ON THE RIGHT TRACK - NAVARRE

Advice/Guide E/L2

Foreigners in Navarre (2010)

In Spain: 12,2%

(5.708.940)

Total Population (Navarre): 636.924

Foreigners: 70.931

13%

14%

9%

9%8%

41%

6%

Morocco: 9.572

Ecuador: 9.394

Romania: 6.585

Bulgaria: 6.485

Portugal: 5.892

Colombia: 4.356

Foreigners by Nationality

Otras

Status – Rights

• Status:– Legal (Residence Card): 88 %– Irregular: 12 %

• Rights (registered immigrants)– Healthcare– Social Services– Education

• < 18 years old: right and duty• > 18 years old: right

Services for Immigrants• City Hall

– Basic Social Services• Advice and guidance

• Social Initiative Entities– Unions y NGOs (Cáritas, Red Cross)

• Advice and guidance• Training: mostly in order to get a job

• Office for the immigrant (Navarre)– Action Plan for the reception and attention for immigrants in Navarre

– Aid to municipalities, immigrant associations and organizations of social initiative

Adult Education

Make effective the right to education for immigrants over 18 years old to facilitate integration

– Specific courses:• Language• Briefing of lifestyle in Navarre• Highway Code

– Programmes leading to degrees• Compulsory• Post-compulsory

Adult Education– E/L2

Adult Education CentersAdult Education Centers

•Pamplona

•Tudela

Adult Education ClassroomsAdult Education Classrooms

•Noroeste

•Tierra Estella

•Ribera

•Media

•Pirineo

Territorial distribution of foreign population in Navarre (2009)

PAMPLONACPEBPA José Mª Iribarren

• Regional/Zone Public Centre. The activities take place in:– Downtown

– Classrooms in Pamplona’s neighbourhoods (5)

– Classrooms in the Penitentiary Centre in Pamplona

– Classrooms in the region’s towns (8)

• September 2010 enrolment: 1.5761.576• Teaching staff: 21 teachers (f) + 11 teachers 21 teachers (f) + 11 teachers

(m)(m)

Alternatives / Choices

•Basic Education: 191

•Literacy.

•Disabled Adults.

•People at social exclusion risk.

•Spanish (E/L2): 641

•Personal training: 744

•Languages (French and English)

•Computers

•Literary gathering

•On-line courses (Mentor)

•Basic Education: 191

•Spaniards: 128

•Foreigners: 63

•Spanish (E/L2): 641

•Personal Training: 744

•Spaniards: 678

•Foreigners: 66

806 - 770

ParticipantsSpaniards/Foreigners

•Basic Education: 63

•Spanish (E/L2): 641

•Personal training: 66

Foreigners - Courses

+ Highway Code courses: 50

Foreigners Spaniards

Participants - Gender

0

20

40

60

80

100

120

140

Morocco: 125

Bulgaria: 98

Senegal: 78

Nigeria: 54

Romania: 40

Brazil: 31

China: 30

Poland: 29

Ghana: 28

Ecuador: 26

66 nationalities

Foreigners - nationality

• Contacts:– Social Services– District

Units– Municipal Councillors in

Education– Associations for Immigrants– Red Cross, Cáritas and other

NGOs– Schools

• Posters, leaflets• Website

Dissemination

Courses E/L2 - Levels

Levels Courses Participants Weekly Schedule

A0 15 198 7-8 hours

A1 11 206 6 hours

A2 4 107 6 hours

B1 4 85 4 hours

B2 2 45 3 hours

Teaching staff: 14

Welcome - Guidance

A0 - A1- A2 - B1 - B2

Interview(Oral level)

A0

WRITTEN TEST

A1-A2-B1-B2

First weeks (Observation)(Tutoring + level test AVE)

Basic Training

ILLITERATE

BasicTraining

Welcome: When – Who

• Regular periods: September - February– Prior to the start of the course– Morning and afternoon– Most of the teaching staff

• Throughout the course– Hours of opening: welcome (morning and afternoon)– E/L2 teaching staff– Registration and level test:

• Place available registration

• There is no place waiting list

Registration

• Registration– Free (7€ for materials)– Photo– Legal status is not required

• Attendance– Student will be removed if they do not attend

for 3 weeks without justifying the absence– Special guidance: basic income, support …

• Available places filled from the waiting list– Personal phone call

Group Distribution

• By Level (centre)• Mixed (not differentiated by gender)• Diversity (various nationalities)

Heterogeneous groups: age, nationality, gender

Curricular Plan

Cervantes Institute Curricular Plan:

Reference levels for Spanish as recommended by the Council of Europe.

Materials• Designed by the Centre

• Manuals EL/E and supplementary materials published.

• AVE: Spanish Virtual Classroom

Spanish Virtual Classroom(AVE)

Spanish Virtual Classroom(A2.1)

Placement Test(http://ave.cervantes.es/ing.htm )

Certificates

• Centre– Attendance– Hours– Level

• Cervantes Institute (DELE)– Official certificate– Levels: A1 - A2 - B1 (Basic) - B2

(Intermediate) - C1 - C2 (Advanced).– Authorized centres: universities.– Three examination sessions: May,

August, November.– Fees: 75 – 135 € (depending on level).

Surveys

• 307 surveys. – A0: 74– A1: 108 – A2: 65– B: 60

• To assess :– Information and dissemination– Welcome and guidance– Courses

Participants

• People in A1, A2, B levels attend the centre on arrival to the country (> 70% the first year).

• People with little training / education take longer in attending the centre: 34 % of A0 have been 6 years or more in Spain.

• 23 % of the people return to the centre after withdrawing from class.

How do they know about the courses?

-Friends, family, relatives -City Hall

-Posters, leaflets -Associations for immigrants

-Other

The most valued

• Teaching staff: kindness, preparation, • Centre: organization, cleanliness,

proximity, media, library, computers, internet.

• Variety of schedules.• Excursions and cultural activities.• Very cheap.

To improve

• More hours

• To offer more courses for professional training

• More time on computers

• More library hours

• More cultural activities

WelcomeOrientation

• The most valued– Relation with the teaching staff– Group, colleagues– Materials– Complementary Activities

• To improve– First contact– Information about the Centre

activities– Information about the course– Number of hours

INTERNAL FACTORSWEAKNESSES

Continuous incorporation of new students. Lack of tutorial attention before entering

the group Teachers’ disparity on the interpretation of

the welcome criteria Group instability due to the student changes Irregular attendance and high level of drop

outs Not enough amount of teaching hours for

the lowest levels The Centre doesn’t have a Coaching

Department Group diversity to be monitored by each

teacher. Difficulties when coordinating

STRENGTHS

Teachers’ positive and open attitude towards the diversity of nationalities and cultures

Teachers’ experience on adult education Flexible offer, adapted to the student needs

and interests. Variety of levels and timetables.

The Centre has appropriate facilities and technological resources.

Good atmosphere at school. New teachers are supported by the rest of staff and management.

Library with book loan and Internet service for students.

Teaching staff satisfaction for the work done and the degree of achievement of the foreseen objectives.

SWOT

EXTERNAL FACTORSTHREATS

Lack of contact with other similar schools in the country. Ignorance of other experiences.

Lack of coordination with other centres of support and social and training centres for immigrants in the same area.

Insecurity as we ignore the Administration Plans on the adult education.

Non-satisfactory answer to the teachers’ demands for continuous training.

Economic crisis: threaten the continuity of part of the student.

Not enough teaching staff. Inhibition of the Administration to improve

the centre. There is no coach among the school staff

OPPORTUNITIES

The possibility to use the Spanish Virtual Classroom within the courses.

Be the reference centre for adult education in the area and being known by all the institutions.

The need that foreign people have to learn Spanish is a great motivation to attend the courses.

The Administration allows anybody to study the courses, without taking into account their legal situation.

Citizens from the countries newly integrated into the EU increase the demand of Spanish to keep on studying and to improve their qualifications.

Be a zone reference centre allows us to have courses in other places and bring the lessons closer to the participant’s home.

The big development of the ICTs. High rates of unemployment produce an

increase in the training demand.