3D Jail Project - IO1 - Competence framework for 3D printing in jail
Intellectual Output 1 The main innovative element of IO1 is to entail professionalizing competencies on the use of 3D printing technologies in the learning context of people with fewer opportunities because of their status of prisoners, ex-prisoners or subjected to alternative measures to detention. It is innovative because – in a pioneering way in Europe – it puts the basis to frame this kind of competencies in relation with restricted people, in the context of prison security, and it challenges penitentiary administrations to innovate their procedures and conditions to use even more ICT technologies inside their structures. It also poses prisons’ educational systems before the challenge to include these specific competencies in the educational experience of the inmates.
Intellectual Output 1 The main innovative element of IO1 is to entail professionalizing competencies on the use of 3D printing technologies in the learning context of people with fewer opportunities because of their status of prisoners, ex-prisoners or subjected to alternative measures to detention. It is innovative because – in a pioneering way in Europe – it puts the basis to frame this kind of competencies in relation with restricted people, in the context of prison security, and it challenges penitentiary administrations to innovate their procedures and conditions to use even more ICT technologies inside their structures. It also poses prisons’ educational systems before the challenge to include these specific competencies in the educational experience of the inmates.
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– Breakers <strong>Project</strong><br />
Questionnaire results also suggest that projects <strong>in</strong> Greece are comprehensive and effective<br />
with respect to educational content and methods. In Greece, the widely acknowledged<br />
“Report about the Protection of Human Rights 2017” has laid the foundation <strong>for</strong> these<br />
projects.<br />
In Germany, as an extension of the “Elis” project mentioned above, the technology-based<br />
“Resocialization through digitalization” project was conducted.<br />
In Spa<strong>in</strong>, prisons commonly offer courses (e.g. handmade objects, ceramics, sculpture) <strong>for</strong><br />
prisoners. There were also projects such as “Breakers”, “ITmakES”, “JETClay”, which were<br />
directed towards risk-group adolescents us<strong>in</strong>g <strong>3D</strong> technologies.<br />
Face-to-face courses <strong>for</strong> prisoners are also common <strong>in</strong> Turkey. Furthermore, there are<br />
projects such as “I am prepar<strong>in</strong>g <strong>for</strong> freedom by pursu<strong>in</strong>g a job”, “From Waste to Energy and<br />
Susta<strong>in</strong>able Agriculture with Biogas” and “Elim<strong>in</strong>at<strong>in</strong>g Language Barriers <strong>in</strong> European<br />
Prisons through Open and Distance Education Technology”.<br />
In summary, the questionnaires show that partner countries give importance to tra<strong>in</strong><strong>in</strong>g<br />
programs and courses to <strong>in</strong>tegrate prisoners with<strong>in</strong> society dur<strong>in</strong>g and after imprisonment,<br />
and that both e-learn<strong>in</strong>g and face-to-face classes are used to deliver tra<strong>in</strong><strong>in</strong>g programs.<br />
Especially the projects implemented <strong>in</strong> Greece can serve as a best practice <strong>for</strong> develop<strong>in</strong>g<br />
and design<strong>in</strong>g courses, tra<strong>in</strong><strong>in</strong>g programs and educational content <strong>for</strong> prisoners.<br />
All <strong>in</strong> all, the questionnaire results demonstrate that several projects have been conducted<br />
and permanent regulations were <strong>in</strong>troduced with regard to the use of technologies such as<br />
7
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