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Preliminary conßiderationß

Preliminary considerations 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.

The handbook is divided into four modules and offers the following features: The handbook was built so that each chapter can be read separately and only use the information that is needed at each stage of a “Time 4 Tea” activity. At the same time, if the handbook 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. The Step-by-step Chapter discusses the essential steps that must be followed to successfully develop a “Time 4 Tea” activity. The information focuses on being clear about what characteris-tics are necessary to Prepare, Create and Communicate. As an added value, this chapter pro-vides recommendations on how to develop activities in a Virtual Mode given the Covid-19 si-tuation. The handbook is divided into four modules and offers the following features: The Check-Lists Chapter presents four matrixes to control the quality of the “Time 4 Tea” activi-ties before its 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 Step-by-step Chapter discusses the essential steps that must be The Practical Cases Chapter offers two best practices regarding “Time 4 Tea” project. The in-formation focuses, followed to successfully develop a “Time 4 Tea” activity. The information especially, on the following areas: countries involved, coordinator, profle of the participantes and how young people focuses on being clear about what characteristics are necessary to Prepare, Create and Communicate. As an added value, this chapter provides recommendations on how to develop activities in a Virtual Mode 1 prepared, developed and delivered their “Time 4 Tea” activities. The Get in touch Chapter provides some tips on how to disseminate “Time 4 Tea” activities and reach a greater impact. At the same time, allow to any young people, educator, youth worker and/or organisation to contact the given the Covid-19 situation. partners of this project and share their own experiences. The Check-Lists Chapter presents four matrixes to control the quality of the “Time 4 Tea” activities before its 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. Prepare, Create and Communicate) and in a virtual mode. The Practical Cases Chapter offers two best practices regarding “Time 4 Tea” project. The information focuses, especially, on the following areas: countries involved, coordinator, profile of the participantes and how young people prepared, developed and delivered their “Time 4 Tea” activities. The Get in touch Chapter provides some tips on how to disseminate “Time 4 Tea” activities and reach a greater impact. At the same time, allow to any young people, educator, youth worker and/or organisation to contact the partners of this project and share their own experiences.

2Target groupß This handbook is intended to be read by the educators, teachers, youth workers and other pro-fessionals in charge of facilitating “Time 4 Tea” projects. As we mentioned in previous sections, the handbook seeks that these professionals have all the necessary frameworks and tools to support young people at all stages of the process. Nevertheless, the handbook can also be read by youth leaders and young people involved in “Time 4 Tea” initiatives,

3in order to gain experienced and tools in the design, implementation and evaluation of non-formal education projects. On the other hand, the “Time 4 Tea” projects and activities can be develop with the following groups: Children in kindergarten | pre-school — ages 2 - 6 years Children in primary education — ages 7 - 12 years Youngsters in secondary education — ages 12 - 17 years Young people in tertiary education - ages 18 -24 years Young adults - ages 25 - 30 years