SOCIAL DISADVANTAGES IN
EDUCATION, IN ANDALUSIA,
SPAIN
INMACULADA LUCIA GIMENO
MATH TEACHER IN ANDALUCIA
SUMMARY
•
WHAT’S MY CENTER AND MY FUNCTIONS?
•
THE ENVIRONMENT OF MY CENTER.
•
THE ANDALUCIAN EDUCATIONAL SYSTEM
•
EDUCATING WITH SOCIAL DISADVANTAGES.
•
ANDALUCIAN PLAN OF ATTENTION TO INMIGRANTS
•
ROMA POPULATION IN SPAIN.
•
WEBSITES ABOUT HOW TO WORK WITH ROMA.
1. WHAT’S MY CENTER AND MY
FUNCTIONS?
• I work in a High-School in a village of Jaen, at Andalucia (Spain).
• I’m math teacher in secondary stages.
• I’m also responsible of computers and technology in my school and
head of the extracurricular activities
• In this school, we deliver the following stages:
– Compulsory secondary education (E.S.O): 1st, 2nd, 3rd and 4th. With
diversifications (groups with few pupils with interest but not too much
intelligent for the studies)
– Programme of initial vocational qualification of "Auxiliary services office"
(P.C.P.I.): For pupils that haven’t got any interest fotr the school and
they are unruly
– Grade average of "Administrative management" training cycle
– Sixth form:
• Humanities and Social Sciences: 1 and 2.
• science and technology: 1 and 2.
2. THE ENVIROMENT OF MY
CENTER
• My school is in the north of Andalucia in
the province of Jaén.
THE INMIGRATION IN JAEN
• Jaén is one of the largest producers of olive oil
in the world. It produces around 60% of all
Spanish production.
• Immigrants registered in the province of Jaén
increase every year.
• The Moroccans are the most numerous
foreigners in the province, followed by
Romanians.
• It is also a fact to emphasize the number of
temporary migrant workers moving to the
province at the time of the olive harvest.
INMIGRATION MAP
• In my village Torreperogil, there are not many immigrant
population, but in towns near mine, there is a very high
percentage, and this is a problem to be treated.
THE INMIGRATION IN JAEN
• The children of these immigrants must be
provided schooling.
• They don’t speak spanish, and they
usually speak dialects, and they can’t
write.
• Most have never been in school in their
countries of origin.
• They have a very different culture.
3. ANDALUCIAN EDUCACIONAL
SYSTEM
• Infant, primary and secundary education is
free in public-funded schools in Andalucia.
– The Andalucian educacional system is organised in
the following stages:
• Infant education.
• Obligatory education.
• Postobligatory education.
INFANT EDUCATION
• Infant Education is the stage which attends to
children of up to six years of age.
• It is voluntary, although it is recommendable
for the development of the pupils and their
subsequent incorporation into Obligatory
Education.
• Infant Education is organised in two cycles.
The first is up to three years and the second
from three to six.
OBLIGATORY EDUCATION
•
This stage is, in turn, divided into Primary Education and Obligatory
Secondary Education (ESO).
•
Primary Education. This consists of six academic years, usually from the
age of six to twelve.
•
Obligatory Secondary Education (ESO). Consists of four academic years,
usually between the ages of twelve and sixteen years. Pupils who
successfully complete Obligatory Secondary Education are awarded the
Certificate in Obligatory Secondary Education.
•
This qualification allows them to enter the Baccalaureate, Middle Grade
Professional Training or to leave school and begin work.
•
Pupils who study Obligatory Secondary Education but do not obtain the
qualificationreceive a school certificate which records the academic years
completed.
Post-Obligatory Education
• Post-Obligatory Education, which is voluntary and free in publiclyfunded schools,offers different possibilities:
• Baccalaureate, from 16 to 18 years. The Baccalaureate is a 2-year
course which prepares pupils for tertiary education or to start work.
On finishing this stage, pupils receive the Baccalaureate. With this
qualification, they can continue studying in HigherEducation or
University.
• Middle Grade Professional Training, from 16 to 18 years. The
aim is to prepare pupils to enter a specific profession. Pupils who
successfully complete their Middle GradeProfessional Training
receive the qualification of Technician (“Técnico”).
• As well as these studies, the educational system also offers
professional skills courses aimed at young people over 16 and
under 21 years of age who have not obtained the Certificatein
Compulsory Secondary Education. These programmes also train
the young people for the world of work.
ADULT EDUCATION
• There are Permanent Education Centres
in many towns in Andalusia, providing
Basic Training for adults.
• In certain specially designated centres,
Secondary Education and
Baccalaureate are also taught in the
evenings.
SUMMARY OF THE
EDUCACIONAL SYSTEM
MORE INFORMATION ABOUT
THE EDUCACIONAL SYSTEM
• For more information, you can consult, the next website:
• http://lenguaparainmigrantes.blogspot.com/2010/04/atencionconsejeria-educacion-andalucia.html
• A Basic Guide to the Andalusian educational system for immigrants
• "A school colours" published in 10 languages. This is a publication in
which we explain briefly, and with the greatest possible clarity, the
ins and outs of our educational system, to improve their knowledge
by the families and to raise awareness of the importance of
education, in order to achieve full enrolment of the pupils at the
compulsory levels.
4. MEASURES OF
COMPENSATION FOR
INEQUALITIES IN EDUCATION.
• we have to consider the social or cultural disadvantages, individually
or in groups as students with special educational needs.
• So It requires special support and special educational care in a
period of schooling or throughout it.
• Compensation for inequalities in education, given its purpose of
redressing the social disadvantage, requires inter-institutional
treatment, so the actions carried out in the framework of the
education system are complemented by others promoted or
fundedat least in part, by other bodies or institutions.
• In general terms, the activities undertaken to compensate for
inequalities in education can be grouped around two areas: actions
to compensate for inequalities of access and permanence in the
educational system and performances for educational care of
students..
ACTIONS TO COMPENSATE FOR
INEQUALITIES OF ACCES AND
PERMANENCE IN THE
EDUCATIONAL SYSTEM
• Actions in early childhood education:
– they have extended the offer of free school
places at this stage and developed specific
programmes for the educational attention of
students who can not attend an educational
institution.
– The child population in rural areas is the main
target of these programs.
• Free supplementary services in the
compulsory stage
– Service of dining room school:
• The free provision of this service is guaranteed to
all students who study compulsory lessons in
working days of morning and evening and have to
move out of their town to attend class and lack of
school transportation at noon.
• the students belonging to families dedicated to
itinerant professions, when considering that this
service ensures their regular schooling
• The rest of the students will receive individual aid
of dining room depending on the level of family
income.
• SCHOOL TRANSPORTATION SERVICE
– free for the students of primary education \
compulsory secondary education scattered villages
residents or that they do not have school in their town
of residence.
• THE SCHOOL RESIDENCES OR HOME
SCHOOL
– School residences primarily host to:
• students in rural areas of compulsory school age
• students with problematic socio-familial and special
educational needs associated with disabilities
• students enrolled in postobligatorias stages.
PERFORMANCES FOR
EDUCATIONAL CARE OF
STUDENTS
• give the centers of the human and material resources
needed to compensate for the situacines of
disadvantaged, and develop educational compensation
programs:
– Educational compensation programs in centers
– Educational compensation programmes for students who for
reasons of work of his family can not attend a regular process of
schooling.
– Educational compensation programmes for students who for
prescription or hospitalization can not attend a regular process of
schooling
– Programmes aimed at the educational promoting and the
integration to the labour world of young people from
disadvantaged social enviroments.
– Programmes and experiences of maintenance and spreading of
the language and culture of minority groups.
EDUCATIONAL COMPENSATION
PROGRAMS IN CENTERS
• aimed at educational establishments supported by public funds
which provide the levels of infant, primary and secondary education
who have a significant percentage of disadvantaged students.
• they have the priority attention of the guidance and support services
and they receive extraordinary aids both economic as personnel and
material.
• The centres present a high percentage of school absenteeism and
students at risk of premature abandonment of the education system,
high proportion of students whose family income is less than twice
the minimum salary or a significant percentage of students that does
not achieve the educational goals set at the end of a cycle or stage.
• Additional support resources that are allocated to centres that
develop these programs include Teachers of support for the
compensatory education programme and technical teachers of
training professional services to the community.
EDUCATIONAL COMPENSATION PROGRAMMES FOR
STUDENTS WHO FOR REASONS OF WORK OF HIS
FAMILY CAN NOT ATTEND A REGULAR PROCESS OF
SCHOOLING
• Programs of schooling and educational support for childrens from
seasonal workers.
• In Andalusia, to avoid the not schooling or the change of Center that
occurs between the children of seasonal agricultural workers or
traveling jobs, have been up different actions, through the
formalization of cooperation agreements between the provincial
delegations of the Ministry of education and culture and local
authorities and through calls to enable municipalities, county
councils and municipalities to submit projects of cooperation.
• Most of them have focused on the establishment of networks of
school transport and dining rooms, so the absence of the parents
does not prevent the attendance of these students and the normal
development of their daily activity. Also have been granted financial
aid to families of seasonal workers who could be responsible for
children but whose economic conditions prevented it
EDUCATIONAL COMPENSATION PROGRAMMES FOR
STUDENTS WHO FOR PRESCRIPTION OR
HOSPITALIZATION CAN NOT ATTEND A REGULAR
PROCCES OF SCHOOLING
• centres or educational units in hospitals or
even home-based care
• There is another group of young people
who cannot attend in regular schools by
judicial decisions, For these students, It
has created specific classrooms in the
centres where they are placed
Programmes aimed at the educational promoting and the
integration to the labour world of young people from
disadvantaged social enviroments.
• Social guarantee programmes to complete the
basic training and provide a minimum
professional qualifications for those over 16
years old, or for classes at risk of dropout, who
are in less-favoured social or cultural situations
and without expectations of obtaining the
graduate in secondary education. In Andalusia is
called PCPI, the programmes of initial vocational
qualification, with practices in companies and
training in a specific field
PROGRAMMES AND EXPERIENCES OF MAINTENANCE
AND SPREADING OF THE LANGUAGE AND CULTURE
OF MINORITY GROUPS
• Among them are, by their degree of
generalization, the Portuguese culture and
language program and the HispanoMoroccan Experimental programme,
framed both in collaboration of the Ministry
of education with the respective countries.
5. ANDALUCIAN PLAN OF
ATTENTION TO INMIGRANTS
•
•
•
The cultural diversity which is present in Andalusia, and especially in recent
years with the arrival of students from disadvantaged countries: especially
Arab and Eastern European countries, as well as South American, but the
latter managed the language and do not have problems of linguistic
adaptation.
The main problem of these students are two:
-students who come from the Maghreb who possibly have not been
attending school ever.
-Highly disadvantaged socio-economic conditions:
access to work,
housing, irregular situation in the
country.
-Possibility of culture clashes: social behavior or
religion.
-Possibility of personality disorders due to the loss of identity (here are
Moroccan and there are Spanish)
Hence the importance of teaching them the Spanish and Spanish culture
with delicacy, reinforcing their own linguistic and cultural traits.
ANDALUCIAN PLAN OF
ATTENTION TO INMIGRANTS
• OBJECTIVES AND MEASURES.
– Objective 1.
• To facilitate the schooling of girls and children belonging to immigrant
families in the same terms that the Andalusian students.
– Measures:
• 1 Reaching out to the families and groups of immigrants, the basic aspects
of the process of school attendance and organization of education of
Andalusia and the announcements of grants and aid to the study.
• 2. Awareness-raising campaigns among immigrants for the schooling of
boys and girls in the stage of early childhood education.
• 3. Allocation of human resources and extraordinary materials to centres
which escolaricen to a significant number of immigrant students.
• 4. Access to complementary services.
• 5. Access to places in the school residences so that immigrant students can
continue their studies after having followed the mandatory teachings.
• 6. Promotion of the participation of immigrant students in extracurricular
activities of the Centre.
• 7. Formalization of agreements with non-profit entities to establish figure,
intercultural mediator.
•
Objective 2.
–
•
Measures:
–
–
•
1. creation of temporary classrooms of linguistic adaptation.
2 Formalization of agreements with non-profit organizations to support the learning of the
host language, with qualified staff who know the own language of the students.
Objective 4.
–
•
Strengthening support programmes for learning the Spanish language.
Measures:
–
–
•
1 Training and specific advice to the teaching staff of the centres that cater to students
belonging to immigrant families.
2. Publication of materials of support and advice to schools and teachers.
Objective 3.
–
•
Encourage the centres to develop projects of Centro intercultural to facilitate and promote
processes of Exchange, interaction and cooperation between cultures.
Facilitate the learning of the language of their origin countries, so that students don't lose
their culture of origin.
Measures:
–
–
–
1. Support to programmes for learning and development of the language and maternal
cultures.
2. Development of training materials for the teaching of the mother tongue of immigrant
students.
3. Management, to the countries of origin to facilitate teaching staff so the son of immigrant
students have a good command of their mother tongue and the rest of the students of the
Centre can learn them.
•
Objective 5.
–
•
Meausures:
–
–
–
•
To promote the development and comprehensive training of the adult immigrants, especially
the fathers and mothers whose daughters and children are enrolled in basic education.
Measures:
–
–
–
–
–
–
•
1. support to centres so that they put in place processes of reflection and contrast on the
intercultural perspective involving all sectors of the area in which the Centre is located.
2. Momentum of the involvement of parents of immigrant in schools students.
3. Promoting the participation of immigrant students in the students associations.
Objective 6.
–
•
Promote a social atmosphere of coexistence, respect and tolerance, especially in areas
receiving immigrants, encouraging schools to be a core of gathering and dissemination of
democratic values not only the educational community, but the own district.
1. integration of the immigrant population in adult basic education.
2. Development of education plans in the centres of adults education for the immigrant
population
3 Specific training of the teachers in adult education who work with immigrant population.
4. Establishment of agreements with associations, organizations or institutions working with
the immigrant population.
5. Promotion of the participation of persons adult immigrants in associations of students,
neighbors, cultural, etc.
6 Promote community action plans to enable the development of actions of social integration.
Objective 7.
–
Promote plans of Social integration of immigrants with the participation of various
administrations
Biography
• El sistema educativo español 2000.
– Ministerio de educación, cultura y deporte
• CIDE (Centro de Investigacion y documentación
educativa)
For more information
• debateeducativo.mec.es/documentos/andalucia.doc
http://www.terra.es/personal/fjgponce/plananda.htm
http://lenguaparainmigrantes.blogspot.com/2010/04/aten
cion-consejeria-educacion-andalucia.html
comunidadescolar.educacion.es/678/report1.html
• http://www.aulaintercultural.org/article.php3?id_article=1
0
THE ROMA POPULATION IN
SPAIN
• In Spain, by constitutional mandate, are not allowed formally
discrimination by race or ethnicity, so local censuses there is no
reference to Romas as such, what prevents having proof of the
exact number of Romas from this source of information. Significant
communities of Romas in Spain are traditionally grouped.
– By autonomous regions, Andalusia has the largest population of Roma
with close to 300,000, around 5% of the total population of the
community. Its significance is such that in October 1996, the Parliament
of Andalusia stated on November 22 day of the Roma of Andalusia. This
day is commemorated his arrival in 1462 to Andalusia.
– After this, communities where most of the Roma population is
concentrated are Catalonia (65000), the community of Madrid (60000)
or the Valencian Community(52000).
WEBSITES WITH RESOURSES
TO WORK WITH ROMA
CHILDREN
• http://aecgit.pangea.org/
– Association of teachers with Roma
a very interesting page about an Association of
teachers with Roma students with a wide
bibliography and material.
• http://www.aulacultural.org
– Very interesting page written in several
languages, with many resources and articles
about intercultural
http://jcpintoes.en.eresmas.com/ind
ex11.html
www.gitanos.org
Thanks for your attencion