The EUROPE project focuses on the implementation in a broader European context of a novel approach, known as the Quiet Time programme based on Transcendental Meditation (Quiet Time/TM) for schools, that has the potential to contribute to National and European strategies in answer to the Paris Declaration (1, 2), being a whole-school proven approach for promoting social inclusion, tolerance, non-discrimination, personal development and other factors that prevent violent extremism, and to lead to a mainstreaming roadmap for evidence based policy actions/guidance at European and National level, thus helping to foster the role of education in promoting equality, social cohesion, nurturing mutual respect and embedding fundamental values in society.
This original, unconventional, pioneering, learner-centred approach in the field of education, training and youth, addresses the root-cause of negative attitudes and violence and promotes tolerance amongst diverse populations by promoting the psycho-physiological well-being of students, including those with disadvantaged backgrounds, and by allowing the experience of profound inner peace and calmness, thereby providing participants with the unifying experience of the source of all diversity. The Quiet Time/TM programme is easy to implement at all levels of education, easy to learn and religion and philosophy neutral.
The general objective of the EUROPE project is to upscale, assess the relevance, impact and scalability and disseminate the Quiet Time/TM approach in different European contexts.
The specific objective of the EUROPE project is to Adapt and transfer the chosen good practice, in 3 countries (Nederland, Sweden, and Portugal), in at least 1 school per country, with at least 150 students per school (age 10 to end of secondary school), targeting schools with minority students or those with disadvantaged or migrant background.
The main activities of the project therefore are:
- Implementation of the Quiet Time/TM programme in the schools in a European context.
- Assessing the ability of the Quiet Time/TM programme to:
– create an inclusive learning environment and reducing violence
– support teachers and other educators in dealing with the increasing diversity of learners
- Evaluating the Quiet Time/TM programme from a policy development perspective by providing evidence that it is sound and practical.
- Disseminating findings of the implementation and the evaluation framework to support trans-national cooperation between the partners involved in the project and European ministries, policy makers, and key stakeholders interested in the outcome of the project, creating awareness about the Quiet Time/TM programme and the established support structures and offerings.
- Drawing policy conclusions through international cooperation including MoEs, leading to a manual of best practices and a mainstreaming roadmap for evidence-based policy guidance.
- Establishing sustained support structures, including a European expert centre for the implementation of the Quiet Time/TM programme.
The specific target groups of the EUROPE project are:
- Students: In particular disadvantaged students from the age of 10 to the end of secondary education, targeting schools with a high percentage of disadvantaged students, including students with lower learning outcomes and those with migrant and minority
- Teachers and teaching staff, a significant number of whom show a high level of stress, anxiety, depression, and burnout.
- Wider school community: being the Quiet Time/TM programme a whole school approach, the final beneficiary of the project are all students, including students with lower learning outcomes and with disadvantaged social backgrounds.
- Policy Makers in school education
- Education sector at national level
COMMUNITY OF STAKEHOLDERS
- Youth/students networks and associations
- Heads associations
- Parents associations, school service providers
- Civil society organizations
- Other organizations working in the education sector
- Organizations working with migrants.
Scientific community, policy makers, including of fields other than education- including governmental specialists – stakeholders and interested professionals (i.e. teachers, principals, board members), Students associations, Heads associations, Parents associations, universities, education institutions, youth/students networks, organizations working with migrants and general public.