外文翻譯---經(jīng)合組織對(duì)移民教育的評(píng)論-教育教學(xué)(已修改)
2025-06-01 08:56 本頁(yè)面
【正文】 本科畢業(yè)設(shè)計(jì)（論文） 外 文 翻 譯 原文： OECD Reviews of Migrant Education CHAPTER 2 POLICIES TO IMPROVE MIGRANT EDUCATION This chapter identifies policies to improve migrant education in the Netherlands. Policy areas include: a) balancing school choice, equity and integration。 b) ensuring monitoring and evaluation。 c) ensuring early intervention。 d) the quality of teaching and learning environments。 e) preventing drop out。 and f) effective partnership and engagement Introduction This chapter identifies strengths and challenges in key policy areas to improve migrant education. Policy options are suggested in three distinct sections: for overall system management, including to balance school choice, equity and integration, and to ensure monitoring and evaluation。 for early childhood education and care (ECEC) to ensure early intervention。 and for schools and munities, including the quality of teaching and learning environments, preventing drop out, and effective partnership and engagement. In each case, the report presents current strengths and challenges in each area, followed by suggested policy options. Strengths Political support to limit segregation and concentration in education The education system (broadly defined) plays a crucial and well defined role in addressing the needs of immigrants and encouraging their integration (see Chapter 1 for an overview of universal and targeted measures in place). A key element in the education ponent of the overall integration strategy has been deliberate steps to reduce ethnic concentration and segregation in education. Public authorities see this as indispensable to facilitating integration. As noted earlier, the distribution of immigrant students in Dutch schools is uneven, concentrated in particular schools within certain munities, and heavily concentrated in schools in four urban areas (Amsterdam, The Hague, Rotterdam, and Utrecht). This pattern of concentration and segregation mirrors to a certain extent the patterns of residential concentration and segregation. Therefore, since 2020, school boards, municipalities and childcare providers are legally required to consult each other in order to achieve a “more balanced distribution of students across schools”. Schools under public authority (. municipalities) are legally required to accept all students, if there are places available, and to encourage Some municipalities have gone further in encouraging schools to set limits on the percentage of ethnic minority students. Building knowledge of effective measures to tackle segregation and concentration in schools Another facet of public policy to reduce segregation in education is the National Knowledge Centre on Mixed Schools (Kenniscentrum Gemengde Scholen) supported by the Ministry of Education, Culture and Science. The mission of the Centre is to disseminate knowledge on initiatives to promote quality education in mixed schools and to push for action by identifying and taking stock of local interventions (often involving parents) that reduce segregation (see Herweijer 2020a, p. 92). There are a number of other measures, some local, that aim to foster integration. The OECD review team was informed by the Municipality of Rotterdam that it offers a bus tour of potential schools for parents when choosing their child?s school. This is judged to be an effective way to open parents? minds to consider choosing their local school as parents meet and make pacts with each other during the tour. The government of the Netherlands as well as local authorities have take n steps to realise more mixed primary schools, while preserving choice and autonomy. There are projects to facilitate moments of interaction between immigrant students and native Dutch students. In
畢業(yè)設(shè)計(jì)相關(guān)推薦
鄂ICP備17016276號(hào)-1