<< Objectives >>The main objective of the project is to develop innovative FaR&Com Methodologies, with the help of which teachers will facilitate students’ personal and academic achievements due to the development of concentration, photographic memory, peripherial vision, will limit the regression of the eyes during reading, eliminate the articulation, develop the imagination, and support the simultaneous work of both brain hemispheres during reading for speeding the reading and improving the comprehension.<< Implementation >>Based on 5 national reports, three Comprehensive Reading Methodologies and three training programs will be created, a mobile application for learning and practicing, international English learning followed by national ones, creating additional exercises on five topics and pilot trainings in real educational environment. Two rounds of events for sharing and promoting the project and a final conference. Three partnership meetings, a website, a Facebook page, a YouTube channel.<< Results >>Three methodologies with three training programs in 5 languages, 50 additional exercises, at least 16 participants in international training, at least 32 participants in national trainings, 240 participants in pilot testing, 80 participants in first-round results sharing events and 90 in second, 100 participants in an international final conference. Improved skills of teachers and learners for speed reading and comprehension. Innovative mobile application for fast reading and comprehension.

The SCHOOLS ENGAGE project aims at developing, testing, and validating an innovative educational package for secondary education that builds on Service Learning (SL) as a pedagogical context for cultivating citizenship competences and promoting civic engagement, participation and common values. Service Learning is globally recognized among the most effective pedagogies for building responsibility towards society and fostering civic engagement. It usually concerns the engagement of students in voluntary community service projects that create mutual benefit for themselves and community.On this basis, the SCHOOLS ENGAGE project aims at:1) Enhancing teachers’ professional development by supporting them to apply innovative teaching practices related to service learning and citizenship education and equipping them with tools, methodologies and ready-to use materials. Teachers will be offered flexible ways of training that will enable them to integrate SL in their curricula and ensure their effective CPD.2) Supporting the real life testing and application of SL interventions in schools in four European Countries (Germany, Greece, Bulgaria and Cyprus) and as an extension increase student’s civic participation, strengthen their democratic values and cultivate active citizenship competences such as critical thinking, collaboration, social responsibility, advocacy etc.The project includes key activities: training directly through an international workshop 40 teachers and through online means more than 300; apply SL in the classroom involving more than 100 students, engage a high number of community stakeholders in the SL students projects; reflect upon and evaluate the learning outcomes and impact on students civic engagement.In terms of intellectual inputs, the project will result in: i) a Service Learning teachers training programme, ii) A Schools engage online course offering a highly interactive e-learning course for enabling a larger number of teachers to become effective transmitters of SL and active citizenship education practices, iii) A SL Resource Bank offering a pool of practical resources, teaching and learning scenarios, case studies and experiential learning activities for connecting students’ academic learning with meaningful SL experiences that will contribute to their personal growth and civic engagement, and finally iv) a SL Reflection hand book to help teachers collect accurate data and perform reflective practices with their students in line with the principles of experiential learning pedagogies.It is envisioned that in the long term the projects results will contribute significantly in the introduction of SL and active citizenship education practices in secondary education which as an extension will bring a positive impact upon students willingness and competences to actively and responsibly participate in society while strengthening and cultivating their common and democratic values.

"<< Background >>FROM THE SIDE OF THE PARTNERSHIP:The consortium consists of two types of organisations: training providers and secondary schools. Both profiles have encountered during the current school year the difficult reality in which TOGETHER AGAIN wants to be part of the solution. The educational centres, including the entire educational community (teachers, students, parents) have had to experience the gradual return to normality after months of confinement and distance from face-to-face classes. This long period of isolation and social distancing has had an enormous effect, especially on pupils, who have been caught in the middle of the process of psychosocial development and emotional relationships. This is why TOGETHER AGAIN is in line with the schools' need to harmonise the return to face-to-face training and the recovery of interpersonal relationships at a critical time for the protagonists.For their part, training provider organisations, especially those that actively collaborate with schools and in teacher training, have been surprised by the demand for this type of training, which until now had not been necessary. Only now, after long months of separation and absence, have we realised the need to know how to relate to each other, to harmonise interpersonal relationships and to generate healthy bonds. This is why TOGETHER AGAIN is aligned with the needs of the partners.FROM THE SIDE OF TARGET GROUPS: Taking into account the double line of TOGETHER AGAIN with respect to its target groups (teachers and secondary school students, 12-16 years old), our project fits their needs for the following reasons:STUDENTS: Sadness, anxiety, stress, apathy, fear... are some of the emotions that shake teenagers since the pandemic began. At a stage in their lives when everything is about to happen to them, they have suddenly had to slow down and press the pause button.As UNICEF points out, ""the pandemic is not only compromising our physical health. It also affects our mental health, particularly that of the most vulnerable, including children and adolescents. And it is urgent that we adults review this point, because 25% children and adolescents who have suffered isolation due to Covid-19 have depressive and/or anxiety symptoms.According to experts, it is still too early to fully assess the emotional, social and educational repercussions, but some research is already emerging. According to Miguel Hernández University (UMH), more than 85% of parents of children aged between 3 and 18 (in Spain, Italy and Portugal) noted changes in the emotional state and behaviour of their children, with the most common symptoms being difficulty concentrating (77%), lack of interest and boredom (52%), irritability (39%), worry and family arguments (30%), anxiety (28%), as well as agitation, nervousness, feelings of loneliness, restlessness..."".Despite everything, adolescence is a period in which peers are the great reference and source of satisfaction. For this reason, between the ages of 11 and 19, socialisation becomes one of the main pillars of adolescent development. In this context, the educational centre is the great context in which adolescents relate to their peers. The social aspect is of utmost importance for adolescents because it involves integration, feeling part of the group, feeling loved and valued. Children between the ages of 12 and 16 are in the midst of a formative period in all areas: academic, emotional and personal, and this pandemic has definitively changed the way they relate to each other and to society. That is why TOGETHER AGAIN is fully aligned with their needs.TEACHERS: According to a study carried out by the educational platform Kahoot!, in which more than 1,000 teachers from different countries were surveyed, 64% of the participants say that the most difficult part of the switch to distance learning was the lack of social contact with their students, as well as seeing them motivated.<< Objectives >>CONTEXT: According to the UNICEF report ""The Pandemic Classroom"" (March 2021), around 170 million children worldwide have gone more than a full year without attending face-to-face classes due to the confinements imposed by COVID-19. In addition, around 214 million (one in seven) have missed more than three quarters of face-to-face education, resulting in a serious disruption to students' habits. During these months they have lost direct contact with classmates, friends and teachers, and have been forced to manage their learning autonomously.The WEF report ""A Global Framework for Youth Mental Health"" (2020) states that because of the pandemic, 99% of the world's children and adolescents suffer from various forms of limitation of their autonomy of movement, including suspension of school attendance, and 60% live in countries with partial or total blockade, causing high levels of stress and isolation that can affect the psychophysical development of children and adolescents, even in the long term.Because for more than a year, millions of teachers and students at all levels of education in the EU have been using digital technology as an alternative tool to face-to-face education. While its use is widespread, there has been growing concern about its effects on children and adolescents, especially in the aftermath of confinement and particularly in relation to their psychosocial development.NEEDS: Science has already observed that children who suffer from social isolation experience cognitive, social and emotional difficulties in adulthood. A study conducted by Boston Children's Hospital and published in Science has shown how the brain alterations that give rise to such dysfunctions arise.It is clear that remote education in a context of confinement and affective restrictions is an important risk factor for social and emotional isolation and alienation for European children and adolescents.Thus, the study ""Health Behaviour in School-age Children"" (2020), published by the WHO Regional Office for Europe on the social behaviours of European schoolchildren aged 11-15, shows that the mental well-being of adolescents declined in many countries between 2014 and 2019, correlating among other factors with social isolation resulting from the increasing use of digital technology.Thus, the report ""Strengthening Social and Emotional Education as a core curricular area across the EU"" (2018) states:•That children and teens need concrete emotional and relational exchanges. •That these are the only real form of learning and healthy development. •The use of digital technologies can enrich and stimulate a child's experience, but it can never replace the human relationship, the source of growth.The conclusion is that confinements, restrictions, and the substitution of interpersonal social and affective relationships by the use of remote relational and educational options pose a huge risk (present and future) to healthy psychosocial development in children and adolescents. In fact, all Member State governments agree on one issue: the return to school was vital and all pupils in Europe should return to face-to-face classes as soon as health conditions make it possible. SOLUTION: TOGETHER AGAIN aims to support European children and adolescents through a training plan that strengthens their intrapersonal and interpersonal skills and competences by working on emotional intelligence, psychosocial and affective development at a key moment for the establishment of these areas.Our vision is to alleviate the consequences of the isolation and social distancing that children have experienced as a result of the measures imposed to control the pandemic. These include virtual education, which has deprived children of social and emotional relationships with their peer groups.TARGET GROUPS:-Secondary school students (12-16 years old).-Secondary school teachers.<< Implementation >>TOGETHER AGAIN consists of a training plan that will implement the tools and resources proposed by Emotional Intelligence for the development of interpersonal and intrapersonal competences in the target groups (teachers and students in Secondary school). The final goal is to compensate for the deficits in their psychosocial development generated by the isolation and social distancing imposed for the control of the pandemicFollowing these general lines, and in order to achieve the expected results, the partnership has planned has designed a meticulous plan which, in its implementation phase (subsequent to the preparation of this proposal) starts with the KOM. This first meeting will set the bases of the project, going through the goals and dividing the task and responsibilities. In this way, it will be a key point in the establishment of the Steering committee, Promotion and Quality Committee. According to the sections described in this application form, the first set of activities will be directed toward the establishment of working groups, who will be responsible for activities concerning the detailed working plan for the three PR of the project. TRANSVERSAL ACTIVITIES will cover aspects such as project management, monitoring and evaluation, dissemination and former exploitation of the results and contents of the project. They will last the whole duration of the project as described in the dissemination element of this application.PROJECT MANAGEMENT AND IMPLEMENTATION activities led by the project coordinator will also include the Quality Control activities, risk assessment and prevention activities, financial management and coordination of all partners in financial reporting as well as content reporting, organizing project meetings and online meetings, monitoring and addressing all issues and problems as they appear, as well as providing all national activities (research, promotion, etc.). AN INTERNAL AREA for project management and administration will be generated at the first stages of the project in order to facilitate communication, interchange of ideas, comments, files and materials between partners, as well as collaboration in the general management of TOGETHER AGAIN.FOUR TP will facilitate cooperate and partnership working amongst the project partners and support the management and delivery of key project activities and outcomes. Moreover, a series of four MULTIPLIER EVENTS are designed to promote the PRs and facilitate ongoing engagement with target groups.All PR will be implemented at a regional scale for regular personal contacts, keeping travel efforts low, and strengthening regional networks. They is the core of the project and all transversal, management and preparation activities are focused on the right execution of innovative and attractive training system for the target depicted in the description of the project. Thus, PR1 is the umbrella and departure point for all the activities in the Project, focusing on Secondary school teachers as a primary target group. PR2 will make emphasis in the relationship between teachers (adults) and students (teenagers), paying attention to the different perspective of each target group and the diverse way in which both have lived the time far from face-to-face school. Finally, in PR3, the partnership will focus especifically on students aged 12-16, the final beneficiaries of TOGETHER AGAIN. We will attention to how they resume interpersonal relationships, avoiding situations of risk or confrontation caused by social alienation and recovering the new normal after a critical period in their lives.<< Results >>TOGETHER AGAIN will produce two kind of outcomes:-Those related to content (Project Results)-Those related to management and implementationOur project will develop and test three Project Results with this outcomes:-PR1. A handbook for Secondary teachers on social emotional competences and a toolbox (20 practical tools) for teachers on interpersonal skills.-PR2. A practical bank of resources for teachers to relearn to interact with students.-PR3. Resource kit for student-to-student post Covid-19 relationships. More in detail, the project will produce the following minor deliverables:* Deliverables related to the activities of Management (also described in this application form):- Managing guidelines;- Reporting procedure and administrative guidelines;- 4 transnational meetings + meeting minutes.* Deliverables related to Monitoring and evaluation (also described in this application form):- Evaluation tools: meetings evaluation questionnaire, project progress questionnaire, Project Results evaluation tools and multiplier events evaluation questionnaire.- Evaluation Reports: mid-term and final evaluation report, Project Results reports;- Project risks analysis. * Deliverables related to the activities of promotion and sustainability (also described in this application form):- Project graphic design;- Social networks profiles;- Project website;- Project mailing list;- Newsletters;- Informative brochure; - In the Multiplier Events (E1-E4) the project consortium will hold workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime.- In the training activity (C1) the result will be a train-the-trainers for 18 staff members in order to test and develop in practice and with real targets the tools and competences described and developed in the three PR."

<< Objectives >>Inclusion, digital competence and environmental education are DESIBOOK's priorities and objectives that can only be achieved through literary knowledge and culture. Literature can create a concrete sense of European belonging because it contaminates those who read it, crossing over barriers and borders. The journey of literary discovery will go through reading, writing and audiovisuals, experimenting collaborative and intercultural practices.<< Implementation >>The activities will concern literary research and knowledge, production and sharing. There will be 3 training activities for teachers and students on the Book Ship to Barcelona, 2 dissemination events in Turkey and Italy, 5 transnational meetings in all partner countries. And again social networks, online calls, exchange of literary material on the platform, initiatives dedicated to the environment will help create a virtual bridge of inclusion and participation.<< Results >>The students and teachers of the 5 partner schools, supported by Pegaso, Bimed and Agra editrice, will produce numerous results: the creative book toolkit; the glossary on intercultural dialogue and inclusion; the “green” short films and the online course on storytelling techniques. The Agorà of books platform will be a welcoming environment for literary education and digital learning, capable of guiding the processes of inclusion and respect for the environment.

Our intersectoral partnership combines the efforts of 8 organizations (4 schools and 4 training providers) from four European countries; Denmark, Bulgaria, Poland and Spain, in an attempt to create a unique innovative educational tool to support teachers in their daily activities to provide high quality of teaching and present contemporary learning opportunities to their students. We will work with students from 14 to 16 years old.Our main innovative proposal is based on the design of 20 work units (five units for each intellectual product). Each work unit will be formed by a description of the activity that we will develop with students from 14 to 16 years old. The work units will be grouped by categories: Learning to read, learning to write, learning to understand and learning to speak. In each work unit there will be details of the activity to be done with studentsThe work units will be formed by training lessons.UNEX T-YOU PROJECT is made up of a set of tools for teachers to implement using a more participatory, creative and flexible methodology, contributing to the integration and adaptation of students. At the same time the gained knowledge and skills will facilitate them in the future Integration into a society where they are increasingly required to compete and be versatile. It also will enhance the acquisition of knowledge, making it more meaningful for them and will allow a much more creative, personal, reflective and critical literary experience. In UNEX T-YOU PROJECT the student is seen from this perspective as the protagonist of the action and as the person directly responsible for the product.The project activities will be grouped into 4 main work processes (WP), which can be summarized as follows:1. WP1 - Management. Main activities: Design and the adoption of strategic documents, 4 partner meetings, Assignment of tasks, Reports, monitoring, Quality control, Risk management, Communication with the National Agency and Internal evaluation.2. WP2 - Development of the UNEX T-YOU PROJECT work units. This process will include several main stages: Design of the work units, which will be distributed by each partner. Translations in partners languages; Piloting in the classroom, evaluation reports and final tuning.3. WP3 - Creation of the UNEX T-YOU web. This process will involve several main stages: Prototyping; Review and feedback from teachers; Development of the first full version of the application in English; Translations to partners languages; Piloting among teachers, Evaluation reports and final tuning.4. WP4 - Dissemination and exploitation. Main activities to be delivered: Project website and development of Social network channels, Production and distribution of news, Presentations to National and European events, direct meetings with Stakeholders, promotion meetings with teachers in partner schools.The additional tangible results of the project, together with the 20 work units and the design of a web page that we hope can be summarized as follows:- 1 Project website in 5 language versions (DK, BG, PO, ES, EN);- 1 Profile of social networks of the project - Facebook page;- 40 Teachers (10 per country) participating in the piloting of intellectual products;- 240 Students participating in the piloting of the UNEX T-YOU activities;- 80 Teachers (20 per country) starting the mini-projects in their daily practice;- 480 Students (120 per country) participating in UNEX T-YOU activities;- 600 Teachers and 350 interested parties were reached through dissemination activities.