{"id":55905,"date":"2018-01-15T12:10:07","date_gmt":"2018-01-15T11:10:07","guid":{"rendered":"https:\/\/cesie.org\/project\/friends-fostering-resilience-inclusive-education-non-discrimination-in-schools\/"},"modified":"2021-04-30T12:17:41","modified_gmt":"2021-04-30T10:17:41","slug":"friends","status":"publish","type":"project","link":"https:\/\/cesie.org\/en\/project\/friends\/","title":{"rendered":"FRIENDS: Fostering Resilience-Inclusive Education &#038; Non-Discrimination in Schools"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" id=\"h-objectives\">Objectives<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li>To promote social inclusion, tolerance &amp; non-discrimination in schools through an innovative whole school approach known as the Quiet Time method based on the Transcendental Meditation (TM) programme for schools<\/li><li>To disseminate and scale-up on a wider scale the chosen innovative practice in 4 countries (Portugal, Italy, Belgium, and UK), targeting schools and non-formal education institutions with minority students and those with disadvantaged or migrant backgrounds<\/li><li>To foster the role of the Education, Training and Youth systems in Europe in preventing discrimination, violent radicalisation and promoting intercultural understanding, social cohesion and mutual respect in societies<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-activities\">Activities<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li>Analysis of the status quo and of the strategic perspectives regarding the Quiet Time method and its effects in promoting social inclusion (in order to identify possible barriers and enablers) for ensuring its successful implementation<\/li><li>Implementation of the Quiet Time programme in schools and non-formal education institutions targeting students, teachers, educators and parents in a broader European context<\/li><li>Study visit at Maharishi free school UK where partners have already been applying the best practices, implementing an ongoing EU funded project (<a href=\"https:\/\/europe-project.org\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">The EUROPE project<\/a>), involving educational authorities that support the project as well as the school staff and students<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-results\">Results<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li>Analysis of the status quo and of the strategic perspectives with regard to the Quiet Time method and its effects in promoting social inclusion<\/li><li>Project Platform and the Participative Web Portal<\/li><li>Empirical data collection containing the strengths and the concerns of Quiet Time in the schools<\/li><li>Overall conclusions, Policy Recommendations and lessons learned for successful policy development, implementation, and follow-up of the QT programme in schools<\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" id=\"h-partners\">Partners<\/h2>\n\n\n\n<ul class=\"wp-block-list\"><li><a href=\"http:\/\/www.montesca.eu\/2.0\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Fondazione Hallgarten Franchetti \u2013 Centro Studi Villa Montesca<\/a>&nbsp;(Italy, coordinator)<\/li><li><a href=\"https:\/\/www.international.hu.nl\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Stichting Hogeschool Utrecht \u2013 Utrecht University of Applied Sciences<\/a>&nbsp;(The Netherlands)<\/li><li><a href=\"https:\/\/www.ualg.pt\/pt\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Universidade do Algarve<\/a>&nbsp;(Portugal)<\/li><li><a href=\"https:\/\/www.unibo.it\/it\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">ALMA MATER STUDIORUM \u2013 Universit\u00e0 di Bologna<\/a>&nbsp;(Italy)<\/li><li><a href=\"https:\/\/cesie.org\/en\/\" target=\"_blank\" rel=\"noreferrer noopener\" data-wpel-link=\"internal\">CESIE<\/a>&nbsp;(Italy)<\/li><li><a href=\"https:\/\/www.es-loule.edu.pt\/portal\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Escola Secund\u00e1ria de Loul\u00e9<\/a>&nbsp;(Portugal)<\/li><li><a href=\"http:\/\/www.comune.sacile.pn.it\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Municipality of Sacile \u2013 Pordenone<\/a>&nbsp;(Italy)<\/li><li><a href=\"http:\/\/maharishischool.com\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">MAHARISHI School Trust Limited<\/a>&nbsp;(United Kingdom)<\/li><li><a href=\"http:\/\/www.maharishifoundation.org.uk\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">MAHARISHI Foundation<\/a>&nbsp;(United Kingdom)<\/li><li><a href=\"http:\/\/associacaodepaisapejaa.blogspot.com\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">APEJAA \u2013 Associacao de Pais e Encarregados de Educa\u00e7\u00e3o da Escola Joao Afonsode Aveiro<\/a>&nbsp;(Portugal)<\/li><li><a href=\"http:\/\/meditacao-transcendental.pt\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Cooperativa Cultural Ciencia e Tecnologia Vedica Maharishi \u2013 CCCT<\/a>&nbsp;(Portugal)<\/li><li><a href=\"https:\/\/meditazionetrascendentale.it\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">Associazione Meditazione Trascendentale Maharishi Italia<\/a>&nbsp;(Italy)<\/li><li><a href=\"https:\/\/www.editus.lu\/fr\/selfcompetence-sarl-bertrange-1640778\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">SelfCompetence S\u00e0rl<\/a>&nbsp;(Luxemburg)<\/li><li><a href=\"https:\/\/transcendental-meditation.be\/\" target=\"_blank\" rel=\"noreferrer noopener external\" data-wpel-link=\"external\">MAHARISHI Institute of Vedic Science<\/a>&nbsp;(Belgium)<\/li><\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Objectives To promote social inclusion, tolerance &amp; non-discrimination in schools through an innovative whole school approach known as the Quiet Time method based on the Transcendental Meditation (TM) programme for schools To disseminate and scale-up on a wider scale the chosen innovative practice in 4 countries (Portugal, Italy, Belgium, and UK), targeting schools and non-formal [&hellip;]<\/p>\n","protected":false},"author":12,"featured_media":55906,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"project_category":[26960,27282,26967,26964],"project_tag":[27319,27320,27321,27327],"unita":[45513],"class_list":["post-55905","project","type-project","status-publish","has-post-thumbnail","hentry","project_category-innovation-education","project_category-intercultural-dialogue","project_category-school","project_category-social-inclusion-integration","project_tag-children-families","project_tag-civil-society-organisations","project_tag-education-training-providers","project_tag-people-with-special-needs","unita-school"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.9 - aioseo.com -->\n\t<meta name=\"description\" content=\"Objectives To promote social inclusion, tolerance &amp; non-discrimination in schools through an innovative whole school approach known as the Quiet Time 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