The fundamental reason that led us to request this project is: to promote the internationalization of the IES María Guerrero, using it as a stimulus that allows us to attend and respond to students who have some educational needs, supporting their integration in a global world. Our main goal is to work on the key competencies of those disadvantaged groups, who are often excluded from other educational programmes. Therefore, the objectives of the project are the following: 1. To work towards the inclusion and integration of all students, with the ultimate goal of reducing the early school leaving rate through comprehensive teacher training. 2. To know how other European educational systems deal with the diversity of students to achieve effective educational attention and social and cultural integration. 3. To continue to improve permanent teacher training in European languages. We would like to further develop our teachers' linguistic competence, not only in English but also in other languages. Languages are not an impediment, but rather an opportunity for development and collaboration, opening up new perspectives for work and cooperation.
IES María Guerrero has undergone some important changes and the number of students continues to increase. On the other hand, we have been an English Bilingual Institute for 6 years, which has been a challenge in the acquisition of linguistic competence for the entire educational community. This community is characterized by its dynamism and concern to give different responses to the demands of this changing society. In this sense, 5 years ago we began our opening towards Europe, creating a European development plan that has led us to work on four Erasmus KA101 projects (including this one). They have all enriched our teaching with international experiences and have made us aware of the need to improve this European Development Plan, which has already begun. In this line of action, we have obtained the Erasmus Accreditation 2021-2027. This project, unlike the previous ones, focuses on addressing the part of the student body with inclusion problems, making the center an integrating vehicle to avoid early school leaving, through the internationalization of the center, through the learning of good practices in European schools, with the application of new methodologies and the learning of new skills that attend to the emotional aspect of our educational community.