this case, tuition will be 
regarded as equivalent to activities taking place during normal 
school hours}
- at lower and upper secondary level, this tuition may be offered as 
an option within the school curriculum and left to the family’s 
discretion (in addition, immigrant children may study their 
language of origin as one of the modem language options).
The note concludes that the résultats of this tuition should be 
recorded on the standard school record card, that foreign teachers 
should sit on school boards and teachers’ boards and attend teacher 
training courses.
3*2 Teachers of the language and culture of origin
Foreign teachers who teach classes at primaiy (integrated or outside school 
hours) and secondaiy level (outside school hours), are recruited and 
remunerated by their own Governments. They are seconded officials and have 
a special consular status. There are about 1 500.
French teachers teaching foreign languages as a first or second language in 
secondaiy schools are recruited through the national CAFES competition 
(certificat d ’aptitude d ’enseignement secondaire) and the agrégation (State 
examination for admission to teaching posts).

FR 7.
3*3 Educational oooperation between the host country and the country of origin
Inspection and administration of integrated and out of school tuition at 
primary level and out of school tuition at secondary level are carried out 
by foreign education inspectors appointed by their Governments and usually 
attached to the embassy.
Liason is established with the local administrative and education authorities  
in Prance, mainly to determine where the classes will be held (integrated  
and out of school tuition) and to establish the number of classes at the  
beginning of the school year. The departmental education officers are  
responsible for setting up joint committees for this purpose.
Cooperation with EEC Member States and non-member states is based on specific  
bilateral agreements, or arrangements couchded by joint, cultural, scientific  
or technical committees, or manpower agreements.
An agreement with Greece is being negotiated.
It is proposed to cooperate with the consular authorities to establish links  
between school curricula and teaching methods and integrated or out of school  
tuition of the language and culture of origin.
4. Teacher training
4-1 Initial and further training
Initial training for French teachers
At the beginning of the 1979 academic year an optional course was offered and  
recommended in teacher training colleges. It consisted of 70 hours of tuition  
and was designed to alert future teachers to the linguistic, cultural and  
social problems of migrant workers' children and prepare them for further  
study in the context of in-service training.
Further training-for instructors and advisers was organized in 1975 at the  
Ecole nomale superieure de St. Cloud (CREDIF) at the request of the Ministry  
of Education. Trainees are seconded for one year and study the following :  
research and production of educational materials; teaching French as a  
second language; teacher training methods. The staff consist of research  
workers from CREDIF and ENS teachers.

FR 8.
In-service training for French and foreign teachers
Prom 1975, training centres known as CEFISEM (Centre de formation et 
d'information pour la scolarisation des enfants migrants - Training and 
information centre for the education of migrant workers' children) were 
set up in departments with a large immigrant population. They are attached 
to teacher training colleges and offer training for primaiy and secondaiy 
school teachers involved in the education of migrant workers' children :
- primary and secondaiy school teachers responsible for reception and  
adjustment classes for non-French speaking children, or who provide  
special remedial teaching for these children*
- teachers with pupils who attend remedial classes or have come straight  
from reception or adjustment classes*
- Nursery school teachers, primaiy school and special education teachers,  
educational psychologists and remedial teachers, primaiy school heads,  
teachers, lower secondaiy school heads, education and guidance counsellors,  
social welfare workers who deal with large numbers of immigrant workers'  
children*
- foreign teachers responsible for teaching their national language at  
primaiy and secondaiy level (integrated and out of school tuition)*
- teacher training staff : heads and teachers in teacher training colleges,  
inspectors, educational counsellors.
The CEFISEM organize seminars, working meetings and courses in accordance  
with participants' needs. They provide a forum where staff can become  
familiar with the problems and obtain information and training. Studies,  
surveys and the production of teaching material in which trainees  
participate are associated with the training activities. Certain activities  
are designed jointly for French and foreign staff responsible for teaching  
migrant workers' children. The CEFISEM work closely with the CREDIF (Centre  
de recherche et d'étude pour la diffusion du français - Research and study  
centre for the dissemination of French) and various university institutes,  
and in response to the Ministiy of Education's request they have cooperated  
in the organization and execution of pilot schemes under the auspices of  
the Council of Europe and the Commission of the European Communities.

FR 9.
Information and experiences have "been systematically exchanged between 
the various CEFISEM and every year between those in charge of CEFISEM 
and the officials of the Ministry of Education responsible for the 
education of migrant workers’ children.
Number of weeks of courses : about 1 200 between 1975 and 1982, of which
60 were specificially for foreign teachers
Average number of participants î 20-30  per course
In 1982, about 300 foreign teachers took part in these courses.
Number of conferences and information sessions : no information.
List of CEFISEM centres
- Besançon
- Bordeaux
- Caen
- Chartres
- Clermont-Ferrand
- Douai
- Grenoble
- Lyon
- Marseille
- Metz
- Nice
- Paris
- Strasbourg
- Toulouse
Comments : 1. The in-seiv’ ice training system is remarkable.
2. It is planned to extend the CEFISEM network.
3. The intercultural option included in CRED IF and CEFISEM 
training programmes since 1978 helps to ensure better 
cooperation between French and foreign teachers.

EL 1.
GREECE
1. Figures for 1982A983
Number of foreign pupils : 5 539
of which 3 515 international schools
2 024 at Greek schools.
International Number of Number of pupils Teaching
schools schools Primary Secondary staff
ed. ed. '
American 4 8 6 8 1 045 2 4 9
British 2 190 - 9
French 1 6 0 7 2 0 2 4 0
German 3 205 129 11 7
Italian 1 96 64 2 4
Japanese 1 91 18 1 5
1 2 2 0 5 7 1 4 5 8 4 5 4

EL 2.
2. Reception arrangements 
For foreign children
A  Presidential Deoree is being prepared governing the setting up and 
running of reoeption olasses and educational facilities for foreign 
pupils.
For the ohildren of Greek workers returned from abroad 
- Reoeption classes
Aims t - to ensure the integration of the pupils into the Greek
education system, society and culture,
— to bring their knowledge of Greek up to standard.
Minimum number of pupils : 10 from the same emigration area 
Maximum number of pupils : 25.
- Remedial courses
Aims : - the same as for the reception classes when the number of 
pupils does not justify the setting up of a reception 
class,
- educational (mainly linguistic) support for pupils in 
normal classes
Minimum number of pupils : 3 In so far as possible the groups 
Maximum number of pupils : 9 .  are made up of pupils from the
same emigration area.
Number of hours per week : 5-6.
The system of reception classes and remedial courses covers primary 
and lower secondary education. It was started in two regions 
(Thessalonika, Serral).
In 1982/83  it was extended to the whole country.

EL 3.
Where possible, teaohing in reception and remedial classes is done by 
teaohers who have worked in the countries when the pupils have returned·
2.1 Statistics
During the 1982/83 sohool year, 3 515 foreign pupils ( 63.4 #) were 
enrolled in private international sohools, while 2 024 foreign 
pupils (36.6 $), spread over the whole oountxy, were attending 
Greek sohools.
Number of turned Greek ohildren of oompulsoiy. sohool age in
1980/81 1  11 878
Number of Greek pupils in reception classes in 1 9 8 0 / 8 1  t 215 (1*8 $>)· 
Dispersion of the pupils makes it different to organize these classes. 
No data are available on remedial courses (a survey is in progress).
3. Tuition in the language and oulture of origin  
A. For foreign pupils in Greece
A Presidential Deoree governing the teaohing of the mother tongue  
and culture to foreign pupils in public education is in preparation.
In private international schools tuition takes place in the language  
chosen by the school’s authorities (English, German, French, Italian  
and Japanese). Greek is taught as a first or second foreign language.
In reception classes for Greek ohildren returned from abroad the  
language of the former country of emigration (usually German or  
English) is taught for three or four hours per week.
Returned Greek pupils attending secondary school receive tuition in  
the language of the country of origin insofar as possible.

EL 4.
Comment s î 1. There is a small number of reoently arrived Arabs who 
have found employment in Greece. There appear to be no 
educational problems as yet.
2. Pensing the proclamation and application of the above- 
mentioned Presidential Decree, Greece ia in breach of 
Directive 77/486.
B. Tuition in the Greek language and culture for children of  
Greek emigrants
Numbers of Greek pupils receiving tuition in the Greek language 
and culture (l 98l/82 school year).
Infant Primary Secondary school
school sohool 1st 2nd
stage stage
Germany 731 26 989 6 315 2 328 36 363
Belgium /— 1 467 504 59 2 030
Luxembourg
Netherlandsmm 382 13 - 395
Prance 59 647 72 - 778
United Kingdom 145 4 213 43 354 436
Denmark - 27 - - 27
Italy - 27 - - 27
935 33 752 6 947 2 422 44 056
With the available statistics no distinction can be made between 
education outside and inside the school system.
3.2 Teachers of the language and culture of origin
80 io of Greek teachers working abroad are established or temporary 
civil servants. Teachers in private schools have the status of 
employees.
Teachers who take reception classes and remedial courses for 
repatriated Greek children are Greek teachers who have worked 
abroad.

EL 5.
Outside the international schools, there are taught to be no foreign 
teaohers of languages and cultures of origin working in Greece.
Greek teachers working in other Member States
Inf suit 
schoolFirst
stageSecond
stageTotalStatus
Civil
servantsEmployees
Germany 50 767 380 1 197 1 083 114
Belgium / 
Luxembourg— 56 31 87 87 -
Netherlands - 12 1 13 13 -
France - 29 9 38 37 1
United Kingc Lom 3 140 69 212 72 140
Denmark - 1 - 1 1 -
Italy - 2 - 2 2 -
53 1 007 490 1 550 1 295 255
3.3 Cooperation between the host country and country of origin
Cooperation between Greece and countries receiving Greek emigrants
Joint committees of experts have been set up in the Federal Republic 
of Germany- to organize tuition in Greek language and culture. In 
France, Belgium, Luxembourg, the Netherlands and the United Kingdom 
relations with the education authorities are the responsibility of 
the oonsular services in those countries.
Cooperation in Greece with the authorities of the countries of orig-i"
No country has so far contacted the Greek Government concerning 
tuition in the language and culture of origin for children of 
migrant workers.

EL 6.
4. Teacher training
Greek teachers working abroad, or preparing for teaching abroad 
Preliminary and further training^
So far there is no preliminary training programme for teachers who 
are sent abroad.
Further training
The Ministry of Education organizes training sessions for teachers 
assigned to posts abroad.
The Goethe Institute organizes German language courses for teachers 
preparing to work in Germany. In the 1981/82 academic year, 300 teachers 
took part in the Goethe Institute courses and the Ministry of Education 
teaching seminars.
In-service training
The consular services organize in-service training courses under the 
responsibility of educational counsellors.
A number of Lander and universities in the Federal Republic provide 
in-service courses. The diplomatic and consular services take part 
in the organization of these courses.
In 1980/31, 131 Greek teachers took part in courses in Frankfurt and 
Essiingen.
Greek teachers responsible for pupils returned from abroad
The Teacher Training Research Centre in Athens provides in-service 
training for teachers responsible for the reception and remedial 
tuition of turned Greek pupils.
No data available.

EL 7.
Foreign teachers in Greece
Teaching staff in private international schools are not appointed by 
the Greek Government. There are at present no teachers of the language 
and culture of the countzy of origin working in public schools.

IRL 1.
IRELAND
Reference year 1981/82  
1. Foreign pupils
whose mother tongue is not English
Country Primary and seoondary education
Belgium 9
Denmark 14
France 116
Greece 2
Federal Republic of 179
Germany
Italy 67
Netherlands 128
Other 130
645, of whom 227 are in Dublin.

IRL 2
2. Reoeption arrangements
In the first two years of primary aohool. great importance is attaohed 
to developing the pupils' linguistlo skills. In most primary and 
secondary sohools, remedial teachers are available to help pupils 
with language difficulties.
Some reoeption olasses are organized for Vietnamese refugees.
No statistics are available on the number of foreign pupils receiving 
extra language tuition.
3. Tuition in the language and culture of origin
3.1 Two international schools : the Franco-Irlsh school and the
Germano-Irish school accept pupils of various nationalities.
The French School consists of a nurseiy school
a primaiy section
a Secondary section affiliated to the 
Centre national pour l'enseignement 
à distance in France.
Number of pupils : 100 French : 54
Irish : 35
Other : 11
The German school consists of a nurseiy school section
a primary section 
a secondary section
Number of pupils : 298 German ! 73
Irish and 
British : 219
Other 6
The teachers' salaries are covered by the Irish Ministiy of Education, 
while the Heads' salaries are covered by the French and German 
Governments.
Apart from these two schools in the Dublin area no other sohools offer 
tuition in the language and culture of origin.

IRL 3.
There 1b no mention of out of school tuition in the language and culture 
of origin.
Comments : 1. A survey on the integration at sohool of foreign children is 
being carried out. It will be possible to assess the 
effectiveness of the reception arrangements.
2. No provision has been made to promote the tuition of languages 
other than French and German. The Ministry is prepared to 
respond to any requests that may be received.
3.2 Teachers of the language and oulture of origin
In both the international schools, teachers of English, Irish and 
religion are Irish : the other teachers are French or German.
3.3 Educational cooperation between host country and country of origin 
In Ireland
Cooperation in the Franco-Irish school is covered by a Franco-Irish 
cultural agreement of 1967.
The Germano—Irish school operated without a formal agreement until 
February 1983 when a cultural agreement was signed.
Cultural agreements between Ireland surd the Netherlands, Belgium, 
Greece, Norway and Spain have not given rise to any initiatives 
relating to tuition in the language and culture of origin.
United Kingdom
The Ministry of Education took part in a project to develop teaching 
materials for Irish migrant workers children in the United Kingdom 
(Coventry). Various Ministries subsidize projects of a cultural 
nature undertaken by associations of Irish emigrants.

IRL 4.
4· Teacher training
Initial and in-service training
There being so few immigrant children who are widely scattered, no 
special training has been initiated. It should, however, be noted that 
Irish primaiy school teachers receive training to teach Irish to 
pupils who speak English at home and that teaching English as a 
second language is a subject offered in the universities.
C omment :
The number of foreign pupils would seem to justify the organization 
of periods of in-service training.

IT 1.
ITALY
1. School statistics
The Italian Government has not yet carried out a census of foreign 
pupils attending primary and secondary schools in Italy.

Π  2.
2. R e c e p t i o n  a r r a n g e m e n t s
Primary and lower secondary schools (scuola media)
Reoeption arrangements set up under Ministerial oiroular of  
4 July I 98I are designed to facilitate the integration of foreign  
pupils into the Italian school system :
- Italian language and culture
- Remedial courses in other subjects
- Guided individual study
- Complementary activities
- Remedial teaching.
Foreign pupils may apply for admission to a residential school in the  
same conditions as Italian pupils.
Detailed information and statistics on the implementation of the  
4 July 1981 circular are not available.
The following trends can be discerned, however :
- intensive remedial teaching of Italian is most frequent in the first  
years of primaiy school;
- foreign pupils are integrated with normal teaching activities as soon  
as possible; there are no special reception classes but provision is  
made for individual or group tuition, language tuition and remedial  
teaching;
- pupils rapidly learn Italian.
Comments :
1. The Italian Government should be requested to supply statistics on  
the number of foreign pupils attending the various types of schools,  
the number of pupils attending intensive Italian courses and other  
remedial courses.
2. Current reception arrangements apply only at primary and lower  
secondary level. No provision is made at the level of vocational  
and technical education, nor at upper secondary school level.

IT 3.
Tuition in the lan*uage and oulture of origin
A. Tuition in the language and oulture of origin for ohildrer\_of
Italian emigrants
Under Law No 153 of 3 March 1971, the following activities are
organized in eight Member States of the Community 1
- remedial teaohing to facilitate the integration of Italian ohildren 
into the school environment}
- tuition in the Italian language and oulture, generally given outside 
school hours;
- preparatory courses leading up to the Italian lower secondary school 
certificate}
- adult education classes, for adults or young sohool-leavers}
- child-minding centres and nursery schools}
- extra-curricular activities.
1981/82 academic year
GERMNY UNITED KINGDOM BELGIUM FRANCE
classes pupils classes pupils classes pupils classes pupils
Remedial teaching 330 7 272 122 1 403 60413- -
Italian language 1 73428 287 7119 475 72 610 122 99015 433
and culture
Lower secondary 1322 668 14 272 235- -
certificate
Adult education 443 8 56 42516 6118
Child-minding 33558 5148 124 121
centres, nursery
schools
Ext ra-curricular 191 4 605— — 772 104- —
activities
2 52443 433 860 11 364 90813 214 99715 572
X XXX XXX XXX XX
X number of classes 
XX number of pupils

IT 4.
NETHERLANDS LUXEMBOURG DENIHARK IREIAND
olassee pupils classes pupils olasses pupils olasses pupils
Remedial teaching• — 37 284- - - -
Italian language 
and oulture94 959 54 619 4 51 4 50
Lower secondary 
certificate 3 44 1 25- - - -
Adult education 42 494 -mm Ml - mm -
Chilii-minding 
oentree, nursery 
sohoolsmm ** 4120Mi
Ext ra-ourricular 
activities11 215 *"mm
1501 712 96 1 048 4 51 4 50
Summary table
Country Number of classes 
or activitiesBeneficiaries Financial contribution 
by Italian Government
Germany 2 524 43 433 14 273 (80/813 
(million lire)
Belgium 908 13 214 465 (80/81)
Prance 997 15 572 2 500 (80/81)
United Kingdom 860 11 354 3 200
Netherlands 150 1 712 540 (80/31)
Luxembourg 96 1 048 340 (80/81)
Denmark 4 51 4
Ireland 4 50 5,9
5 543 86 434
B. Tuition in the language and culture of origin for immigrant children 
in Italy
The Ministerial circular of July 1981 in principle authorizes integrated 
tuition in the language and culture of origin for immigrants in primary 
and lower secondary sohool. This tuition may be organized by embassies 
or consulates, or the Italian education authorities should any educational 
problems arise. It is planned to develop cooperation in the field of 
education with the consular services.

IT 5.
In recent years pilot projects concerning the early teaching of foreign 
languages in primary school have received, fresh impetus. Immigrant languages 
are eligible for pilot projects.
To date no Member State or non-member country has submitted an application to 
the Italian Government.
Comments : - The circular makes no mention of the number of hours a week to
be allocated to languages and cultures of origin in primary and 
lower secondary schools.
- Instruction in the language of origin is not envisaged after 
lower secondary school.
3.2 Teachers of the language and culture of origin
A. Italian teachers abroad.
Country Inspectors Teachers : Consular Employed Total
Heads Seconded employees on
civil ser- (not se- contract
vants cended)
Fed. Rep.
Germany 18 5 647 281 1 .0 5 1
Belgium 6 3 161 - 170
France 9 13 91 1 114
United Kingdc )m 3 13 128 50 199
Netherlands 1 1 4 5 11
Luxembourg 1 2 7 1 11
Denmark - - - 1 1
Ireland - - - 1 1
43 37 1.138 340 1 .5 5 8
Teaching and non-teaching staff in Italian State educational and cultural 
institutions abroad will soon be covered by the new legislation. In the past many 
teachers were employed by the consulates with the status of temporary 
employees and will now become permanent civil servants. Others are employed 
on contract by private bodies, public authorities (communes and regions) 
or consular authorities (COASCIT).

IT 6.
B. Foreign teachers in Italy
There is no reference to foreign teachers of the mother tongue and culture  
in Italy.
3.3  Cooperation between host country and country of origin  
A. Cooperation between Italy and countries receiving Italian emigrants
The Italian Government has contacted the competent authorities in all the  
Member States where there are significant numbers of Italian emigrants to  
negotiate the necessary agreements covering the organization of tuition in  
the Italian language and culture of origin in cooperation with the  
education authorities and with the ordinary education system in the host  
country.
The Italian authorities' action was designed to establish a framework for  
cooperation between the host country and the homeland and to offer their  
collaboration on any joint initiatives.
In particular, despite the difficulties associated with the federal structure,  
cooperation with Germany has already borne fruit. The local authorities in  
Bavaria, Hessen, Lower Saxony, North Rhine-Westphalia and Rheinland-Pfalz  
employ Italian teachers directly for reception classes and integrated classes  
in the Italian language.
Guidelines for cooperation between the Netherlands and Italv have been  
established. In primary education, the local authorities will gradually  
organize integrated courses in Italian language and culture. The Italian  
consular authorities will cooperate in providing educational assistance.
In Denmark, where the Italian community is small, Italian nmirsfts will Tip 
given by Italian teachers made available by the Italian Government and  
remunerated by the Danish education authorities.
In Ireland, where the Italian communitv i s  v e r v  s m a l l ,  a  s n l i r t i m  w i l l  
worked out in the context of a cultural agreement which is in preparation.
Negotiations are under way with France, Belgium and Luxembourg to establish  
methods of cooperation to implement Directive 7 7 / 4 8 6 / E E C .

IT 7.
B. Cooperation in Italy with the authorities of the countries of origin
No Member State or non-member country has contacted the Italian Government  
on this question to date.
4. Teacher training
Italian teachers serving or preparing to serve abroad  
Initial and further training
Measures are being worked out. The only further training action reported  
to date is the pilot project in Landau.
In-service training
In Germany, Prance, Belgium, the Netherlands and the United Kingdom the  
consular services organize retraining sessions for Italian teachers who  
teach Italian pupils. In Prance updating courses are organized with the  
French authorities. Sometimes teachers of both nationalities take part  
and sometimes the costs are shared.
In 1981 about 200 (about 13 % of the work force) received training.  
Foreign teachers in Ital^
There are none at present.
Comments : 1. No permanent arrangements have been made for initial or  
further training for Italian teachers appointed to serve  
abroad.
2.No initial, further or in-service training for Italian  
teachers who have or will have foreign pupils in their  
classes is reported.

L 1.
LUXEMBOURG
Reference y e a r  t 1 9 8 0 / 3 1  eohool y e a r
Numbers of foreign, papi Is
NationalityPre-sohool
educationPrimary
eduoation
*)Special
education
1981/32General
secondary
educationTeohnioal
secondary
educationPart-time
vocational
education
Belgian 128 421 5
French 257 804 10
German 132 555 1
Italian 599 2 692 27
British 27 81 -
Dutch 62 197 -
Danish 5 13 -
Greek 2 4 -
Irish 3 6 -
Spanish 89 357 4
Portuguese 1 47 6 4 402 53
Stateless
persons20 64 2
Other 176 503 2
2 976 10 099 104 885 3 356 1 091 **)
39 %34.8 %39-5 % 9.8 % 49.4 % 29.2 $ >
*) Primary and extended primary education  
**) 1981/82 school year
1. The attendance vale for technical secondary education and part-time  
vocational education is excellent.
2. The attendance vale for general secondary eduoation is poor.
i i )

L 2.
2.1 R e c e p t i o n  a r r a n g e m e n t s  
P r e - s o h o o l  e d u o a t i o n
F o r e i g n  o h i l d r e n  b o m  i n  L u x e m b o u r g  a t t e n d  n u r s e z y  s o h o o l s  f r o m  t h e  a g e  
o f  f o u r  y e a r s .  T h e r e  t h e y  l e a r n  Letzeburgeefoh. T h e  G o v e r n m e n t  e n v i s a g e s  
m e a s u r e s  t o  s t e p  u p  t h e  l e a r n i n g  o f  t h e  l a n g u a g e  a t  a n  e a r l y  a ge.
P r i m a r y  e d u o a t i o n
F o r e i g n  o h i l d r e n  w h o s e  p a r e n t s  l i v e  i n  L u x e m b o u r g  f o r  a  l i m i t e d  p e r i o d  o n l y  
( o n e  t o  t w o  y e a r s )  m a y  be a o o e p t e d  on  t h e  r e q u e s t  o f  t h e i r  p a r e n t s  i n  
i n t e r n a t i o n a l  s o h o o l s  o r  i n  p r i m a r y  o l a s s e s  w i t h  s p e o i a l  l a n g u a g e  a r r a n g e ­
m e n t s  .
F o r e i g n  c h i l d r e n  a g e d  b e t w e e n  s i x  a n d  8 b o m  i n  t h e  o o u n t z y  o r  n e w l y  
a r r i v e d  a r e  i n t e g r a t e d  in n o r m a l  o l a s s e s  i n  w h i o h  t h e y  r e o e i v e  r e m e d i a l  
t e a c h i n g  w h e r e  n e c e s s a r y .
R e c e p t i o n  c l a s s e s  ( f o r m e r  s y s t e m )
P u p i l s  : n e w  a r r i v a l s  a g e d  b e t w e e n  8 a n d  12 y e a r s  
N u m b e r s  : m a x i m u m  o f  1 5  
D u r a t i o n  : m a x i m u m  o f  one y e a r
O b j e c t i v e s  : t o  e n a b l e  t h e  p u p i l  t o  u n d e r s t a n d  o n e  o f  t h e  l a n g u a g e s
u s e d  i n  p r i m a r y  s c h o o l s ,  F r e n c h  o r  G e r m a n ,  a n d  t o  e x p r e s s  
h i m s e l f  i n t e l l i g i b l y  i n  t h i s  l a n g u a g e .
R e c e p t i o n  a r r a n g e m e n t s  ( n e w  sy s t e m )
N e w  r e c e p t i o n  a r r a n g e m e n t s  a r e  b e i n g  i n t r o d u c e d ,  w h i c h  i n c l u d e  the 
f o l l o w i n g  f e a t u r e s  :
-  one o r  t w o  r e c e p t i o n  c l a s s e s  s e t  u p  i n  s c h o o l s  c o m p r i s i n g  t h e  six 
p r i m a r y  c l a s s e s ;
-  i n  n o r m a l  c l a s s e s  t h e  p u p i l  p u r s u e s  c o u r s e s  a d a p t e d  t o  h i s  k n o w l e d g e  
(e.g. P o r t u g u e s e ,  F r e n c h  a n d  I t a l i a n  p u p i l s  f o l l o w  c l a s s e s  i n  F r e n c h  
a n d  m a t h e m a t i c s  t a u g h t  i n  F r e n c h  i n  t h e  n o r m a l  c l a s s e s ) .

L 3.
- remedial teaching, on an individual basis or in small groups, is  
organized acoording to need;
- for every reoeption class the school has an extra teacher responsible  
for remedial teaohing and contacts with the parents; in addition, he  
is responsible together with the reception class teacher for the  
individual supervision of the pupils.
Intensive language course
Where the number of pupils is too small to justify setting up a reception  
class, foreign children are integrated into normal olasses. They then  
learn, on an individual basis or in small groups, the languages used for  
teaching (French and German) and Letzeburgesch. The necessary staff to  
organize remedial teaching is assigned to the sohools according to need.
Secondary education
The new arrivals aged between 12 and 15 years are channelled either  
towards a short course of vocational training appropriate to their  
linguistic knowledge or to an intensive course in German and French  
lasting one or two years.
2.2 Statistics
1981/^2 school year
Pupils in reception classes : primary education
Nationality Number As % of primary pupils  
of the same nationality
Belgian 3 0.78
French 3 0.37
Italian 13 0.53
Spanish 18 5-57
Dutch 2 1.00
Portuguese 27 6 5.89
Other 36 6.17
Luxembourg *) 1 0 .0 1
352
*) Children of Luxembourg migrants returning to the country.

L 4.
Secondary education
No statistics available.
Comments : 1. The new reoeption arrangements introduced in primaiy education  
are veiy well adapted to the multilingual situation in  
Luxembourg schools.
2. The reception structures in secondaiy education appear to be  
inadequate.
i Tuition in the language and culture of origin  
Integrated education
Some experiments in the integrated teaching of the language and culture of  
origin are currently being carried out in primary schools.
Languages in question : Italian and Portuguese  
Number of hours per week :  two
New timetable arrangements allowing the integrated system to be extended will  
be proposed at the beginning of the new school year in autumn 1983·
No provision is made at secondaiy level for integrated tuition in the language  
and cultures of origin.
Teaching outside the school system
Teaching of Italian and Portuguese outside the school system is organized  
by the Italian and Portuguese consulates for children of primaiy and  
secondaiy level. Classes are given four hours per week.
The local authorities make school premises available to the consulates. In  
some cases, a nominal rent is paid.
Comments î 1. There is no link between the tuition provided outside the
school system in the language and culture of origin and the  
Luxembourg teaching syllabuses and methods;
2. The integrated tuition of two hours per week being introduced  
seems insufficient; its implementation is late in relation to
the date of the entiy into force laid down by Directive  
77/486.
3. There is no integrated tuition in the language and culture of  
origin at secondaiy level.

L 5.
3.2 Teachers of the language and culture of origin
Foreign teachers responsible for tuition in their language and oulture of  
origin during or outside sohool hours are appointed and paid by their  
oonsulate. They have the status of seoonded offioial or a special  
oonsular status.
The oonsular services are responsible for inspection and the organization  
of tuition.
Number of foreign teachers : Italian 11 (1981/82)
Portuguese ...
3.3 Educational cooperation between host country and country of origin
Bilateral agreements have been concluded with Italy, Portugal, Spain and  
Yugoslavia.
Educational cooperation between the Luxembourg school authorities and the  
consular service is becoming established in the context of integrated  
classes in the mother tongue.
A. Teacher training
4.1 Luxembourg teachers
Initial training
A number of students from the teacher training colleges receive training  
preparing them for work with immigrant children. The training involves :
- information on the country of origin,
- study of an immigrant language,
- teaching methods for work with immigrant children.
In-service training
Teachers in employment have the opportunity of learning the language of  
the country of origin and following courses in that country.
No statistics are available.
Foreign teachers
The Luxembourg authorities do not organize any further or in-service  
training for foreign teachers. The Italian and Portuguese consulates  
organize in-service training sessions for their teachers.

L 6.
C o m m e n t s  : 1. I n - s e r v i c e  t r a i n i n g  f a c i l i t i e s  a r e  c l e a r l y  i n a d e q u a t e .
2. N o  c o m m o n  t r a i n i n g  f o r  n a t i o n a l  a n d  f o r e i g n  t e a c h e r s  is 
e n v i s a g e d .

NL 1.
NETHERLANDS
Number of foreign pupils by nationality and level  
Referenoe year : 1980/81
Nursery schoolPrimary education Secondary education
Ordinary SpecialVWO 
HA VC 
MATOLBOMBO
1
Belgium 133 690 49 47122469
Denmark 17 43 167 1
Federal Republic of  
Germany622 2 469 104 1 457 594 102
France 140 222 11 123 22 1
Ireland 24 65 2 22 6 1
Luxembourg 1 12 1 5 2
Italy 508 2 150 115 1 13549184
United Kingdom 559 1 402 29 84021633
Total for the  
European Community 2 009 7 058 311 4 O691 562291
Yugoslavia 699 994 36 I651347
Greece 204 616 27 171939
Turkey 7 872 21 847 830 2 5016 083143
Spain 834 2 446 122 30165575
Portugal 484 1 227 55 323 36826
Algeria 18 22 3 2220
Morocco 5 553 11 030 477 8932 809 39
Tunisia 123 142 10 27406
Other countries 2 904 6 622 258 2 9121 532301
Total 20 700 51 999 2 12911 88413 296 897

NL 2.
2.1 Reception arrangements
The organizing bodies are responsible for the teaching methods and programmes  
used in nursery and primary schools. The Ministry for Education and Science  
can therefore not influence the choice of reception methods or models :  
its activities are limited to creating the conditions which make it possible  
to implement a reception teaching methodology.
These conditions are as follows :
in nursery school î
for 7 to 15 children who do not speak Dutch or who speak it inadequately :  
0.5 additional teachers $
for 15 to 24 children who do not speak Dutch or who speak it inadequately  
1 additional teacher.
in primary school î
A. Foreign pupils who have been enrolled for less than 2 years in a Dutch  
school :
less than 7 pupils 1 additional timetable unit
from 7 to 8 pupils 2 additional timetable units
from 9 to 11 pupils 3 additional timetable units
from 12 to 14 pupils 4 additional timetable units
from 15 to l6 pupils 5 additional timetable units
then 1 additional timetable unit for every 2 pupils.
One additional timetable unit (schooltijd) corresponds to approximately  
2 1 /2 hours per week.
The school week comprises 11 timetable units.
Eleven timetable units correspond to one full-time teaching post.
B. Foreign pupils who have been enrolled for more than 2 years in a Dutch  
school :
7 to 15 pupils 1 additional timetable unit
16 to 24 pupils 2 additional timetable units
25 to 33 pupils 3 additional timetable units
34 to 42 pupils 4 additional timetable units

NL 3 .
43 to 52 pupils  
53 to 63 pupils  
64 to 75 pupils  
76 to 88 pupils  
89 to 102 pupils5
6
7
8
9Example :
A school with 100 categoiy A  
pupils and 100 categoiy B pupils  
is entitled to 56 additional  
timetable units (which corresponds  
to 5.1 full-time teachers).
The freedom of educational establishments in this matter and the multiplicity  
of organizing bodies make it impossible to give a comprehensive description  
of the reception models used.
Pour basic types may, however, be identified :
1. ''Immersion” method
Pupils who do not speak Dutch are put in a nonnal class for their age  
and taught individually or in groups of two to four for at least one  
period per day until they have a sufficient knowledge of the language.
This method is veiy widely used.
2. National reception classes
The duration is from 1 to 2 years.
Objectives : Intensive learning of the Dutch language
3. National schools
Schools attended exclusively by pupils of a single foreign nationality  
but following the Byllabuses and using the methods applied in Dutch  
schools. This is the method used where there is a hi$i concentration of  
pupils of a single nationality.
4. Bilingual transition classes
2 initial years : $ 0  % o f  classroom time in the language of origin
50 'fo of classroom time in Dutch  
4 subsequent years : 1 to 2 timetable units per week in the
language of origin
The first and second year classes are linked with Dutch classes.social integration  
adaptation of knowledge
pursuit of general education in the language of origin.

NL 4 .
In secondary school
The secondary schools are free to organize international transition classes  
(Internationale schakelklassen),  to replace the transition year (brugjaar)  
followed by all pupils entering secondary school.
The secondary school option is chosen on entry to the second year.
Objectives t intensive Dutch course for new arrivals or classes to  
improve knowledge of Dutch.
In the first stage of secondary school, the schools are entitled, in the  
same way as primary schools, to additional teachers to supervise pupils  
who do not know Dutch or have an insufficient knowledge of the language.
general measures :
To improve the quality of teaching offered to foreign pupils the Ministry  
of Education and Science supports informational and advisory activities,  
teaching research and the development of teaching materials.
National coordinators are responsible for providing special assistance.  
Regions or towns which have a large number of foreign pupils are entitled  
to employ educational advisers with special responsibility for immigrant  
teaching.
2.2 Statistics
The following is a breakdown based on estimates by the coordination  
departments of the Ministries of Education and Science, showing the  
numbers of pupils benefiting from reception arrangements :
88 $ of foreign pupils in nursery schools (approximately 22 000)}
2 6  % of foreign pupils in primary schools (approximately 16 000)}
20 $ of foreign pupils in first-stage secondary school
(approximately 5 000).

NL
Comments : 1. The organizing todies have the task of giving effect to  
a reception teaching methodology. The State inspectorate  
is responsible for monitoring the use of public funds  
allocated to them.
2..The "immersion" method can only be used where the number of  
pupils who do mot know Dutch is very small.
3. Tuition in the language and culture of origin  
3.1 Nursery schools
The additional staff made available to primary sohools are sometimes  
used to teach the language and culture of origin to the same category  
in nursery school.
In primary school
In principle, two timetable units per week in ordinary school may be  
made available for the tuition of the language and culture of origin.  
Most schools allocate only one timetable unit for this purpose.
The costs (staff, school premises, teaching materials) are borne by  
the Ministry for Education and Science.
Minimum number of pupils per course : 10.
The school is entitled to one timetable unit for every group of  
10 foreign pupils or fraction thereof.

NL 6.
Organization s- during sohool hours, in the pupils* own school;
- during school hours, assembling pupils in a particular  
school in the district;
- outside normal school hours, where pupils are widely dis­
persed.
Responsibility : the headmaster of the school in which the course is held.  
Teaching material : generally provided by the consulates.
In the various types of reception classes,  part of the general teaching  
programme is given in the mother tongue.
In national schools,  tuition in the language and culture of origin i6  
generally given for a maximum of 7 hours per week. Certain parts of the  
general education programme may be given in the language of origin.
In secondary school
Two hours per week may be provided on an experimental basis.
The languages offered at present are Italian, Turkish, Arabio and Chinese.
3.2 Statistics
The Ministry for Education and Science estimates that 80 % of foreign  
pupils in primary schools are following a course in the language and culture  
of origin.
In secondary school, less than 1 % of pupils are following an integrated  
course in the language and culture of origin.
The Ministry has no statistics on tuition outside the school system  
organized by some foreign consulates.
Comments : 1. The administrative arrangements for tuition in the language
and culture of origin in primary schools are remarkable.  
They are not fully exploited by the schools.

N L  7
2. T h e  e x p e r i m e n t a l  m e a s u r e s  t a k e n  at s e o o n d a i y  l e v e l  a r e  
d e a r l y  i n a d e q u a t e .
3. A  n e w  m i n i s t e r i a l  c i r c u l a r  o n  t u i t i o n  i n  t h e  l a n g u a g e  a n d  
c u l t u r e  o f  o r i g i n  t o  t h e  i s s u e d  s h o r t l y  w i l l  r e g u l a t e  t h i s  
m a t t e r  a t  p r i m a r y  a n d  s e c o n d a r y  level.
3.3 Teachers of the language and culture of origin
The teachers of the language and culture of origin are employed by the  
organizing bodies in the State sector (local authorities) and the subsidized  
sector. The pay for foreign teachers corresponds to that for a Dutch  
teacher who has not completed his training.
Foreign teachers have the opportunity of following a further training course  
enabling them to acquire full Dutch qualifications, giving them the same  
status as Dutch teachers.
Several Italian teachers are provided for the schools and remunerated by  
the Italian Consulate.
The State inspectorate supervises tuition in the language and culture of  
origin. The nomal teaching departments, which have additional staff for  
this purpose in regions with a high immigrant density, are responsible  
for the educational side.
3.4 Educational cooperation between the Netherlands and the countries of origin
The Kingdom of the Netherlands has concluded bilateral agreements under  
cultural treaties with Italy, Spain, Turkey, Yugoslavia and Morocco.
Joint working parties with particular responsibility for adapting tuition  
in the language and culture of origin in Dutch schools were set up by the  
Netherlands on the one hand and Italy, Turkey and Yugoslavia on the other.
A joint Spanish / Dutch working party is currently being set up.

NL 8.
4· Teacher training  
4.1 Dutoh teachers
Primary, nursery and special education  
Initial training
The teacher training colleges in immigrant areas offer optional courses  
on teaching methodology for immigrants.
In-service training
Annual in-service training oourses on the teaching of cultural minorities  
are provided Ty 44 teacher training colleges.
Course objective ;
To provide teachers with a reference framework for their experience,  
knowledge and aptitudes with regard to the teaching of pupils of different  
cultural origins; teaching content and organization for a multicultural  
target population.
Course duration :  36 hours
Number of participants in 1981 : 1 350
Since 1982, a special course for teachers responsible for Moluccan pupils  
has been organized by three teacher training colleges.
Course duration : 60 hours
Number of participants :  80 per year
Secondary education
Annual courses on the teaching of young foreigners are provided by  
11 secondary school teacher-training establishments.
Objective : Acquisition of knowledge, aptitudes and attitudes needed  
for intercultural education.
Content î First part (30 hours)
The countries of origin and their education systems, Islam and other  
religions, cultures and cultural differences, methodology for the

NL 9 .
acquisition of a second language, educational policy in the Netherlands,  
and reception of foreign pupils into secondaiy education.
Second part (30 hours)
More detailed study of some of the themes in the first part, Dutch as a  
seoond language, home economics and hygiene, drawing, practical work  
(textiles in particular), foreign languages, technical subjects and  
special subjects.
Course duration : 60 hours
Number of participants : 700 per year (since 1982).
A course on work with specific groups of girly of foreign origin is  
offered to female teachers and instructors in Amsterdam  
Course duration : 60 hours
Number of participants : 80 per year (since 1982)
4.2 Foreign teachers
A further training course was introduced on 1 August I 98I for foreign  
primary Bchool teachers. On completion of the course, following an  
examination, a diploma is awarded entitling holders to teach in Dutch  
primary schools.
The course comprises three parts :
1. 240 hours : Dutch language and culture
2. 120 hours : information on Dutch society
3. 36 hours :  teaching atmosphere in Dutch schools,
Dutch education system.
Number of participants : 80 per year.
Location : Amsterdam, Rotterdam, Hengelo.
A course was introduced on 1 August 1982 for foreign secondaiy school  
teachers/i nterpreters.
Course duration : 60 hours
Number of participants :  60 per year.
Comments : 1. In-service training provision is remarkable.
2. An initial course of specific training for teachers  
in primary schools and the first stage of secondary  
schools should be introduced.

UK 1.
UNITED KINGDOM
1. Numbers of foreign pupils
The Government of the United Kingdom has not yet conducted a survey of  
foreign pupils attending primaiy or seoondary sohools.
According to a Government estimate, the number of pupils aged between  
5 and 16 years whose first language is not English is somewhere between  
375 000 and 500 000, 100 000 of whom live in Greater London} Scotland ,  
Wales and Northern Ireland together have scarcely 10 000 pupils whose  
first language is not English, leaving aside Welsh and Gaelic.
The 1981 Labour Survey revealed that of 12 088 000 heads of houshold  
surveyed, 1 382 000 (ll.4 $) indicated that they were of foreign  
origin.
Some 97 000 heads of household (0.8 % ) come from other Member States  
of the Community (not counting Ireland).

UK 2.
2. Reception arrangements
The Local Education Authorities (LEA) are responsible for organizing  
pre-school, primaiy and secondary education. Numbering 125, these  
authorities are required to provide appropriate teaching for all pupils  
without an adequate command of the English language. In the absence of  
LEA reports, it is impossible to give a comprehensive summary of the  
measures taken to receive pupils whose mother tongue is not English.
There are four types of reception facilities :
1° The children who begin primary education at the age of 5 are generally  
put in an ordinary class. They learn English by contact with their  
peers and by participating in the activities of their class.
2° The most widely used facility is the reception class.  Its objective  
is remedial language teaching and integration into the life of the  
school. Numbers are generally lower than the average. Transition to  
a normal class is decided on an individual basis by the teaching  
staff. The language used for teaching in the reception classes is  
English.
3° Some authorities have set up reception centres (language centres)  
in which pupils receive intensive training in English and can also  
take part in the non-language activities (sports, singing, do-it-  
yourself activities of the school to which the centre is attached.
The reception centres are particularly appropriate for new arrivals  
aged between 8 and 16 years. Pupils remain in the centre until they  
have a sufficient practical knowledge of English. The decision to  
transfer to a normal class is made on an individual basis and may  
be taken at any time in the school year. The length of stay in the  
reception centre rarely exceeds one school year.
4° Group teaching,  used in primaiy schools, makes it possible to offer  
a large variety of linguistic training, from remedial teaching for  
pupils already using English to intensive courses for new arrivals.

UK 3.
The reception centres and classes generally have teachers specialized  
in the teaching of English as a foreign language (E2L teachers).
Specialist teachers are also appointed to provide remedial teaching  
for pupils assigned to normal classes.
There are also reception facilities provided for certain categories  
of refugees - generally reception centres.
Other measures
1. In Wales and the Gaelic-speaking regions of Scotland measures are  
being taken to teach immigrant children Welsh or Gaelic, the working  
languages used for some of the teaching.
2. In 1979» the Government set up an independent Committee of Inquiry 
into the Education of Children from Ethnic Minority Groups (the 
Swann Committee). This Committee will submit i$s final report in
1983.
3. A large number of Urban Programme projects are devoted to the education  
of the children of ethnic minorities.

UK 4.
4. The Local Government Act of 19 66 (Section ll) makes it possible
to create posts subsidized to 75 % by the Government for specialist  
teachers (E2L) assigned to reception activities.
5.  The 1976 Race Relations Act protects pupils against any discrimination  
based on ethnic origin.
2.2 Statistics
Reference year.: 1981/82
Number of pupils having received special language tuition : 104 000
(l % approximately of pupils subject to statutory schooling).
Number of specialist teachers assigned to reception activities :
1 900.
Breakdown of pupils between the various reception facilities :
- reception centres : 7 %
- reception classes : JO /£
- other methods : 23 $
Comments :
1. The United Kingdom report makes no mention of reception  
facilities in pre-school education.
2. Primaiy education reception facilities are satisfactory.
3.  Measures on behalf of new  arrivals between 12 and 16 years  
appear to b e taken only in reception centres.

UK 5.
3. Tuition in the language and culture of origin  
Integrated education
Primary education
Tuition in the language and culture of origin of immigrant minorities  
is beginning to gain ground in school timetables. No figures are given  
regarding the number of hours per week.
Secondary education
French, German, Spanish and Italian are among the options traditionally-  
offered in secondary schools. The options vary from one school to  
another. Minority languages are making a hesitant appearance among  
these options as a foreign language.
Education outside the school system
Education outside the school system, provided in community-run centres  
is relatively well developed. It is provided in the evening, Saturday  
or Sunday on premises rented by the immigrant communities or in  
school premises made available by the local authorities. The number  
of hours per week varies from between three to ten.
Some local authorities (LEA.) grant subsides for the renting of premises,  
purchase of teaching materials and sometimes the remuneration of  
teachers. Other local authorities charge a rent for the use of school  
premises.
There are sometimes links with the formal education system, with  
contacts being made between teachers and classes and advisers in  
charge of multi-racial education coordinating activities in or outside  
the school system.
Most of the migrant languages are accepted by examining boards for  
ordinary or advanced level qualifications (0 level, A level). These  
qualifications are taken into account in calculating the number of  
subjects which pupils are required to take to obtain a school leaving  
certificate.

U K  6.
Statistics
Number of children receiving tuition in the language and culture of origin  
43 000 *)
of whichi.e. 11.5 i of 375 000 
or 8.6 $ of 500 000
integrated tuition : 8 300 *)
tuition outside the school system : 34 700 *)
*) Government estimate (DES)
number of languages taught : 25
Urdu 7500 *) pupils
Punjabi 6600 integrated tuition and tuition
Italian 4600 outside the school system,
Gujerati 3500 primary and secondary level
Spanish 2900
Hindi 2700
Modern Greek 2300
Chinese 2100
Polish 1900
Bengali 1500
Comments :
1. Even according to the most favourable estimates integrated tuition in the  
language and culture of origin is offered to only 2.2 % of pupils whose  
first language is not English (50 $ of these pupils are concentrated in  
12 LEAs).
2. The number of pupils receiving tuition outside the school system in the  
language and culture of origin is not accurately known and is probably  
underestimated (see the results of the Mother Tongue Teaching Directory  
Survey, Institute of Education, University of London).
3. Kie charging of rent for tuition in the language and culture of origin  
seems Incompatible with art. 3 of the Directive.
*) Government estimate (BES)

UK 7.
3.2 Teachers of language and culture of origin
The teachers responsible for integrated tuition courses in the language  
and culture of origin generally speaking have qualified teacher status  
in the United Kingdom.
The Government does not supervise in any way teachers employed by the  
communities.
In some cases the teachers provided by the consular services teach in  
the school system. They hold diplomas authorizing them to teach in their  
own country at primary or secondary level.
3.3 Educational cooperation between the host country and country of origin
The United Kingdom has signed a number of cultural agreements with other  
Member States since 1948. Biannual meetings between governments provide  
an opportunity to  discuss problems of cooperation in educational matters.  
Despite the existence of bilateral agreements, the Government of the  
United Kingdom is not in a position to bind primary or secondary schools.
Meetings with the embassies of other countries have been in connection with  
the implementation of Directive 77/486. Certain LEAs have made  
arrengements with embassies or consulates regarding the provision of  
teachers.
A. Teacher training 
Initial training
Most of the teacher training colleges provide courses in the teaching of 
English as a second language, the cultural and linguistic diversity of 
British society, and race relations.

UK b.
The cultural diversity of British society is likewise taken into account  
in other subjects suoh as history and music, for example. In many  
establishments, the students may take a postgraduate certificate in  
education, specializing in one of the above themes.
72 $ of colleges indicated in 1981/82  that they offer initial  
training in the teaching of foreign pupils;
5 % of the colleges intended to introduce training of this  
kind.
In-service training
The subjects offered by the establishments providing in-service training  
are the same as those offering initial training. Serving teachers may  
be relieved of all or part of their teaching duties to receive training  
leading to a formal qualification. Short-term secondment is also possible.
Some establishments offer induction courses for teachers newly appointed  
to posts in schools with a large proportion of immigrant children.
The LEA.S and Her Majesty’s Inspectorate of Schools organize induction  
courses, weekend seminars, lectures and meetings in schools. The policy  
is to make the greatest possible number of newly appointed teachers  
aware of the problems and to provide further training for a small number  
of experienced teachers, so that these may act as a source of information  
and experience for their colleagues.

UK 9.
Statistics
53 $ of teacher training colleges took part in in-service training  
schemes in 1981/82; 7 fo have expressed the intention of organizing  
training of this kind.
Approximately 10 000 teachers were excused 200 000 hours of teaching  
in 1981/82.
Further or in-service training of foreign teachers
The Italian Embassy organizes in-service training for Italian teachers  
made available to LEAs or appointed to teach outside the school system.
Comments :
1. The facilities for initial, further and in-service training are  
noteworthy.
2. Teachers of the language and culture of origin with qualified  
teacher status have access to all the training courses available.
3. There appears to be no facility for joint training of British  
teachers and teachers with consular status.
4. No mention is made of any facility for the in-service training  
of teachers in community centres, although they represent more  
than 80 $ of the staff responsible for tuition in the languages  
and cultures of origin.