外文翻譯---經(jīng)合組織對(duì)移民教育的評(píng)論-教育教學(xué)-wenkub
2023-05-19 08:56:17 本頁(yè)面
【正文】 hile preserving choice and autonomy. There are projects to facilitate moments of interaction between immigrant students and native Dutch students. In order to better determine what measures actually work, experiments are being conducted in eleven municipalities. These experiments examine the effectiveness of various measures, such as the central registering of students to achieve a better mix of students with various backgrounds (. in Nijmegen). Challenges Ensuring access to high quality primary education for immigrant students There are substantial and persistent differences between nonWestern immigrant students and their native peers in the Netherlands with regard to how they perform in education and the educational pathways they follow (Chapter 1). Given the selection at age 12 into different school types, access to high quality primary education is of key importance for nonWestern immigrant students. The OECD review team was not able to obtain schoolspecific performance data that would make it possible to link paratively weak immigrant education performance to their enrolment in weak schools. There is no clear evidence that concentration per se has a negative impact on education performance (van Ewijk and Sleegers, 2020). However, there is a relatively high degree of concentration of immigrants in some cities where there are concerns with school quality. Overall, more than one in ten Dutch schools are found to be underperforming. Though there are few “very weak” schools (in 2020/2020 only % of primary schools, and % of secondary schools were in this category) there were large numbers of underperforming schools in cities with high concentrations of immigrant students. In 2020, % of primary schools in the four largest cities (Amsterdam, The Hague, Rotterdam and Utrecht) were classified as underperforming。 d) the quality of teaching and learning environments。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。 e) preventing drop out。 in Amsterdam alone a fifth of all primary schools fall in that category, though the proportion of schools in disadvantaged neighbourhoods – krachtwijken – was slightly lower at %. There is also evidence that the quality of schools in disadvantaged neighbourhoods is impaired by lack of high quality teaching staff (see “The quality of teaching and learning environments”). In the Dutch context in which schools have a high degree of autonomy in deciding on education content and pedagogy, and hiring and evaluating teachers, the Education Inspectorate plays a pivotal role in quality assurance (Box ). In its supervision, the Inspectorate applies supervision arrangements which are calibrated according to the strength or weakness of schools. “Very weak” schools are put under a strict supervision arrangement and are given a period of two years to realise adequate quality. At the end of this period, the Inspectorate conducts a “quality improvement survey” to determine whether the school has achieved adequate quality. If this is not the case, an extra year may be allowed, but only when there is realistic expectation of improvement. The Inspectorate has performed 92 such surveys on primary schools. In January 2020, 125 of the 7 199 primary schools were judged “very weak” (including 17 schools for special primary education). Among the 125 very weak primary schools in 2020, the quality improvement surveys showed in nine cases that improvement was insufficient. Six of these schools were allowed the extra year to try to improve quality. For three of them, the I
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