In fact, teachers in many education systems reported that they need to develop further their ability to handle multicultural classrooms. Just as countries invest in developing language programmes and initiatives aimed at supporting socio-economically disadvantaged students, so they should invest in widening the availability of programmes designed to help teachers teach in diverse classrooms and upgrade the quality of existing training modules. The examples highlighted do not constitute an exhaustive list of policies and practices towards these ends, however they are exemplary in that they represent a wide selection of approaches taken to tackle the problem and illustrate commonalities and differences in approaches.