* Cooperation between vocational training centres and companies to improve the training of teachers and thus facilitate, in addition to updating their curricula, the identification of students' needs. * Collaboration with counterpart institutions for the internationalisation of skills and new teaching methods. * The cooperation of students and teachers with companies in the European market in order to meet the needs arising from globalisation. * To promote the integration of our students in the labour market, both nationally and internationally. * To promote the training and labour mobility of our students. * To share, learn and improve different teaching-learning methods and tools by applying quality criteria. * To improve the personal, professional, social and linguistic competences of the participants. * To increase the understanding of other cultures among the participants of the programme. * To actively participate in society by developing European citizenship awareness. * To promote the mobility of disadvantaged learners by helping them to overcome economic and social obstacles,
IES Alisal is a public bilingual centre for English and Vocational Training located in Santander (Cantabria). Since the 1992/93 academic year, the following courses have been taught in morning and afternoon shifts: Educational programmes that do NOT fall within the scope of this application. * ESO, Baccalaureate, Higher Level Training Cycles and Specialisation Courses. Educational programmes that fall within the scope of this application. * Basic Vocational Training. - Hairdressing and Aesthetics. * Intermediate Level Training Cycles. - Aesthetics and Beauty. - Administrative Management. - Microcomputer Systems and Networks. The age of the students in the centre is between 12 and 50 years old. Due to the students who return to vocational training (both distance and on-site), in order to improve their employment situation. Geographically, the majority of students come from the area surrounding the centre, although this majority is altered if we refer to the students of vocational cycles in the centre, although this majority is altered if we refer to the students of vocational cycles in the centre. This majority is altered if we refer to students in vocational cycles, especially distance learning. In this context, pupils come not o