With the implementation of this project, we intend to enhance the European dimension of education through the implementation of a transnational project, with an impact on the training of more active citizens. Thanks to the expansion of the network of contacts with European organizations and professionals, we aim to provide teachers and non-teachers with the opportunity to follow other ways of seeing education and the performance of their role, enabling them to change and to mobilize methodologies innovative ways of working with each other and with students, namely through the development of digital and pedagogical skills using ICT. We plan differentiated itineraries that enhance personal and professional development, through the sharing of new work practices. With challenging and innovative pedagogical methodologies focused on the needs of students and promoting their inclusion, we will be better able to respond to the challenges of VICA society. Expanding the European dimension of the curriculum, through this type of training offered to the Group's staff, will certainly be an improvement strategy. Aligned with the vectors that we defined as priorities, we outline activities that will correspond to the defined objectives.
The AEFCastro Educational Project encourages the development of projects that favor learning based on quality standards. The benefits of the Erasmus project in the professional and personal development of students and teachers is undeniable and this application would allow us to reach more members of the staff, providing them with transnational training, expanding and deepening the use of innovative teaching methodologies. The need to modernize and internationalize the know-how of teachers and non-teachers is urgent to respond more effectively to the needs of students, providing them with an innovative, quality and reference educational response, decisive in reducing dropout rates. school and increasing the quality of educational success. We believe that the development of soft skills and proficiency in a foreign language are also assumed as instruments of access to sources of knowledge and professional growth of the staff. Thus, we reflected with the middle leaders and defined the key areas of intervention for improvement: Leadership, European Project Management, Conflict Management and Inclusion, Promotion of Educational Success and Innovative Learning Methods using ICT.