The objectives have been defined after a joint reflection between the management team, different teaching departments and international project coordinators, after analysing the situation of the centre and its needs, which are as follows: 1- Improving academic results. 2- The improvement of coexistence in the center. 3- The improvement and diversification of the methodology used by teachers. These 3 identified needs justified our 5 objectives: 1- Continue and consolidate a path of internationalization, in a context in which European values of diversity, multiculturalism and knowledge transfer have so much to contribute to teachers, students and the entire educational community. 2- Collect from our visits to European countries different teaching experiences that we can apply in our school. 3- Register and analyze different forms of organization that favor an intercultural and inclusive education. 4- To expand our contacts with European centers to definitively develop the idea of applying for a KA2 in upcoming courses. 5- Improve the communicative competence of the participants to improve the academic results of the students.
The IES Bajo Cinca has experienced a growing process of internationalisation in recent years thanks to its participation in the Erasmus+ programme. The results of previous projects have proved very useful for the training of teachers and the improvement of the educational quality of the school. All this has been possible thanks to contact with other educational centers and training organizations, which has resulted in the acquisition/improvement of various teaching and professional skills. In view of these positive results and in the context of continuous improvement, a new Erasmus+ project was considered appropriate. Through this project we have sought to acquire new knowledge and improve different aspects of our educational practice in order to improve our organization. We were interested in topics such as the functioning of the school, the academic results of students and school coexistence. For this reason, the mobilities carried out have promoted the communicative competence of teachers, training in innovative methodological approaches and research on different forms of school organization that promote intercultural dialogue and inclusive education.