In 2019, Austria (8.3 %), Denmark (8.2 %) and France (8.0 %) recorded the highest ratios to GDP devoted to health among EU Member States. […] For education, the highest shares were registered in Sweden (6.9 %), Denmark (6.3 %), Belgium (6.2 %) and Estonia (6.0 %).“
Eurostat online am 26. Februar 2021.
Dem Bildungswesen wurden im Jahr 2019 in Österreich nur 4,8 % des BIP gewidmet. (Quelle: ibidem)

„While Alberta (Canada), Chile, Iceland, New Zealand and Sweden employ more than two pedagogical support staff for every ten teachers, there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy. In a number of school systems, the presence of pedagogical support staff has increased significantly over recent years, notably in the Czech Republic, Denmark, Finland, Sweden, and the Slovak Republic.“
Luka Boeskens, MSC, u. a., Not enough hours in the Day: Policies that shape teachers‘ use of time (2021), S. 71.

„A number of countries have traditional Dual Systems of apprenticeship, where provision is regulated by the social partners, and with apprentices recruited by firms and placed on employment contracts (including Austria, Belgium, Denmark, Germany, Ireland, Luxembourg, Netherlands, and Switzerland). But it is only in Austria, Germany, and Switzerland where a third or more of young people participate in them.“
Andy Green u. a., The Effects of System Type and System Characteristics on Skills Acquisition in Upper Secondary Education and Training (2021), S. 25.

„Denmark […] routinely screens the language skills of all children at age three. Children with gaps receive compulsory language stimulation. […] Immigrant children take part in an individual Danish language assessment upon enrolling in primary school to identify any need for additional support. For this purpose, the Ministry of Education developed a tool for teachers to assess the linguistic development of bilingual children in the language of instruction.“
OECD (Hrsg.), Young People with Migrant Parents (2021), S. 17f.
Die in Dänemark für Kinder mit Rückständen in der Sprachentwicklung verpflichtende Sprachförderung ab 3 umfasst 30 Stunden pro Woche. (Quelle: ibidem, S. 18.)

„In vielen OECD-Ländern ist inzwischen die Teilnahme an FBBE-Angeboten (Anm.: FBBE = frühkindliche Bildung, Betreuung und Erziehung) ab 2 Jahren die Regel. 2018 nahmen im Durchschnitt der OECD-Länder 46 % der 2-Jährigen an FBBE-Angeboten teil. In Belgien, Dänemark, Island, der Republik Korea, Norwegen und Schweden sind es mindestens 80 %.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 206.

„According to the TALIS survey, only 18% of teachers think that the teaching profession is valued by society. Therefore, strengthening the teaching profession has been an important priority of governments in recent years. Several countries have been raising teacher salaries (Bulgaria, Czechia, Estonia, Croatia, Hungary, Lithuania and Slovakia) and increased budgets (Finland, Denmark) to address teacher shortages.“
EU-Kommission (Hrsg.), Education and Training Monitor 2020 (2020), S. 13.

„Specific language support measures have been introduced in several countries. In Denmark, the age of the obligatory language assessment for 3-year old children was lowered and can now be made when the children are between 22 and 30 months.“
EU-Kommission (Hrsg.), Structural Indicators for Monitoring Education and Training Systems in Europe – 2020 (2020), S. 9.

„Adolescents who report early exposure to alcohol and having been drunk multiple times are more likely to develop problematic alcohol use and dependence later in life. […] Focusing on the most recent trends, between 2014 and 2018, the proportion of adolescents who reported having been drunk more than once has decreased significantly in most countries, although it has increased in Austria, Germany and Denmark.“
OECD (Hrsg.), Health at a Glance: Europe 2020 (2020), S. 142.

„Integration efforts aimed at young children are reinforced in Denmark […], with a focus on learning Danish. Measures include mandatory early childhood day care, language classes before entering school, and strengthening incentives for parents through facilitated parental leave as well as a potential withdrawal of child allowances. Since 2019, students in schools where more than 30 % of students are from residential areas identified as 'ghettos' must take language tests.“
OECD (Hrsg.), International Migration Outlook 2020 (2020), S. 108.

„In 2017, the enrolment rate for children age 2 in ECEC registered services was 60 % across OECD countries, markedly below 87 %, the corresponding rate for children ages 3-5. Importantly, the younger the child, the less likely s/he is to be enrolled in an ECEC service with, across OECD countries, enrolment rates of 40 % for children age 1 and 10 % for children under age 1. […] In Korea and in several Nordic countries, including Denmark and Norway, enrolment rates for children age 2 are around 90 % and close to those observed for older children.“
OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 36f.
In Österreich erhalten 0,6 % der Unter-1-Jährigen, 14 % der 1-Jährigen, 40 % der 2-Jährigen und 89 % der 3- bis 5-Jährigen institutionelle Frühförderung. (Quelle: OECD (Hrsg.), Quality Early Childhood Education and Care for Children Under Age 3 (2020), S. 37.)

„TALIS 2018 data show that Denmark is the country with the highest proportion of teachers reporting that they believe they can support student learning through digital technology 'quite a bit' or 'a lot' (88 % of teachers), and it is also the country with the highest proportion of teachers indicating that they let students use ICT for projects or class work 'frequently' or 'always' (90 %). Japan is the country with the lowest proportion of teachers who report confidence in their ability to support student learning through use of technology (35 %) and also the lowest proportion of teachers reporting student use of ICT 'frequently' or 'always' (18 %).“
OECD (Hrsg.), What Students Learn Matters: Towards a 21st Century Curriculum (2020), S. 61.

„Students who reported alcohol use in the last 30 days drank alcohol on 5.6 occasions on average. […] One in three students (34 %) reported heavy episodic drinking (five or more glasses of alcoholic beverages on one occasion at least once in the past month). This drinking pattern was found more often in Denmark, Germany and Austria, where it was reported by between 49 % and 59 % of students.“
The ESPAD Group (Hrsg.), ESPAD Report 2019 (2020), S. 14.

„About three in 10 students (32 %) rated cannabis to be easily obtainable. […] On average, the perceived availability of other illicit drugs was relatively low, with the proportions of students reporting easy access being 14 % for ecstasy, 13 % for cocaine, 10 % for amphetamine and 8.5 % for methamphetamine. Illicit drugs were perceived to be more easily available overall in Austria, Bulgaria, Sweden and Denmark than elsewhere in Europe.“
The ESPAD Group (Hrsg.), ESPAD Report 2019 (2020), S. 36.

„The prevalence of lifetime use of tranquillisers or sedatives without a doctor’s prescription was generally stable across years in the large majority of ESPAD countries. Between 2015 and 2019, a significant decrease in prevalence was observed in Bulgaria, Croatia, Czechia and North Macedonia. In contrast, Austria, Denmark, Estonia, Latvia, Lithuania and Slovakia showed a significant increase in prevalence over the same time period.“
The ESPAD Group (Hrsg.), ESPAD Report 2019 (2020), S. 97.

„In 2018, across OECD countries, the average compulsory instruction time per pupil in lower secondary school ranged from 766 hours per year in Slovenia and Sweden to 1,200 hours per year in Denmark.“
UNICEF (Hrsg.), Worlds of Influence. Understanding What Shapes Child Well-being in Rich Countries (2020), S. 20.

„Ein von der Europäischen Kommission durchgeführter Vergleich zeigt, dass vor allem jene Länder eigene Vorbereitungsklassen eingeführt haben, die auch besonders viele Flüchtlinge bei sich aufgenommen haben. Dazu zählen skandinavische Staaten wie Schweden oder Dänemark, aber auch Deutschland.“
BMBWF (Hrsg.), Deutschförderklassen und Deutschförderkurse (2019), S. 6.

„Im internationalen Vergleich sind die Bildungsausgaben in den nordischen Ländern Dänemark, Finnland, Norwegen und Schweden mit jeweils mehr als 7 % des BIP deutlich höher als in Österreich.“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 27

„Im Zeitraum von 2000 bis 2014 wurde ihr Anteil von 5,7 % auf 7,2 % erhöht. Damit liegen die staatlichen Bildungsausgaben Finnlands auf einem ähnlichen Niveau wie bei den anderen nordischen Staaten Dänemark (7,6 %), Schweden (7,7 %) und Norwegen (7,7 %).“
BMBWF (Hrsg.), „Nationaler Bildungsbericht Österreich 2018. Band 1“ (2019), S. 36
Österreichs Bildungswesen musste sich hingegen mit 5,4 % begnügen.

„Von den 9.761 Kindern in ganz Österreich, die im Herbst 2018 in einer Deutschförderklasse anfingen, konnten 1.524 (16 %) nach einem Semester in den Regelunterricht wechseln. […] Ein von der Europäischen Kommission veröffentlichter Bericht zeigt, dass insbesondere jene Länder ‚Vorbereitungsklassen‘/Sprachförderklassen eingeführt haben, die so wie Österreich in den letzten Jahren viele Flüchtlinge aufgenommen haben (z.B. Schweden, Dänemark, Deutschland).“
Expertenrat für Integration (Hrsg.), Integrationsbericht 2019 (2019), S. 38.

„Der mittlere sozioökonomische berufliche Status (HISEI) liegt in Deutschland mit 51.8 Punkten in der Nähe des OECD-Durchschnitts von 52.4 Punkten. […] Besonders hoch und signifikant über dem OECD-Mittelwert liegt der mittlere sozioökonomische berufliche Status in den skandinavischen Staaten (Norwegen, Island, Dänemark, Schweden und Finnland) sowie in Israel. Der mittlere HISEI Norwegens stellt mit 61.6 Punkten den höchsten der OECD-Staaten dar. Ebenfalls sehr hohe Mittelwerte finden sich im Vereinigten Königreich, in Kanada, Neuseeland und Australien. In 13 OECD-Staaten liegt der mittlere sozioökonomische berufliche Status signifikant unter dem OECD-Durchschnitt, beispielsweise in Tschechien, in der Slowakei, in Chile, Kolumbien und Mexiko.“
Univ.-Prof. Dr. Kristina Reiss u.a., PISA 2018. Grundbildung im internationalen Vergleich (2019), S. 136.
Österreich gehört mit nur 50,8 Punkten zu den 13 OECD-Staaten, die sich signifikant unter dem OECD-Durchschnitt befinden. (Quelle: ibidem, Abbildung 6.1.)

„In Europe, the duration of language preparatory classes for newly arrived students for primary and lower secondary education varies from one year or one school year in Belgium, France and Lithuania, to two years in Denmark and Norway, to three years in Latvia and four years in Greece.“Dr. Lucie Cerna, „Refugee education: Integration models and practices in OECD countries“ (2019), S. 39

„Denmark has reinforced integration efforts aimed at young children with a plan proposed by the Danish Ministry of Economic and Interior Affairs in March 2018. Among the measures proposed are mandatory day care, language classes before entering school, and strengthening incentives for parents through facilitated parental leave as well as a potential withdrawal of child allowances.“
OECD (Hrsg.), International Migration Outlook 2019 (2019), S. 97.

„Across all countries with a relatively large proportion of immigrant students, segregation of immigrant students across schools is the most prevalent in Brunei Darussalam, Denmark, Estonia, Finland, Kazakhstan, Lebanon, Malta, Panama, Portugal, Saudi Arabia and the United Kingdom.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 178

PISA 2018: „Immigrant students in Denmark, Estonia, Finland, Iceland, Lebanon and Sweden were more than twice as likely as their non-immigrant peers to score below proficiency Level 2 in reading, even after accounting for students’ and schools’ socio-economic profile.“
OECD (Hrsg.), „PISA 2018 Results. Where All Students Can Succeed“ (2019), S. 186

„The average library size in Norway was 212 and in Sweden it was 210, in contrast to 192 in Denmark and 162 in Finland. Estonians grew up with 218 books on average and the Czechs with 204.“
Dr. Joanna Sikora u. a., „Scholarly culture: How books in adolescence enhance adult literacy, numeracy and technology skills in 31 societies“. In: „Social Science Research“ 77 (2019), S. 6
In Österreichs Haushalten gab es im Mittel nur 131 Bücher.

„In Deutschland, Österreich, Schweiz, Belgien, Dänemark, Finnland, Luxemburg, Slowenien und Schweden ist unter Migranten und deren Nachkommen der Anteil leistungsschwacher Schüler besonders hoch. In diesen Ländern erreichen Schülerinnen und Schüler mit Migrationshintergrund mehr als doppelt so häufig wie Schüler ohne Migrationshintergrund nicht die schulischen Grundkenntnisse.“

OECD, Presseaussendung vom 19. März 2018

„Academic underperformance among immigrant students is particularly critical in Austria, Belgium, Denmark, Finland, Germany, Iceland, Luxembourg, Slovenia, Sweden and Switzerland.“

OECD (Hrsg.), „PISA in Focus 82“ (März 2018), S. 5

„The private schools in Denmark receive generous public economic support (the state covers around 75 % of their costs), which is supplemented by tuition. The number of students attending private schools in Denmark has grown steadily for the last 15 years and is now at 17 % of comprehensive school students.“
Univ.-Prof. Dr. Marianne Dovemark u. a., Deregulation, privatisation and marketisation of Nordic comprehensive education. In: Education Inquiry 2018, Vol. 9, No. 1, S. 128.

„Denmark continues to belong to the group of countries with the highest education spending in the EU, despite recent reductions. Public spending as a percentage of GDP has remained practically the same, at 6.9 % in 2016.“
EU-Kommission, Education and Training Monitor 2018 (2018), S. 72.

„Most commonly, fees for international students are unregulated, which means that higher education institutions may set their own fees for this category of learners (e.g. the Flemish Community of Belgium, Denmark, Hungary, Poland, Portugal, Sweden, the United Kingdom, Serbia and the former Yugoslav Republic of Macedonia).“

EU-Kommission (Hrsg.), „National Student Fee and Support Systems in European Higher Education – 2018/19“ (2018), S. 17

„Teachers come from the upper part of the college skill distribution in some countries (e.g., Finland, Singapore, Ireland, and Chile) and from the lower part in others (e.g., Austria, Denmark, the Slovak Republic, and Poland).“

Univ.-Prof. Dr. Eric Hanushek u. a., „The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance“ (2018), S. 11

Dänemark: „A mandatory assessment of language development has been introduced for all three-year-olds since 2010 in order to diagnose and address possible language problems before children start school at age 7.“

Dr. John Jerrim u. a., „Educational disadvantage: how does England compare?“ (2018), S. 25

Dänemark: „Denmark’s early childhood education and care (ECEC) system is one of the most developed among OECD countries, with 90 % of children already enrolled in ECEC services at the age of 2.“

OECD (Hrsg.), „Education at a Glance 2018. Country Note Denmark“ (2018), S. 1

„In Denmark and Belgium, nearly 5 % of students are placed in separate special education classes or schools, whereas in Portugal and Lithuania, this is true for only about 1 % of students.“
OECD (Hrsg.), „Responsive School Systems“ (2018), S. 223

„Danish authorities set goals for 2020 to increase the proportion of young students enrolling in vocational programmes directly after primary or lower secondary education by at least 25 %, to offer ever more flexible programmes tailored to each student’s level of ability and to deepen the involvement of labour market stakeholders.“
OECD (Hrsg.), „Responsive School Systems“ (2018), S. 244

„Denmark launched a reform of its VET system in 2015 that included increasing performance requirements in Danish and maths to gain access to vocational schools.“
OECD (Hrsg.), „Responsive School Systems“ (2018), S. 253

„Denmark […] introduced a mandatory assessment of language development for all 3-year-olds that aims to diagnose possible language problems before children start school. If identified as necessary, additional language training of at least 15 hours per week can take place as an integrated part of normal kindergarten activities or in separate groups. In Germany, the majority of Länder introduced screening processes to identify pre-school children in need of additional language support. These assessments are usually conducted 12 to 24 months before children’s transition to school.“

OECD (Hrsg.), „The Resilience of Students with an Immigrant Background“ (2018), S. 271

„Den höchsten Anteil im Primar- bis unteren Sekundarbereich wies Dänemark mit 3,4% auf.“

Statistik Austria (Hrsg.), „Bildung in Zahlen 2015/16 – Schlüsselindikatoren und Analysen“ (2017), S. 92

Österreichs Politik waren Primar- bis unterer Sekundarbereich nur 2,1 % des BIP wert.

„High NEET rates close or above 20 % are still recorded in a number of countries (Croatia, Bulgaria, Italy and Romania, the latter even showing a substantial increase in 2015). There are also indications that the NEET rate is going in the wrong direction in Denmark, Finland, France and Slovakia.“

EU-Kommission (Hrsg.), „Joint Employment Report 2017“ (2017), S. 38

„Since August 2016, municipalities in Denmark have the opportunity to establish special primary education for recently-arrived migrant children.“

OECD (Hrsg.), „International Migration Outlook 2017“ (2017), S. 84

„Denmark is one of biggest investors in education in the EU. General government expenditure on education as a proportion of GDP was 7.2 % in 2014 (compared to an EU average of 4.9 %).“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 69

„15-year-old pupils in Denmark receive four hours of instruction per week in mathematics and 4.7 hours in language, while pupils of the same age in Austria receive only 2.7 hours of weekly classroom lessons in mathematics and 2.4 hours in language.“

Univ.-Prof. Dr. Victor Lavy, „Do Differences in Schools' Instruction Time Explain International Achievement Gaps?“ in „The Economic Journal 125“ (November 2015), S. 397

Dänemark: „A secondary education diploma does not guarantee a place in higher education. Admission depends on the number of 'student seats' available. For every study program at a higher education institution, a maximum number of students is set. For some studies this number is decided centrally by the ministry, for others it is set by the institution.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 108

Dänemark: „There are now special schools for gifted children, called Mentiqa schools. Mentiqa schools are especially aimed at gifted students who do not feel understood, respected or challenged enough in the school environment.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 111

Dänemark: „In Denmark, the Nordic egalitarian tradition is strong, but attitudes towards excellence have changed in recent years. In the early 2000s, the government started to prioritize talent development.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 244

„There are more provisions for talented and gifted students in 2014 than there were in 2000. Special legislation about gifted and talented students has been introduced throughout Germany, Denmark, Belgium, Switzerland, and the Netherlands. Special schools and/or classes are now in place in Denmark and Finland.“

Univ.-Prof. Dr. Marca Wolfensberger, „Talent Development in European Higher Education“ (2015), S. 271

„During the past decade, Denmark and Sweden (as of 2011) decided to introduce tuition fees for international students to increase the resources available for their tertiary institutions.“

OECD (Hrsg.), „Education at a Glance 2014: OECD Indicators“ (2014), S. 262

„While average performance in mathematics declined by 31 points in Sweden between 2003 and 2012 […], performance in Finland declined by 26 points, in Iceland by 22 points, and in Denmark by 14 points.“

OECD (Hrsg.), „Resources, Policies and Practices in Sweden’s Schooling System“ (2014), S. 26

„Dual schooling systems combining class-based learning with work-based apprenticeships have received significant attention. This is partly because of the good performance in terms of low youth unemployment in countries with a long tradition of apprenticeship systems – notably Austria, Denmark, Germany and Switzerland – along with evidence that apprenticeship training helps make transitions from school to work smoother even for youth who are not subsequently retained by the firm providing the training.“

Dr. Glenda Quintini u. a., „Same Same but Different: School-to-work Transitions in Emerging and Advanced Economies“ (2014), S. 27

Dänemark: „A mandatory assessment of language development was introduced for all three-year-olds to diagnose possible language problems before children start school. If needed, children can receive support through additional language stimulation in their day-care facility. Children who are not enrolled in an early childhood education and care programme, but are in need of support can also receive help, and parents are required by law to accept the offer.“

OECD (Hrsg.), „Education Policy Outlook. Denmark“ (2013), S. 6

„In Australien und der Schweiz sind die Eltern von drei von vier im Inland geborenen Zuwandererkindern in einem OECD-Hocheinkommensland geboren. Am geringsten ist der Anteil dieser Gruppe mit weniger als 10% in Österreich, Dänemark und den Niederlanden.“

OECD (Hrsg.), „Integration von Zuwanderern – OECD-Indikatoren 2012“ (2012)

Dänemark: „In PISA 2009, about 8 % of all Danish students were excluded from the PISA test and survey due to language disabilities or special education needs. Most likely, some of these were immigrant students with poor Danish language skills.“

Univ.-Prof. Dr. Niels Egelund u.a., „PISA Ethnic 2009 – immigrant and native Danish students‘ results in PISA 2009“. In: Niels Egelund (Hrsg.), „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 16

In Österreich, wo wesentlich mehr SchülerInnen die Unterrichtssprache nicht als Umgangssprache sprechen, wurde nicht einmal 1 % der SchülerInnen von der Testung ausgeschlossen …

Dänemark: „PIRLS 2006 showed that in fourth grade, reading performance had increased with the equivalent of one school year since 1991, but no changes in reading scores from PISA 2000 to PISA 2009 have been recorded.“

Univ.-Prof. Dr. Niels Egelund, „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 196

„Approximately 8 % of students were excluded from the Danish PISA testing due to academic, social or physical disabilities. Denmark has excluded more students than any of the other 64 participating countries.“

Univ.-Prof. Dr. Niels Egelund u.a., „PISA Ethnic 2009 – immigrant and native Danish students‘ results in PISA 2009“. In: Niels Egelund (Hrsg.), „Northern Lights on PISA 2009 – focus on reading“ (2012), S. 16

In Österreich wurde nicht einmal 1 % der SchülerInnen von der Testung ausgeschlossen.

Dänemark: „Absenteeism of a student triggers not only support, but can also lead to penalties such as forced examinations or loss of study grants.“

EU-Kommission (Hrsg.), „Reducing early school leaving: Efficient an Effective Policies in Europe“ (2012)

„In all of the Nordic countries, parents who make use of maternity, paternity or parental leave receive a relatively high compensation for loss of income during leave.“

Dr. Ann-Zofie Duvander u. a., „Parental leave“. In: Gíslason u. a., „Parental leave, childcare and gender equality in the Nordic countries“ (2011), S. 32

„The group of nations that operate vocational education programs as separate qualifications or tracks, including Germany, Austria, Denmark and the Netherlands, tend to have the highest rates of school completion.“

Univ.-Prof. Dr. Stephen Lamb, „Pathways to School Completion: An International Comparison“. In: Lamb u.a., „School Dropout and Completion“ (2011), S. 56

„A number of policy initiatives have been launched, e.g. a legal requirement on municipalities to offer language stimulation training to bilingual children from the age of three. […] The municipalities are obliged to conduct a language evaluation of all bilingual children at the age of three.“

OECD (Hrsg.), „Country Background Report for Denmark“ (2011), S. 72

„Almost 50 percent of bilingual children leave the Folkeskole without functional reading skills.“

OECD (Hrsg.), „Country Background Report for Denmark“ (2011), S. 72

„An evaluation of early language support, however, suggests that the training period of one year may be insufficient and that language screening at the age of three, such as practiced e.g. in Denmark, tends to be more effective.“

OECD (Hrsg.), „The labour market integration of immigrants and their children in Austria“. In: „Social, Employment and Migration Working Papers“ (2011), S. 59

„Apprenticeship schemes have been recently (re)introduced in Denmark, Estonia and Sweden.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 123

„In Denmark, a new apprenticeship was introduced in 2006 and is now part of the government’s strategy for reducing the number of early school leavers.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 123

„In Denmark, all bilingual children undergo a language screening at age 3. Children who are found to have a need for language development are required to participate in a language stimulation programme for as long as the need exists, which for many children means that they attend the programme until they start school at age 6. If they do not attend a day care facility, they are required to attend a free, 15-hour-a-week language stimulation programme.“

OECD (Hrsg.), „Review of Migrant Education; Austria“ (2010), S. 39

„In Denmark, all children undergo language screening at age three and are obliged to complete a language stimulation course if professionals decide that they need it.“

OECD (Hrsg.), „Closing the Gap for Immigrant Students“ (2010), S. 51