{"id":1390,"date":"2023-12-30T20:06:18","date_gmt":"2023-12-30T19:06:18","guid":{"rendered":"https:\/\/agora.xtec.cat\/insalfonscostafreda\/?page_id=1390"},"modified":"2026-02-10T10:22:19","modified_gmt":"2026-02-10T09:22:19","slug":"erasmus-charter-for-higher-education","status":"publish","type":"page","link":"https:\/\/agora.xtec.cat\/insalfonscostafreda\/erasmus\/erasmus-charter-for-higher-education\/","title":{"rendered":"Erasmus Charter for Higher Education"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><em>Carta Erasmus<\/em><\/h2>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/agora.xtec.cat\/insalfonscostafreda\/wp-content\/uploads\/usu2359\/bp-attachments\/1416\/SIM-250067821032209120.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Incrustaci\u00f3 del fitxer SIM-250067821032209120.\"><\/object><a id=\"wp-block-file--media-4a9d9ddd-ac16-4645-a39b-a71047fde12d\" href=\"https:\/\/agora.xtec.cat\/insalfonscostafreda\/wp-content\/uploads\/usu2359\/bp-attachments\/1416\/SIM-250067821032209120.pdf\">SIM-250067821032209120<\/a><a href=\"https:\/\/agora.xtec.cat\/insalfonscostafreda\/wp-content\/uploads\/usu2359\/bp-attachments\/1416\/SIM-250067821032209120.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-4a9d9ddd-ac16-4645-a39b-a71047fde12d\">Baixa<\/a><\/div>\n\n\n<h2>\u00a0<\/h2>\n<p>\u00a0<\/p>\n<div>\n<h1>Erasmus Policy statement (EPS)<\/h1>\n<p>\u00a0<\/p>\n<div>\n<p>Your Erasmus Policy Statement should reflect how you intended to implement Erasmus after the award of the ECHE.<br \/>Should you wish to add additional activities in the future, you will need to amend your Erasmus Policy Statement and inform your Erasmus National Agency.<br \/>What would you like to achieve by participating in the Erasmus Programme? How does your participation in the Erasmus Programme fit into your institutional internationalisation and modernisation strategy?<br \/>(Please reflect on the objectives of your participation. Please explain how you expect the participation in Erasmus to contribute towards modernising your institution, as well as on the goal of building a European Education Area 1 and explain the policy objectives you intend to pursue).<br \/>Original language (and translation into EN, FR or DE if the EPS is not in one of these languages)<\/p>\n<p>Somos un centro que ha ido creciendo en los \u00faltimos a\u00f1os y que actualmente cuenta con aproximadamente unos 800 alumnos en un entorno rural y con una gran variedad de intereses. Hay tres aspectos a destacar de una parte de nuestro alumnado: todos mayoritariamente proceden de la zona rural d\u00f3nde est\u00e1 nuestro instituto, otros de familias con bajos recursos econ\u00f3micos y otros pocos son alumnos con un alto riesgo de fracaso escolar.<\/p>\n<p>Con la ayuda del Programa ERASMUS y sus becas pretendemos llegar a todos los alumnos del centro, prestando mayor atenci\u00f3n a este perfil de alumnado que son los que tienen mayor riesgo de exclusi\u00f3n social al no tener las mismas oportunidades que los dem\u00e1s.<\/p>\n<p>Esta movilidad internacional que nos proporciona la Carta ECHE tiene como principales ventajas:<\/p>\n<p>-Que es provechosa para nuestra instituci\u00f3n en la medida en que se toma consciencia del entorno europeo en el que estamos.<\/p>\n<p>-Que supone mejorar la calidad y relevancia de la educaci\u00f3n en los CCFF de grado superior y permitir que esta formaci\u00f3n beneficie tanto a los pa\u00edses emisores como a los receptores.<\/p>\n<p>Se puede destacar que hay una petici\u00f3n expl\u00edcita de los profesores y estudiantes de nuestro centro para esta acci\u00f3n.<\/p>\n<p>En estos momentos la mitad de nuestros CCFF de grado superior son en FP dual y en breve las autoridades catalanas van a cambiar los curr\u00edculums para que todos los CCFF de Catalu\u00f1a pasen a ser duales.\u00a0 Por tanto, tendremos la posibilidad tambi\u00e9n de enviar alumnos en formaci\u00f3n dual a hacer pr\u00e1cticas o estudios al extranjero.<\/p>\n<p>Nuestros objetivos m\u00e1s concretos con el programa ERASMUS para la internacionalizaci\u00f3n y modernizaci\u00f3n son introducir el ingl\u00e9s en muchas m\u00e1s materias que las que ofrecemos en la actualidad y as\u00ed poder llegar al m\u00e1ximo de alumnos posible. El segundo ser\u00eda mejorar la formaci\u00f3n en tecnolog\u00edas de la informaci\u00f3n de nuestros alumnos y profesores con la potenciaci\u00f3n del uso de las nuevas tecnolog\u00edas. Dos instrumentos necesarios para asegurar la futura empleabilidad de nuestros alumnos y que sean ciudadanos europeos conscientes de su entorno tecnol\u00f3gico.<\/p>\n<p>Es obvio que para llevar a cabo estos dos objetivos tendremos que continuar formando a nuestro profesorado que en los \u00faltimos cinco a\u00f1os han pasado de 58 a 75.<\/p>\n<p>Este crecimiento en n\u00famero de profesores, n\u00famero de alumnos y en infraestructura hace especialmente necesaria una formaci\u00f3n internacional para los alumnos y docentes. Nuestro punto m\u00e1s fuerte sin duda alguna es nuestra atenci\u00f3n individualizada al alumno (tratamiento de la diversidad mediante refuerzos, atenciones individualizadas, desdoblamientos, tutor\u00edas, etc.), y el trabajo de unos buenos equipos docentes que siempre quieren lo mejor para nuestros alumnos.<\/p>\n<p>Desde hace 5 a\u00f1os nuestro centro ha estado trabajando con la metodolog\u00eda CLIL con unos resultados muy positivos, no s\u00f3lo en todos los cursos de la ESO sino tambi\u00e9n en ciclos formativos de grado medio y superior. El objetivo de solicitar nuevamente la carta ECHE es continuar trabajando en esta l\u00ednea porque creemos firmemente en la necesidad de formar a nuestros alumnos utilizando el ingl\u00e9s y las nuevas tecnolog\u00edas, y m\u00e1s adelante tambi\u00e9n nos gustar\u00eda hacerlo el franc\u00e9s y alem\u00e1n, como lengua vehicular en algunas materias, no s\u00f3lo las ling\u00fc\u00edsticas.<\/p>\n<p>A partir del perfil de nuestro centro, creemos que nuestras necesidades b\u00e1sicas son las siguientes:<\/p>\n<p>&#8211; Mejorar la calidad educativa y los resultados escolares en todos los niveles educativos.<\/p>\n<p>&#8211; Detectar y reducir los factores de riesgo de fracaso escolar.<\/p>\n<p>&#8211; Dise\u00f1ar nuevas metodolog\u00edas para potenciar medidas de detecci\u00f3n y tratamiento de NEE.<\/p>\n<p>&#8211; Potenciar el uso de las nuevas tecnolog\u00edas.<\/p>\n<p>&#8211; Aumentar la conciencia europea de toda la comunidad educativa.<\/p>\n<p>&#8211; Cumplir con el punto 7 del Proyecto Ling\u00fc\u00edstico del Centro sobre formaci\u00f3n de profesores para desarrollar estrategias para la docencia de materias no ling\u00fc\u00edsticas en lengua inglesa y encontrar propuestas metodol\u00f3gicas para atender la diversidad.<\/p>\n<p>En funci\u00f3n de las necesidades b\u00e1sicas de nuestro centro, los objetivos m\u00e1s concretos\u00a0 en el \u00e1mbito de la movilidad son:<\/p>\n<p>&#8211; Promover la formaci\u00f3n pluriling\u00fce de alumnado y tambi\u00e9n del profesorado, con la adhesi\u00f3n del centro a programas ling\u00fc\u00edsticos y con la creaci\u00f3n de estructuras organizativas que ayuden y faciliten el uso de las lenguas extranjeras como veh\u00edculo de ense\u00f1anza y aprendizaje en materias no ling\u00fc\u00edsticas, en todas las ense\u00f1anzas del centro.<\/p>\n<p>&#8211; Potenciar la educaci\u00f3n de hablantes pluriling\u00fces y pluriculturales con respeto a la pluralidad ling\u00fc\u00edstica y deseo de aprender y conocer otras lenguas y culturas.<\/p>\n<p>&#8211; Mejorar la calidad de los procesos de ense\u00f1anza y aprendizaje a trav\u00e9s de la utilizaci\u00f3n de nuevas metodolog\u00edas educativas en la pr\u00e1ctica diaria.<\/p>\n<p>&#8211; Mejorar los resultados acad\u00e9micos y disminuir los \u00edndices de fracaso y abandono escolar temprano; favorecer la inclusi\u00f3n.<\/p>\n<p>&#8211; Fomentar el aprendizaje interdisciplinar en todos los diferentes estudios que ofrecemos y as\u00ed mejorar el nivel de ingl\u00e9s de nuestros alumnos.<\/p>\n<p><em>We are a high school that has been growing in recent years and that currently has approximately 800 students in a rural environment and with a wide variety of interests. There are three aspects to highlight about a part of our students: all of them come mainly from the area rural where our institute is, others from families with low economic resources and a few others are students with a high risk of school failure.<\/em><br \/><em>With the help of the Erasmus Program and its grants, we aim to reach all the students of the centre, paying greater attention to this profile of students who are at greater risk of social exclusion by not having the same opportunities as others.<\/em><br \/><em>This international mobility provided by the Erasmus Charter has the following main advantages:<\/em><br \/><em>-It is beneficial for our institution to the extent that we all become aware of the European environment in which we are.<\/em><br \/><em>-It improves the quality and relevance of education in higher-level VET and allowing this training to benefit both sending and receiving countries.<\/em><br \/><em>It can be highlighted that there is an explicit request from the teachers and students of our centre for this action.<\/em><br \/><em>Right now, half of our higher level VET are in dual vocational training and soon the Catalan authorities are going to change the curricula so that all the VET studies in Catalonia will become in dual system. Therefore, we will also have the possibility of sending students in dual training to do internships or studies abroad.<\/em><br \/><em>Our most concrete objectives with the ERASMUS program for internationalization and modernization are in first place to introduce English into many more subjects than we currently offer and thus be able to reach as many students as possible.<\/em><\/p>\n<p><em>In the second place will be to improve the information technology training of our students and teachers with the promotion of the use of new technologies. Two instruments necessary to ensure the future employability of our students and that they are European citizens aware of their technological environment.<\/em><br \/><em>It is obvious that to carry out the two objectives we will have to continue training our teachers, who have gone from 58 to 75 in the last five years.<\/em><br \/><em>This growth in the number of teachers, the number of students and in infrastructure makes international training especially necessary for students and teachers. Our strongest point without a doubt is our individualized attention to the student (treatment of diversity through reinforcements, individualized attention, splitting groups, tutoring, etc.), and the work of good teaching teams that always want the best for our students.<\/em><br \/><em>For 5 years our centre has been working with the CLIL methodology with very positive results, not only in all ESO courses but also in intermediate and higher level training vocational studies.<\/em><\/p>\n<p><em>The objective of applying for the Erasmus charter again is to continue working in this line because we firmly believe in the need to train our students using English and new technologies, and later on we would also like to do it in French and German, as a vehicular language in different subjects.<br \/>Based on the profile of our institution, we believe that our basic needs are as follows:<br \/>&#8211; Improve educational quality and school results at all educational levels.<br \/>&#8211; Detect and reduce risk factors for school failure.<br \/>&#8211; Design new methodologies to enhance SEN detection and treatment measures.<br \/>&#8211; Promote the use of new technologies.<br \/>&#8211; Increase the European awareness of the entire educational community.<br \/>&#8211; Comply with point 7 of the Center&#8217;s Linguistic Project on teacher training to develop strategies for teaching non-linguistic subjects in the English language and find methodological proposals to address student\u2019s diversity.<br \/>Depending on the basic needs of our center, the most specific objectives in the field of mobility are:<br \/>&#8211; Promote multilingual training for students and also for teachers, with the centre&#8217;s adherence to linguistic programs and with the creation of organizational structures that help and facilitate the use of foreign languages \u200b\u200bas a vehicle for teaching and learning in non-linguistic subjects, in all the teachings of the center.<br \/>&#8211; Promote the education of multilingual and multicultural speakers with respect for linguistic plurality and the desire to learn about other languages \u200b\u200band cultures.<br \/>&#8211; Improve the quality of teaching and learning processes through the use of new educational methodologies in daily practice.<br \/>&#8211; Improve academic results and decrease failure rates and early school leaving; promote inclusion.<br \/>&#8211; Promote interdisciplinary learning in all the different studies we offer and thus improve the level of English in our school.<\/em><\/p>\n<\/div>\n<p>\u00a0<\/p>\n<div>\n<p>Please reflect on the Erasmus actions you would like to take part in and explain how they will be implemented in practice at your institution. Please explain how your institution\u2019s participation in these actions will contribute to achieving the objectives of your institutional strategy.<br \/>Original language (and translation into EN, FR or DE if the EPS is not in one of these languages)<\/p>\n<p>Continuando con la l\u00ednea de internacionalizaci\u00f3n de nuestro centro queremos participar en proyectos KA1 y KA2.<\/p>\n<p>Desde el 2002 nuestro centro ha participado en proyectos internacionales como el Comenius para FP, plataformas como Empresa Joven Europea, E-Twinning, acogida en pr\u00e1cticas de alumnos extranjeros y proyectos ERASMUS + KA101, KA102 y KA103 para profesores y alumnos de FP de grado medio y superior.<\/p>\n<p>Para nuestro personal y nuestros alumnos esta dimensi\u00f3n internacional supone un atractivo adicional. Los dos objetivos que nos planteamos y mencionados anteriormente son introducir el ingl\u00e9s en muchas m\u00e1s materias que las que ofrecemos en la actualidad y as\u00ed poder llegar al m\u00e1ximo de alumnos posible y mejorar la formaci\u00f3n en tecnolog\u00edas de la informaci\u00f3n de nuestros alumnos y profesores con la potenciaci\u00f3n del uso de las nuevas tecnolog\u00edas.<\/p>\n<p>Ya hemos visto que en la situaci\u00f3n de pandemia mundial el profesorado ha tenido que liderar de manera necesaria la utilizaci\u00f3n de las TIC en los alumnos.<\/p>\n<p>Tambi\u00e9n ha cambiado el mercado laboral radicalmente al verse las empresas obligadas a utilizar el teletrabajo de forma masiva. Est\u00e1 claro que las TIC son realmente esenciales para nuestra comunidad educativa: Direcci\u00f3n, profesores, alumnos y futuros trabajadores<\/p>\n<p>Por esto ahora m\u00e1s que nunca nuestros objetivos se hacen imprescindibles para nuestro centro educativo.\u00a0 Para nuestro primer objetivo de internacionalizaci\u00f3n y modernizaci\u00f3n, el utilizar el ingl\u00e9s como lengua vehicular en el mayor n\u00famero de asignaturas posible, la formaci\u00f3n de nuestros profesores o personal con programas como KA101,KA102 o KA103 es de vital importancia. Tambi\u00e9n la participaci\u00f3n de los alumnos becados por ERASMUS en pr\u00e1cticas de la empresa les supone una experiencia vital dif\u00edcilmente asumible en el aula de idiomas. Esto nos supondr\u00e1 cumplir con los objetivos en el \u00e1mbito de la movilidad citados anteriormente como promover la formaci\u00f3n pluriling\u00fce de alumnado y tambi\u00e9n del profesorado, con la adhesi\u00f3n del centro a programas ling\u00fc\u00edsticos y con la creaci\u00f3n de estructuras organizativas que ayuden y faciliten el uso de las lenguas extranjeras como veh\u00edculo de ense\u00f1anza y aprendizaje en materias no ling\u00fc\u00edsticas, en todas las ense\u00f1anzas del centro.<\/p>\n<p>Para nuestro segundo objetivo de internacionalizaci\u00f3n y modernizaci\u00f3n el desarrollar las TIC, la participaci\u00f3n en estos programas internacionales KA1 nos permitir\u00e1 tener una formaci\u00f3n m\u00e1s global, comparar con las estrategias que se est\u00e1n utilizando en otros pa\u00edses y tambi\u00e9n fomentar el deseo de aprender y conocer otras metodolog\u00edas de la educaci\u00f3n. As\u00ed como cumplir con nuestros objetivos de movilidad citados en el apartado anterior como mejorar el dominio de las nuevas tecnolog\u00edas y mejorar la calidad de los procesos de ense\u00f1anza y aprendizaje a trav\u00e9s de la utilizaci\u00f3n de nuevas metodolog\u00edas educativas en la pr\u00e1ctica diaria.<\/p>\n<p>\u00a0<\/p>\n<p><em>Continuing with the internationalization line of our institution, we would like to participate in KA1 and KA2 projects.<\/em><\/p>\n<p><em>Since 2002, our centre has participated in international projects such as the Comenius for FP, platforms such as the European Young Company, E-twinning, hosting internships for foreign students and ERASMUS + KA101, KA102 and KA103 projects for teachers and students of medium and higher -grade of VET.<\/em><\/p>\n<p><em>For our staff and our students, this international dimension is an additional attraction.<\/em><br \/><em>The two objectives that we set out mentioned above are to introduce English in many more subjects than we currently offer and thus be able to reach the maximum number of students possible and improve the information technology training of our students and teachers with the empowerment of the use of new technologies.<\/em><\/p>\n<p><em>We have already seen that in the world pandemic situation, teachers have had to lead the use of ICT with students in a necessary way.<\/em><\/p>\n<p><em>The labor market has also changed radically as companies have been forced to use telework on a massive scale. It is clear that ICT are essential for our educational community: management, teachers, students or future workers.<\/em><\/p>\n<p><em>For this reason, now more than ever, our objectives are essential for our educational strategy.<\/em><br \/><em>For our 1<sup>st<\/sup>\u00a0objective of internationalization and modernization, using English as the vehicular language in as many subjects as possible, the training of our teachers or staff with programs such as KA101, KA102 or KA103 is of vital importance. Furthermore, the participation of students with ERASMUS grants in a company internship or school abroad is a vital experience that is difficult to take on in the language classroom. This will mean fulfilling the objectives in the field of mobility mentioned above, such as promoting multilingual training for students and for teachers, with the centre&#8217;s adherence to language programs and with the creation of organizational structures that help and facilitate the use of foreign languages \u200b\u200bas a vehicle for teaching and learning in non-linguistic subjects.<\/em><\/p>\n<p><em>For our 2<sup>nd<\/sup>\u00a0 objective of internationalization and modernization, the development of ICTs, the participation in these KA1 or KA2 international programs will allow us to have a more global training, compare with the strategies that are being used in other countries and also promote the desire to learn and know other education methodologies. As well as meeting our mobility objectives mentioned in the previous section, such as improving the mastery of new technologies and improving the quality of teaching and learning processes through the use of new educational methodologies in daily practice.<\/em><\/p>\n<\/div>\n<p>\u00a0<\/p>\n<div>\n<p>What is the envisaged impact of your participation in the Erasmus+ Programme on your institution?<br \/>Please reflect on targets, as well as qualitative and quantitative indicators in monitoring this impact (such as mobility targets for student\/staff mobility, quality of the implementation, support for participants on mobility, increased involvement in cooperation projects (under the KA2 action), sustainability\/long-term impact of projects etc.) You are encouraged to offer an indicative timeline for achieving the targets related to the Erasmus+ actions.<br \/>Original language (and translation into EN, FR or DE if the EPS is not in one of these languages)<\/p>\n<p>De forma especial a corto y medio plazo valoramos el impacto a nivel personal tanto de nuestro personal como de nuestros alumnos por el hecho de superar los prejuicios a viajar despu\u00e9s de un per\u00edodo tan largo de confinamiento a nivel mundial y as\u00ed dar ejemplo al resto de nuestra comunidad. Esto supondr\u00e1 un impacto positivo tambi\u00e9n en nuestro entorno rural para una pronta vuelta a la normalidad despu\u00e9s de la pandemia.<\/p>\n<p>De forma general y teniendo en cuenta nuestros objetivos las consecuencias para los participantes ser\u00e1 apercibirse de la forma de vida de otras naciones europeas, mejorando el idioma ingl\u00e9s a nivel instrumental, las capacidades laborales y digitales, la metodolog\u00eda para la ense\u00f1anza y la adquisici\u00f3n de recursos para trabajar en otros entornos europeos y aplicar metodolog\u00edas TIC.<\/p>\n<p>EL IMPACTO SOBRE LA ORGANIZACI\u00d3N<\/p>\n<p>INS Alfons Costafreda es un centro p\u00fablico que depende del Departamento de Ense\u00f1anza de Catalu\u00f1a. Este Departamento tambi\u00e9n tiene como objetivo la internacionalizaci\u00f3n de las Ense\u00f1anzas. Nosotros como centro pertenecemos a su red de soporte para la internalizaci\u00f3n donde anualmente nos hacen presentar informes sobre los programas internacionales en que participamos con indicadores cuantitativos y cualitativos por ejemplo valoraciones de la participaci\u00f3n, n\u00famero de programas internacionales, n\u00famero de alumnos que han hecho movilidad o n\u00famero de profesores, acredit\u00e1ndoles certificados oficiales. Por tanto, este control y certificaci\u00f3n institucional seguir\u00e1 existiendo a partir del 2020.Como Instituci\u00f3n tenemos previsto participar en varios proyectos internacionales KA103(en caso de conseguir la carta ECHE) y KA102 de formaci\u00f3n profesional y KA2 para ESO y bachillerato<\/p>\n<p>EL IMPACTO PARA LOS GRUPOS DESTINATARIOS<\/p>\n<p>Los destinatarios son equipo directivo, profesores y alumnos del centro.<\/p>\n<p>Durante la movilidad los participantes tendr\u00e1n oportunidad de compartir experiencias y vivencias que trasladar\u00e1n a su vida laboral o estudiantil. Concretamente el equipo directivo y los profesores explicando en reuniones de Departamento o equipo docente su experiencia y los alumnos explicando a otros alumnos en los talleres de promoci\u00f3n de la movilidad que organiza el centro.<\/p>\n<p>El hecho de que un idioma extranjero se incorpore con naturalidad y efectividad en su vida personal, acad\u00e9mica y profesional supone un impacto importante para el participante.<\/p>\n<p>Igualmente, al avanzar en el conocimiento de las nuevas tecnolog\u00edas, los participantes tendr\u00e1n m\u00e1s posibilidades de ser unos buenos ciudadanos digitales. Desde comunicarse con las redes sociales con claridad y respeto hasta respetar la privacidad de los dem\u00e1s o pensar de manera cr\u00edtica y cuidadosa sobre ideas antes de responder o contribuir en una red social. En conclusi\u00f3n, practicar la buena ciudadan\u00eda digital.<\/p>\n<p>Como instrumentos de medici\u00f3n de los indicadores cuantitativos y cualitativos se utilizar\u00e1n encuestas de satisfacci\u00f3n: entre los participantes, profesores y alumnos y\/o las familias.<\/p>\n<p>El principal instrumento para evaluar ser\u00e1n los datos recogidos de una encuesta obligatoria que har\u00e1n los participantes &#8220;on-line&#8221; especialmente dise\u00f1ada por nuestro centro y tambi\u00e9n se analizar\u00e1n los resultados de la encuesta europea obligatoria.<\/p>\n<p>Se medir\u00e1n el n\u00famero de programaciones y actividades de ense\u00f1anza aprendizaje planificadas, en las cuales se ha utilizado la lengua inglesa instrumental y fijar\u00e1n indicadores cuantitativos para medir el % de alumnos del centro beneficiarios del proyecto y % de profesores participantes respecto del total del claustro. Se evaluar\u00e1 el grado de satisfacci\u00f3n tanto de alumnos como profesores participantes.<\/p>\n<p>A medio y largo plazo nuestra intenci\u00f3n es aumentar paulatinamente el n\u00famero de profesorado implicado en el proyecto internacional, hasta alcanzar una tercera parte del claustro e incorporar otra lengua extranjera instrumental.<\/p>\n<p>Adem\u00e1s, cada curso elaboramos un informe de movilidad propio del centro y otro para el Departamento de educaci\u00f3n donde se controla estos y otros par\u00e1metros.<\/p>\n<p>Para implementar estos objetivos durante el curso hacemos las siguientes actividades:<\/p>\n<p>Septiembre cierre de las movilidades del Departamento de Educaci\u00f3n de Catalu\u00f1a y cierre EUROPASS mobility para participantes<\/p>\n<p>Octubre Apertura de la convocatoria de movilidad y presentaci\u00f3n de Anteproyecto del Departamento para movilidades de GM y profesores dual o AICLE.<br \/>Octubre a mayo Seguimiento y apoyo de los profesores ERASMUS, lectores o de otros programas educativos que recibimos para que ense\u00f1en alem\u00e1n o ingl\u00e9s a nuestros alumnos<\/p>\n<p>Enero -febrero Elaboraci\u00f3n y presentaci\u00f3n proyectos KA1 o KA2<br \/>Febrero a Marzo selecci\u00f3n aspirantes para movilidad<br \/>Marzo a mayo: Contacto con socios para tener centros de estudios y\u00a0 empresas para alumnos<br \/>Mayo: Elaboraci\u00f3n de la documentaci\u00f3n ERASMUS y encuesta de satisfacci\u00f3n para participantes en la movilidad<br \/>Julio: presentaci\u00f3n de informes de movilidad al Departamento de Educaci\u00f3n de Catalunya y al propio centro donde se nos exigen indicadores cuantitativos y cualitativos de las movilidades<br \/>Junio, julio y agosto. Seguimiento movilidades alumnos. Recepci\u00f3n y acompa\u00f1amiento de los alumnos durante julio o agosto e interpretaci\u00f3n encuestas obligatorias. Elaboraci\u00f3n del informe finales. Elaboraci\u00f3n proyecto del Departamento para movilidades de GM y profesores dual o AICLE. Elaboraci\u00f3n EUROPASS mobility para presentaci\u00f3n y firma en centros asociados y\u00a0 empresas.<\/p>\n<p>Nuestro cronograma para 2021 a 2027 consistir\u00e1 en aumentar las movilidades del a\u00f1o anterior en un 10%.<br \/><em>Especially in the short and medium term we value the impact on a personal level of both our staff and our students by overcoming the prejudices to travel after such a long period of confinement worldwide and thus setting an example for the rest of our community. This will also have a positive impact on our rural environment for a speedy return to normality after pandemic.<\/em><br \/><em>In general, and taking into account our objectives, the consequences for the participants will be to become aware of the way of life of other European nations, improving the English language at an instrumental level, the digital and labor capacities, the methodology for teaching and the acquisition of resources. to work in other European environments and apply ICT methodologies.<\/em><br \/><em>THE IMPACT ON THE ORGANIZATION<\/em><br \/><em>INS Alfons Costafreda is a public centre that depends on the Catalan Department of Education. This Department also aims at the internationalization of the Teachings. As a centre, we belong to its support network for internalization, where we are annually made to present reports on the international programs in which we participate, with quantitative and qualitative indicators, such as assessments of participation, number of international programs, number of students who have participated in the mobility or number of teachers, accrediting them official certificates. Therefore, this institutional control and certification will continue to exist from 2020. As an Institution we plan to participate in several international projects: KA103 (in case of obtaining the ECHE letter) and KA102 of professional training and KA2 for ESO and high school.<\/em><br \/><em>THE IMPACT FOR TARGET GROUPS<\/em><br \/><em>The target group are the management team, teachers and students of the centre.<\/em><br \/><em>During the mobility, the participants will have the opportunity to share experiences that will apply in their work or student life. Specifically, the management team and the teachers explaining their experience in different departments or teaching team meetings and the students explaining to other students in the mobility promotion workshops organized by the centre.<\/em><br \/><em>The fact that a foreign language is incorporated naturally and effectively into their personal, academic and professional life has a significant impact for the participants.<\/em><br \/><em>Likewise, when advancing in the knowledge of new technologies, the participants will be more likely to be good digital citizens. From communicating with social media with clarity and respect for the privacy of others or thinking critically and carefully about ideas before responding or contributing to a social network. In conclusion, practice good digital citizenship.<\/em><br \/><em>Satisfaction surveys will be used as measurement instruments for the quantitative and qualitative indicators: among the participants, teachers and students and \/ or families.<\/em><br \/><em>The main instrument to evaluate will be the data collected from a compulsory survey specially designed by our centre that will be carried out\u00a0 &#8220;on-line&#8221; by the participants and the results of the compulsory European survey that they will be analyzed too.<\/em><br \/><em>The number of planned teaching and learning activities, in which the instrumental English language has been used, will be measured. Quantitative indicators will be set to measure the percentage of students at the centre who are beneficiaries of the project and the percentage of participating teachers with respect to the total faculty. The degree of satisfaction of both participating students and teachers will be evaluated.<\/em><br \/><em>In the medium and long term, our intention is to increase gradually the number of teachers involved in the international project, until we reach a third of the faculty and incorporate another instrumental foreign language.<\/em><br \/><em>In addition, each course we prepare a mobility report for our quality system ISO 9001 and another for the Education Department where these and other parameters are controlled.<\/em><br \/><em>We do the following activities to implement these objectives during the course:<\/em><br \/><em>September closure of the mobility of the Department of Education of Catalonia and closure of EUROPASS Mobility for participants<\/em><br \/><em>October Opening of the mobility call and presentation of the mobility draft of the Catalan Department for students and teachers.<\/em><br \/><em>October to May: Follow-up and support from ERASMUS teachers, language assistants or other educational programs that we receive to teach German or English to our students.<\/em><br \/><em>January-February: Preparation and presentation of KA1 or KA2 projects.<\/em><br \/><em>February to March selection of applicants for mobility.<\/em><br \/><em>March to May: Contact with partners to have study centres and companies for students.<\/em><br \/><em>May: Preparation of ERASMUS documentation and satisfaction survey for participants in mobility.<\/em><br \/><em>July: submission of mobility reports to the Department of Education of Catalonia and to the centre itself where we are required quantitative indicators.<\/em><\/p>\n<p><em><strong>Our chronogram for 2021 to 2027 would be to increase the previous year&#8217;s mobilities by 10%.<\/strong><\/em><\/p>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>Carta Erasmus \u00a0 \u00a0 Erasmus Policy statement (EPS) \u00a0 Your Erasmus Policy Statement should reflect how you intended to implement Erasmus after the award of the ECHE.Should you wish to add additional activities in the future, you will need to amend your Erasmus Policy Statement and inform your Erasmus National Agency.What would you like to 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