e-guide edited.pdf

Second Chance

E- GUIDE

Lifelong Learning

Programme

Grundtvig

2013 - 2015

2

Summary

Summary.................................................................................................2

Introduction About our project .................................................................5

Education systems in prison .......................................................................9

ESTONIA.............................................................................................10

Viru Prison........................................................................................10

General education .............................................................................12

Vocational education..........................................................................12

Estonian language .............................................................................13

Social programmes in Estonian prisons ................................................13

SPAIN.................................................................................................15

Rehabilitation and treatment area in the prisons of Catalonia..................15

Which fields are included in the rehabilitation area?...............................16

Which are the organisms of decision?...................................................18

TURKEY ..............................................................................................19

Education system in prisons turkey...................................................19

ITALY .................................................................................................21

ROMANIA...............................................................................................24

POLAND..............................................................................................28

About of the participating partners and their organizations...........................32

ESTONIA: Psychology Aid Center ARIADNA .............................................33

SPAIN: CFA Jacint Verdaguer .................................................................35

3

TURKEY: Gebze Public Education Center..................................................38

ITALIA: C.P.I.A. 1 Siena .....................................................................41

ROMANIA: Gheorghe ieica ..................................................................44

POLAND: Detention Center Warsaw-Bialoleka ..........................................48

Summary of the first and second year activities ..........................................50

First and second year activities ..............................................................52

First phase of the project....................................................................53

Second phase of the project ...............................................................56

Presentation of the new proposals.............................................................58

ESTONIA.............................................................................................59

Introduction......................................................................................59

Proposals and activities ......................................................................60

SPAIN.................................................................................................63

Introduction......................................................................................63


Conclusion........................................................................................73

TURKEY ..............................................................................................75

Introduction......................................................................................75


Conclusion........................................................................................79

ITALY .................................................................................................80

Introduction......................................................................................80


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Conclusion........................................................................................85

ROMANIA ............................................................................................87

POLAND..............................................................................................93

Introduction......................................................................................93


Conclusions ......................................................................................99

Exchange activities................................................................................ 101

Mail Art............................................................................................. 102

Letters.............................................................................................. 104

Other activities .................................................................................. 105

Riddle exchanges ............................................................................ 105

Our festivities ................................................................................. 106

Presents exchange .......................................................................... 106

E-Guide Conclusion ............................................................................... 108

5

Introduction About our project

6

Education in prison is an opportunity for the inmates to be included and

to participate in society in a way that had been impossible before as a

consequence of their lack of training. Our project aims at discussing and

investigating two issues:

The first one refers to the actual situation of education in prison.

Education in prison can be a second chance to train the inmates, who, for

various reasons and situations, did not take advantage of their first chance

when they were children or youth.

Education for adults, and particularly education for adults in prison,

allows the person to think about training and start again. In this case it

represents to them a second training opportunity and it is also a benefit for the

entire society as it plays an important role in reducing crime.

The second issue is that education can go beyond formal training and

guide the inmates towards social integration. They have the opportunity to

learn the language of the country they live in, to study a foreign language and

ICT. The educational activities also allow them to have an insight into the

culture of the country where they are, to learn the values of respect and

tolerance and experience an active involvement. Thereby the inmates could in

the future fully participate in society and enhance their chances of social

integration. Adult education is different from children education, it reflects the

different needs and abilities of these students. Educating adults in prison is

even more complicated as the teachers have to work with people in

disadvantaged situations because of various problems: learning difficulties,

psychiatric disorders, alcohol/drugs addiction, impulsivity, illiteracy. If

additionally we add the socio-economic and cultural hard situation in which we

are, we believe the best way for the return of our students in society is through

the education.

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The teachers have to use special strategies to motivate these students

and help them to understand the benefits of education.

Education in prison goes beyond academic training: communicative skills

and social inclusion are often more important than formal qualifications.

The teachers involved in the project will have the possibility to observe

how education in prison is organized in other countries and learn the best

methods and practices used by each partner.

The activities of the project will allow the inmates to express their ideas

and opinions about education, to consider themselves as students, not just as

prisoners and allow them to become aware of the important role that education

plays in reducing crimes as it motivates the offenders to live crime-free lives in

order to be completely included in society.

The opinions of students will help us in thinking deeply on our work in the

classroom and improve it. At the end of this project, society will have more

information about the educational activities organized in prison and about the

prisoners lives and opinions.

Therefore, since these types of studies in relation to the education in

prison are scarce, we think this project is very interesting and useful. It will

help us to evaluate the effectiveness of our educational intervention and

improve it in order to help our students to be integrated into society when they

are set free. Our project will be fully integrated into the regular curriculum of

the participating institutions. However, we will organize new spaces in order to

involve all the participants in the project activities. Creating the logo and the

poster, reading and writing postcards and life stories can be integrated in our

regular classes. We will dedicate additional hours to the interviews and to the

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discussion groups. The new methods acquired by the teachers will be used in

their regular activities.

Activities taking place in the class and inside the prison mean an

opportunity, as these allow the students to get in touch with the outside world

getting to know other realities similar to theirs, other countries and cultures.

This will develop being more critical, being more curious to investigate and

learn, and the evaluation of permanent training.

To summarize, all the activities proposed in this project will enable the

student to become actively involved in the project and in the society to which

he belongs in order to obtain more tools for his social reinsertion.

Working with 6 different European countries - Spain, Italy, Turkey,

Romania, Estonia, and Poland - represents a significant enrichment concerning

the research to be carried out in this project because it allows to exchange of

experience and good practice.

If you want to know more about the project, check our website:

http://www.secondchancegrundtvig.com/8-news/2-about-our-

project.html

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Education systems in prison

10

ESTONIA

According to the initial estimate of the Statistics of Estonia, the

population number of Estonia as at 1 January 2015 was 1,312,300. There are 4

prisons meant for 3500 inmates. Below is the number of inmates kept in

Estonian prisons by March 2015:

Harku and Muru Prison

Tallinn Prison

Viru Prison

Tartu Prison

Total

Condemned 177 593 768 736 2274

Detained 361 135 80 576

Prisoners in total

including: 177 954 903 816 2850

Minors 1 24 2 27

Women 98 42 9 5 154

Life imprisonmen

t

19 21 40

Open prison 109 100 209

Viru Prison

Viru Prison in Jhvi was

completed in 2008. Viru Prison is the

first in the history of Estonias prison

service to have a heightened

supervision department. There is

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also a juvenile department, accommodating up to 250 minors. All underage

prisoners who have been convicted or who are being held in custody and all

young prisoners who have been convicted are held here.

Viru Prison has 1000 places in closed prisonhouse, 150 places in

aresthouse and 100 places in open prison. The complex also has studying

premises, a sport hall, rooms for social work, a chapel and workshops.

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General education

The purpose of providing education is to prepare the detainee for release,

by supporting the person's complete development and the increase of coping

ability. Prison education is a part of Estonian national education system. It is

organized by the Ministry of Education and Research. Prison education is

regulated in legislation including the Education Act, the Imprisonment Act, and

others. All prisoners have a right for education by the law. According to the

education act school attendance is mandatory until possessing primary

education (9 years of school) or the age of 17. In case of Viru Prison it's Jhvi

Secondary School. So, studying in prison is voluntary for the adult detainees.

General education on the levels of primary and secondary school is organized

by the regional municipal education facilities. Thereby the school diploma does

not show that the student has mastered it in prison. In every prison, there is

possible to obtain full secondary education of 12 years.

Basic education (9 grades) is available both in Estonian and Russian

languages. The inmates who were studying on simplified basic education

programme can continue studying on simplified programme in prison.

Secondary education (10-12 grades) implies studies in Estonian language, but

Viru Prison offers it in Russian language too.

In 2015 general education is being received by app. 260 inmates.

Vocational education

Vocational education is organized by area vocational education centres or

public schools. It is available in all prisons. The most common professions are

metal and woodwork, construction, gardening, sewing, welding, electrician,

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cooking and small entrepreneurship The programmes comply with state

requirements and last 1-2 years. Prisoners who have not acquired basic

education can choose between vocational education and shorter vocational

training courses. In 2015 vocational education is being received by app. 270

inmates. The inmates from open prison receive education outside the prison, in

Ida-Virumaa Vocational Education Centre.

Estonian language

Non-Estonians are integrated into the Estonian society by the state

language and civic duty courses organized by the prison. The state language is

Estonian. There are 793 state language studying places created for the inmates.

715 condemned and 48 detained prisoners took part in Estonian language

courses in 2014. Estonian language courses are available until the level C1.

The prisoners have the right, if they wish, to make the Estonian language

proficiency test.

Social programmes in Estonian prisons

Anger management

Training of social skills

Training of anger replacement

Training of life-style

EQUIP ( for minors inclined to violence)

Safe-driving course

Right moment

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Preparation for the release

Rehabilitation program for sexual offenders

The decision about participation in the social programmes is taken by

prison social workers.

846 condemend and 115 detained took part in social programmes in

2014.

Other supportive services

Chapel and chaplain service

Music band

Sport

Library

Handicraft and artistic activities

15

SPAIN

Rehabilitation and treatment area in the prisons

of Catalonia

Our prison authorities have competencies transferred from 1984 and its

purpose is to target maximum imprisonment to social reintegration.

Following this general objective, in Spain, the Catalan prison system has

been the promoter of scheduled releases, of the classification system of

progressive phases; it created the first prison therapeutic community treatment

for drug addiction, it became the first intervention programs in sexual

offenses...

Currently, one of the main objectives of the Catalan prison system is

becoming an opportunity for change. This has led in recent years to develop an

area of major rehabilitation and treatment.

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Different professionals work in this area: psychologists, jurists, social

workers, social educators, educators, teachers, librarians, artistic teachers and

sports teachers.

All professionals in the area of rehabilitation depend on the deputy

treatment, however, teachers, although they are functionally part of this area,

are dependent on the educational director.

Which fields are included in the rehabilitation

area?

Intervention with inmates is based on rehabilitation programs, which are

prepared by the Department of Justice. These programs can be related to the

intervention in different major areas and each one of them is subdivided in

different programs.

1. Specialized attention

The purpose of this field is to prevent and/or reduce the risk of

recidivism. The programs are directly related to the types of crimes (Addictive

behaviors, violent behaviors and intervention in mental health and disabilities)

2. Working field

The purpose of this field is to incorporate the inmates to work, not only

inside the prison but also outside. So it works in two main areas: occupational

training and work placement.

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3. Health and personal development

This field includes all these areas that encourage the improvement quality

life of inmates, like physical, emotionally and basic skills

4. Legal, social and cultural context

This field includes all the activities addressed to get skills and capacities

in order to allow the inmates adapting to present society, like increasing their

cultural knowledge, and providing them of legal information in order to allow a

better adaptation to the penitentiary context.

This sphere is being developed by multidisciplinary teams professionals

of the penitentiary center: social educators, instructors, jurists and librarians.

5. Adult education

This field includes all courses in adult education school. The Education

Department defines the educational curriculum and is common to all adult

education. So the prsison schools teach the same course and this allows our

inmates to continue their studies out of the prison. Each prison has a school

located inside and full-time dedicated teachers.

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Which are the organisms of decision?

The main collegiates organisms are the Treatment assembly and the

Multidisciplinary teams.

1. Multidisciplinary Teams

The professionals who comprise them carry out functions of guidance,

counseling and individualized assessment of the evolution of inmates assigned

in relation to treatment programs and intervention models that have been

designed.

2. Treatment Assembly

The treatment assembly has to adopt the agreements according to the

proposals made by the multidisciplinary teams. It exerts, among others, the

following functions: Approve the programs of treatment, propose the degrees

of classification, the transfers, the leave permits and solve the requests and

complaints formulated by inmate to the teams.

If you want to read more about the educational system in prisons of

Catalonia, you can read the document that you will find here:

http://issuu.com/cfajacintverdaguer/docs/education_sistem_in_prisions_f

rom_c/1

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TURKEY

Education system in prisons turkey

In Turkey, prisons are under control of Ministry of Justice. All educational

activities are under control of Ministry of Education.

The main purpose of the educational activities in the prison is:

To provide basic, primary, secondary and higher education opportunities.

To open vocational education courses.

To organize creative and cultural activities.

To open sports, social, religion, general courses.

In order to organize the educational activities there is at least one regular

teacher in every prison. The main purpose of the teacher is to provide

communication between the prison and the adult education center.

The duties of the responsible teacher is to

Be a member of some committees

Organize official correspondences

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Keep track of students exams

Ensure co-operation of the prison and the Public Education Center.

On the other hand, the regular teacher in the prison is responsible to

determine the needs of education of the inmates. According to the educational

needs, they apply to public education centers. After the application, the Public

Education Center is responsible for the whole process.

The most important duties of the Public Education Center are:

To find the suitable teacher for the course.

To pay the salary of the teacher during the course.

To get the confirmation of the course from the Ministry of Education.

To supervise the process during the course time.

To certificate the successful trainees after the course.

To carry out the process of open education activities

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ITALY

The prison system in Italy is ruled by a law issued in 1975, which has

since then been modified many times. The prison police is responsible for the

inner security. The policemen wear a uniform and they are employed by the

Ministry of Justice. Educators and social assistants are responsible for social

issues and reeducation. They are employees of the Ministry of Justice.

Educators compose the pedagogical area and they work inside prison. Social

assistants work outside and are in charge of the relationships between prisoners

and their families as well as the territorial community. School teachers are

employed by the Ministry of Education and the whole school system is run by

the Ministry of Education.

Education in prison is very important for the social rehabilitation of the

inmates, it represents an opportunity to develop their cultural and social skills

and it is a benefit for the entire society. Education surely plays an important

role in reducing crimes as it motivates the offenders to change something in

their lives in order to be actively included in society.

22

In the Italian system the educational courses are organized by the

C.P.I.A., structures of the Italian Ministry of Education, University and Research

which offer education to adults.

Our school organizes courses into two prisons in the Valdelsa area:

Siena Casa Circondariale Santo Spirito, in this prison there are

usually people who are waiting for a trial or have to spend a short period of

imprisonment.

San Gimignano Casa di Reclusione Ranza, in this place there are

people who have to serve a long term sentence. There are two security levels

here: medium and maximum.

In prison there are the following courses:

Basic literacy and numeracy courses: many inmates cannot read or

write, so our courses represent their first opportunity to learn basic

skills.

First level - first educational period: the inmates who have basic skills

can attend structured courses and get formal qualifications.

In San Gimignano prison there is the possibility to attend Secondary

School courses and to take University exams. There are agreements between

prisons and universities, according to which a small jail section is appointed for

student prisoners. The university assures tutoring and exams.

Other activities are organized by the educators and voluntary

associations: theatre, concerts, singing, cinema, painting. In both prisons there

is a small painting room, a library, a small gym and a football ground.

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In the prison school we usually have to face some problems: lack of

prison officers to ensure the security of the inmates, mobility of the inmates,

overcrowding; most inmates are disadvantaged people: immigrants who dont

have a job and cant read and write in Italian, people who have family

problems, learning difficulties or disabilities, psychiatric disorders, drug or

alcohol dependence. Most inmates left school when they were children or

teenagers, so they are sometimes unable to see the benefits of education.

The GRUNDTVIG partnership Second Chance, focused on teaching and

learning in prison, gave us the chance to improve the quality of adult learning

in difficult situations and gave our school a wider European dimension. The

teachers and educators involved in the activities and mobilities of the project

had the possibility to know the educational systems in prison in other European

countries and share ideas and methodologies. The inmates had the chance to

express their ideas about education in prison and outside, they also became

aware of the importance of education in order to be included in society.

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ROMANIA

In this project partners work together for a better education given to

people in prisons. Romania managed to form a group of young people in

Juvenile Prison and with them during the project develops different

extracurricular activities. Craiova Juvenile Penitentiary is the institution

specialized in social recovery of the inmates (minors, young adults, and

women). Being in prison, the inmates follow intensive educational and

vocational training programs, according to their skills and other activities and

programs for social reintegration.

Education and Psychosocial Support Service aims to encourage

behavioral change and abandonment of criminal background by giving quality to

the time spent in prison, identifying and fostering positive potential and

awareness of new possibilities that they can benefit of. In order to be supported

in their effort to change and to become self aware about the things they have

to change, the inmates have the possibility to choose different activities and

also are regularly informed about the progress made.

25

Programs and activities developed with the inmates have as goal to:

Improve and balance the personality, intellectual and social skills

development, develop communication skills, experimenting peaceful

ways of solving problems,

Psychological and social vulnerability reduction through early detection

of inmates with different disorders: alcohol and drugs, depression,

potentially aggressive and placing them in programs to facilitate their

understanding of the problems faced, develop their capacity to adapt to

social requirements.

Creating activities in which they can succeed and thereby can change

self-image by exploiting their own potential, optimization of skills,

discovering and amplifying some of their skills and talents.

Formal school education is done through Special Professional School

Craiova, independent institution subordinated to the Minister of Education

(MEN), and includes the following forms of education: primary, secondary and

high school - at this time is included in educational courses a number of 106

students. Recognizing that social reintegration of the inmates requires a long

term approach, in which a significant component is the development of

cooperation with institutions and civil society organizations in joint projects, the

detention center runs a series of steps designed in partnership to diversify the

offer of educational and psychosocial assistance. We as Gheorghe Titeica

Association during our Second Chance project make one step forward in the

social reintegration of the inmates.

Official educational system in prison in Romania is legislated by ORDER

nr. 2.199/C from 28 October 2011 approving the Regulation on conditions for

26

organizing and conducting educational activities, cultural, therapeutic,

counseling and social work in prisons.

Some important details in this order:

- Cultural, therapeutic, psychological and social activities in prisons is

organized and conducted by:

- National standards in education, psychological and social assistance to

inmates;

- Characteristics and educational, psychological and social needs of

inmates;

- Execution time route;

- The type of enforcement regime of deprivation of liberty;

- Specific things for each place of detention.

- Specific approaches of the social reintegration personnel are conducted

on three areas of intervention: education, psychological and social

assistance.

- Participation of inmates in educational programs and activities, social

and psychological support is realized, as a rule, based on the

recommendations of specialists recorded in the individualized plan.

- The activities and programs platform is presented to the inmates in

quarantine and observation period and made available to persons in

execution of sentences, prisons, in places accessible.

- Education programs and activities, psychological and social assistance

conducted in places of detention are mandatory and also optional.

- Educational field includes all education programs and learning activities,

training, vocational training, leisure and creative which should have as

27

purpose the development of pro-social behavior, autonomous and

accountable in the community.

- Educational programs and activities have as purpose evaluating and

compensating educational needs of inmates, facilitating their

reintegration into society.

- Educational programs are general, applying to all inmates.

- The contents of educational programs correspond to areas such as:

literacy, civic behavior, family life, health, general education, physical

education and sport.

- Diplomas, certificates, transcripts and graduation certificates shall be

issued by the school in accordance with the laws in force.

- Educational and cultural activities are confined to the following

Educational Representative areas: intellectual, aesthetic, moral, physical

and vocational education.

- Educational and cultural activities are aimed at strengthening the

knowledge, creativity, practical skills development, also artistic, literary,

musical, plastic, technical skills, to maintain physical and mental tone

properly.

- Artistic activities are:

- painting, drawing, graphics, pottery, sculpture, technical applications,

fretwork, craft, embroidery, tapestry, knitting, fabrics, garments;

- reading courses, literary, literary clubs, theater, music, dance;

- other artistic events.

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POLAND

Recruitment and organization of learning schools in prisons and detention

centers takes place based on the regulation, of the Minister of Justice, on the

detailed rules and procedures for conducting teaching in prisons (Dz. Uz poz.

337 2004 No. 37 as amended) and in accordance with instructions No. 5 of the

Director General of the prison service on the specific mode of organizing

teaching in schools and training programs in prisons and detention centers from

25 November 2008.

The following qualify to be taught/ to learn:

Obligatory Prisoners, who are under 18 years of age, obligated to

realize the compulsory schooling and obligatory learning process under

the act on the education system;

At the request of the penitentiary department Prisoners, who in

individual programs influence the specific needs of the teaching process.

29

Prisoners who have made a request to start learning or to continue in a

specific type of school.

Prisoners, with the aim of starting to study in school make a request to

the penitentiary commission appointed to teaching. The penitentiary

commission qualifies prisoners to study in a specific type of school, guided

particularly by:

Documented learning until now made up of the necessary foundation

programs to start learning in the selected type of school or teaching

semester;

The level of motivation and aptitude to study in the appropriate type of

school;

Recommendations contained in influencing individual programs;

Recommendations arising from psychological studies, if any studies have

been carried out;

General state of health as assessed by a doctor employed by the prison

health care department;

The term of conditional release or the end of the prison sentence;

The work experience until now of the prisoner in the chosen profession;

Compatibility of the chosen school by the prisoner and the education

path from the list of schools and current, for a given semester, list of

education courses and teaching semesters in schools;

The function of the penitentiary unit, through which function the selected

school of the prisoner;

The necessity to ensure order and safety in prison.

30

Prisoners qualify to learn in school, if the time remaining until the end of

their sentence is not shorter than the teaching period in school. For all types of

school the prisoner can furthermore qualify for conditional release, if the release

term from the prison in connection with the early release or the end of their

sentence is not less than 6 months, and they require the completion of the

interrupted study or have adequate motivation to learn and the possibility to

continue it after leaving prison.Accepting prisoners into school run by the prison

is based on the results of the recruitment process conducted by the school

recruitment commission. For candidates recruited for the first semester in

school there are no entrance exams and qualification interviews conducted.

Priority for admission to the school is:

1. Prisoners serving prison sentences influence the program system, which

in individual programs influence the specific teaching needs;

2. Prisoners who have remaining to the end of their sentence a period

shorter or equal to the learning period in school. A condition for the

prisoner to enter the school leading to vocational education is for him to

obtain a medical certificate confirming the absence of medical

contraindications to

start studying in his

chosen profession.

D

31

Detention Center Warsaw-Bialoleka is one of the biggest penitentiary

centers in Poland. It has been in use since 1958. The nominal capacity of

Detention Center Warsaw-Bialoleka is 1385 places. In September 2005 we

opened an Education Centre where we teach basic skills at an elementary level.

Our Centre has room for 106 inmates and they have classrooms, a computer

room with internet access, audio-video equipment, library and sport area for

basketball, football etc. The Centre also offers workshops where prisoners learn

professional jobs, such as constructor, carpenter and others.

32

About of the participating partners

and their organizations

33

ESTONIA: Psychology Aid Center ARIADNA

Psychology Aid Center ARIADNA is a non-governmental organization that

was founded in 2005 in Narva, Estonia. Narva is the third largest city in Estonia

with population of 59,000 people. Nowadays over 90% of the current city

population are Russian-speakers, mostly either Soviet-era immigrants from

parts of the former Soviet Union or their descendants. This fact creates a

specific environment in the city and determines the whole scope of problems we

face. There are crisis situations in lives of every person. There are moments

when we lose our goals, feel emptiness and helplessness, need support. Our

psychotherapy goal is to support a client, help him/her understand the situation

deeper, realize the causes of suffering and find resources that enable our clients

to have fulfilling and happy lives. We are sure that every person has all

necessary resources to cope with any challenges.

Psychology Aid Center ARIADNA offers following services:

help in solving problems of mental health: depressions, fears (phobias),

eating behavior disorders, psychosomatic disorders;

psychological counseling;

psychological help in crisis situations;

family therapy;

group and individual psychotherapy;

Psychotherapy of gambling addiction.

34

We have participated in the projects of European Social Funds in

cooperation with NGO Uus Sild and NGO Procivitas. Our activities included

carrying out trainings and consultations for conditionally convicted persons,

prisoners and former prisoners. Our main tasks were to provide social and

psychological adaptation in the changing environment, group work, career

counselling and planning further steps after prison release. We have experience

of working with prisoners of Viru Prison (http://www.vangla.ee/35470-).

35

SPAIN: CFA Jacint Verdaguer

The CFA Jacint Verdaguer, an Educational Centre of adults, is in the

Men's Prison of Barcelona (Catalonia, Spain). There are 18 teachers, a librarian

and around 1.800 students each school year.

The inmates are over 21 years old, and are mostly held for purposes of

crime prevention, meaning that they have not faced trial yet. This criminal

situation affects the school because new students are registered every week of

the course, which is something teachers have to take into account in the

methodology they use.

The students are characterized by great diversity: ethnic, cultural,

religious, social, linguistic and geographical origin.

The school depends on the Educational Government Department, so the

courses are the same that can be found in any other adult school in Catalonia.

This helps our students not to see the school as a part of the prison because

36

teachers try to speak as little as possible about it and be as similar as possible

to any other school. The courses that are offered can be:

Basic training courses:

Basic training means a general education and compensatory education in

relation to the demands of modern society. Understood as a learning process, it

has two parts: instrumental training, which if we compare it to children will be

the primary studies or till 12 years; and Secondary education, if we compare it

to children will be high school or studies from 12 to 16 years. The curriculum of

instrumental training is organized into three levels and students who get the

objectives of these levels will receive a certificate of instrumental training.

Regarding secondary education, it is organized into two levels and students who

get the objectives will receive the qualification of secondary education.

Initial and Basic Education courses:

The objective of the initial and basic education is that students get the

minimum level of competence to develop in today's society in areas of Catalan,

Spanish, foreign language (English and French) and computer skills.

The courses can be: Catalan and Spanish courses (A1, A2 and B1);

Foreign Languages: English (A1 and A2) and French (A1); Computer courses:

Initial and Basic level.

University

The school also offers the possibility of a university education to students

who have secondary education and a good level of Spanish. This is carried out

through the Open University. The school is responsible for coordinating and

enrollments. There are some volunteers that help students to study in some

37

subjects, but basically they have to study by themselves. These volunteers are

people that came here without earning anything and also inmates.

Self-learning class

It is a classroom where students can study by themselves using

computers, books, dictionaries, television. Basically it is used by high school

students to study and complete their studies because their teachers give them

a lot of homework to do in this classroom to learn to work alone, without the

teacher. This class is also used by people that are studying University courses

or languages: students that are doing a language course at school, as a

supplement to revise what they do in school or students that have a language

level that is not taught at school. Furthermore, it is possible to study other

courses, like the theoretical part of the driving license, and others.

Many other complementary activities are done at school as a resource to

work other values and social skills with the students. They also are very

important and go beyond the academic training: social cohesion, respect for

other people and cultures, understanding and respecting human rights,

democracy, tolerance, etc.

To sum up, this school tries to help their students to be integrated in

today's society when they are set free.

38

TURKEY: Gebze Public Education Center

Gebze Public Education Center is a governmental organization depended

to Ministry of Education. Our institution is located in Gebze in the northwest of

Turkey, on the border of two big cities, Kocaeli and Istanbul. Gebze is a huge

industrial town and it has a high rank of population and people migrate from

other regions of Turkey in order to get a job.

The main area of responsibility of our organization is educating people

who are outside of formal education. We open courses in our building also we

cooperate with municipality, non-governmental organizations and formal

education institutions to open courses outside of our building. In 2014 we

organized 918 courses and 21261 trainees attended our courses.

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Areas of service

To organize reading and writing courses

To organize mass education courses in cooperation with public

institutions and organizations, municipalities, foundations, associations

and chambers.

To organize, seminars, meetings, symposiums, clubs etc.

To organize open secondary school operations. (Registration of students,

certification of students etc. 3141 students)

To organize open high school operations. (Registration of students,

certification of students etc. 4540 student)

Gebze Public Education Center have a very wide range of courses (118

Type), such as:

ICT,

Foreign Languages,

Handicraft,

Sports,

Family Education,

Cooking,

Hunting,

Music,

Musical Instruments,

Dressmaking,

Dancing,

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Hairdressing etc.

Courses which was opened by Gebze Public Education Center at 2013

2014 Academic Year.

Course Type Course

Number

Trainees (Woman)

Trainees (Man)

Trainees

(Total)

Vocational Courses 469 6943 3911 10854

Social and Cultural Courses

394 6020 2916 8936

Reading Writing Courses 55 995 475 1471

Total 918 13958 7303 21261

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ITALIA: C.P.I.A. 1 Siena

C.P.I.A. 1 - Siena, Centro Provinciale per listruzione degli adulti, is an

education centre for adult students. It is located in the province of Siena, a

lively city in the centre of Italy. It includes two institutions: CTP Poggibonsi and

CTP Piancastagnaio. There are 15 teachers and the number of students varies

according to the enrollments.

C.P.I.A. 1 Siena is a structure of the Italian Ministry of Education,

University and Research which offers education to adults and young adults who

have not completed their compulsory education or who are not in possession of

the qualification for the first cycle of education, in the perspective of lifelong

learning, in order to acquire knowledge and skills necessary to exercise active

citizenship and face the changes of society.

The C.P.I.A. is a type of autonomous educational institution with a

specific organizational and educational structure. It is organized into a network

of Territorial Services, has its own staff and its own governing bodies like the

other schools, though adapted to the particular users. It establishes a close

42

contact with local authorities, with the other schools and institutions and with

the world of work.

The courses are usually attended by participants aged over 16 with

special needs:

Migrants who need to learn Italian language and obtain a certification;

Young adults and adults who have abandoned school education and need

a qualification;

People who need to improve foreign language and ICT.

Our school offers various courses:

Courses of Italian language for migrants who want to live and obtain a

residence permit certification of level A2 - Common European

Framework of Reference for Languages;

Foreign Language courses (English and Spanish) for adult people: levels

A1, A2, B1, B2 of the Common European Framework of Reference for

Languages;

ICT courses: basic and advanced levels;

First level - first educational period aimed at obtaining a certificate of the

first cycle of education (former middle school);

First level - second educational period aimed at obtaining a title

certifying the acquisition of basic skills related to compulsory education.

The First level - first educational period is a course of 400 hours +

200 more hours for students who need to increase their knowledge and

competences; we teach the following subjects: Italian, English, History,

Geography, Math and Science. In June there is a final exam to get the

certification of the first cycle of education.

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The First level - second educational period is a course of 825 hours,

divided into lessons at school and distance learning (FAD); the students study

the following subjects: Italian, History, Geography, English, French, Math,

Science, Law and Economics. There is a final exam to obtain a certification of

basic skills related to compulsory education. We also have agreements with the

other local institutions which allow the students to continue their education and

obtain the high school graduation.

Our school also organizes courses into two prisons in the Valdelsa area:

Siena Casa Circondariale Santo Spirito, in this prison there are

usually people who are waiting for a trial or have to spend a short period

of imprisonment.

San Gimignano Casa di Reclusione Ranza, in this place there are

people who have to serve a long term sentence. There are two security

levels here: medium and maximum.

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ROMANIA: Gheorghe ieica

Gheorghe ieica Secondary School is one of the best schools in Craiova,

has 20 classrooms, three laboratories modernly equipped, chemistry and

physics, computer science and biology, one library with 15,000 volumes,

projectors, DVD players, TV high speed internet connections and here study

approximately 950 students educated by 50 teachers and teacher assistants.

We offer quality education; we have over 1400 awards at national and

international competitions. Our students participate in many extracurricular

activities that develop their resourcefulness, help them to socialize with other

45

children and improve their citizenship. Information about our school is

permanently updated and can be found on our school website

www.gheorghetiteica.ro.

We founded "Gheorghe ieica" Association having as goals activities

related to the current work in the school. It was established to promote

democratic values and universal cultural values in the Romanian and European

traditional cultural and economic space.

The Association has the following objectives:

Contribution to respect Human Rights and of the Citizen as they are

proclaimed in international treaties and European authorities to the

Romanian state, the development of Romanian democratic system in all

its contents - economic, social, cultural and spiritual;

Contribution to the knowledge of Romanian authentic cultural values by

European countries;

Initiating and supporting development projects and school improvement;

Mediating relations between "Gheorghe ieica" Secondary School and

other organizations and institutions by identifying viable partners for

projects carried out in the country and abroad;

Directing resources obtained for developing projects, taking into account

the school's priorities;

Attracting and using extra-budgetary funds in the interest of the school,

the mobilization of the parents in obtaining material and logistical

support for the school;

Promoting the school's image in the media and the local community;

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Sponsorship of schools curricular and extracurricular cultural activities,

stimulating students and teachers with outstanding results in school

Olympiads and National and International competitions;

Increase school inventory value by purchasing modern teaching

materials, equipment, books and magazines;

Maintenance of school premises in order to ensure good conditions for

carrying school.

Association has exceptional results such as:

Campaigns created to inform citizens about the role of education in the

lives of children and parents, studies, research, surveys, reports,

summaries of the importance

of education in Romania's integration in the EU, to respect Human Rights

and Citizen Rights, Children Rights in Romania and the European Union;

Editing and printing publications, creating radio and TV shows, creating

different websites depending on the topic of the project, ex

www.befarmex.com.

Organizing symposiums, seminars, training sessions, numerous

extracurricular activities, trips, shows, charities, European projects;

Ensuring the support for students and teachers of the school with

outstanding results in school activities, ensuring by own funds, a part of

the assets of the school;

Winning two European projects:

Grundtvig project: BEGINNING FARMERS EXTENSION-BEFARMEX

reference number GRU-10-P-LP-34-DJ-TR. 6 countries participating in

this project, project coordinator Turkey and partners: Greece, Hungary,

47

Italy, Spain and Romania - the main objective of the project was the

exchange of experiences between the countries on agricultural methods

and those used by farmers;

Grundtvig project: SECOND CHANCE, reference number GRU-13 P-LP-

442-DJ-ES. Partners: Spain as project coordinator, Estonia, Poland,

Italy, Turkey.

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POLAND: Detention Center Warsaw-Bialoleka

Detention Center Warsaw-Bialoleka is one of the biggest penitentiary

centre in Poland. It has been in use since 1958. The nominal capacity of

Detention Center Warsaw-Bialoleka is 1385 places. In September 2005 we

opened an Education Centre where we teach basic skills at an elementary level.

Our Centre has room for 106 inmates and they have classrooms, a computer

room with internet access, audio-video equipment, library and sport area for

basketball, football etc. The Centre also offers workshops where prisoners learn

professional jobs, such as constructor, carpenter and others. Our main objective

is to develop the inmates skills in order to enable them to live properly in an

open environment and particularly to prepare them for a return to open labor

market after being released from penitentiary institutions. Our activities aim at

creating conditions to enhance the inmates family bonds, especially the

contacts with children during the imprisonment. We offer to our inmates a large

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number of re-adaptation programs, like: "The new men in the new time" an

educational program about history, technology, arts and humanities, "Read Me"

a re-adaptation program to prepare the inmates to the integration with their

families, "Aggression gate" an educational program of social re-adaptation

presenting the causes of aggression and proper behavior between inmates,

"Angel dog" a re-adaptation program for inmates with auto aggressive

behaviors. The Program is designed for inmates classified as a group of people

with suicide risk. They had the possibility to work with a dog therapist, a dog

trainer instructor, a coordinator and a psychologist. Our other programs include

effective coping with the labor market, ecological problems, aggression and

violence prevention, addiction prevention, first aid, ICT and other trainings

according to the diagnosed deficit.

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Summary of the first and second year

activities

51

Second Chance project has been an immeasurable enrichment for all

countries participating.

It is important to say that this project has allowed us to know students of

our schools in prison in a different way, not only more deeply, but also more

aware of their needs. Furthermore, from the professionals point of view, this

project has meant a motivation, an incentive to improve not only personally but

also professionally and methodologically to do our best and desire for the

better. It has been two years of constant reflection on our work, about what we

do and what we should do. On one hand, this has allowed us to be stronger and

united as a working team. On the other hand, this experience has made us

improve both professionally and personally. For example, all the participants

have improved their English skills (as a language of the project) in order to

participate in it.

In addition, it also meant the opening of the schools in prison and

students, disseminating the different activities carried out. This openness has

meant, on the one hand, the opportunity to better understand the specificity of

education in Prisons and their schools; on the other hand, it has also

contributed to the recognition of our institutions.

Finally, this project has supposed, not only for professionals but also for

students, a linguistic and cultural enrichment as we are allowed to know the

different realities of the participating countries: different ways of working,

thinking, organizing, cultural and linguistic differences, different ways of

understanding the prison system and the education and, consequently, to

understand schools in prisons. Despite this diversity, we have been able to fit

the differences and build on them a challenge that together we could achieve

success and, consequently, it has allowed us to strengthen us and see reality

from a perspective much more open and flexible.

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First and second year activities

Second Chance is the result of the hypothesis that education at

penitentiaries is a second chance for many inmates as it enhances the tools

they require to participate in society in a way that they were unable to do in the

past. All participants think that the training we develop in prisons may favour

reducing criminal recidivism, with the social impacts that entails.

This project began in September 2013 and will end in June 2015. We

considered the following goals:

3. Knowing what our students thought about the school in prison and

finding out if actually their passing through the school had helped them

or was helping and how.

4. Using their information to make suggestions in order to improve, create

a change, and share them among all the participating countries with the

aim of achieving that the Education in prisons really becomes a second

chance.

In order to achieve these two goals, we designed two different phases:

5. During the first year we collected the information of our students, in

order to be able to analyze our work as professionals of Prisons and

make suggestions for improvement.

6. During the second year, we have been implementing some of these

proposals in order to improve the Education in prisons.

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First phase of the project

To collect the information from our students, we designed a model based

on qualitative research which was based on interviews, life stories and focus

groups. We wanted to listen to our students, be empathic, sensitive with them

and understand their school experience. Our students were the protagonists

and, through their voices, we could reflect on our role as teachers and look for

ways to improve it.

Interviews and life stories

Together with all the countries, we agreed on elaborating the guidelines

and the script of the interviews in order to know important aspects of inmates'

lives in general and their school experience in particular. The final goal was to

find out their feelings regarding schooling, what it meant for them, their

participation in the school in the prison and their opinion on the methodology

used and the comparison with their previous experiences. Regarding their

school experiences, we focused on three main aspects: the person, the social

context and the educational institution.

54

The life stories were the result of our interviews. The intention was to

write a narrative that reflected the interpretation of the memories, ideas, facts,

feelings...

In total 71 interviews were made and their life stories:

In Turkey, 12 to students from Gebze Prison

In Italy 13, 5 from Siena prison and 8 from San Gimignano Prison

In Romania 15, to inmates from juvenile and young prison of Craiova

In Poland 10, to inmates from Detention Centre in Varsaw-Bialoleka

In Estonia 8, to inmates from Center Open Prison Jhvi, "Viru Prison"

In Spain, 13 to students from Barcelona Men's Prison

Focus groups

Based on the life stories, all countries together formulated new lines of

work , some new hypotheses in order to be verified, confirmed, refuted or find

new ones with new students, new voices, to enrich our research. These focus

groups were organized in all the countries.

In total there were 12 groups, 85 inmates participated in them.

In Turkey, 1 group of 9 inmates.

In Italy, 2 of 7 inmates each one.

In Romania, 3 of 5 inmates each one.

In Poland, 2 of 6 inmates each one.

In Estonia, 2 of 7 and 8 respectively.

In Spain, 2 of 10 inmates each one.

Finally, we drew the conclusions from this first phase of the project.

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Regarding the students, we concluded that, at attending at school, they

stop feeling as inmates of prison to become students. Often daily life in prison is

hard, lonely, and hostile.... with very rigid structures. In general, the inmates

feel insecure and their self-esteem is very low. In fact, they think they are not

capable of doing many things, for example, studying and learning. However,

the school is seen as one of the few places where change is possible. For them,

school is a relaxed place where they feel protagonists, active part of their

learning process, and, moreover, respected for their knowledge and their

chances to learn. Those things help them to increase their confidence and self-

esteem.

Regarding the methodology, we realized that our students really value

the collaborative learning, with other students, because it means recognition of

them and the others and, therefore, it increases their self-esteem and

confidence in their abilities. If, in addition, the learning is useful, they find more

sense and motivation to continue learning as they see the applicability of

learning in the future. As a result of this, it is established a commitment to the

school, with the teacher and the other students. Certificates and degrees are

also a good incentive to be linked with the school and they are valued,

therefore, as a key aspect for the reinsertion in situation of freedom.

Finally, with regard to teachers, students emphasize the importance of

teachers and they stress their ability to listen, understanding, sensitivity,

empathy ... among other qualities, but especially emphasize their patience that

could be interpreted as having in mind the peculiarities of students and different

learning rates. They value the ability of teachers to adapt materials, activities

and explanations in order to reach all students and thus ensure their learning.

The conclusions of the focus groups triggered suggestions, proposals for

improvement which were carried out during the second year of the project.

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These proposals were about four blocks: improvements relating to students,

teachers, methodology and thinking about the future.

It was a very intense first year. The participating countries had different

ways of working, thinking, organizing; there were cultural and linguistic

differences; different ways of understanding the prison system, of

understanding the education, and, as a consequence, understanding schools in

prisons. But this, at the same time, was a great enrichment. We were able to

agree with the differences and build from them.

The main result of all that work was our digital book, where you can find

a selection of the life stories made by each country. We invite you to read

them: issuu.com/rosilu80/docs/life_stories_ebook_final/0

Second phase of the project

New proposals

During the second year of the project, we proposed to implement some

of the agreed improvements at the end of the first year and collect them in a

digital guide, as a result of all things done during this second phase of the

57

project. Each country selected the ones that they wanted to carry out,

according to their immediate needs and possibilities. It was agreed that each

country would do, at least, three from different blocks. The objective was to

design an action plan and begin the implementation.

Exchange activities

Moreover, to achieve the involvement and participation of different

students in that second phase, it was agreed that a series of exchange activities

would be carried out: letters, postcards, small gifts... which were a means of

communication and a channel to share their point of view on the project.

Thanks to the exchanging activities carried out throughout the second

year, students have been able to express their views on the changes

implemented in their schools and share them among the participating countries.

As in the first year of the project, we wanted that students were the true

protagonists, that they felt participants and could live the project. And through

their voices, we could redefine and improve the different activities we had

planned. In order to disseminate the results of these exchange activities, a

large exhibition has been carried out in our last meeting, in Poland.

The second year of the project culminates with the publication of this

digital guide, where the results of all improvements implemented in each

country are finding. We are absolutely convinced that this digital guide reflects

the efforts of all of us to get that education in prisons becomes, really, a second

chance for all inmates.

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Presentation of the new proposals

59

ESTONIA Introduction

Changes that have been produced in the last two years as a result of

project:

- on the basis of the information received in the discussion groups we

made changes in the methodology and working methods with ex-

inmates;

- on the basis of the information received in the discussion groups and

from the questionnaires where ex-inmates underlined teacher's

personality, we now pay more attention not only to the aims of our

social programmes but also to interpesonal communication of ex-

inmates and teachers;

- exchange activities opened new traits and personality sides of ex-

inmates (creativity, depth of emotions and feelings);

- information about learning needs that we received from the

questionnaires set up a new challenge how to support inmates'

motivation to learn and increase educational status after release.

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Proposals and activities

Activity 1: We used the feedback questionnaire that we developed at the

beginning of the project Second Chance in order to get to know inmates

learning needs, their opinion about organization of learning process and their

system of values.

We conducted a survey in two groups:

- studying inmates (45 persons: 17 are receiving general education, 28

are receiving vocational education)

- ex-inmates under probation supervision, who are following the

adaptation programme of regaining working skills (32 persons)

Survey results showed difference between system of values of inmates

and ex-inmates. Inmates' value family, health, freedom, friendship, love,

independence and education. Ex-inmates value money, power, status, success,

independence and health. The value of general education is much lower after

release.

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Results of research of the system of values

Significant values (inmates)

Significant values (parolees)

Values Rank Values Rank

Family 1,875 Money 1,33

Health 4,563 Power 3,22

Freedom 5,688 Popularity

4,235

Friendship 5,75 Status 5,05

Love 6 Success 6,322

Money 6,813 Independence 7,45

Independence 7,81 Health 8,656

Education 8,75

Opinions about organization of learning process and teaching do not

statistically differ.

Results of the learning needs research

The main characteristic: released inmates didn't mention such learning

needs as self development or increase of educational status. Their learning

needs are very practical: these are mostly well-paid and in demand vocations

with high possibility of job placement.

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Results of research of opinion about organization of learning

process

There are no significant differencies between inmates and ex-inmates

under probabition supervision opinions.

Both groups insist on

- individual approach (71% of inmates / 68% of ex-inmates)

- practicality (53/61%)

- teacher's empathy and non-judgmental attitude (64/66%)

- interesting way of teaching and variety of activities (45/50%)

- opportunity to decide and define what and how to learn (40/46%)

Activity 2: We organized two information stands in the libraries of Ida-

Virumaa Vocational Education Centre and Viru Prison (open prison) with

booklets, posters and brochures about the available and possible future

education and professional development of inmates.

Activity 3: On the basis of the achieved results we developed 2 seminars

on the following topics:

- Identification of learning needs and motivation of adult learners.

Seminars were conducted on the course of Andragory and in the

Vocational Education Centre.

- Dissemination seminar based on results achieved from interviews,

discussion groups and surveys was organized for the teachers and

educators working with inmates in the Vocational Education Centre.

63

SPAIN

Introduction

The realization of this project has been an immeasurable enrichment for

our school and all members: students, teachers, volunteers Our challenge has

been to involve the whole school community, and, especially, that our students

feel as participants of the project; so we think we got it.

It is important to say that this project has allowed us to know our

students in a different way, not only more deeply, but also more aware of their

needs. The teacher-student relationship has become much closer and more

human. Communication, mutual understanding and empathy have increased,

too.

The project also meant the opening of the school and students,

presenting the different activities carried out. This openness has meant, on the

one hand, the opportunity to better understand the specificity of education in

Prisons and their schools; on the other hand, it has also contributed to the

recognition of our school institutionally and socially.

Proposals and activities

1. To publicize the benefits of attending school and promote the

desire to attend:

We chose this proposal because we believe it is important to disseminate

and publicize the variety of training activities that the school has, so that the

students can have this information and feel motivated to enroll them.

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Actions and results:

To increase the number of students in the school: During this year

has taken place a specific committee composed of four teachers in charge of

overseeing, proposing and developing various activities that promote the

incorporation of new students.

To show the school and the activities that are performed in it: We

prepared posters, leaflets and posters to advertise the various activities taking

place at school (lessons, courses, schedules, classrooms...).

Activities and exhibitions at school: We prepared exhibitions to show

what is done in school. The students that have made them and their classmates

have appreciated and participated in the exhibitions that have been done

throughout the school year.

To enhance taking part in the school: Monthly benefits have been

done by the school (extra positive points from SAM Continuous Evaluation

System and Motivation) to those students for their excellent support and

dedication to reward their efforts.

To explain what it is the school to the new students: Talks of

teachers and students have been planned in order to explain the educational

programs and school activities to other inmates who have just arrived at the

center.

To explain the benefits and resources available to students within

the prison: Different group tutorials have been performed throughout the

course and we give attention to the benefits of coming to the school, not only

educational but also institutional level.

65

9. Organize seminars, master classes... In order to share

experience between professionals who are connected to education in

prison:

We chose this proposal because we were all convinced that, to ensure

that our project had resonance and projection not only in our school but

outside, we had to promote all kind of activities aimed at dissemination.

66


Dissemination of the blog and website of the project: We included

both links referring to this project in our school sign emails, in our website,

blog, presentations, etc. At the same time, the addresses of the project and

blog were sent to the Department of Education, which appeared in an article

about our project:

http://www.xtec.cat/web/projectes/plurilinguisme/programeseuropeus/pi

e/grundtvig

Giving talks and workshops about our project at the University: In

the University of Barcelona (Social Education degree), we presented a talk: I

talk and they listen to me:

https://grundtvigcfajacintverdaguer.wordpress.com/2014/11/11/parlo-i-

mescolten/

Participation in seminars and discussion sessions contributing our

experience: During the school course, a teacher of the project participated in

the seminars: "The orientation and prevention of school dropping out at Adult

Training Centers." and in the Fourth European Conference on ACEFIR about

training teachers of adults: http://ivjornadeseuropeesacefir.blogspot.com.es/

Presentation of our project and its results at different entities of

Education Department and Justice Department: We participated as

trainers in an informative meeting about the Erasmus + European program

conducted at the Department of Education:

http://www.xtec.cat/web/formacio/educacioadults

Also, during our meeting in Barcelona, we all visited the "Lledoners"

Prison. Finally, a dissemination session of our project was conducted at the

Center for Legal Studies and Specialized Training, aimed at professionals of the

67

Departments of Justice and Education, as well as others interested in the

project.

http://justicia.gencat.cat/ca/ambits/formacio_recerca_documentacio/formacio/

gestcon/comunitats_de_practica/ambit_penal/docents/jornada-presentacio-

programa-grundtvig-second-chance-26-marc-2015/#

Production of articles to be published in different magazines:

https://grundtvigcfajacintverdaguer.wordpress.com/2014/09/18/encetem-el-

segon-any-del-projecte-2/

http://www.infonet-ae.eu/articles-projects-49/2203-life-story-book-from-

prison

Exchanging sessions with other schools of adults to share our

experience: In CFA Carmel, we presented the talk: To go forward, sometimes

we have to start again:

https://grundtvigcfajacintverdaguer.wordpress.com/2015/02/23/xerrada-

al-cfa-el-carmel/

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Organize exhibitions to show our results: Throughout the course, the

results of Mail Art activities carried out by us and the other countries were

exhibited in the hallway of our school. Next September, we have planned to

participate in the exhibition of the Centre Civic Urgell to show our life stories.

Involvement in summer schools for adults to show our project:

This year we are going to participate in a workshop in the Rosa Sensat Summer

School whose aim is publicizing our project:

http://www.rosasensat.org/cursos/134/100:23/

http://www2.rosasensat.org/ca/post/l-any-2015-l-any-de-rosa-sensat

Others: We presented the life stories that were done in our school (13 in

totals) in order to take part in the competition of small tales named Look at my

eyes organized by the association staff of La Caixa bank.

http://www.miramalsulls.cat/

13. Carry out activities in which students have to decide what

they want to do, what material they need,

We chose this proposal because we thought that if we improved our

methodology and our teaching task, students learning and personal aspects

would improve (motivation, self-esteem, learning capacity).

69

2.b. Make exchanges and organize activities that enhance self-

esteem and motivation.

6.b. Follow up with the interviews to the inmates to know their

needs and opinions, in order to improve our task.

We included this two other proposals as we considered that they were

complementary and gave a global vision to the learning-teaching process.


Creating a physical space in each classroom where the students

can express interests, needs... about topics they want to learn: We

prepared a physical space like a blackboard where the students could write their

opinions, their needs (see-listen-act) to include them in the school

programmes.

During the development of the units to learn, the students are asked

about what they want to learn or know in order to adapt these contents to their

interests: In reference to this action, several proposals have been made,

especially with initial activities in the different programs worked in order to

know our students' interests.

Proposals of open and flexible tasks and activities to allow the resolution

of these activities to all students, with different materials and resources: With

this proposal we want to offer the possibility to get the objectives to all the

students. Here are some examples:

Curse treasure quest (GES1):

http://issuu.com/accesocat/docs/el_tresor_male__t?e=0/11680870

3,2,1 Action!!! (GES2):

https://www.youtube.com/watch?v=vbeJvKvgVTM

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Natural disasters (FI1):

Volcano: http://www.slideshare.net/jacintverdaguer/el-volc-27202735

Hurricane: http://www.slideshare.net/jacintverdaguer/hurac2,

Flood: http://www.slideshare.net/jacintverdaguer/inundacio,

Tsunami: http://www.slideshare.net/jacintverdaguer/tsunami-27203309

Nowadays, our teachers are taking a course FIC (Internal Long-life

learning) and its objective is to make our lesson plans more skillful.

Encouraging exchange activities with other students, levels,

educational programs and schools: In this action, we developed different

exchange activities: among students of different levels in all the school, with

students from others Penitentiary Centers, with students from the Second

Chance project.

Incorporating a kind of evaluation (co-evaluation, self-assessment) along

the learning process in order to involve the students in this process and help

them to think about it: In this activity we asked some questions about what

they had learnt, what they had liked most and least, how they had felt,

suggestions And this activity was directed as a co-assessment (teacher-

students, students-students) and/or self-assessment (own student).

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15. Organize activities in order to create a connection between

the inmates and the world of work to increase their employment

opportunities:

We chose this proposal because we thought that a good way to help our

students and give them a really second chance in the future could be organizing

activities that help them to increase their employment opportunities.


Contact insertion services and guidance of the city of Barcelona in order

to obtain advice and resources for our students on this topic: Work Office,

Barcelona Activa, Tria Open Centre, E-IXAM: The assessment of these sessions

that the students, advisors and teachers have done of the school is that they

have been very interesting and useful information and resources provided:

https://grundtvigcfajacintverdaguer.wordpress.com/2014/12/15/activitat-

eixam/

Contact the CIRE (Centre for Initiatives for Reinsertion) of our Prison, in

order to obtain information on the work carried out by the agency in connection

72

with the work of inmates: The assessment was made of these sessions was also

quite positive because it allowed students to know first hand how a company

linked to the prison, could help them improve their options in the workplace:

https://grundtvigcfajacintverdaguer.wordpress.com/2015/03/05/el-mon-

laboral-a-lescola/

Do school-related activities during the fortnight labor devoted to

this subject, in the annual program each year: The whole school was

involved in different activities connected to the theme of labor. All these

activities were highly valued by our students as it allowed them to approach the

real world from learning that will be very useful in the future.:

http://blocs.xtec.cat/novetatscfajacintverdaguer/2015/02/27/el-mon-

laboral-a-formacio-basica/#.VPg99HyG-So

http://blocs.xtec.cat/novetatscfajacintverdaguer/2015/02/24/mon-

laboral-des-densenyaments-inicials-i-basics/#.VPg-HXyG-So

73

Conclusion

It is difficult to explain in words the conclusions of this project, two

intense years have left a major imprint on the school. The project has given us

the opportunity to meet other penitentiary and educational realities that have

enriched and made us appreciate our situation. It also allowed us to meet

people committed to a common goal; and how, from this, we have worked from

each country, and then share a consensus between all the different decisions.

This possibility of working group has been very enriching. Furthermore, in this

project we have already seen some improvements and results before finishing

it, because there are actions that have been evaluated, and this point not only

underlines our daily work, but also demonstrates that it is a living project.

As teachers, it made us think more about our work and be aware of how

far we have come, and also realize that we can continue to grow and know our

working line. It also provided us to continue adding more security efforts in this

direction. It has been a great opportunity to introduce our way of working and

thinking of education and reach other professionals associated with this area of

adult education and education in penitentiary centers.

The project has allowed students to have an active role. On one hand,

they are made aware of all the learning process, and on the other hand, we are

aware of the importance of this active participation. In this regard, not only the

sensitivity from teachers has increased, but also being more receptive towards

the demands that students express. Furthermore, this aspect has been

demonstrated because there is a greater capacity to adapt to change while

programming. The dialogue created between us and the areas of

communication that have been opened favored common enrichment; it has

been very rewarding to hear our students voices and made us see that our

74

thoughts are reflected in their words, ideas and feelings. The main idea is that

the school provides opportunities and different options for the students.

Is there life after the "Second Chance"? We can say that this was the

beginning of a project, a new line of work and understanding the adult school.

It has meant a second chance in terms of personal and professional growth. We

are very proud of the recognition and the echo it had at the institutional level as

a center. We would like to continue working in this direction; so, yes, we

believe that there is life after the "Second Chance", new projects are waiting for

us.

If you want to read more about our new proposals, you can read the

document that you will find here:

http://issuu.com/cfajacintverdaguer/docs/new_proposals_document

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TURKEY

Introduction

Changes that have been produced in the last two years as a result of the

project:

A) Course variety:

Before our project has begun we opened 7 different courses in Gebze

Prison. (2012 2013)

- Cooking,

- ICT,

- Needle Lace,

- Reading and Writing,

- Hairdressing ,

- Theatre

- 3-6 Years old children activities

76

In the first year of the Project (2013 2014) we increased the variety of

the courses and we opend 10 different courses in Gebze Prison.

- 7-19 Years old Family Guidance,

- Cooking,

- Balama (Turkish Instrument)

- ICT,

- Hygiene Education,


- Reading and Writing (2. degree)

- Hairdressing,

- Ceramics Schapes d

- 3-6 Years old children activities)

In the second year of the Project (2014 2015) we opened 10 different

type of courses in Gebze Prison by 15.04.2015.

- Cooking,

- Balama (Turkish Instrument),

- ICT,

- Being Family,

- Communication in social life and work,


- Reading and Writing (2. degree),

- Hairdressing,

- Ceramics Schapes

77

- 3-6 Years old children activities)

Thanks to our project the variety of the courses in the prison was

increased. In the first year we opened 3 different courses than before and in the

second year we changed the variety of the courses according to the educational

needs. We are planning to increase the variety of the courses until the end of

educational term.

B) Total number of courses in prison

Below it is seen that the total number of the courses which were opened

in Gebze Prison. The total number of the courses was increased every year.

Until the end of this term we are planning to open more courses in the prison.

Total Number: 11 (2012 2013)

Total Number: 17 (2013 2014)

Total Number: 17 (2014 2015) (by 15.04.2015)

C) Course lenght :

According to the result of the interviews and focus groups results we

planned to open more courses in summer time. Below

e-guide edited.pdf

Documents