2. HOW TO USE THE HANDBOOK Preliminary conßiderationß The handbook was built so that each chapter can be read separately and only use the infor-mation that is needed at each stage of a “Time 4 Tea” activity. At the same time, if the hand-book is read as a whole, it offers a complete overview of what “Time 4 Tea” is and how to put its methodology into practice in the best possible way.
Preliminary considerations
The handbook is divided into four modules and offers the following features:
This handbook has been designed so that each chapter can be read separately, using The the Step-by-step Chapter that discusses the essentialat steps that must be followed to successfully develop a “TimeOn 4 the only information is needed each stage of a Time for Tea activity. Tea” activity. information focuses is on read being clear about what characteris-tics are necessaryoverview to Prepare, Create other hand,The if the handbook as a whole, it o ers a complete of what and Communicate. As an added value, this chapter pro-vides recommendations on how to develop activities in a Time for Teagiven is and how tosi-tuation. put its methodology into practice in the best possible way. Virtual Mode the Covid-19 Thehandbook Check-Lists Chapter presentsinto four four matrixes to controland the quality of the 4 Tea” activi-ties before its The is divided modules o ers the“Time following features:
start. These matrixes are built in a check-list format in order to internally monitor that everything is ready to develop a “Time 4 Tea” project in each of its three stages (i.e. Pre-pare, Create and Communicate) and in a virtual mode.
The Chapter Step-by-Step Chapter the essential steps that should The Practical Cases offers two best practicesdiscusses regarding “Time 4 Tea” project. The in-formation focuses, be followed to successfully develop a Time activity. information especially, on the following areas: countries involved, coordinator, profile offor the Tea participantes andThe how young people prepared, developed and delivered their “Time 4 Tea”about activities.what characteristics are necessary to focuses on being clear
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Prepare, Create and Communicate. As an added value, this chapter also
The Get in touch Chapter provides some tips on how to disseminate “Time 4 Tea” activities and reach a greater provides recommendations on howyouth to develop activities in to a Virtual Mode impact. At the same time, allow to any young people, educator, worker and/or organisation contact the theshare Covid-19 situation. partners of thisgiven project and their own experiences.
The Check-Lists Chapter presents four matrices to control the quality of each Time for Tea activity before its start. These matrices are presented in a check-list format in order to help you internally ensure that everything is ready to develop your Time for Tea project through each of its three This handbook is intended to be read by the educators, teachers, youth workers and other pro-fessionals in charge stages (i.e. Prepare, Create and Communicate) and in a virtual mode. of facilitating “Time 4 Tea” projects. As we mentioned in previous sections, the handbook seeks that these
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Target groupß
professionals have all the necessary frameworks and tools to support young people at all stages of the process. The Practical Cases o ers examples of actual Nevertheless, the handbook can also be read Chapter by youth leaders and two youngbest peoplepractice involved in “Time 4 Tea” initiatives, in order to gainTime experienced toolsprojects. in the design, The implementation and evaluation of non-formal education projects. for and Tea information focuses, especially, on the
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following areas: countries involved, coordinator, pro le of the participants and how young people prepared, developed and delivered their Time for On the Tea other activities. hand, the “Time 4 Tea” projects and activities can be develop with the following groups: The Get in Touch Chapter| pre-school provides on how to disseminate Children in kindergarten — some ages 2 - tips 6 years Time for Tea activities and make a greater impact. At the same time, it will Children in primary education — ages 7 - 12 years allow any young person, educator, youth worker and/or organisation to in secondary educationand — ages 12 - 17 yearsown experiences. contact theYoungsters partners of this project share their Young people in tertiary education - ages 18 -24 years Young adults - ages 25 - 30 years
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