A/HRC/14/25 However, the Special Rapporteur notes that much less research exists on how migration impacts upon curriculum content. A common theme in relevant materials and the questionnaire responses is that there are three guiding principles contributing significantly to the development of quality linguistic and culturally relevant core curricula. These are: • Curricula should be entrenched within the human rights framework • Consultation with migrant, refugee and asylum-seeking parents/guardians and communities should be the norm in their planning, design, implementation and evaluation, and • A focus upon inclusive, mutual and collective learning with minimal segregated adaptation groups and classes36 44. It is now widely recognized that having a home language that differs from that used in schools has a negative impact on achievement,37 learning and integration into the wider community. Policy and pedagogic responses require host-language training combined with the preservation of mother tongue. This requirement was recognized in many questionnaire responses.38 The Special Rapporteur concurs with those who view diversity in language within a State as a national resource and invites States to promote such diversity and accord it full recognition. 45. The Special Rapporteur notes the varied approaches to addressing this crucial matter and draws upon two as particularly illustrative. In Sweden, refugees and asylum-seekers aged from 7 to 16 are legally entitled to bilingual education, and municipalities are obliged to offer mother-tongue tuition and Swedish as a second-language course. Denmark promotes a co-education policy in which bilingual and monolingual children learn together. Migrant children receive up to two years of basic instruction in Danish as a second language in separate teams or classes until they are ready for mainstream classes. “Compulsory language stimulation” for bilingual children starts at age 3 and is supported by free materials provided at the municipal level. The Special Rapporteur notes the utility of good quality, early child education, known to play an important role in offsetting social, economic and language-based disadvantage.39 46. In reality, State, intergovernmental and civil society practices vary markedly in the age groups, gender balance, intensity and location of those targeted. Disturbingly, monitoring and evaluating practice and programmes is limited. It is also clear from evidence that their “success” is by no means consistent.40 The Special Rapporteur urges more sharing of best practice and draws attention to the importance of regional answers to 36 37 38 39 40 12 Denmark offers an interesting example of mutual learning where bilingual and monolingual children learn together in a non-segregationist school system. Replies to the questionnaire of the Special Rapporteur. See also EFA Global Monitoring Report 2010, p. 49. The Government of Cyprus for instance indicates that one of the most important needs of migrants, refugees and asylum-seekers is the preservation of their mother language, customs and culture. Illustrative examples are seen in the United States, France, the Netherlands and New Zealand. See also EFA Global Monitoring Report 2010, pp. 49–50. The Special Rapporteur notes with interest the research, highlighted by the Government of Cyprus, into the effectiveness of the intensive training programme for bilingual students, currently implemented in 31 secondary schools. In contrast is evidence from Norway that 20 per cent of migrant students placed in special language training groups on entering school never leave them; in Switzerland, most migrant children not deemed equipped to enter mainstream classes are still in such groups after two years. Moreover, evidence from several countries shows that catching up through special classes often requires students to miss the normal curriculum. From EFA Global Monitoring Report 2010, p. 49. GE.10-12879