Educational profile of Moroccan immigrants enrolled in schools in Navarra (Spain)
Linguistic models in schoolS
Government schools
Moroccan migration
Educational system
Non-government schools
Issue Date: 
Research Plan of the University of Navarra (Plan de Investigacion Universidad de Navarra or PIUNA).
Sotés-Elizalde MA, Pons-Izquierdo JJ. Educational profile of Moroccan Immigrants enrolled in schools in Navarra (Spain). Procedia-Social and Behavioral Sciences 2015;197:361–370
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 the native ones who choose this linguistic model.

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