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Global Understanding as the Rosetta Stone of Global Education: 

GU fitting within the Spanish Educational System and Knowledge 

Brokering Initiatives from Vocational Training Programs. 

Cristina Álvarez Villanueva, María Mercedes Jiménez Vilallonga, 

Reyes Felip Cuevas & Maria del Carmen Molés Juste 

 
IES F. Ribalta, Valencia, Spain 

Abstract 

F. Ribalta is taking part for the first time in the international Global 
Understanding program. In this presentation we would like to show the 
outcomes at an initial stage regarding its fitting within the Spanish 
education system. At this stage, students take part outside their formal 
curriculum, as they are involved in different forms of education: Upper 
secondary school (night school and distance learning Baccalaureate) 
and vocational training programs (blended and face-to-face tuition). 
The data compilation from students with different profiles show that the 
feasibility and advisability of including GU as part of the formal 
curriculum should be explored. Moreover, the two-way exchange of 
information and views from GU college students and our students from 
social work and community services programs is an added value for 
the quality, depth and frankness of discussion. 

 

Introduction 

Over the years, the Spanish education system has progressively included foreign 
language courses in its multilingual plan, following the European Union's objective of 
the Europe 2020 Strategy1. Until the 90s, the first foreign language most taught was 
French, however, this changed with society and has moved to second place, English 
occupying the first place2. Throughout student’s life up to university, they receive in 

                                                                    

1 The study of a first foreign language and, at least, the knowledge of another one. 

2 The change was brought about by the Organic Law on Education (LOE) of 2006 and, subsequently, 
by the Organic Law for the Improvement of Educational Quality (LOMCE) in 2013. As Arroyo 
indicates, it is established the "key competences to be acquired by students in "linguistic 
communication" referring to official and foreign languages; they include as one of the principles of the 
educational system the promotion of plurilingualism, and as an objective of the same the training in at 
least one foreign language and its promotion from the second cycle of Infant Education» (Arroyo, 
2013, p. 7). 

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each course a few predetermined hours of this language. This also happens in 
vocational training.  

However, today's globalized and technological society requires going deeper into 
other languages in order to connect with people from other cultures. However, the 
students' understanding of them is often based on what the media, series or films 
transmit to them. On the other hand, despite the existence of this need, not everyone 
can travel to study abroad. For this reason, we believed that the Global 
Understanding international program was an ideal proposal to be able, not only to 
practice the language, but also to assimilate the cultural differences. Aligned 
perfectly with the commitment of our cultural and linguistic immersion school, this 
virtual mobility has been carried out during the current academic year with the 
expected success. However, this program was implemented on a voluntary basis. 
Thus, the participants (both teachers and students) came outside their academic 
schedule to carry out the experience. After an in-depth analysis, we concluded that 
inserting the program into the offered vocational training programs was possible and 
would give greater value to the results. 

Thus, the thesis that we develop in this article and that we find is the following: The 
integration of Global Understanding in the VET Higher Technician in Sociocultural 
and Tourist Animation is possible and improves the communicative and linguistic 
competence in foreign languages of our students. 

Stages 

 

The different phases of the investigation that we have carried out have been the 
following:  

 
 
Figure 1. Research Stages 

 

The initial phase from which we started was not barren. The project coordinator had 
previously participated in the program in another school. When she transferred it to 
the F. Ribalta, she had already made a previous analysis of the situation, with the 
aim of incorporating it into the VET studies -that is to say, the original thesis had 
already been put forward. Thus, in phase 0 we had the knowledge and firm 
approaches to verify with the initial proof of implementation of the program. 

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The next step would be to verify that the implementation of the program in our center 
was doable. For this purpose, we did not unite during this academic year in an 
experimental way. In order to do this, the participants were carefully chosen, and the 
work was organized into 3 committees: 

 Management Committee: made up of the coordinator, the Head of Distance 
Learning Studies, and the Head of Vocational Training Studies. They would 
be in charge of everything related to the choice of students, the location of the 
program in the operation of the center, as well as its promotion both to 
distance education and vocational training. 

 Academic Committee: made up of English teachers in VET studies. They 
would carry out the sessions with the students, both the initial training and the 
connections. In addition, they would help in the search for participating 
students. 

 Technical Committee: made up of teachers from the IT department and the 
center's ICT coordinator. This team was responsible for the technical 
functioning of the connections, the good condition of the equipment and the 
quality of each link. 
 

 

Figure 2. Work structure in research. 

With this distribution, a strong and well-organized working structure was achieved. 
The collaboration of all the components has been fundamental, as well as a fluid 
communication based on coordination meetings and the use of emails and 
messaging. 

The main feature is that it was offered voluntarily, i.e., outside of school hours. In this 
way, students who signed up had to make the effort to stay one more hour at the 
center or go to school earlier, in order to participate. The same happened with the 
participating teachers, that we have worked in a voluntary way outside our working 
hours and with no major objective than to offer an added value to our center and 
students. More specifically, they were summoned half an hour before the 
connections to be able to organize the session, review with them the different topics 
they had prepared to ask questions and resolve last-minute doubts. During the 
sessions, the teachers were simply moderators. 

Coordinator

Academic 
Committee

Techcnical 
Committee

Management 
Committee

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On the other hand, the students who signed up for each batch of connections were 
not always the same, although many wanted to repeat. This was also a difficulty, as 
the whole mechanics had to be explained again and they only benefited from the 
program once. 

As indicated above, the target of this program was vet students. Thus, during the first 
two synchronous connections, they were offered only to them. However, because of 
the schedule, it was difficult for the students to participate, as most of them worked 
and did not fit in. Thus, it was decided to widen the range of participants in the third 
synchronous connection, and it was offered to older students who were studying 
high school, in its three modalities (day, night and distance). The participation, in this 
case, was overwhelming since the connections coincided when they finished their 
classes.  

 

 
 

Figure 3. Positive feed learned. 

We test below a set of asynchronous connections (AGU) to see if it might be of 
interest for our purpose of incorporating it into the VET educational system. The 
result was adequate, but we reserved it for distance learning. We believe that the 
experience of face-to-face debates is unique. Therefore, we discarded this option to 
include it in the VET. 

 

 
 
Figure 4. Positive feed learned II 

 

With all this, the formula was sought to fit into the educational system of vocational 
training offered by the center 

•Expand the range 
of participants 
beyond VET 
students

Positive 
feed learned

• Connections must 
be embedded in the 
school schedule

Positive 
feed learned

• Asynchronous 
connections are 
more suitable for e-
learning

Positive feed 
learned

• The same group of 
students during all 
the connections of 
the course is 
advisable

Positive feed 
learned

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Findings (VET System) 

 

The following training cycles are taught in our training centre: 

 
Figure 5. VET offer in IES F.Ribalta 
 
The VET chosen was "Sociocultural and Tourist Animation", hereinafter known as 
"TASOC". There are several reasons for this: 

 More hours of English than in the other courses 

 Best adapted curriculum to GU program: 
o Needs in the tourism sector to improve language skills 
o Concordance with the cultural section of the studies and cultural 

immersion offered by the program 

 Students of over 18 years of age, motivated and ready (if not already) to enter 
the labour market. 

 Ad-hoc training of professionals in transversal skills 

 Direct relationship with the labour market  

TASOC belongs to the professional branch "Sociocultural and Community Services" 
(Royal Decree 1684/2011 of 18 November (BOE 27/12/11). This is a higher 
vocational education program of 2000 hours in duration, distributed in 2 academic 
years. In both years some subjects are taught in English. Specifically, in the first 
year, the compulsory subjects are "Technical English I", with a total duration of 96 
hours (3 hours per week) and "English" with the same duration3.  In the second year, 
there is the continuation, "Technical English II", this time with 40 hours during the 
year (2h weekly)4. 

                                                                    

3 These are "hours reserved for teaching in English", which in some cycles are used to reinforce any 
other module you choose to teach in this language. This is not the case in this cycle, so they are used 
to reinforce the linguistic competences of the students. 

4You can see the drilldown of hours in the following extract from the regulation: 
http://www.ceice.gva.es/documents/161863064/162743699/anisocturloe3h.pdf/d90ba6a2-c44d-4034-
9e22-0117601e675c 

Higher level 
VET

Sociocultural Animation and Tourism (F)

Social Integration (B) (F)

Primary Education (B) (F)

Promotion of Gender Equality (F)

Intermediate 
level VET

Attention to people in a situation of dependency (B) (F)   

Methodology (B) Blended-learning

(F) Face-to-face learning

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1st year Hours 
/week 

Hours 
/year 

2nd year Hours 
/week 

Hours 
/year 

English 3 96 Technical 
English II 

2 40 

Technical 
English I 

3 96    

Figure 6. Table with the hourly distribution and by English modules in TASOC 

As for the professional modules, it has the following structure: 

1st year 2nd year 

The Methodology of Social 
Intervention (128h) 

Activities of Leisure and free time (120h) 

Group dynamics (96h) Tourist entertainment (140h) 

Animation and Cultural 
Management (224h) 

Youth information (100h) 

Community development (96h) The Socio-educational Intervention of 
Young People (100h) 

The Context of Socio-cultural 
Animation (128h) 

First aid (40h) 

Training and Work Guidance 
(96h) 

Company and Entrepreneurial Initiative 
(60h) 

 Training in centers of work (400 h) 

 Socio-cultural Animation Tourist Project 
(40 h) 

Figure 7. Table with the professional modules of TASOC 

Below is a possible relationship with the Global Understanding programme for those 
relevant components. 

GU fitting 

GU is an English-language real-time video conferencing and chat programme 

involving 57 institutions from 27 countries around the world. It offers opportunities to 

interact and collaborate with students from Europe, Asia, America, and Africa. In this 

way, the students of our center could learn about other cultures without having to 

travel, through activities and a platform. The promotion and use of our co-official 

languages, Valencian and Spanish, would come from the knowledge of foreign 

languages (English). As indicated by the organizing institution, East Carolina 

University, “GU provides personal, global experiences that open student 

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perspectives about other cultures and build the knowledge, skills and attitudes 

necessary to thrive in a global multicultural society”5. 

Real-time video conferencing and chat sessions are developed with students from 
foreign universities on pre-established topics, such as Life at the school or 
educational campus, cultural traditions and festivals, the family, the meaning of life, 
tourism and holidays, commemorations and major events in each country, helping to 
dispel stereotypes and prejudices. According to ECU, after taking the course, 
students demonstrate increased perspective taking and decreased intercultural 
communication anxiety.  

The project promotes the acquisition of basic skills and the development of students 
as European citizens: 

• Linguistic and communicative competence: improvement of 
communicative skills. Students must demonstrate that they can use 
linguistic conventions appropriate to each context or situation. 

• Competence in learning to learn: students will become aware of their 
ability to learn a foreign language and will develop their own resources that 
promote and encourage learning (motivation and development of new 
skills). 

• Competence in social and citizenship learning: through contact with new 
cultures and countries, students will understand that they are part of a 
global culture. The project develops skills directed towards the respect and 
acceptance of stereotypes and differences, the basis of a democratic 
coexistence. 

• Competence in information processes and ICT use: the use of 
Communication and Information Technologies allows communication with 
people from all over the world. It is important for students and teachers to 
be exposed to new ICT tools and Moodle collaborative modules. 

• Personal autonomy competence and knowledge and interaction with the 
world around us: learning a foreign language contributes to the acquisition 
of this competence because it promotes collaborative and cooperative 
learning. 

As indicated, “Global Understanding is a course which fits into any academic 
program; it is taught in real time with multiple cultures”. However, never before had 
attempts been made to fit into the Spanish education system. 

 

GU and the TASOC VET objectives 

Therefore, the Spanish education regulations on the TASOC course look for those 

elements that may be coincident. With regard to the curriculum (DOGV nº. 8129 of 

the 18/09/2017 (p. 32774-32808), Article 7 indicates this: 

                                                                    

5 For more information, see http://www.ecu.edu/  

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“In order for students to know the English language, both orally and in writing, 
which allows them to resolve situations involving the production and 
comprehension of texts related to the profession, to know the advances of 
other countries, to make proposals for innovation in their professional field 
and to facilitate their mobility to any European country, the curriculum of this 
training cycle incorporates the English language in an integrated way in two 
professional modules from among those that make up the entire training 
cycle.” 

This fits in fully with the mechanics of the programme itself, where students must 
"face" a rigorous direct debate, dealing with issues relevant to the cycle, such as 
College Life, Family and Cultural Traditions, The Meaning of Life & Religion, and 
Stereotypes.  

On the other hand, Article 8 (ibid) reads: 

“The Regional Ministry with competences in these Vocational Training courses 
will favor the development of innovation projects, as well as teaching 
programming models and didactic materials, which will facilitate the 
development of the curriculum for the teaching staff.” 

We have incorporated the Global Understanding programme into an Educational 
Innovation Project for the Globalization of Cultural and Linguistic Knowledge, "Go 
CCL!", approved by the Conselleria d'Educació (Department of Education for the 
region) this academic year 2018/19. 

GU and the English professional module 

As for the professional module "English", it is indicated that one of its contents is: 

“e) Identification and interpretation of the most significant cultural elements of 
the foreign language countries (English): 

– Assessment of socio-cultural and protocolary norms in international 
relations.  

– Use of formal and functional resources in situations requiring socio-
professional behaviour in order to project a good image of the company. 

– Recognition of the foreign language in order to deepen knowledge that may 
be of interest throughout personal and professional life.  

– Use of appropriate registers according to the context of the communication, 
the interlocutor and the intention of the interlocutors.” (ibid) 

As well as, of course, the improvement of the communicative, linguistic and cultural 
capacity in in the English language. Both are fully in line with the purpose of the 
programme. 

 

GU and professional module of Group Dynamization 

The professional module "Group Dynamization" has: 

“c) Selection of communication techniques: 

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– The communication process. Characteristics and functions: group 
interaction, feedback, interpersonal communication and communication in 
large groups. 

– Elements in the communication process. 
– Styles of communication. Assertiveness. 
– Communication systems. Types of communication: verbal, non-verbal and 

written. 
– Application of new communication technologies. 
– Barriers in communication. 
– Most common difficulties. Communication and disabled people. Location of 

the barriers: in the animator, in the user and in the environment. 
– Strategies for overcoming barriers and strengthening communication. 
– Basic social communication skills. 
– General characteristics of basic communication skills. 
– Behavioral guidelines in the attention to participants. 
– Active listening. 
– Types of strategies to evaluate the different communication systems.” (ibid) 

 

Precisely the videoconference creates a barrier for the communication: the different 
accents of the participants, the added noises of environment, the failures of sound 
that can be for the use of environmental microphones, the variable registers that are 
found. All this means that the students must use active communication strategies. As 
well as to develop skills to maintain the protocols of a debate, with an active listening 
or respect for the shifts. 

In addition, it is indicated that: 

“d) Organization and generation of work teams:  

– Coordination and dynamization of work teams within an organization.  
– Teamwork. 
– Horizontal and vertical communication in the work team.  
– Strategies for the distribution of tasks and functions.  
– Techniques of motivation and support in the development of the functions of 

the members of the work team.  
– Conducting meetings. Types of meetings. Techniques.  
– Techniques of information, motivation and orientation within the work team.  
– Training of the people who are part of the team on the rules of the activities 

and facilities.  
– Supervision and monitoring of tasks and functions.  
– The work environment. Problems related to the work environment. Burning. 

Moobing.  
– Assessment of the promotion of equality in the generation of work teams.  
– Assessment of the importance of communication and coordination 

processes within a work team.” (ibid) 
The collaborative work that students must present at the end of the round of 
connections is an added effort. They strengthen their cooperation and teamwork 
skills, with the added difficulty of collaborating with a colleague who has only been 
seen in videoconferences and who has a different culture and mother tongue. It thus 
fulfils several of the above points. 

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In this sense, they must be able to resolve conflicts during this teamwork, as well as 
throughout the communicative process (either by videoconference or chat) and, as 
mentioned above, be able to hold a debate on sensitive issues: 

“e) Implementation of conflict resolution strategies:  

– Individual and collective conflicts in the group. Causes and effects on group 
integration. The character of the conflict: functional and dysfunctional. Types 
of conflicts of tasks, relationships and processes.  

– Decision making. Phases of the decision-making process.  
– The attitudes of groups to conflicts.  
– Techniques for conflict management and resolution.  
– Negotiation and mediation.  
– The debate, problem-solving and cognitive restructuring.  
– Techniques and procedure.  
– Importance of communication strategies in the solution of group problems.” 

(ibid) 
 

GU and the Professional Module of Animation and Cultural Management 

The contribution that the programme would make to this module would be of great 
relevance, highlighting the following: 

“a) Characterization of the cultural intervention:  

– The concept of culture.  
– Culture and society. Current situation.  
– Globalization and its impact on culture [...].  
– Cultural needs and demands. Cultural market. Indicators. Cultural habits. 

Sources of information on cultural habits.  
– Segmentation of the cultural market. Typology of cultural users or 

consumers. Procedures for studying the preferences of cultural users or 
consumers.  

– Importance of information and communication technologies in cultural 
management.” (ibid) 

 

Precisely the culture is one of the strong points of the programme since immersion in 
it is made with the excuse of practicing the language. 

GU and the professional module of Social Intervention Methodology 

In its contents it stands out: 

“a) Determination of methods, techniques and tools for analysing reality: 

– Methods and techniques of social research and social intervention.  
– Analysis of the main sources and systems for recording information: 

Observation; The interview; The questionnaire and the survey; Sociometric 
techniques; Documentary compilation.  

– Elaboration and application of information collection instruments.  
– Possibilities and limitations of the different techniques and instruments.  

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– Sources of information.  
– Reliability and validity of the information.  
– Use of ICTs in social research.  
– Data analysis and interpretation.  
– Assessment of the ethical aspects of information collection.” (ibid) 

 

In one of the programme discussion topics, "prejudices" should be analyzed if the 
information obtained is true or is modified by subjective criteria. Thus, they must 
apply certain aspects of the information record, such as observing non-verbal 
communication, analyzing the data obtained and being aware of the source of the 
information, both that the students receive and that which they themselves offer. 

GU and the Professional Module of Context of Sociocultural Animation 

The most similar to the programme is the following content: 

“a) Contextualization of socio-cultural animation:  

– Characteristics of the current society.  
– Models of social policies and the Welfare State. The current situation in 

Spain: the administrative, legislative and jurisdictional framework. Models of 
intervention in the European Union  

– Analysis of models of sociocultural intervention in today's society.  
– Non-formal education.  
– Socio-cultural animation and non-formal education.  
– Importance of the configuration of today's society in the development of 

socio-cultural animation.” (ibid) 

It is precisely these topics that are discussed in the networking sessions, both in 
writing and orally. 

Proposal 

After a detailed analysis, the key points of the proposal to frame the Global 

Understanding programme in the VET system of our centre are shown: 

– Fit the Global Understanding programme into the first year CFGS TASOC 
"English" course 

– Make a maximum of 3 connections per course (one per term) 
– Make connections during school hours 
– To have the whole group of 1st class of TASOC and to open the places that 

could be missing for students of baccalaureate. They would be out of school 
hours but it would allow a margin of voluntariness and freshness. 

– Replace the half hour before preparation with the use of the previous 
module sessions, preparing and working on the contents of the Global 
connection. 

– Compensate participation in the programme with part of the qualification of 
the English module. Specifically, it would mean the substitution of the oral 
exam of the subject. 

Conclusions 

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• The hypothesis put forward at the beginning is feasible. 
• We will frame the Global Understanding programme in the professional 

module of the first course of the superior degree formative cycle of 
Sociocultural Animation and Tourism. 

• Its viability has been empirically confirmed, with the selection of students 
from this cycle participating in the different connections carried out this 
academic year. 

• Its viability has been verified theoretically, verifying the transfer of 
knowledge between the curriculum of the cycle and its contents and 
competences. 

 

References 

 

Arroyo, J., Vázquez, E., Rodríguez, F., Arias, R. & Vale, P. (2013). La enseñanza de 
las lenguas extranjeras en el sistema educativo español. Curso 2012/13. 
Madrid, Spain: Ed. Secretaría General Técnica de la Subdirección General de 
Documentación y Publicaciones del Centro Nacional de Innovación e 
Investigación Educativa del Ministerio de Educación, Cultura y Deporte, 
Colección Eurydice España-Redie. 

CNIIE. (n.d.). Retrieved from 
http://www.educacionyfp.gob.es/educacion/mc/cniie/inicio.html  

Generalitat Valenciana. Conselleria de Cultura, Educació i Ciència. Decret 120/2017, 
of 8 September, del govern valencià, Decret 120/2017, of 8 September, del 
govern valencià (2017). València. 

DOGV. (n.d.). Retrieved from http://www.dogv.gva.es/es  

Eurydice. (n.d.). Retrieved from https://eacea.ec.europa.eu/national-
policies/eurydice/index_en.php_en  

Áreas. (n.d.). Retrieved from http://www.ceice.gva.es/es/web/educacionRoyal 
Decree 1684/2011 of 18 November (BOE 27/12/11) (2011). Retrieved from 
http://www.boe.es/boe/dias/2011/12/27/pdfs/BOE-A-2011-20272.pdf  

State Agency Official State Gazette (BOE). Retrieved from https://www.boe.es  

 

Cristina Álvarez Villanueva, PhD, IES F. Ribalta, Computer Science Department, 
Castelló de la Plana, Spain, combines her work as ICT teacher with academical 
research. She is Head of e-learning Studies and lecturer. She is expert in new 
technologies adapted to education (face-to-face, blended&distance learning), in 
educational quality and in intangible assets valuation. She holds a cum laude 
doctorate in Business and Institutional Communication and a master's degree in New 
Trends and Communication Processes. She is Telecommunications Engineer. Her 
doctoral thesis received the extraordinary doctoral award in Communication 

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http://www.educacionyfp.gob.es/educacion/mc/cniie/inicio.html
http://www.dogv.gva.es/es
https://eacea.ec.europa.eu/national-policies/eurydice/index_en.php_en
https://eacea.ec.europa.eu/national-policies/eurydice/index_en.php_en
http://www.boe.es/boe/dias/2011/12/27/pdfs/BOE-A-2011-20272.pdf
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Sciences. She held positions of responsibility and management in business 
strategy&development, in telecommunications companies. She was in the expert 
committee that drew up the first standard for the brand monetary valuation (UNE 
418001:2015). Nowadays she is a member of the panel of experts of the Evaluation 
and Control Unit of the Spanish Service for the Internationalisation of Education. She 
has participated in many educational innovation projects and published several 
books and articles in specialized journals and congresses. Email: crialvil@gmail.com 
 
Mercedes Jiménez Vilallonga, Institut Francesc Ribalta, English Department, 
Castelló de la Plana, Spain, is currently teaching English to VET students at Institut 
Francesc Ribalta Secondary High School. She loves both teaching and office work 
and she has been alternating positions in her professional career. She started 
working as a bank clerk before obtaining a degree in Translation and Interpreting 
Studies at The University of Granada and she also worked as a police station 
interpreter and clerk while further studying before obtaining her degree in English 
Philology at University Jaume I of Castelló de la Plana. As part of her studies, she 
took part in exchange programmes with the University of Wolverhampton (UK) and 
the University of Salford (UK). Twelve years ago she joined the teaching profession 
and was working at different Secondary and High Schools in Cuenca and Castellón 
provinces when she faced a new challenge and got a position as the Education 
Advisor at the Spanish Embassy in Stockholm (Sweden) for five years. Email: 
mjimenezv@iesribalta.net 
 
Reyes Felip Cuevas, Institut Francesc Ribalta, English Department, Castelló de la 
Plana, Spain, is a teacher of English at Institut Francesc Ribalta Secondary High 
School. She obtained a degree in Translation and Interpreting Studies at University 
Jaume I of Castelló de la Plana (Spain). She finished her degree at Universität 
Heidelberg (Germany) as an exchanged student. Before starting her professional 
career, she obtained a post as a language assistant in Leeds and then finished a 
Postgraduate Course on Teaching Modern Foreign Languages at Leeds University 
(UK) and a Postgraduate Course on Teaching Spanish as a Foreign Language at 
Universitat de València (Spain). She has been teaching English, French and German 
at a high school in Tarragona, where she was head of the Foreign Languages 
Department and in charge of the school’s magazine amongst other projects. She is 
currently teaching English to VET students at Ribalta High School and co-
coordinating the Erasmus+ abroad internships. Email: reyes.felip@iesribalta.net 
 
Carmen Molés Juste, is the Chief of Vocational Training, Institut Francesc Ribalta, 
Castellón de la Plana (Spain). Although she obtained a Law degree at the University 
of Valencia (Spain), she has always been more interested in teaching than in legal 
issues. Therefore, Carmen has been working as a teacher in different high schools 
(in the area of training and career guidance) for thirty years and has been involved in 
educational international programmes. E-mail: carmen.moles@iesribalta.net 
 
 

http://www.gpejournal.org/
mailto:crialvil@gmail.com
mailto:mjimenezv@iesribalta.net
mailto:reyes.felip@iesribalta.net
mailto:carmen.moles@iesribalta.net

