Discussion

The demographic characteristics seen in the three samples which were collected do not lead us to think that these could be very different from the student populations. Therefore we believe that the results which were shown are representative and comparable with the target population: secondary education students. Multicultural Presence The presence of different ethnic groups in the classrooms moves in variable ranges according to the centres and countries (between 1.4 % and 18.2%), although it still does not seem to be a phenomenon with excessive quantitative weight, in spite of the concern which teachers expressed in their meetings. Also, the discrepancy between the representative cultures seems to attract attention. In the Spanish sample, while the greater portion corresponds to students from South America, the teachers are more aware of the presence of Gypsies and Arabic students. In fact they have asked for external support in order to get to know them better. At the same time, they argue that their minority presence in the classroom is due to the fact that they come from cultures where education is not a priority, as opposed to the South Americans, who do claim to place great importance on learning in an academic setting. The data gathered from England and Estonia did not reflect a large number of different Ethnic groups from that of the country. Notwithstanding, England is the country which reflects the most significant percentage. As is logical, the profile was different for each country considered. Also, it caught our attention that in the visits to these countries by the programme’s participants, they all observe