"Parents of all cultures are interested in ensuring that their children can develop well, learn successfully at school and grow up healthy. Every year in Europe, over 3.7 million children are born into a densely populated media world, whose development involves an unstoppable media influence. From our point of view, this is the greatest challenge in the history of education, combined with a constant task of preventive debate. The European Parliament is also aware of this; it has already called for 2012: ""to exhaust all possibilities in protecting children in the digital world and to systematically train parents"". Parents are therefore the direct target group in @home. The need for European parental education with regard to their own media competence, but especially their media education, is growing across borders. Children and young people today are not only at home earlier and earlier in digital media and find more and more complex online worlds and possibilities. It should also be emphasised that, unlike in the real world, consumption is beyond parental control and parents today often have little media knowledge and media competence. Children quickly realise that they are superior to their parents in this area. A family problem develops in view of the failure of resigned parents to set limits and the increasing helplessness experienced, which as a permanent field of conflict has an impact on family life. Although this increasing need for parental education exists, the form of support that parents need seems to be changing. Parents' evenings at schools are declining and online seminar rooms are in demand. Why? There is no need to travel to school and additional childcare does not have to be financed and organised. Anonymity is given, which can be helpful especially for sensitive topics. Digital learning materials also have the advantage of being able to respond to the increasingly different prerequisites, experiences and interests of learners. With digital media learning can be made even more active and individual. Parental education in Europe today should therefore increasingly take place freely, i.e. in non-institutionalised contexts and, since the possibility of learning with new media, also independently of time and place. With the implementation of @home, involving politics, the community and parents themselves, we in a consortium of AT, BG, GR, SI and DE are facing this sustainable educational task with a double strategy, which on the one hand builds on the teaching of instrumental-qualifying skills, and on the other hand uses above all a critically reflected approach. The declared aim of ""@home"" is to combine both and integrate them into the social context of media education in the family. The following results were achieved in the implementation:1. systematic exploration as a needs analysis: what form of support do parents in Europe need, and on what issues? 2. a multilingual digital parents' consultation in the form of a web-based APP ""You, Media and Me - YouMMe"" in 7 languages including English with the following features: - 12 educational films to support the parents' own critically reflected handling of media - Working materials to teach basic skills. Originally, a monthly meeting of experts was also planned, which could not take place as planned due to the special situation during the Covid 19 pandemic. Instead, an additional ""Dictionary"" was created in which important terms of media education in the Länder were collected and explained to parents. 3. monthly question memory: frequently asked questions from parents, answered by the team 4. The originally planned five stakeholder round tables and the final symposium in Brussels could not take place as intended. They were partly conducted virtually, the final symposium was adapted and held as a hybrid event in Graz. The research situation, the view and the experience in Europe are different, therefore we need transnational learning in professional exchange, in search of possible solutions. With the implementation of ""@home"" we are actively shaping the European cross-sectional topic: ""Media Literacy Education"" through interpersonal, intercultural and social competences in Europe.Since this educational topic is still very young due to rapid growth, we have a lot of catching up to do in Europe in the field of prevention. A political project advisory board under the direction of the patron Eckhart Pols will open doors and ensure the transfer of all results in the project. In this way, we will ensure that this social education topic has a lasting effect on families."

"Today, many people are active in digital social rooms on a daily basis. Especially children and young people use social media and get a lot of their daily news from the internet. At the same time, social and political processes in real and virtual life influence and interpenetrate each other. But values and norms that apply in the real world are often not applied or cannot be applied to virtual social systems. This is a challenge especially for socially and educationally disadvantaged children. Interaction with people and dealing with conflicts is based on an ethical attitude. In addition, due to its low publication threshold and anonymity, the Internet is an ideal breeding ground for the uncontrolled dissemination of gossip and rumours, slander and lies, conspiracy theories and delusions. This is unsettling, especially if adolescents lack the imparting of values in their parents' homes. Furthermore, an uncertainty regarding the credibility of media content can be observed. This is also shown by a recent youth study of ""Safer-Internet"" about rumours on the net. According to this study, young people use social networks as the main source of up-to-date information, but rate them as rather untrustworthy (86%). At the same time, the American study ""Most Students Don't Know When News Is Fake"" shows that many students are unable to identify well-founded messages. Instead of paying attention to reliable sources, they mainly trusted detailed texts and images. Moreover, they could not explain why they should be critical or suspicious of certain content.The key competence ""digital media ethics"" cannot be found either in the curricula or in the training of specialists in child and youth welfare, even if there are a few learning ideas. “ETHIK” meets this need with two main goals: to work out relevant topics of digital ethics in a first step and to adapt a clear set of rules in a language suitable for young people. In the second step, a card game is developed that increases the reflection power of adolescents and supports the internalization of digital ethics issues. The contents of the card game and background information on digital ethics will be made available both as part of an Internet platform and via a web-based app. In this way, the goal of integrating the debate on the topic into the context of social work is achieved. The project's target groups are children and young people (including refugees and disadvantaged young people), youth workers, teachers, stakeholders and ministries. It is planned to reach approx. 650,000 people with the various activities and multiplier events. There is little well-founded learning material aimed at enabling children to lead a self-determined digital life. Rapid digitalization is a major challenge that we have to face and intensive exploration is becoming increasingly necessary. Therefore, a qualification offer for the promotion of ethical/digital competencies with a philosophical approach is the main result of ""ETHIK"". During the project time, ""ETHIK"" will offer a qualification programme in the form of an e-learning platform with detailed material and background information on the topic, a corresponding web-based app and a card game to learn and reflect on digital ethics, provided in at least 6 languages. The experienced consortium will create interactive learning opportunities to support one’s own critically reflected approach to media as well as a game to help internalize ethical standards, to be used as a working material. These outputs will be tested with at least 90 youth workers in six countries. In order to disseminate, enrich and deepen the work, five national stakeholder dialogues and an international final symposium will be organised. All the resources compiled in ""ETHIK"" will subsequently be made available on the European Results Platform. The learning materials will also be available after completion of the project and the content work, as well as the results, will be further developed and disseminated in the partner organisations. This ensures a sustainable effectiveness of the project."

"Today Pornography is part of the life of the youth. Research shows that young people (despite existing legal regulations) are also able to access illegal pornographic content, and almost half of all surveyed adolescents regularly consume them (Altstötter 2006; eNASCO, 2015). In addition, the share of unwanted contacts with pornography is increasing (Grimm 2010, S. 15). If children type the harmless word ""disgusting"" in Google, they will see pornographic content. Larger Europe-wide studies and meta-analyzes lead to the conclusion that the confrontation with Internetpornography is one of the most important online risks in Europe (Hasebrink et al., 2009). There is therefore no doubt that the wide range of possibilities and the easy access to pornographic content involve risks and unsettling the adolescents in their sexual socialization. Europe has therefore already reacted and provided protection filters and classification tools for user-generated content, as the project ""You rate it"" shows. However, since filters (1) can be circumvented easily, (2) do not work in every case and (3) are not sufficient (even if necessary) to address this problem area of Internet use adequately, a cooperation between non-state actors is of great importance at this point. Due to the problem, which is similar across Europe but at the same time characterized by differing experiences and research efforts, we need a transnational learning through professional exchange in order to be able to establish professional capacity for action. In contrast to other topics relevant to education, we have to deal with the special feature that the communication with the parents and the corresponding development of competences in dealing with it usually does not take place, the subject is tabooed. Accompanying and assisting in case of specific problems or uncertainty can therefore usually not take place within the framework of the parent's home.Therefore, professional actors are needed who are outside the family context to acquire pornography competencies and to find contact persons. The social work group was the target occupational group of this project because it deals with these current questions and problems in the fields of open youth work and prevention and can fill this gap professionally. At the same time, there is a huge need for further education and training both in terms of current developments and legal regulations on pornography in Europe, as well as on the respective individual professional self-understanding of the youth workers. We were able to close this gap with ""PSSSST"" and create a tailor-made offer for social work. A consortium of seven partners from 6 European countries involved in educational workhas taken on this task and, based on the results of the meta-study, developed material for working with children and young people. It is available on the project homepage www.psssst.eu.With the help of this material, the planned double strategy can be implemented: a) the teaching of instrumental-qualifying skills, personal and institutional, and b) active-reflected discussion. The following results serve this double strategy.1. pornography competence: definition and promotion / training modules to promote pornography competence2. discussion impulses to promote professional intervention3. a handbook for philosophizing with children and teenagers.4. legal enlightenment/legal framework conditions5) ""Without TABU"" game for direct work with children and adolescents as an additional product6. guide for action in case of suspicion of sexual assault7. country-specific network cardThe results can be accessed and used free of charge in 6 European languages on www.psssst.eu .Politics could also be included from the very beginning. The protection of children and young people in the digital world is a pan-European concern.With the involvement of politicians, we have succeeded in initiating an active political discussion, above all in the multiplier events. Thus, political table groups were formed in each MA, which gratefully accepted the position paper!"

"The European Parliament has initiated a draft for a new General Data Protection Regulation (GDPR) – at the same time some Internet platforms like Twitter are forbidden, e.g. in Turkey. With the subject Data protection there is high uncertainty in the population about the not yet cleared NSA affair. This uncertainty must be urgently transformed into security through information and education. With the project “Internet – not (an) extralegal room”, a consortium consisting of TR, BG, SL, GR, AT and DE has created an opportunity for parents and consumers which contributes to more individual responsibility in the area of data protection and data security: The Data- Protection-App „DATAPP"". It is especially the data security of children and young people which the consortium had in mind by creating this unique Europe-wide app. The European Parliament (2012) ”Supports […] efforts to promote systematic education and training for children, parents, educators, schoolteachers and social workers, aimed at enabling them to […] identify those dangers which could harm the physical or mental integrity of children, at reducing the risks related to digital media“. To contribute to this was the aim of the DATAPP-app which preceded a demand analysis with 900 filled in questionnaires. In the result of this demand analysis, whose target group were parents, it became clear that more than 90 percent of the questioned parents throughout Europe are worried, about the data security on the Internet. Due to this result our European syndicate took this meaningful task. With the use of this ""DATAPP"" parents and everybody in charge of education, as well as children and youngsters will learn to appreciate and to protect the value of freedom – in the form of data protection. Privacy is a high value in our democracy which presupposes an online literacy of parents and of all citizens. In the population knowledge of the judicial system is hardly spread including the data protection precautions, so that the Internet presents itself for many uninformed or ignorant parents and consumers as a kind of „extralegal room“. With the creation of the first European Data- Protection-App the consortium provided information about the topics: copyright, social networks, online competitions and conclusions of contracts, technical security and background information. The app was enlarged with a learning game for families. All contents are available in 7 languages. Further translation, for example an extension of the text written in Arabian language are being prepared. Besides, there is a password check which enables all users to check their passwords on security. This will train the data protection sensitivity of our adolescent children - and young people. All available contents were tested in 6 partner schools and adjusted culturally. To achieve a very wide range of action, a Europe-wide radio campaign with more than 5 million listeners was carried out on the Safer Internet day. This measure of dissemination resulted in television reports in Belgium and Bulgaria, so that in an early stage of the project the consciousness for the topic was already sharpened and a wide public was reached. As data security and -protection is no exclusive family subject, but a society-political subject, a political counsellor was activated at the beginning of the project, who introduced all project activities in political discussions. Thus, a final position paper with sociopolitical demands was also handed over to the political counsellor on the final symposium in Pleven (BG). In that paper requests were formulated especially on the subject Security and Protection for children and youngsters on the Internet. A central question is: ""Who does my personal data belong to?"" This question is not cleared, neither in national data protection laws nor in the new General Data Protection Regulation (GDPR) which comes into force in May 2018. With ""DATAPP"", the consortium contributes actively to the European cross section subject: ""Media competence education"" by interpersonal, intercultural and social competence. The common challenge of strengthening parents’ media literacy softens up cultural-traditionally tightened educational methods and creates space for intelligent, sustained learning. Every partner country hosted an exemplary big event in a school for the national dissemination. In the European context the consortium could make use of single memberships in the EVBB to disseminate the contents in every European member state. The conversion of ""DATAPP"" is an attractive answer to a global problem and strengthens the educational and political, as well as the parental responsibility for the present and future life and development of the adolescent generation in Europe."

"The educational project entitled: ""Curriculum and Challenge for Learning and Applying Financial Literacy""(FibiC) trains every user in the implementation of a competent and self-determined handling of money.Money is a mirror of joys, fears, origins and hopes. 30 percent of Europeans currently have no savings at all. This is the result of a first European savings study conducted by the market research company TNS on behalf of ING-DiBa. More than 14,000 adults in 14 European countries were questioned about their savings behaviour. Over a financial lean period of three months, only 49 percent of Europeans could bridge their current standard of living with their own savings. 30% of people in Europe live without any savings at all. Why?Money awareness and behaviour is culturally, traditionally and familially shaped. Conditioning is mostly unconscious.Hardly anything connects our problems and desires as much as money. It underlies our problems and drives us.The competent handling of money cannot be found in any textbook, although this basic competence is so existential. Recent studies by the OECD have shown that people with less basic financial education are more likely to take out expensive loans, overdraw their credit lines more often and save less for their old age. Some of them have difficulty paying their bills and need professional help to deal with their debts adequately. In times of Corona, the need for many people to manage with less money is intensified as unemployment and short-time work increase.It is more important than ever to learn how to budget with the available resources. Because people who manage well financially rethink spontaneous purchasing decisions, pay attention to their overdraft limit, pay their bills on time and save more.As in many European countries, there is an urgent need to improve understanding of money and financial matters and to empower people to manage money wisely. Such efforts could (and should) be integrated into a European strategy for financial education, This (learning) task is carried out by a consortium of 5 partner countries (DE, BG, ES, AT, BE) All partners have extensive experience in adult education.The declared aim is the development of a curriculum that serves as a guideline and orientation for educational institutions when they plan and design their education and training measures. The curriculum will define the required knowledge and competences and will be applicable across target groups, adaptable and sustainable transnationally. The didactic approach is anchored-instruction based and describes a learning environment that confronts the learners with problems that they should solve independently. With this method we want to counteract knowledge without application or reality related context. From this background, the idea arose to develop a topic-related challenge in the form of a challenge calendar for the respective building blocks that are part of the curriculum, which allows users to deal with problems from the real context, thus giving them the opportunity to deconstruct, analyse and reconstruct their understanding. (e.g. Buy Nothing List)Training material with practical exercises already exists in Europe (e.g. DE-""CurVe""; ""Klartext"" AT)) Within the framework of our project ""FibiC"", material from various sources is collected, checked and combined into concrete knowledge modules.The curriculum is structured in modules that cover all important topics related to basic financial education.The partners plan to make the curriculum available to as many education providers and different adult education institutions as possible during the project period and afterwards. The long-term goal is to establish the curriculum as a European reference framework-Such a reference framework will ensure comparable quality throughout Europe.Initially, the module-related callence will be available free of charge to all target groups in 6 languages with an initial quantity of 5000 units. By solving the Challenge tasks, users from different approaches will benefit other countries, because the handling of money is culturally, traditionally and familially influenced.The results are published on a website and linked to each partner site. FibiC"" will disseminate all results via the European Consumer Debt Network (ECDN) in all member states. ""FibiC"" will soften traditional, cultural patterns of behaviour in dealing with money and will strengthen transnational learning in its implementation."