In order to foster a more inclusive national education system: a) Provide early assessment of skills in order for refugee children to overcome interruptions in learning such as the language barrier. This will help alert educators to potential difficulties, and the specific needs of refugee and stateless children to be identified and assessed as soon as they enter the school system. As an example, in Sweden, early initial assessment is essential in providing language support to immigrant students as it is an important starting point in the language learning process102. Within two months of starting school, all new arrivals are assessed on their academic knowledge and language skills103. In order to test prior knowledge without language barriers, the assessments are offered in the students' mother tongues. If a student shows strong subject-matter understanding, they can then take part in regular instruction in that subject104. b) Conduct introductory classes and transition to mainstream classes for refugee children when enrolled in national schools. The objective is to prepare non-native speaking pupils who may have missed months or years of schooling in order to prepare them for mainstreaming later on. Germany has several models of Willkommensklasse (Welcome Class). Some schools, for instance, have established Welcome classrooms that are entirely distinct from regular classrooms and instruct only in German, while others make every effort to engage new immigrants in subject matter classes with the regular students from the beginning and provide them with complementary German language instruction105. For school-age pupils in Australia who do not speak Standard Australian English as their first language or dialect, there is a programme called English as an Additional Language or Dialect (EALD or EAL/D). Specific educational institutions or Intensive English Language Centres administer these curricula. EALD education is generally taught within the context of key learning areas in the relevant mainstream curriculum, so that integration into mainstream classes is achieved following completion of the programme106. c) Providing tailored training for teachers and school leaders. State governments are encouraged to provide more training and assistance to educators, teachers, and others working in educational institutions to adapt their approaches and cater to the shifting demands resulting from the arrival of refugees and stateless children into national schools. Teachers should be encouraged to undertake training courses to understand the challenges of caring for refugee and stateless students. As an example, within the framework of UNESCO’s Ninth Consultation on the Implementation of the Convention and Recommendation against Discrimination in Education107, a significant number of nations claimed that training programmes for teachers, educators, and school administrators had been implemented to enhance local competencies and capacities. In Norway, the government seeks to increase local competence by creating a network for municipalities, with a "school box" offering online learning resources and a "teacher tool" allowing school administrators to look for qualified teachers with the expertise they need locally108. d) Foster stronger bonds with parents of refugee and stateless children in Malaysia. This may entail creating meaningful home and family ties, integrating parents in the educational process, translating information into the parents' native tongue, and giving them language instruction109. Moreover, allowing local refugee teachers to volunteer in national schools can help strengthen the bond between the schools and parents as the teacher is able to empathise better with said parents110. Local refugee teachers possess cultural sensitivity and an awareness of the unique traditions, customs, and values of the refugee and stateless communities. This understanding enables them to establish a welcoming and inclusive environment within the school, ensuring that parents feel respected, valued, and understood. By recognising and appreciating the cultural diversity within the school community, local refugee teachers can foster a sense of belonging for all parents, irrespective of their background. 102 Essomba, M. (2017), “The right to education of children and youngsters from refugee families in Europe”, Intercultural Education, Vol. 28/2, pp. 206-218, http://dx.doi.org/10.1080/14675986.2017.1308659. 103 ibid 104 ibid 105 Cerna, L. (2019, May 13). REFUGEE EDUCATION: INTEGRATION MODELS AND PRACTICES IN OECD COUNTRIES. https://one.oecd.org/document/EDU/WKP(2019)11/En/pdf 106 ibid 107 United Nations Educational, Scientific and Cultural Organization (UNESCO), 2018 Ensuring the right to equitable and inclusive quality education: Results of the ninth consultation on the implementation of the UNESCO Convention and Recommendation against Discrimination in Education. 108 United Nations Educational, Scientific and Cultural Organization (UNESCO) (Ed.). (2019). Enforcing the right to education of refugees: a policy perspective. Working Papers on Education Policy. https://unesdoc.unesco.org/ark:/48223/pf0000366839 109 Cerna, L. (2019, May 13). REFUGEE EDUCATION: INTEGRATION MODELS AND PRACTICES IN OECD COUNTRIES. https://one.oecd.org/document/EDU/WKP(2019)11/En/pdf 110 United Nations Educational, Scientific and Cultural Organization (UNESCO) (Ed.). (2019). Enforcing the right to education of refugees: a policy perspective. Working Papers on Education Policy. https://unesdoc.unesco.org/ark:/48223/pf0000366839 13