An important immigration rise occurred in Spain during the last decade of the twentieth century and the first decade of the twenty-first. The Spanish education system has been affected by this phenomenon. As a result, both the national government and the governments of the autonomous communities in Spain have developed measures regarding the access and integration of this population into the educational system. In particular, we present a statistical analysis of the educational profile of the Moroccan immigrants in the region of Navarra, as compared to the immigrants from other nationalities and to the native population. For that purpose, we consider the following educational stages: Pre-primary Education, Primary Education, Secondary Education and Vocational Training. In connection with these stages we analyze the kind of school in which they are enrolled (government schools or non-government schools) and the linguistic model they select (Spanish or various combinations of Spanish and other languages). The first results confirm that the percentage of Moroccan students enrolled in government schools is much higher than the percentage of the rest of the foreign and native population enrolled in these schools. Moreover, most Moroccan students pursue their studies in the linguistic model in which Spanish is prevalent. However, the percentage of Moroccan students who choose the English Learning Program model is greater than the percentage of students from other nationalities and

Educational agents¿ demand on family involvement as a key to improve learning achievements raises home education model up to the top ranking of learning modalities, meanwhile, educational policies go to great pains to overcome school crisis. Family involvement affects children learning as much in the individual aspects as in the social participation into a world characterised by diversity. Consequently, a reflexive correspondence between individual diversity and social diversity is promoted for the improvement of staff development and social family context. In this way, family involvement and diversity are home-school keys to develop competencies; specially focussing on the autonomy and staff initiative competency and on the social and civic competency, which are included in the official curriculum of the educational system in Spain. Finally, we must emphasize the positive effects of service learning on the development of social competency of homeschoolers and the effects of technology on the development of autonomy.

Although there are numerous programs of study in Spain on the integration of immigrant student body into the formal educational system, there are not many that contemplate the incidence of immigration in this modality training programme, known as the Workshop Schools Programme, which provides a specific training for employment. This article shows the results of a study on the socio-demographic profile of student body immigrant workers enrolled in the workshop schools in Navarre (Spain). In addition, both the previous professional trajectory of this student body in their home country and their expectations of integration into the labour market after their time in the workshop school are presented. It also shows certain indications about the contribution of the workshop schools to the social integration of these people. Finally, their prospects of remaining in Navarre once they have finished their training in the workshop school are explained. There are numerous studies in Spain on the integration of immigrant students in the formal education system. However, there are not so many studies that contemplate the incidence of immigrant population in a training modality called ¿Workshop Schools Program¿. This program provides specific training for employment, thus calling its trainees ¿student workers¿. The article presents the results of a study done in Navarra (Spain) with immigrant population who enrolled in such program in the region.

Since the recognition of the right to education by the Universal Declaration of Human Rights and a number of treaties and normative instruments, countries have included such a right in their Constitutions. normative instruments, countries have included such a right in their Constitutions. In Spain, the article 27 of the current Constitution recognizes first of all the right of everyone to education as a basic right. Although the laws and their regulations are clear about the possibilities and conditions for foreign people to access to the educational services, difficulties arising in practice entail a permanent concern about the promotion of cultural diversity and intercultural dialogue. So I will consider the evolution of the idea of integration and I will explore the principles of inclusive education. 2010 Elsevier Ltd. All rights reserved. Keywords: Educational System; education for all; education quality; cultural diversity; educational laws; immigration laws; programs for integration; inclusive education.

The object of study is Africa in some of its manifestations: culture, Economics, religion; without losing sight of its repercussions in Europe through, above all, but not only, immigration. Among the many causes that make immigration problematic, we must undoubtedly highlight the lack of knowledge by each side of the other, which translates into a cultural clash. The two sides ignore each other in the literal sense of the term, not least because they do not know each other's history, culture, concerns and peculiarities. All the works make reference letter in one way or another to the mobility of the sub-Saharan population. But these movements, whether migrants or refugees, are in turn related to all other social phenomena, from globalisation to cultural change.

The book is made up of nine works, the subject of which is Africa in some of its manifestations: culture, Economics, religion; without losing sight of its repercussions in Europe through, above all, migration, at a time of movement of workers, students and companies. Three of the chapters are written in Spanish, four in French and two in English. All the works make reference letter in one way or another to the mobility of the sub-Saharan population. But these movements, whether of migrants or refugees, are in turn related to all other social phenomena, from globalisation to cultural change.

According to statistics consulted at the high school National Statistics Office (INE), Senegal has remained over the years as the Sub-Saharan African country with the highest immigration rate in Spain and the second highest in Africa, only surpassed by Morocco. At the same time, Senegal is a country in the process of being development prioritised by Spanish cooperation. As a result of these two circumstances, which suggest a large presence of Senegal in Spain, we wanted to check, through a study of the Spanish press - specifically using information obtained from the newspaper El País - how certain events in relation to Senegal are reflected, how they are treated and what subject image is disseminated about this African state. Prior to the presentation of the results of the study, certain considerations are made regarding bilateral relations between Spain and Senegal, which affect various aspects of Spanish cooperation with Senegal. Spanish cooperation with development. Our study of the press will reflect many aspects concerning the migratory phenomenon, which to a large extent are the cause or consequence of the actions contemplated in this cooperation.

This work focuses on the workshop schools, a programme for young people in Spain to develop a professional training for the employment. These programmes use eminently practical methodologies through the carrying out of works and services that respond to a social interest. The specific experience of the Ilundáin Foundation is presented. The interaction between the local socially excluded population and the immigration factor has result been a positive factor for motivation and group learning dynamics that have brought about a change in positive attitudes towards training for employment in the socially excluded population. This generality, observed over several years, has been built through the complex interaction between these two groups: social exclusion and immigrants. In order to make this generality more concrete, the case of an immigrant worker from North Africa, student, is described as an example of this positive effect. The process of analysis of this experience has been carried out using the life history method focused on Education.

status The so-called economic migrations, whose generic cause is the attempt to gain access to a better standard of living, have multiple consequences in the legal, labour, educational, social and cultural areas that place the populations that emigrate at a disadvantage compared to the nationals of the destination countries. This book gathers together programs of study and experiences that reveal the complexity of undertaking a project life in a foreign country. The main focus is on the migration realities of people of different nationalities to Europe or the United States. The approaches are different, with the aim of purpose to provide the reader with an overview that allows him or her to unravel the various components, whether particular or common, that are part of the human migration phenomenon.

In the year 2000 the lecture of Rectors of the Spanish University of Spanish Universities (CRUE) approved the Strategy for University Cooperation Strategy at development, which was presented as " manager position of the Spanish university system in favour of less developed countries. Spanish university system in favour of less developed countries "stating that "Universities can and must play a series of functions in this sense, which it is intended to that are intended to be suitably articulated with those performed by other agents". other agents". Based on this idea, the present work deals with one of the main challenges facing the world's the main challenges faced by the University in this field: to ensure that students the University faces in this field: to ensure that the students trained in it internalise that what they have learned and experienced from the actions of Education for the development (EpD) experienced in the university environment have a logical continuum university environment have a logical continuum in their professional life. professional life. To specify how this goal can be achieved, some EpD actions are explained. some of the EpD actions carried out at the University of Navarra from the the University of Navarra in the field of professor (theoretical-practical) and researcher. Palabras core topic: University; Cooperation and developing countries. development.