Our CEP shares a number of needs and objectives with the educational institutions that are part of it (school teachers and inspection services in its field). Our aim is to contribute to the renewal of education and training as a key player in shaping the future of Europe, contributing to a more cohesive, inclusive, digital, sustainable, ecological and resilient Europe. This led to the objectives and challenges of this project: 1.- To know effective procedures to reduce early school leaving. 2.- To know and offer innovative proposals for entrepreneurship according to EU models. Examples of how to transfer entrepreneurial initiatives to teachers and students. 3.- To learn ways of integration and inclusion from other European regions for immigrant students or students of foreign descent, in order to reduce school dropout and/or failure, learning from the measures and strategies used in other centres. 4.- To develop educational programmes that incorporate digitalisation and personalised attention for all pupils. Integration of ICTs in education, using ICTs as empowerment tools for all pupils.
Centro del Profesorado GR 2 (CEP Motril) is an educational entity that deals with the management, delivery and certification of initial and continuing teacher training in schools in the province of Granada. In the coastal area around Motril and in inland rural areas (Valle de Lecrín and Alpujarra regions). The Motril CEP works in coordination with the representative of the Education Inspection Service assigned to the area. We attend to the training and pedagogical updating needs of teachers of Infant, Secondary, Permanent Education, Vocational Training, Arts and Languages. The CEP's priority lines of action are: Incorporation of digital tools into classroom dynamics. Innovative and participative educational models. Prevention and fight against school failure/abandonment and bullying/cyberbullying. Inclusive and gender equality modalities. Exchange and dissemination of good educational practices. Integration of Environmental Education. Promoting attention to students with Special Educational Needs. Integration of emotional and social intelligence in education. Attention to immigrant pupils. Another priority is the preferential attention to rural centres in the area.