Supporting teachers and trainers to prevent radicalisations

Tolerance aims at building learning resources for mutual understanding and respect in educational environments.

Read more about the project here

Our vision

Tolerance is considered in the moral sense, following André Compte-Sponville in Petit traité des grandes vertus (Paris, 1995). It is the virtue that brings us to respect what we do not spontaneously agree with, for example when it is contrary to our own convictions. It is also the virtue that leads us to be vigilant against intolerance and against the intolerable.


Co-funded by the Erasmus+ programme of the European Union


This project has been funded with support from the European Commission.

This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.



The Portuguese team from U.Porto has analysed the needs analysis reports from the eight partner countries (Austria, Cyprus, France, Italy, Portugal, Romania, Slovenia, Spain) in order to produce a global document systematising all needs.

From this, strategies have been identified and organised into three levels of intervention in relation with a theoretical framework. The first level is the “Teachers’ Training” level, where we indicated possible actions and orientations that can provide knowledge and skills to teachers. The “School” is the second level of intervention, with possible ways to work on discrimination problems and to prevent radicalisation, under a collaborative action among all members of the school context. Lastly, the “Classroom” level is related to the importance of teachers/trainers debating these themes with their students.

These strategies have the goal of supporting vocational teachers/trainers who intervene with students/trainees in a situation of socio-economic vulnerability and who might face the risk of radicalisation.

Second project newsletter


The second newsletter is available. It presents the analysis of needs that has been achieved in each partner country together with some examples of continuous training offered to teachers, trainers and educators. You can download it all the languages of the partnership.


Open educational resources


For open educational resources, we will take the definition of UNESCO: "teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions."

In the analysis of the state of art, we try to locate open resources serving Tolerance purposes. We will use them and disseminate them. But our purpose is also to produce ressources to fill the gaps detected. All of them will be disseminated through this web site in nine languages.

Needs analysis


Support VET guideEach partner is engaged in the analysing of the state of the art in its own country. We do not only limit to our own centre, but we are questioning local and regional environment, other educational organisations and relevant stakeholders. In each country, needs analysis includes literature survey, web survey, face to face questionnaires with educators and thematic experts as well as a focus group.

National reports will allow the project to answer the needs of each partner, and their common analysis will constitute the base for elaborating a common framework of action preparing the Tolerance open resource centre.


First project newsletter


NewsletterThe first newsletter is available. It explains the context, the objectives and the expected results of our project.

Schools and training institutions welcome learners facing social integration difficulties, usually with low educational level. When themselves or their parents are from different origins, they may feel discriminated within the society, by the school institution itself or by the other students. The learning climate is sometimes tense, in particular around socially sensitive questions or when violent political events make irruptions in all conversations and cannot be ignored in the classroom. These tensions and disquiet are reinforced in a context of high unemployment with unequal access to employment and an absence of positive perspectives for most of the learners in deprived area

You can download it all the languages of the partnership.


Empowering and supporting teachers


Empowering and supporting teachersThe European Radicalisation Awareness Network has created a working group dedicated to education that has published a paper about "the empowerment of teachers so that they are confident and well equipped pedagogues".

They underline that teachers need to be able to:

  • promote citizenship and the common values of freedom, tolerance and non-discrimination in a way that engages pupils through their "experiences, perceptions and world views";
  • access effective materials to discuss specific ideologies, conspiracy theories and incidents,
  • teach media literacy,

Still, a main conclusion is that teachers who are fully mastering the core of their job are the more prepared to react against radicalisation. If they are empowered, they will be able to "create a safe space for pupils to find their place", to face new challenges, manage difficult exchanges and deal with critical situations.

Download the full paper "Empowering and supporting teachers - Pedagogical role requires time and training" (6 p.)

Kick-off meeting in Lyon, France


The meeting has been organised with the generous support of PRAO in their premises. Partners have had a collective review of objectives and deadlines. They have prepared the analysis of needs in each country.