1. Group A, Theme 3.1.B Poverty Among Immigrant Children By: Grace;Therésa; Simone; Kristian and Liliana.

2. Index  Definitions;  Introduction on the situation in each of our countries;  Conclusion;  Possible Project;  Discussion.

3. Definitions  Poverty can be defined in two ways: - Absolute - Relative  Child Poverty  Immigrant

4. Sweden  20% of the population are immigrants;  These are mainly from: - Mid-Eastern, - Eastern Europe, - Non European countries.

5. Sweden  1/3 immigrants;  1/13 swedish background Unemployment rate: Total 6% Immigrants 40%

6. England  ¼ people in the United Kingdom (UK)  1/3 Children  ¼ of UK children live in Poverty  14% of these fall behind in school.

7. England Overseas-born population as a percentage of total UK population

8. England  Immigrants are: Pakistani; Pakistani; Bangladesh; Bangladesh; Black African; Black African; Black Caribbean; Black Caribbean; Chinese; Chinese; Indian. Indian.

9. England

10. England  2/3 of Pakistani and Bangladesh  Black Caribbean, Bangladesh and African are twice as likely to be unemployed

11. Portugal  1990’s Emigrantes to Immigrantes  1991 – 1.91% immigrants (67% increase).  Immigrants are from: - African - European - Asian - South America - Eastern Europe

12. Portugal  Two Stages of immigration;  2000 population growth 0.63%;  Work related immigration;  Comparison within immigrants.

13. Portugal  11.9% immigrants unemployed;  30.1% work illegaly;  11.8% received benefits;  55.6% health services

14. Germany  1 of 4 is hit by poverty  economic situation worsened since 1998 1998 19 % had a salary beneath the poverty level 2003 increased to 23 %  Different situation by origin - migrants of Turkish origin - migrants from western countries’ - migrants who have acquired German citizenship

15. Germany  600.000 migrants were dependent on social welfare (status as in December 2003) 530.000 migrants (20%) were unemployed in 2003/04 (status as in May 2004)  Reasons: - difficulties to recognise school diplomas and vocational training - non-EU-national may get a job only if no German or EU-citizen can fill the vacancy concerned (‘priority principle’)

16. Germany  In 2003: 28 % children with migration background lived in precarious living conditions (statistic for people under 20)

18. Conclusion  Commonalities and differences exist between all the countries and the situation of immigrants  Most striking commonality is the Cycle of Deprivation

19. Conclusion “If poorly qualified you are more likely to be poor and unemployed; if poor and unemployed your children are more likely to receive poor qualifications” (Barry and Hannan)

20. Conclusion Ghetto type communities  Segregated areas in bigger towns and cities,  Sharp borders between the areas of poor and rich, economical situation, social and cultural differences  Negative and positive aspects

21. Conclusion Cycle of Deprivation  Among children with migration background in ghetto type communities  High risk of ending up in poverty themselves and to not find a way out of the ghetto  Reasons are bad education, language skills, no positive role models..

22. The Give and Take Project

23. Give and Take Project Different approaches:  School – balance between learning and playing  Peer group and family – youth club Peer mentors, giving and receiving, helping each others Peer mentors, giving and receiving, helping each others Language lessons, homework support, after care Language lessons, homework support, after care

24. Give and Take Project Internet and computer lessons, basic computer skills Internet and computer lessons, basic computer skills Activities chosen by children (e.g. credit points for giving and receiving, use of the resources) Activities chosen by children (e.g. credit points for giving and receiving, use of the resources) Lunch Lunch Travel facilities to school, youth centre and outdoor activities Travel facilities to school, youth centre and outdoor activities

25. Give and Take Project Drop-in-centre for families Drop-in-centre for families Evaluation Evaluation Cooperation Cooperation Fund raising Fund raising

26. Anti Oppressive Practice Partnerships Volunteers, Parents, Estudantes, Peer Mentors Immigrant Children

27. Anti Oppressive Practice Children play a central role in the service and their participation should move towards a partnership level.

28. Bibliography Armut im frühen Grundschulalter: http://www.nationale-armutskonferenz.de/publications/ Fachbeitraege%20Kinderarmut/03_12_A_ISSArmut_Zusammenf.pdf Child poverty in rich countries 2005 http://www.unicef-icdc.org/publications/pdf/repcard6e.pdf Kinder mit Migrationshintergrund im 10. Kinder- und Jugendbericht der Bundesregierung http://www.liga-kind.de/pages/boosn100.htm Poverty among immigrants in Germany http://www.european-migration-law.net/modules.php ?name=News&file=article&sid=159