1. An improvement in the integration of students through the use of foreign languages. Our center welcomes students from various countries, and the foreign languages spoken in our center, by the students, add up to a total of 37. In several of the courses, the knowledge of languages official, Spanish and Catalan, is null, so in the beginning the vehicular language of the classroom is English. If the teacher has little or no knowledge of the English language, it is very difficult to establish a correct classroom dynamic, and language teaching is greatly complicated and slowed down. Teachers are already committing to improve their command of foreign languages, and our intention is to observe how in the countries where we intend to make the observation of the classrooms make use of the English language to be able to create group dynamics more integrators within the classroom, observe if certain types of phrases and verbs are used; in short, what use of the English language is needed for the correct integration of the classroom. 2. The introduction of new teaching tools in the classroom through the acquisition of basic skills of the student body. Our center needs to observe different teaching methods and observe how methodologies are used innovative (flipped classroom, gamification, collaborative learning) within the classroom in order to motivate students diverse, and meet the needs of students, whether derived from different educational levels, heterogeneous ages in class groups and diversity caused by differences in knowledge of the language. 3. An increase in the use of ICT skills by students with the aim of creating more dynamic classes. Learn to use different computer tools that enable collaboration between our students and students from other countries. Our goal is to work online with students from other countries and to be able to create joint activities. It would be an excellent opportunity to provide the knowledge acquired by the students with an international dimension and a European perspective. We are training future workers to that they can broaden their job prospects and their sights towards other countries of the European community.
When the Erasmus commission was created, the first thing we did was analyze what the most immediate needs of our center were. To do this, we conducted individual interviews, online questionnaires and spoke with the tutors of the courses. As a conclusion we have found that: Despite the fact that our center has teachers who are very involved in the training of students, we should improve our skills in: - Treatment of student diversity. The teaching staff does not have sufficient resources to give adequate treatment to the different types of diversity present in our center. - Familiarize ourselves with the Moodle platform, or other similar ones, and ensure that knowledge of this tool allows us to adapt to the needs and pace of the students. - Integrate the contents within the projects in order to be able to offer a more globalized approach. - Treatment of the English language in the classroom in order to make the teaching of the language more dynamic and attractive. Once the needs were detected, an order of priorities was established in relation to the training needs. For this, we set three main objectives framed under a specific goal: to avoid the premature abandonment of students in the center. The three established objectives were: 1) Improve the integration of students through the use of foreign languages 2) Introduce new teaching tools in the classroom that favor the acquisition of basic skills by students 3) Improve the ICT skills of students with the aim of creating more dynamic classes Based on these three objectives, we looked for centers in Italy and Finland, where we could observe how these three competences are treated. In addition, we looked for courses in Prague where we would also learn digital skills and group cohesion. The profile of the students in our center is made up of very diverse groups: 1) GESO: compulsory secondary education. The students are between 18 and 23 years old, in some cases also students over 40 years old. They have not finished compulsory secondary school, for different reasons, which are usually related to the socio-economic reality. 2) MEI: they are groups of students between 18 and 20 years old approximately. They come from countries with non-Romance languages. The center offers them a series of core subjects, although the main objective is that they learn the official languages of the community well and facilitate their path to integration into society. 3) Access to a higher degree and to the University for students over 25: they are usually young students who, for different reasons, have not been able to complete their studies and wish to complete their training in order to have access to better jobs, for the most part. In the university entrance exams, the center also has students who come from listeners, mostly retired older people who want to continue learning. 4) Language courses: Spanish, Catalan and English: the profiles and motivations of these students are very diverse, so teachers need a wide range of resources so that each student finds their motivation and adapts to the learning process of each student. 5) Computing: The school offers four courses, from level 0, where most of the retired students enroll, to COMPETIC level 3, where advanced level digital skills are examined. For the most part, they are students who need a certificate for the job.