The desire and need for training that we have as teachers to be able to offer our students a good preparation to face the challenges of the future, made us analyze the needs, we set different priority and secondary objectives and areas of improvement that later the SPECIFIC OBJECTIVES were specified. (SO) following: SO1 Promote an increase in the number of teachers who participate in European training actions. SO2 Improve teacher training in methodology based on Integrated Learning of Contents and Foreign Languages (CLIL). SO3 Integrate into the center's programming activities that include technological tools and the innovation of active pedagogies. SO4 Design, improvement, development and evaluation of a Center Language Plan. SO5 Design of environmental actions aimed at all students. SO6 Integrate into the center's programming activities aimed at environmental education. SO7 Improve the language skills of teachers in a foreign language. SO8 Integrate new procedures related to inclusion and attention to diversity.
Based on the Strategic Plan of our center (PE) for the years 2019-2023, the result of the reflection of the Management Team (ED), with the help of the Educational Inspectorate and the entire educational community, we designed a project of internationalization that would respond to the educational challenges of the moment and contribute to developing the key competences highlighted in the European Union. The drafting of the PDE was based on two backbones: the objectives pursued by the European Union in the field of education until 2020 and the needs of the Center to achieve these objectives. The analysis of the needs was the result of various sources of information such as the final evaluation report of the EFQM quality system to which we are adhered, the SWOT evaluation prepared by all the teaching staff, the Diagnostic Evaluation in some stages, the annual surveys that The educational community responds as well as other less formal sources. Therefore, we see the need to develop our PDE to address the different needs identified in three areas: institutional, faculty and student needs.