Lately there is a lack of democratic culture in our democratic countries. Social media allow everyone to express his or her opinion freely but not many people are prepared to listen carefully to others. The public space is filled with a lot expectations but there is little will to meet and understand other people and to be ready to search for the best possible solution for all not just for oneself. In 2016 the Council of Europe has developed a Reference Framework of Competences for Democratic Culture - the results of their work on competences which citizens need to develop in order to be able to participate in democratic culture and live peacefully in diverse societies. This Model consists of 20 competences which are divided into four areas - Values, Attitudes, Skills and Knowledge and critical understanding. In education we face the problem of how to provide pupils with these competences. Especially countries with more traditional approaches to education are facing the lack of accessible methodology for implementation of such methods and processes that would facilitate the development of Competences for Democratic Culture . Furthermore, even schools and teachers that are sufficiently skilled in working with competences in the areas of Skills and Knowledge and critical understanding are often at a loss when it comes to supporting the development of competences in the areas of Values and Attitudes. Thus creating sufficient materials for teachers in order to provide them with tools for implementing methods that develop Competences for Democratic Culture is necessary. In that respect Neo Socratic dialogue is a method that has the potential to fill the existing empty spot. Neo Socratic Dialogue is based on European basic values and fosters them, e.g. democracy, honesty in the dialogue and effort to understand different opinions, life perspectives etc. It helps participants to gain new insights and important competences: it fosters people's own critical thinking in creative and effective ways. But most importantly it STRIVES FOR A CONSENSUS. And it is crucial for any society which wants to foster democratic culture and mutual respect for diversity. We find it especially important according to current problems with tolerance (to other cultures, social groups, etc.) or problems with dangerous information disorder within the EU.All partner organisations have their experts for the Neo Socratic Dialogue who have emphasised and implemented this method for many years in many groups for many participants. In this way the project builds on a long tradition. Czech NGO Sokratovské rozhovory organises seminars together with Czech secondary schools, Bulgarian The Plovdiv University Paisii Hilendarski prepares workshops and trainings for teachers and Italian Collegio Arcivescovile Celestino Endrici provides education for pupils from age 6 to 19 years. In order to help to develop the competences for democratic culture, the following specific goals are established: 1. To provide educators with tools to address the competence for democratic culture: we will prepare a Guide for teachers on how to support development of competences for democratic culture through the method of Neo Socratic dialogue: specific educational activities and tools applicable in the context of secondary schools with pupils of the age 14-20 will be developed. The guide will explain the model of competences for democratic culture (European Council and the ideas behind), the principles of a Neo Socratic dialogue as a method for developing these competences. Each partner organization will evaluate the Guide and its usefulness together with teachers (2 day workshop), the Guide will be prepared and translated in native languages of partner organisations (CZ, IT, BG).2. To raise awareness of the relevance of Neo Socratic Dialogue approach and competences for democratic culture among relevant agents in the educational decision-making: Participating organisations will invite 30 relevant agents related to formal education, to the multiplier events that will be held, in their country. 3. To develop a network of organisations and schools interested in Neo Socratic Dialogue and Competences for Democratic Culture in each country (Czech republic, Italy and Bulgaria) and internationally as well. The final Guide will be broadcasted in three on-site conferences, expecting to be attended by 90 key agents of the educative decision-making process and teachers. Also a summary short video promoting the Neo Socratic Dialogue as a suitable method for developing competence for democratic culture will be prepared in English and with subtitles in partner languages and disseminated through web and social media (Facebook, Twitter, Instagram, Youtube). We hope that thanks to the dissemination tools and effective online distribution at least 3.000 European citizens will gain approach to the Guide, and that most of them will be teachers, trainers or youth workers.

The main aim of the project was the writing, publication, translation and exhaustive dissemination of the Youth Emotional Management Guide. This guide is a useful tool, so that youth workers could improve the competences needed in the emotional work towards their learners, giving pedagogical guidelines on active listening, emotional discharge and other strategies to work with young groups about the oppressions and mistreatment they receive and that are perpetuated by them. A teaching unit was also writing collaboratively to offer specific activities to organisations wishing to work with groups about this topic.Through the dissemination of the project´s results (the 3 versions of the guide and the teaching unit, both published in Czech, Spanish and Estonian) and the summary video of the conferences where the results will be presented) we would like to improve the quality of youth work, through capacity building on emotional management.The innovative and participative design of these two years project also provided a decisive strengthening of the professional skills, for the staff of the three participating organisations (Sokratovské rozhovory z.s, Permacultura Cantabria,EESTI PEOPLE TO PEOPLE). This strengthening was especially important, with regard to the emotional management in the youth work and non-formal educational framework, the employment of ITCs and the linguistic competences. Thus, they could, in turn, improve the quality of their daily youth work as well as their teaching and the learning of the young people with whom they interact.The specific goals of this partnership were:-Bestow the basic emotional management tools for non-formal education on youth workers.-To raise awareness, among those relevant agents in the educational decision-making, of the relevance of the emotional issues, in order to achieve an education of quality.-Introducing innovative improvements, related to the emotional management in youth training, with the consequent direct impact in the learning quality of the young people, their inclusive education and their future employability.-Broadening the knowledge about emotional management of the participating organisations, by means of online and on-site networking.-Laying the foundations for other future long-term collective projects in the emotional field.The main activities comprised in the Project included: (a) the realisation of three transnationals meetings (two were organised online), in which the representatives of the participating organisations reviewed the working plan and evaluated the project until that moment; (b) the joint online writing, publication and dissemination of the Youth Emotional Management Guide and the Teaching Unit on Emotional Management for Youth Workers, by all the participating organisations; (c) on-site conferences with different stakeholders relevant for educational decision-making, in each of the three participating countries that enhanced the results dissemination. After the conferences, the educational challenges identified were further addressed through teamwork.Long-term impact for the participating organisations included a greater confidence of our youth workers and trainers, to face the challenge of emotional education, a high-quality education, from the point of view of inclusion, academic and professional success, as well as the social and personal integrity of their learners. In addition, contacts were shared during the project, contributing to the creation of a transnational net of organisations interested in the emotional education, which, at the same time, could end up in future projects.Through the dissemination of the outcomes, the partners were also informing and persuading key educational stakeholders, so that the emotional issues were, definitely, taken into account, in all educational aspects (from youth work practice, to educational legislation). Thus, the organisations, that participate in the project, had also a greater European involvement, widening the influence of their role, as key actors, creating connections between different stakeholders, in the field of education.