HIGH SCHOOL. “FELIPE DE BORBÓN” Ceutí, September 09 “A NEW REALITY PROJECT” ANALYSIS OF POSITIVE AND NEGATIVE EFFECTS OF IMMIGRATION KAUNAS - LITHUANIA - SEPTEMBER 09 CONTENTS: 1.EDUCATION AND IMMIGRATION 2.FAMILIES AND SOCIETY 3.ECONOMY AND IMMIGRATION 4.CONCLUSIONS OBJECTIVE: Analyzing the positive and negative effects of immigration. Determine the causes and the reasons of the inmigration relating them, as far as posible to the economic studies realized in the project.

1. EDUCATION AND IMMIGRATION: DROP-OUT AND SCHOOL DISAFFECTION COMPULSORY EDUCATION SPANISH’S PUPILS INMIGRANT’S PUPILS PROMOTION  35% TRUANCY  7% PROMOTION  32% TRUANCY  8% POST COMPULSORY SPANISH’S PUPILS INMIGRANT’S PUPILS PROMOTION  55% TRUANCY  6% PROMOTION  71% TRUANCY  7% 1.Low rate of promotion. 2.High % of Drop-out. CONCLUSIONS 1.Low rate of promotion. 2.High % of Drop-out.

6. FIGHTING AGAINST DROP-OUT AND SCHOOL DISAFFECTIONS LANDERSHIP STUDIES CURRICULAR ADAPTATIONS ADDITIONAL SUPPORT TACHER BOOSTER CLASSES SPECIAL GROUPS OF STUDENTS GUIDANCE DEPARTAMENT STUDENTS TUTORING PARENT TUTORING PSYCHOLOGICAL SUPPORT TO FAMILIES PSYCHOLOGICAL SUPPORT TO STUDENTS

1. EDUCATION AND INMIGRATION (2) THE SCHOOL ABSENTEEISM harms and INFLUENCES the DISCRIMINATION of the inmigrant families 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 SPANISH FAMILIES think that their CHILDREN DO NOT have any PROBLEMS with INMIGRANTS SOMETIMES there are PROBLEMS with INMIGRANT pupils in the CLASSROOM A GREATER COMUNICATION between students and teachers would help to a BETTER ENVIRONMENT and INTEGRATION Inmigrant families consider EDUCATION AS THE SPANISH

1. EDUCATION AND INMIGRATION (3) SHARING CLASSROOM with other nationalities makes us be MORE TOLERANT ATTENDING TO CLASS will HELP them in the FUTURE The PROBLEMS with classmate ARE SOLVED TALKING The EDUCATIONAL CENTRES are the SUITABLE place to FOMENT THE INTEGRATION Inmigrant families consider EDUCATION AS THE SPANISH Inmigrant students are TOTALLY INTEGRATED

2. FAMILIES AND SOCIETY SOCIETY IS IN FAVOR OF EQUALITY between people FAMILIES RESPECT DIFFERENCES in people SOCIETY DOESN’T REJECT because of race, religion or thought EVERYONEl have FRIENDS OF OTHER NATIONALITIES FAMILIES DO NOT IDENTIFY THEMSELVES with members of OTHER NATIONALITIES INMIGRANTS have SOMETIMES suffered VERBAL OR PHYSICAL ATTACKS THERE ARE RACIST BEHAVIOR IN SOCIETY SOCIETY THINKS INMIGRATION IS sometimes NEGATIVE POSITIVE NEGATIVE

INMIGRATION in Spain will FALL TILL 53,8% between 2009 and 2011 IMMIGRATION accounts for 12% OF THE WORKFORCE 3. ECONOMY AND IMMIGRATION SHARING WORKS with another nationality makes us MORE TOLERANT Immigrants and national workers HAVE PRACTICALLY THE SAME PREPARATION There are GOOD RELATIONS between the Spanish WORKERS and inmigrants INMIGRANT are doing the WORK that SPANISH DO NOT WANT (the field) Only in SOME CASES they receive the SAME SALARY as Spanish It is NOT EASIER for inmigrant WOMEN TO FIND A JOB POSITIVE NEGATIVE

4. CONCLUSIONS HIGH PERCENT OF DROP-OUT AND LOW RATE OF PROMOTION FINAL GOAL: SOCIAL INTEGRATION The economic RECESSION IS NEGATIVELY affectting the process of INTEGRATIONS OF INMIGRANTS. The INMIGRANT pupils DO NOT HAVE THE SAME EDUCATIONAL LEVEL, there has been necessary an ADJUSTMENT CURRICULAR. Inmigrant students are TOTALLY INTEGRATED