【正文】 在奧地利，教育部建立了家長(zhǎng)的 DVD，這就是由非政府組織分發(fā)的。但是，對(duì)于移民者來(lái)說(shuō)效果并不理想。當(dāng)有任何特殊的群體 （移民或弱勢(shì)學(xué)生）的表現(xiàn)不佳，教育督察直接與直轄市或獨(dú)立的專(zhuān)家合作，應(yīng)立即與學(xué)校領(lǐng)導(dǎo)和老師制定改進(jìn)策略。例如，曾經(jīng)建立了面向全體學(xué)生的基本能力水平的測(cè)試，這些可用來(lái)評(píng)價(jià)學(xué)校的表現(xiàn)如何尊重所有群體，并明確執(zhí)行能力評(píng)估學(xué)校不同群體之間的績(jī)效 差距。這一戰(zhàn)略的目的不應(yīng)是削減有關(guān)學(xué)校的選擇權(quán)，而應(yīng)該利用教育的高度自治系統(tǒng)，提供多元化的學(xué)習(xí)機(jī)會(huì)，從而提高質(zhì)量，實(shí)現(xiàn)共同目標(biāo)。這就必須確保所有學(xué)校都有高質(zhì)量的教育。如果效果不明顯或沒(méi)達(dá)到預(yù)期，則有可能額外增加年份，但只有在能夠達(dá)到現(xiàn)實(shí)期望的情況下。在高密度的移民城市中，表現(xiàn)欠佳的學(xué)校大量涌現(xiàn)。為了更好地確定哪些措施在實(shí)際中真正起作用， 11 個(gè)城市展開(kāi)了實(shí)驗(yàn)。一些城市更進(jìn)一步鼓勵(lì)學(xué)校設(shè)置了少數(shù)民族學(xué)生的比例限制。在每一種情況下，報(bào)告指出了在每個(gè)領(lǐng)域中現(xiàn)有的優(yōu)勢(shì)與挑戰(zhàn)。 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。 c) ensuring early intervention。 ⊙ Lower the threshold for initiating corrective action by identifying weak performance early (before schools slip into the category of “very weak”), determine the reasons for underperformance, and specify enforceable remedies needed to improve performance, and set deadlines for progress. Enhance for immigrant families as well as socioeconomically disadvantaged families the means to exercise choice The vitality and indeed the legitimacy of school choice policy hinges on families being active and informed “education consumers”. It hinges as well on a nuanced notion of “choice” in which parents can do more than simply choose between alternative schools, but can also have a voice in the school of their choice. This second, more implicit facet of choice reflects well the fact that education is not a modity to be taken or left as it is, and that education is a dynamic process that engages parents and children, as well as educators (OECD, 2020). These ideas are not alien to the Netherlands. The vitality of the Dutch education system owes much to the fact that it offers families great latitude in exercising choice, and because of its high degree of decentralisation, also offers considerable space for local stakeholders, including parents, to bee involved in strategic decisions affecting the education of their children. However, the formula works less well for immigrants. Even if the public authorities manage to turn around or weed out failing schools, the system of school choice will fail to deliver its full potential to immigrant children if parents are unable to make informed choices between schools, and if they are unable to make their voice heard in the schools of their choice. Parents need to know what pathways are open for their children?s education, which schools offer which pathways, and what are the strengths and weaknesses of alternative schools. The Ministry should encourage and, if necessary, assist municipalities in providing to all parents clear and timely information on school choice and enrolment, including the dates and procedures for school enrolment. Such information should be available in selected foreign languages as well as Dutch, and should be accessible to parents with limited literacy. For example, in the Flemish Community of Belgium partners in local consultation platforms establish guidelines to facilitate fairer and more inclusive enrolment policies, including monly agreed dates to start enrolment, legal possibilities to increase a more diverse mix of socioeconomic background. Although not legally binding, such local agreements represent a “soft law”. In Austria, the Ministry for Education created a DVD for parents and this is distributed by NGOs. The DVD informs parents on different issues about their child?s schooling and importantly how to get involved with other parents and existing initiatives. The Ministry also publishes information folders on school in different languages and sends t