Presentation on theme: "SOCIAL DISADVANTAGES IN EDUCATION, IN ANDALUSIA, SPAIN INMACULADA LUCIA GIMENO MATH TEACHER IN ANDALUCIA."— Presentation transcript:
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 publicly- funded 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.
MORE INFORMATION ABOUT THE EDUCACIONAL SYSTEM For more information, you can consult, the next website: http://lenguaparainmigrantes.blogspot.com/2010/04/atencion- consejeria-educacion-andalucia.htmlhttp://lenguaparainmigrantes.blogspot.com/2010/04/atencion- consejeria-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 Hispano- Moroccan 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. –Encourage the centres to develop projects of Centro intercultural to facilitate and promote processes of Exchange, interaction and cooperation between cultures. 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. –Strengthening support programmes for learning the Spanish language. 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. –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. –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. Meausures: –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. –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. 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.orghttp://www.aulacultural.org –Very interesting page written in several languages, with many resources and articles about intercultural