Lead partner: P1 – Fondazione Hallgarten Franchetti – Centro Studi Villa Montesca

This   WP   has been   the   driver   work   package   defining   the implementation (WP3) strategy in order to set up the start-up of the project.

Main results :

  • better definition of the strategic perspectives with regard to the Quiet Time method and its effects in tackling radicalization (possible difficulties, challenges and opportunities)
  • agreement of partners on the challenges, needs of target group and objectives addressed through the selected best practice Quiet Time for schools
  • preparing the partners in relation to the application of this novel approach and of its potentialities
  • elaborating Project Initiation Documentation and establishing proper work plans for starting the work in the right way
  • creating the project Platform and the participative web Portal as informative and communication tools at the disposal of the all the project actors and beneficiaries
  • preparing the implementation in the schools
  • community building

Main public deliverables:

WP1 preparation & D 1.1 Analysis of the status quo and of the strategic perspectives with regard to the Quiet Time method and its effects in tackling radicalization

WP1 Preparation& D1.3 Project Platform and of the Participative Web Portal


Lead partner: P1 – Fondazione Hallgarten Franchetti – Centro Studi Villa Montesca

Aims and objectives of this Work package :

  • ensuring that the overall project objectives are achieved effectively and properly, complying with the set timing and schedules, and with the working days assigned to all project activities;
  • ensuring compliance of the foreseen objectives and results with the actually developed and achieved actions;
  • ensuring a smooth day-to-day running of the project;
  • management of the communication within the consortium and between the consortium and the EACEA;
  • ensuring and manage the communication and exchanges with stakeholders and actors to ensure external input by them during the activities development;
  • coordination the project work packages, and management of resources allocation;
  • assuring a high level of quality of the management of the entire action for ensuring, constantly along the project development, the transferability of its results and experiences.

This WP foreseed the singling out of members by each project partner who will become part of the Management Board that had the main role of supervising the main actions of the project. It collaborated closely with the coordinator and the Quality Assurance Committee (see WP4 Quality Assurance).


Lead partner: P8 – Maharishi Foundation England, UK

This WP has been responsible for the actual implementation of the best practice Quiet Time/ Transcendental Meditation programme in schools by:

  • setting up the final implementation work plan and schedule for implementation together with the research protocol for evaluation of the program with guidance from the chief evaluator for the implementation in schools;
  • introducing systematically the Quiet Time/Transcendental Meditation programme in each of the selected school following the same protocol;
  • reporting on the implementation of the Quiet Time/TM programme. This includes:
    • the number of countries and the number of schools in each country where the Quiet Time programme has been implemented;
    • the total number of administrators, teachers, staff, and students that have been trained;
    • the number and types of meetings held;
    • strengths and concerns of Quiet Time with the students
    • principal and administrators’ experiences;
    • teachers, students and parents’ feedback;
    • progress on the evaluation process;
    • interaction with policy makers and ministries of education.

The Quiet Time programme has been implemented in 3 countries (Portugal, Sweden and Nederland) involving in total 520 students, 350 teachers and 110 parents.

Main public  deliverables:

WP3 Implementation & D 3.1 Staff Training

WP3 Implementation & D 3.2 Students training

WP3 Implementation & D 3.3 Consolidation of the programme at school

These are all tangible outcomes. A full report of implementation activities is contained in the evaluation report. In addition, the outcomes are included in dissemination deliverables (see results section).


Lead partner: P7 – Stichting Maharishi Onderwijs Nederland

Objectives of this WP:

  • implementing a Monitoring system to check the quality management of the overall project;
  • defining the tools and ways the monitoring and quality of the overall project results are ensured;
  • establishing inner mechanisms of organizational monitoring of project progress and results achieved;
  • monitoring risks, anticipating criticalities and designing solutions to potentially emerging problems.

All the process of the Quality Assurance has been based on the fundamental document, prepared since the project beginning: the Quality Assurance Plan containing guidelines for ensuring a quality control process throughout the entire project.


Lead partner: P2 – Stichting Hogeschool Utrecht (Utrecht University of Applied Sciences)

The evaluation has been involving setting up an evaluation framework for the project to provide validation of the Quiet Time/Transcendental Meditation approach. This Work package has been establishing to what extent the expected results were confirmed and has been evaluating the procedures of implementation and the experiences of the participants, establishing an handbook for policy makers and a manual of best practices containing recommendations to enable policy makers to confidently apply the programme in any school or university.

The evaluation consisted of four components as follows:

  • formative evaluation related to the implementation process;
  • summative evaluation of the results in terms of benefits and stakeholders;
  • summative evaluation of the implementation process; and
  • summative evaluation of the factors critical to the success (including enablers and barriers).

The Quiet Time/Transcendental Meditation programme was implemented (see WP3 –Implementation) in in schools in 3 different countries simultaneously (Portugal, Sweden and the Netherlands) based upon a commonly established protocol, which has been was the same for all cohorts. The results have been evaluated by the University partners at a national/regional/local level collectively with all partners involved in the implementation.

Main public deliverables:

WP 5 Evaluation & D 5.1 Protocol and Plan for the Evaluation of Quiet Time/Transcendental Meditation programme 

WP 5 Evaluation & D.5.2 Bibliographical and document revision

WP 5 Evaluation & D.5.3 Empirical Tool

WP 5 Evaluation & D.5.4 Empirical data collection

WP 5 Evaluation & D 5.6 Reporting overall conclusions – Policy guidance


Lead partner  P4 – CESIE

Objectives of this work package:

  • fostering community building;
  • turning findings from the implementation and evaluation into exploitable results;
  • raising awareness about the Quiet Time programme and established support structures and offerings; and
  • disseminating information about the project development, different phases and achievements to the wider audience possible through coordinated actions;
  • establishing a mainstreaming roadmap for evidence-based policy guidance;
  •  contributing, with the help of key stakeholders and MOEs, to National and European strategies/actions in answer to the Paris Declaration;
  •  creating the visibility for the achievement of a sustainable impact on the education systems of the partners and in the extension on the education systems throughout Europe.

Main public deliverables:


Lead partner: P5 – Agrupamento de Escolas João de Deus (regional Teacher Training Center)

The EUROPE project was aiming to provide project results having a wide impact during, and beyond, the lifetime of the project by conducting extensive dissemination and exploitation activities and measures addressing all the stakeholders involved. Being the lead partner a public organization representing in the EUROPE project the Ministry of Education and Science- Directorate General of Education of Portugal, through the channels and experience of the partners involved in the project and of associated partners, the EUROPE project aimed at steering the interest of other organizations at grass root level, networks/umbrella organizations and policy makers, in order that the exploitation will reach:

  • Different target groups: the Quiet Time/Transcendental Meditation programme is in fact adaptable and suitable for a transectorial intervention since the benefits are applicable to all levels of education, from ECEC to secondary and higher education, including all students, teachers, directors and staff and to at-risk population, including migrants and prisoners.
  • Different geographical areas: The EUROPE project aims to reach schools in all of Europe. Transcendental Meditation organizations in fact being present in all European countries, are available and capable of supporting this goal.


Main public deliverables:

WP7 Exploitation & D 7.1 Support for policy reform – Manual of best practices

WP7 Exploitation & D 7.4 Support for policy reform – Establishing and European expert center