The overall aim of the proposed project is to develop a comprehensive approach to prevent and counter violent radicalisation and extremism. The PERICLES (Policy recommendation and im-proved communication tools for law enforcement and security agencies preventing violent radicali-sation) project is especially dedicated to transitional processes of radicalisation. To meet its aims, PERICLES will consider violent left-wing and right-wing as well as religious ideologies. A special focus will be set on the risks connected with digital violent propaganda. The PERICLES project will deliver advanced and validated counter-propaganda techniques that are target-group-specific. Furthermore, the cooperation between relevant authorities who have due regard against violent rad-icalisation or support the process of de-radicalisation will be enhanced through the use of the project outputs. The comprehensive PERICLES prevention strategy will therefore largely address law enforcement agencies (LEAs) and security agencies; but will also find use by prisons and social workers, teachers and even relatives of affected people.

EU Personnel in Conflict Prevention and Peace Building missions come from diverse organizations and nations, yet must coordinate together in the temporary network or umbrella organization that comprises each CPPB mission. Coordination is challenging strategically and operationally. Even if the structures to coordinate together are in place, diversity in organizations (militaries, police forces, civil organizations), gender and culture (national, ethnicity, religion) make understanding of diverse personnel, and effective communication and cooperation in contexts of diversity difficult yet vital in order to achieve CPPB missions' goals. Current training puts few resources into training personnel in these critical soft skills. Gaming for Peace (GAP) provides an efficient and effective means of developing and delivering a curriculum in those skills. Deriving a base curriculum from CPPB relevant soft skills and end user identified training gaps in this area, GAP designs a multiple player online role playing game which simulates scenarios from CPPB missions. The GAP project launches an iterative process of curriculum development and refinement through end users (military, police and civilian personnel) evaluating the game and embedded base curriculum by playing the game and in doing so, bringing their own experiences to the game, thus further developing the curriculum of CPPB relevant soft skills. The game can be accessed anywhere via the Internet and there is no limit on the number of personnel who can be trained. The game can be customized at low cost by different stakeholders. The GAP consortium is multidisciplinary with expertise in the social sciences, computer science, end users (including militaries and police), and SMEs in game design, curriculum development and skill standardization and harmonization, and has support from stakeholders including the ESDC, UN bodies and NATO.

The Building Resilience Through Education (BRTE) Consortium brings together partners from academia, the private sector and the NGO sector to find innovative ways to strengthen the resilience of communities affected by recurring disasters. This project has its origins in an ex-post impact evaluation of Concern Worldwide’s twenty-five year engagement in Wolaita, Ethiopia. Conducted by University College Dublin’s Centre for Humanitarian Action in collaboration with Wolaita Sodo University, the evaluation found that, despite significant improvements in communities’ capacities to both absorb the effects of recurring disasters and to adapt their livelihoods based on experience of recent disasters, they remain extremely vulnerable to their natural and environmental context. As a result there is an urgent need for a novel approach that moves beyond supporting the mere absorption of or adaptation to recurring shocks and that transforms the capacity of exposed communities. The BRTE partnership has identified the importance of education in bringing about this transformative change. It aim is to build the capacity of Wolaita’s educational institution in pursuit of the following objectives: • To build the requisite critical infrastructure to enable resilience education and research; • To establish an educational platform that will build human capital and transform livelihoods; • To develop research and innovation capacity that will radically promote social and economic well-being. The BRTE programme will serve as a model of how education can drive transformative resilience in areas subject to recurring and protracted crises.