Education International Research
comprehensive education legislation devised for this group of students (Crul, Keskiner, Schneider, Lelie & Ghaeminia, 2016). Some of the main elements of these regulations, policies and additional measures will be further explained in the article. Methodologically, the article is primarily based on the author’s previously published research (Bunar, 2010, 2012, 2014a, 2015a, 2015b, 2016a, 2016b, 2016c, 2016d, 2017a, 2017b; Nilsson Folke & Bunar, 2016; Jahanmahan & Bunar, 2017). It also includes analyses based on heretofore unpublished empirical data on bilingual classroom assistants, collected within the framework of the Newly arrived and learning (2011-2015) research programme. The article is also based on other research literature, reports from government agencies (Swedish National Agency for Education, National School Inspection, Department of Education), media accounts, and information from education unions. Education International’s previous report on Sweden was also consulted (Bourgonje, 2010). The article starts with an overview of the latest reforms, definitions, and policies with regard to the educational rights of newly arrived children. The following section contains three interlinked topics: newly arrived in elementary schools, unaccompanied minors and the language introduction programme at the uppersecondary level, and a brief account of some major opportunities partly deriving from government measures (i.e. more resources to municipalities) and partly from the children’s own resources. The third section deals with education unions and refugee teachers, with concluding remarks and general recommendations in the final section.
D2