Diversity is a benefit to Norwegian education
International teachers from countries that lie outside the EEA and EU also come with new approaches and experiences that can also benefit local educational offers. International Baccalaureate schools, in particular, are not better than or elite but are founded on the idea of a common humanity and equitable access to education. They aim to practice the most appropriate pedagogy to allow student learning and community growth. This requires an extensive amount of resources and differing perspectives that is not always available from an EEA or EU country. This is also what learning organisations, such as NTNU, NGU, Næringsforeningen and SINTEF have identified and are working to encourage and develop. The new regulation would lead to less exposure to different approaches and less diversity of ideas being developed in the foundations of learning in Norway. Banning a group of people outright seems to completely contradict the ideals of education in Norway, EEA and EU countries.
The international schools are, of course, concerned with their students having a safe and good school day, and support the requirement for a police certificate. This is solved by the approval of foreign police certificates, also from countries outside the EU and EEA. This has proven to work satisfactorily. Together with many other confidence-building measures, it provides the necessary safety for the children in international schools in Norway.
The proposal for a professional ban on teachers from countries outside the EU and EEA who are to teach in international schools is therefore a proposal for a solution to a problem that does not exist, and where there already is established a well-functioning regulation that safeguards the children. The current solution also helps to strengthen the Norwegian business sector's competitiveness and ensure economic growth and welfare in Norway.
Trondheim International School therefore recommend the government to make an exception for international schools and kindergartens, and instead use the current well-functioning solution with approval of foreign police certificates.
The international schools are, of course, concerned with their students having a safe and good school day, and support the requirement for a police certificate. This is solved by the approval of foreign police certificates, also from countries outside the EU and EEA. This has proven to work satisfactorily. Together with many other confidence-building measures, it provides the necessary safety for the children in international schools in Norway.
The proposal for a professional ban on teachers from countries outside the EU and EEA who are to teach in international schools is therefore a proposal for a solution to a problem that does not exist, and where there already is established a well-functioning regulation that safeguards the children. The current solution also helps to strengthen the Norwegian business sector's competitiveness and ensure economic growth and welfare in Norway.
Trondheim International School therefore recommend the government to make an exception for international schools and kindergartens, and instead use the current well-functioning solution with approval of foreign police certificates.