The 10.5 million Children Affected by Migration (CAM) who are refugees, asylum seekers economic migrants, or children left behind by migrating parents/carers, are the most vulnerable children in Europe, threatened by the highest rates of cyber bullying, radicalization and on-line grooming.The partners have completed a ground breaking Erasmus + project Including Children Affected by Migration (ICAM) in schools which is being disseminated Europe wide by the three leading child welfare organizations in Europe, UNICEF ECA, Terre Des Hommes and Eurochild. Please see https://www.icamproject.eu.The project feedback identified a need to help CAM's internet usage and particularly the social media, on which CAM rely heavily, in ways that are both safe and responsible to the welfare of others.Consequently the successful ICAM programme will be further enhanced by the specific outcomes of the BeCSR projectBeCSR focuses on CAM aged 8-13 at a critical age for learning to use the internet. The project develops their Social and Emotional Learning (SEL), and increases their on-line media literacy so that they have the ability to protect themselves and other children and to make safe and responsible decisions when they are on-line; including in particular their avoidance of, and response to, cyber-bullying, radicalization and grooming - as victims or as bystanders.The internet is the most powerful aid for universal access to learning yet developed.Damage and harm caused by abuse and improper use of the internet is one of the biggest threats to vulnerable children that society faces. 50%+ of EU teens have been bullied online, and 50% have engaged in cyber bullying. UNHCR reports a rise in xenophobia, racism and racial attacks resulting from the recent increase in the migrant population in Europe. CAM are 2x as likely to be victims of cyberbullying and 3x more likely to suffer social exclusion on social media.Prevention policies and strategies to protect children and control internet usage are not enough SEL programmes are proven tools to address wellbeing issues such as reducing bullying in schools. SEL techniques have been developed by four of the partners in the Erasmus+ programme Action Anti-Bullying completed in 2016 and disseminated Europe wideVictims of cyberbullying suffer reduced learning capacity and lose all the benefits that on-line learning provides. In extreme circumstances the abuse leads to suicide. The rate of suicide among teenagers has increased in recent years to 9 per 100,000 average across Europe and is linked to the influence of social media.SEL is a process of acquiring social and emotional values, attitudes, competencies, knowledge and skills that are essential for learning, effectiveness, wellbeing and success in life.Although it can be taught, most SEL is assimilated and requires the appropriate climate in school and in the home for SEL to flourish. Consequently the SEL improvement for CAM will be achieved alongside the improvement to the climate of convivencia ( living in harmony) in schools and in the home.The project includes an essential parent/carer education programme An internet trawl uncovered no other programmes designed to improves children’s SEL for internet usage Our aim is to create the school and home environment of convivencia and improved SEL so that children know and understand better how to make decisions about their safe and responsible behaviour on the internet leading to lifelong learning behaviour in harmony with others in the world around them.BeCSR objectives are to develop CAM’s SEL and on-line media literacy by applying cascaded, effective training programmes which equip their school leaders, staff and parents/carers with the knowledge and skills for teaching children to make safe and responsible choices about their own behaviour when on-line. Specific objectives are listed in the sections below.The transnational approach of ICAM and now of BeCSR enables the partners to combine expert knowledge from the UK ,Spain Italy, Romania and EU (through OEC ) with the international reach of Associates UNICEF Terre des Hommes and Eurochild to develop approaches which will truly help reduce the damage to CAM and promote the positive benefits of safe and responsible internet usage for all children in Europe.The partners' Open Education Community and the international associates give the project the widest possible access to organisations Europe wide with a remit to support CAM and they also have the contacts to influence government policy.Trials in 10 schools from 1 county in 4 countries = 40 schools provide country specific models for county by county upscaling for national application of the BeCSR projectThe structured dissemination of this project has the potential to not only reach all CAM in Europe but also to provide a model to help schools and parents/carers improve the safe and responsible use of the internet by and for ALL CHILDREN

The world has accelerated, information cannot be observed, everything is automatized when the child finalises the school, the profession he studies stop to exist, borders between countries are slowly wipe away and a large global society is resulting where we need to find existence mainly employment. Added to these facts was the biggest challenge of 2020 - the corona crisis. Its effects are difficult to model and estimate, but a strategy focused on the future is needed that takes into account direct operational effects, including secondary and tertiary ones.The corona crisis also highlighted the importance of lifelong learning for teachers, who had to respond flexibly to the created conditions and find appropriate solutions in the teaching process for the benefit of pupils (e.g. online teaching).According to Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework, even though teachers are participating in in-service/further training, they still feel like they need more training in the field of those skills and competencies for education required for 21st century, such as teaching of cross-curricular skills, using of ICT teaching and teaching in multicultural environment or multilingual settings. In each partner country, teachers use online teaching tools to different degrees and at different levels. In addition to the lack of digital competences of teachers, the partnership identified the most common problems: different access to the Internet, different ability to manage online communication, different technical and human barriers to using computer and online space at a specific time, different motivation, different family background (sense of security), family climate, age-appropriate communication, missing or harmful interaction of children in peer groups, school as a space for children to escape from problems in the family, underestimation of home education by parents.The individual school systems in the European countries and also in Turkey are different, so the great importance has international cooperation of actors from different sectors, exchange of experiences, finding examples of good practice in the current constantly changing period in the field of online pedagogical methods. At the same time, it is important to deal with the exchange of experiences in the field of solving problems arising as a result of the corona crisis.Main objectives:- Support and development of cross-sectoral international cooperation among universities, schools and counseling and educational services for adults, creation of virtual partner networks- Developing teachers' digital competencies in accordance with the requirements of today's constantly changing period- Increase the use of digital technology in primary schools with adequate teaching and learning materials to be able to improve students' learning potentials. - Support lifelong learning of teachersIn order to reach the objectives above, partners will- exchange of good practices and experiences from partner countries and from EU- organize 6 DIGI-SCHOOL workshops in partner countries with relevant stakeholders in order to share collected good experiences from the international environment- organize 6 DIGI-SCHOOL trainings to increase digital skills of teachers- create a communication platform for networking and exchange of good practices- create DIGI-SCHOOL E-Brochure - collection of 26 best practices from EU and Turkey- realize dissemination activities in all partner countries via social networks, leaflets, newslettersTarget groups of the project Direct target groups:- Teachers of primary schools, lecturers, professors, mentors, tutorsIndirect target groups:- Universities- Primary and secondary schools- Pupils/Students- Parents of pupils - Training institutions who providing training for teachers- Parents - Consulting organisations in the field of school education- Partner organizations- Professional organisations for teachers, umbrella organisationsThe project involves 7 partners; 3 universities, 1 non-profit association and 1 primary school from Turkey; 1 primary school from the UK and 1 association from Slovakia. Partners were selected with respect to their experience, types of organization, excellence of the staff and main working field.Partners will hold project meetings 5 times in 4 partner countries.Partners will implement an effective dissemination strategy from start to end with all types of dissemination instruments. So as to ensure the long-term efficiency of the project, partners will involve the community as much as possible to project events, involve local government institutions, schools and umbrella organisations in the project process, institutionalize communication platform, and continue running it even after the project and create innovative project products.