【正文】 ths 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 these to school boards (OECD, 2020). OECD REVIEWS OF MIGRANT EDUCATION: NETHERLANDS OECD PUBLISHING 2020 譯文： 經(jīng)合組織對移民教育的評論 第二章 改善移民教育的政策 這章主要講述了在荷蘭改善移民教育的政策。 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 Inspectorate had no realistic expectation of improvement and administrative procedures were started. Policy options The Dutch government has made it clear that a policy of “separate but equal” schools is not an option. At the same time, the freedom of school choice and patterns of residential concentration make it difficult to ensure balanced enrolments across all schools. This makes it essential to ensure quality education is accessible in all schools. The first step should be to raise quality by more closely overseeing and strengthening the numerous weak as well as rare very weak A second step (of equally high priority) should be to ensure that immigrant families are more able to exercise their right to choose schools more effectively. Raise the quality of schooling for immigrant students by identifying underperforming schools and either improving them or closing the