“Intercultural education” is not an official component of general school education in Liechtenstein. But it does play a role in the classroom, such as in religious instruction. Since 2003, Liechtenstein’s secondary schools have offered the subject “Ethics and Religion” as an alternative to denominational religious instruction. Since the school year 2019/20, this also applies to primary schools as part of the subject “Nature, People, Society”. This elective is non-denominational. As a result of the culture and history of the Western world, Christianity assumes a key role. However, other major religions, their histories, their ethics and their cultural impact are also studied. Classes deal with religions and the significance of religious attitudes in personal life, society and culture.
The Liechtenstein Education Strategy 2025plus (see 2.1) takes a further step by focusing on “education for all”. The Ministry of Education sees “educational success for all” and an “inclusive attitude” as its strategic goal. Education for all means “valuing and recognising diversity in education”. Liechtenstein’s public schools are “inclusive schools”, in which learners of all talents, nationalities or genders are taught and supported. The path leads towards “inclusive schools” and thus towards a culture in which diversity is seen as an asset.
The Liechtenstein integration strategy (see 2.1) also explicitly states: “Equal opportunities in education is an important field of action in integration policy”. On the one hand, this is a prerequisite for an economically independent life and, on the other, for social participation and involvement.
In principle, the education system – from early childhood development to childcare, kindergartens, schools, universities and adult education – aims to raise awareness of diversity as well as to foster shared identity and connectedness. Mutual understanding and appreciation of cultural differences as well as tolerance towards each other are meant to help reduce discrimination.
Policy makers are increasingly trying to develop measures for cultural integration. The previous fundamental goal of “promoting and challenging” has been coupled with a change of perspective. Liechtenstein wants to move away from seeing “deficits” towards an orientation towards individual potential and possibilities.
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