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This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

Every teacher's classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers' subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore -- education systems with contrasting but comparably effective approaches to teacher accountability -- I find that one way in which sociocultural context interacts with teachers' experiences of accountability instruments is by influencing the mental models of motivation that shape their responses to these instruments. This finding is relevant to two contentious areas in education policy. First, it suggests that teacher accountability policy is a socioculturally embedded matter, implying a need for caution rather than recommending specific forms of accountability across the board. Second, it adds to the growing body of evidence demonstrating that 'best practices' from high-performing education systems are contingent on implementation contexts.

Finland is widely said to have the best, or one of the best, educational systems in the world. This debatable view hides a lot of weaknesses and shortcomings, especially regarding issues around racism and discrimination. In Finland, issues of race, racism and other forms of discrimination are often hidden, silenced and ignored. This makes it difficult to establish an antiracist culture, both at policy and practical levels. Despite existing constraints, antiracism education in Finland remains a slowly developing--but inevitable and essential--component of/for Finnish education. This paper aims to introduce teachers to some best practices in antiracism education across different pedagogical practices.