Transcript EUROPEAN PROJECT COMENIUS “A NEW REALITY” Partner: Spain (DATE: MAY 2009) QUESTIONNAIRE IN OUR HIGHSCHOOL CONTENTS: 1. 2. 3. 4. 5. STATISTICAL UNIVERSE: THE SAMPLE PROFILE OF THE POLLED SOCIETY AND INMIGRATION EDUCATION.

EUROPEAN PROJECT COMENIUS
“A NEW REALITY”
Partner: Spain (DATE: MAY 2009)
QUESTIONNAIRE IN OUR HIGHSCHOOL
CONTENTS:
1.
2.
3.
4.
5.
STATISTICAL UNIVERSE: THE SAMPLE
PROFILE OF THE POLLED
SOCIETY AND INMIGRATION
EDUCATION AND INMIGRATION
CONCLUSIONS
OBJECTIVE: Determine the causes and the reasons of the inmigration
relating them, as far as posible to the economic studies realized in the
project.
Partner: Spain
Ceutí, May 09
1. STATISTICAL UNIVERSE: THE SAMPLE
STATISTICAL SAMPLE  107
With the intention that the sample be sufficiently
STATISTICAL UNIVERSE  935
All the group connected with the highschool
representative of the universe to study, we
surveyed the following people:
“Felipe de Borbón”:
 Spanish pupils: 400
 Inmigrant pupils:100
 Families of national pupils : 200
 Families of inmigrant pupils : 100
Educational community: 80
 Businesspeople: 35
Spanish pupils :


Secondary school: 43
Baccalaureate and Vocational education:
43
 Inmigrant pupils:
 Secondary school: 5

Baccalaureate and Vocational education :
6
 Families of nacional pupils : 6
 Families of Inmigrants pupils : 6
Educational community : 22
 Businesspeople : 7
2. PROFILE OF THE POLLED
THEY DO NOT
REJECT because of
race, religion or
thought
(80 %-100%)
INMIGRANTS seek:
• JOB
•QUALITY OF LIFE
THEY RESPECT
DIFFERENCES in people
(80%-100%
SOCIAL
INTEGRATION
RACISM
They are IN FAVOR
OF EQUALITY
between people
(90%)
They all have
FRIENDS OF OTHER
NATIONALITIES
(90%)
INMIGRATION IS sometimes NEGATIVE
25% Inmigrants, 50% Spanish
THEY DO NOT IDENTIFY
THEMSELVES with members of OTHER
NATIONALITIES
They all see RACIST BEHAVIOURS in
their ENVIRONMENT
They have suffered VERBAL OR
PHYSICAL ATTACKS
45% - 50%
3. SOCIETY AND INMIGRATION
Inmigrants come from America (Ecuador) and from Africa (Marrocco)
They are doing
the WORK that
SPANISH DO
NOT WANT (the
field)
Only in SOME
CASES they
receive the SAME
SALARY as
Spanish (70%)
There are GOOD
RELATIONS
between the
Spanish
WORKERS and
inmigrants
It is NOT EASIER
for inmigrant
WOMEN TO FIND
A JOB (50%)
The inmigrants and
national workers
HAVE
PRACTICALLY THE
SAME
PREPARATION
Inmigrants see
RACIST FEATURES
in their
NEIGHBORHOOD
(50%)
SHARING WORKS
with another
nationality makes
us MORE
TOLERANT
Inmigrants can EASILY come TO SPAIN without any handicap (50%)
There is NOT an adequate POLICY OF INMIGRATION (70%) (C. Ed. 45%)
4. EDUCATION AND INMIGRATION
Do inmigrant families consider EDUCATION AS THE SPANISH ONE ?
(NO Spanish pupils 60%) (YES The rest 75%)
ATTENDING TO
CLASS will HELP
them in the future
(84% Nationals –
100% Inmigrants)
SHARING
CLASSROOM with
other nationalities
makes us be
MORE TOLERANT
(70% - 100%)
Inmigrant
students are
TOTALLY
INTEGRATED
(63%)
The PROBLEMS
with classmate
ARE SOLVED
TALKING
(50%)
If your friends
suggest you NOT
TO GO TO
CLASS, only 15%
WOULD NOT GO
The EDUCATIONAL CENTRES are the SUITABLE place to FOMENT THE
INTEGRATION (YES -60% to 100% of inmigrants families)
4. EDUCATION E INMIGRATION (2)
Do inmigrant families consider EDUCATION AS THE SPANISH ?
(NO Spanish pupils 60%) (YES The rest 75%)
THE SCHOOL
ABSENTEEISM
harms and
INFLUENCES the
DISCRIMINATION of
the inmigrant
families
(50% -70%)
SOMETIMES
there are
PROBLEMS with
INMIGRANT
pupils in the
CLASSROOM
(50%)
SPANISH FAMILIES
think that their
CHILDREN DO NOT
have any
PROBLEMS with
INMIGRANTS (83%)
A GREATER COMUNICATION between students and teachers would
help to a BETTER ENVIRONMENT and INTEGRATION
( Students100%; School Community 70%; Families 75%)
The INMIGRANT pupils DO NOT HAVE THE SAME EDUCATIONAL LEVEL,there has
been necessary a ADJUSTMENT CURRICULAR and the rest of the CLASS has seen
his ATTENTION REDUCED (Pupils 35%) (School Community( 59%)
5. CONCLUSIONS





Inmigrants ENDURE RACIST ACTS in their neighborhood, in the
school and at work.
The inmigrants realize frequently the WORKS that the SPANISH
DO NO WANT.
There is NOT an adequate POLICY OF INMIGRATION.
The INMIGRANT pupils DO NOT HAVE THE SAME EDUCATIONAL
LEVEL, there has been necessary an ADJUSTMENT CURRICULAR.
The economic RECESSION IS NEGATIVELY affectting the process
of INTEGRATIONS OF INMIGRANTS.
SOCIAL
INTEGRATION
RACISM