"<< Background >>In recent years, the importance of adequate emotional management has become established in educational language, in an application of Emotional Intelligence to the field of education. In fact, the term ""Emotional Education"" has been successfully coined. This is a new and key concept in teaching focused on students as a complement for intellectual contents, both as an independent or transversal subject.In fact, emotions have a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. There is a vast literature about emotions and teaching, what about adult training? Nowadays, teachers are trained in emotional skills and EI is included in most curricula, but the topic is out of discussion in adult training. Trainers and facilitators need to be trained as well as a basic element of the chain. So, Emotional Intelligence is currently a hot topic in adult training, particularly taking into account the specific issues of andragogy (adult education) and the particular needs and demands of adult learners, very different from those of children. This is why this project is necessary, because much has been written about EI and pedadogy, but few about its implications in the never ending process of lifelong learning.Summing up, and as an indispensable complement to technical and professional competences, there are what the researchers called ""personal competences"", which reflect empathy, flexibility, tolerance, self-esteem and emotional stability.Taking these factors into account, our target group will be dual. - On the one hand, the final beneficiaries will be the participants in any adult training process (whether in-company or in another training institution or organisation). They will learn to identify and manage their emotions during the training process, as it has been scientifically proven (McLean, The Theory of the Triune Brain) that emotional management is closely linked to the success of the cognitive processes of learning and internalisation of concepts.- As a primary step, SESKAT will focus on adult trainers, developing an emotional balance that reinforces their personal competences and improves their ability to transmit concepts from an interpersonal perspective.SESKAT's vision is to have a positive impact on the perception and awareness of social and emotional skills in the adult training process, improving the trainers' capacities and the quality of the training, as well as their impact on the final beneficiaries. Summing up, understanding Emotional Intelligence will enhance personal success as a facilitator, because the professional will be endowed with such important skills in the actual labor market. Knowing your emotional barometer will reveal much to you about your style of facilitation and how you deal with your clients, how well you tolerate stress, handle change, express your emotions, and interact with others are all influenced by EI. As you develop your own Emotional Intelligence skill set, you will be able to help your clients increase their chances to become better employees. This is the aim of SESKAT project, an analysis and training system in Emotional Intelligence for a new generation of facilitators.<< Objectives >>MAIN OBJECTIVE:Improvement of education by giving the facilitators a set of extra skills and weapons for their performance thanks to the contact with Emotional Intelligence. In a second step, students and clients will benefit from those skills, generating better professionals and better citizens for the European society.SPECIFIC OBJECTIVES:- Raise awareness of the importance of emotional intelligence in adult education.- Highlight the particular implications of andragogy.- Identify the most important emotions involved in the formative process and how those emotions affect the daily performance of trainers.- Detect risks and opportunities of those emotions in the training process.- Make trainees participants of a better management of their own emotions.- Promote benefits of Emotional Education for adult educators.- Improve the level of adult training.- Promote exchange between adult educators and trainers, both at the regional level but also between countries.By creating training tools for improving skills and key competences of trainers and trainees, the consortium expects to achieve the overall objective of the project: highlight the importance of Emotional Intelligence and social skills (creativity, empathy, cognitive flexibility, teamwork...) in the new economic environment and globalised world.<< Implementation >>Project is divided into 2 types of work packages:1. PROJECT RESULTS (PR), responsibility for 3 PRs lies with the Results leader. Detailed description of work plan, division of task and responsibilities of partners is included in section: Project Results.2. MANAGEMENT AND IMPLEMENTATION WORK PACKAGES – (financed under the item Management and Implementation) cover whole project duration.There are 3 main work packages under the item Management and Implementation including following fields of activity:1) MANAGEMENT AND ADMINISTRATION:A. DOCUMENTATION: all templates and needed documents: project documentation, contracts, timesheets, reporting, etc.B. COMMUNICATION AND MEETINGS: transnational meetings, internal staff meetings dealing with the project itself and the intermediate inline meetings, internal staff meetings organised by partners at country level. Communication is described in detail below.C. PROGRESS REPORTING: reporting the work done and following steps achieved, milestones, reporting PRs, activities and events: progress of results, international meetings, multiplier events and other activities by partners.D. BUDGET CONTROL AND FINANCIAL REPORTING: tasks and responsibilities as well as procedure of reporting are described in section: budget control and time managementE. TIME MANAGEMENT - described in section: budget control and time managementF. HANDLING RISKS – described in detail below.The responsibility for work package 1 lies with Project Coordinator (EBB).2) QUALITY ASSURANCE AND EVALUATION:A. preparation of Quality Assurance PlanB. setting qualitative and quantitative indicatorsC. quality checks and quality assessment of the PRs – realised under PRs, included in PR as integrated part of products development processD. evaluation of the project – all quality and evaluation indicators related to fields different than PRs – quality of management, communication, evaluation of meetings and promotion activities etc.E/ final evaluation of the project’s success – does the project meet the goals, the potential of results, potential to sustain.Tasks under this item are presented in details in appropriate sections of this application form.The responsibility for work package 2 lies with Quality Assurance Leader (SIDES) who cooperates with Quality Assurance Group (QAG) on a regular basis.3) PROMOTION A. Promotion plan with measures and indicatorsB. Graphic standardsC. Visualization of the project: logo, colours, templates of documentsD. Project websiteE. coordination of promotion in partner’s Social networks (FB, LinkedIn, YouTube)F. newslettersThe responsibility for work package 3 lies with Promotion Leader (Eurospeak) which cooperates with Dissemination Group (DG) on a regular basis.<< Results >>TANGIBLE RESULTS- In P1 (A MAP OF TRAINING EMOTIONS). The project consortium will identify what are the 12 emotions that play a role in adult training and will develop a self assessment tool for adult trainers in these emotions.- In P2 (THE EMOTIONAL EDUCATOR), taking into account the results of IO1, the project consortium will develop a corpus of 36 training modules (3 for each emotion) in order to support the management of adult trainers’ emotions in their training performance. - In P3 (THE EMOTIONS OF LEARNING) the work will be focused on the facilitator as an intermediate step and link in the transmission of contents and emotions to the learners. So, the project consortium will develop 36 learning tools and resources to be worked in the classroom and also useful in online training. - In the Multiplier Events (E1-E6) the project consortium will celebrate workshops in order to ensure the sustainability of the project results beyond the project partnership and project’ lifetime. - In the learning activity (C1) the result will be a train-the-trainers for 12 staff members in order to develop in practice and with real targets the tools and competences mainly described and developed in O2 and 3.OUTCOMES RELATED TO MANAGEMENTManaging guidelines;Reporting procedure and administrative guidelines;4 Transnational meetings + meeting minutes. 4 Intermediate online meetingsOUTCOMES RELATED TO EVALUATIONEvaluation plan and tools: meetings evaluation questionnaire, project progress questionnaire, Intellectual Outputs evaluation tools and multiplier events evaluation questionnaire.Evaluation Reports: mid-term and final evaluation report, Intellectual Outputs reports;Project Risks Analysis (PRA).OUTCOMES RELATED TO PROMOTIONProject graphic design;Project website;Project mailing list;Newsletters;Informative brochure.INTANGIBLE DIRECT RESULTS:Developed knowledge and skills of adult trainers and trainees taking part in testing project outputs on how to manage their emotions.Increased awareness of the need to manage the adult trainers emotions in their formative process.Introduction of good examples) in organisations taking part in the project;ADDITIONAL OUTCOMES FOR PARTNERS:Raised capacity of partners and associated partners through expanded offer of their organizations with free of charge solutions available for customers and recipients;Developed experience and potential of partners on a basis of international cooperation of diverse partners, experience exchange, mutual learning;Closer cooperation between partners;Reinforced image of partners as those which undertake innovative initiatives and promote innovative approach;Results of dissemination are presented in detail in section: dissemination."