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The aim of this article is to analyze inequality and inequality of opportunity (IOp) for the Spanish regions Autnomous Communities (CCAA), paying main attention to the situation of foreign immigrants. For this purpose, we use the European Social Survey of Income and Living Conditions database and some variables regarding individuals' perceptions about immigration from the European Social Survey. We find that both income inequality and IOp increase between 2004 and 2010 for the great majority of the Spanish regions. Moreover, we observe convergence between regions in terms of IOp, while there is not convergence in terms of income inequality. In addition, the contribution of the different variables used as circumstances to estimate IOp varies greatly. The contribution to IOp of being an immigrant experienced a considerable and worrying increase, whereas the importance of family background characteristics is reduced to a great extent. Likewise, the analysis in deep of the situation of immigrants provides some interesting evidence. Firstly, we show that immigrant population experienced a downturn in their situation in terms of income; secondly, we find that, according to individuals' perceptions about immigration, as the share of immigrants rises, there is an improvement in their impact in cultural life. [ABSTRACT FROM AUTHOR]

There is a growing international consensus that considers equity as a necessary, though not sufficient, characteristic of the quality of education systems. PISA 2015 has established two fundamental pillars of equity: equal opportunities and educational inclusion. Regarding equal opportunities, the OECD has chosen to distinguish the influences on students from the circumstances, on the one hand, and the effort, on the other. Of the first the student would not be responsible; of the second if it would be, by virtue of their individual choices. Regarding educational inclusion, it has established a distinction between academic inclusion and social inclusion. The present work is based on that same conceptual framework, but it enriches the indicators of equality of opportunities through indexes of processes that would improve the results of the students operating on their circumstances from the school environment. From the samples of Spain and its seventeen autonomous communities in PISA 2015, this work makes the measurement of a broad set of indicators and analyzes the relationships between them. From this broad set of empirical results, it draws relevant consequences for the improvement of the education system in Spain and its autonomous communities in terms of equity. [ABSTRACT FROM AUTHOR]

El artículo enfoca en la atención a la diversidad en una escuela en Navarra, España y la reforma educativa. Se dice que dos principios que fomentan y garantizan la calidad en educación son la justicia y la búsqueda y promoción de la participación. Se plantea la cuestión de cómo están reflejados esos principales en el sistema escolar navarro. Se hablan de las reformas llevadas a cabo a partir de 1990 y el esfuerzo realizado para afrontar la diversidad y la promoción de la igualdad de oportunidades.

In this article, we analyze the extent to which an individual's socioeconomic status is inherited and how equality of opportunity could be increased to improve social mobility. Poverty and deprivation can stop being dynastic-like if the social elevator works. In Spain, income inequality, measured by the Gini coefficient, rose from 0.31 in 2006 to 0.35 in 2012 (moving away from Scandinavia and Central Europe and more closely resembling income inequality in the UK or the United States), while the degree of intergenerational mobility is half-way between that in Italy and the United States. To change this situation and make the social elevator work, primary education should be improved and the health system should be steered toward primary healthcare. This will not be feasible without an improvement in politics and the institutional framework that determine these factors., (Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.)