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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2D/Digital-Graphic/Onl<strong>in</strong>e Media <strong>in</strong> prisons. The common features of exist<strong>in</strong>g projects may<br />
be summarized as follows:<br />
Computer access is available <strong>in</strong> most prisons.<br />
Courses are designed and offered to equip prisoners with basic computer skills.<br />
Courses <strong>for</strong> prisoners are designed <strong>in</strong> the <strong>for</strong>m of modular tra<strong>in</strong><strong>in</strong>g programs.<br />
Tra<strong>in</strong><strong>in</strong>g programs are mostly practice oriented.<br />
Distance/e-learn<strong>in</strong>g and face-to-face learn<strong>in</strong>g opportunities are used together (blended<br />
learn<strong>in</strong>g).<br />
The projects basically aim to ensure full <strong>in</strong>tegration of prisoners with the society and<br />
social life.<br />
Participants earn a certificate of competence when they complete a program.<br />
Nevertheless, consider<strong>in</strong>g that prisoners constitute a disadvantaged group, the use of<br />
2D/Digital-Graphic/Onl<strong>in</strong>e Media and <strong>3D</strong> technologies <strong>in</strong> prisons rema<strong>in</strong>s below the<br />
desirable level <strong>in</strong> the countries that replied to the questionnaire. The possible causes may<br />
be summarized as follows:<br />
The cost of establish<strong>in</strong>g a laboratory <strong>for</strong><br />
teach<strong>in</strong>g and us<strong>in</strong>g 2D- / <strong>3D</strong> technologies is quite high.<br />
Teach<strong>in</strong>g and us<strong>in</strong>g 2D- / <strong>3D</strong> technologies<br />
<strong>in</strong> a prison environment may cause security problems.<br />
It may be argued that public awareness is low with respect to the function and role of 2D-<br />
/ <strong>3D</strong> technologies <strong>in</strong> enabl<strong>in</strong>g prisoners to participate <strong>in</strong> manufactur<strong>in</strong>g.<br />
There may be lack of knowledge with regard to development and design of educational<br />
content and methods about the use of 2D- /<strong>3D</strong> technologies.<br />
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