"<< 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."

"CONTEXT:In general, the non-wood forest products have always been - and remain - an important element of forest resource. However, until recently, not enough attention to their management and utilization lent .Paradoxically, in some cases a better understanding of non-wood forest products will be directly related to a process that causes destruction. As cultures and communities evolve towards a market economy tends to reduce the use of non-wood products for subsistence; Unfortunately, in general, this decline has not been accompanied by improved management of some non-wood products as an integral part of the development process. Consequently it is easy for traditional knowledge about those products are lost. Too often the true value of these products is perceived in the community is 0 at national level where supply sources have disappeared, either through lack of appropriate management measures, or measures of development without vision.OBJECTIVES:• Promote better information , transfer and recognition of youth employment and nonformal at European, national , regional and local level teaching. • Improve the capacity of the VET system as to the needs of the labor market in the NWFP sector. • Modernize and exploit the potential of economic development and innovation in the EU to increase the competitiveness of the forest sector. • Facilitate labor mobility, recognition at European level in the labor market by integrating business practices based learning. • Cooperate among the organizations in program countries in forestry.TARGET GROUPS:• Employers, workers and entrepreneurs related to rural activities and forestry, especially those working non-timber forest products. • Educational authorities ( teachers and trainers) . • Social agents in rural areas, groups and Unions Local Action. • Unqualified young rural women in search of "" first job "" or socially discriminated . • Youth and marginalized groups unemployed or uneducated finished studies encounter difficulties in accessing active and working life.ACTIVITIES:• Creating a Thematic Network , European Monitoring Centre for New Qualifications in the Forestry Sector and Resource Center Information and Online Learning, through which the integrated training, qualifications, monitoring, job creation system and will be organized tools to promote transparency of qualifications and the exchange of best practices on non- wood forest products.• Development of a Guide to Good Practice for the Management and Management of Non-wood Forest Products, indicating the steps for the modernization and adaptation of innovative European systems transformation , depending on quality. • Project web page to provide information , allow the dissemination of project activities and platform support training and telecommuting (Moodle ). • Imparting 4 courses and 36 seminars dissemination and exchange of best practices in NWFP .METHODOLOGY:• Design a basic non-formal training plan with the specific aim of encouraging entrepreneurship, competitiveness and employment through the development and acquisition of skills and competencies related to the real needs in the field of NWFP . • Integration of an innovative approach to teaching and learning, especially through a more strategic and integrated ICT and REA (web , Observatory, guide ... ) use. • Recognition of training modules for the new professional qualification through 4 pilot courses . • Organization 1 event set of training and learning short (5 days) as well as 2 training events combined mobility. • Establishment of a Broadcasting Plan and Use of Results .RESULTS:1. Thematic Network "" NWF Network"". 2. European Monitoring Centre for New Qualifications in the Forestry Sector (450 users).3. Resource Center Online Information and Learning (360 users).4. Guide to Good Practice for the Management and Management of Non-Wood Forest Products (1.800 copies). 5. Website of information and dissemination (3.000 visits). 6. Training and telecommuting Platform (Moodle ) . 7. 4 themed courses for curriculum validation NWFP. 8. 36 seminars and project dissemination and exchange of best practices in NWFP. 9. 3 Actions Training and Learning."

<< Objectives >>The objective of the project is the development of an easy and inclusive training itinerary that allows adults to overcome digital deficiencies and motivates them to use digital environments to continue their training, improve their capacities and equal inclusion in society.This objective will be achieved through active collaboration between the international partnership that, with its complementarities, establish content and activities as a basis for good practices to be exchanged.<< Implementation >>PHASE 1 - PREPARATIONACTIVITY 1Transnational meeting to prepare project activitiesPHASE 2 - EXECUTIONACTIVITY 2Transnational meeting for the execution of project activitiesACTIVITY 3Development of the training itinerary in the field of ADESOSACTIVITY 4Development of the training itinerary in the field of CEDAACTIVITY 5Development of the training itinerary in the field of EquanimaPHASE 3 - FOLLOW-UPACTIVITY 6Transnational meeting for monitoring and evaluation of results of project<< Results >>Involve at least 30 adults to participate in the itineraryDevelopment of the general and specific contents of the itineraryProvide three pilot actions for inclusive training in the digital environmentImprove the inclusion conditions of at least 50% of the people involvedCharacterize the resulting good practices for their exchangeInvolve stakeholders and partners in the network and Erasmus platforms for the dissemination of the project, the exchange of good practices & mutual collaboration