Art as means to develop low skilled inmates

ERASMUS + KA2   Art as means to develop low skilled inmates       

2018-1-PL01-KA204-050635

https://artasmeanstodeveloplowskillsinmates.blogspot.com/
https://drive.google.com/file/d/1biQLJfKpQE_xlJDa31ttBTSbA6zaLfs8/view
The present academic year 2018-19, CEPA Yucatan is taking part in a project called “Art as means to develop low skilled inmates”. It is a project of cooperation between different institutions for innovation and exchange of good practices among institutions that work with adults in prisons.

The total duration of the project is 24 months, starting the 1^st of November of 2018, ending the 31^st of October of 2020.

The project is meant for inmates who at the moment of implementing project activities are serving their time in prisons in different EU countries. What we want to achieve is that adult prisoners should gain basic skills or develop the ones already possessed thanks to the use of various artistic activities, through a diversified set of exercises to increase (consciously or, more often, unintentionally) their literacy, numeracy and/or IT skills.

One of the priorities is "social inclusion", because our long term aim is that inmates who take part in the project will, in effect, improve their skills, to such an extent that after they have accomplished their social rehabilitation process in prisons, they find it easier to find themselves in the outside world once they are released.

The other priority is that we want we want it to be a supplement to the social rehabilitation process that inmates undergo behind bars and during which often it has a limited offer in terms of various activities. These high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults would be named above artistic activities and workshops.

The project that we want to develop intends to inspire prison educators to use art education in prisons as a vehicle to “smuggle” basic skills into informal learning in EU prisons. Our project is designed to facilitate the process through which prisoners, in our case, could start acquiring or developing their basic skills while doing artistic activities. By saying ‘skills’ we mean not only tangible or "schools" skills, e.g. based on artistic formats, or basic skills like IT, mathematical or literacy skills but also developing features that are intangible, i.e. personal skills – self-confidence, self-esteem, sensitiveness or sensibility, etc.

Our project ,,Art as means to develop low skilled inmates”  aims to strengthen the capacity of the European institutions and organizations by sharing learning and good practice examples of informal education through different means in order to effectively represent interests of the socially disadvantaged groups named above. The project is based on a creative scheme involving prison tutors and possibly a number of other outer institutions in participating project countries. The project offers informal and creative learning opportunities for prisoners through a series of trainings, workshops, lessons, etc. These learning opportunities will all revolve around artistic activities. Activities will be planned in such a way that inmates will also acquire basic skills (we assume that some of those skills will be learned automatically, unwittingly).

Participants will also exchange their practices and ideas about teaching adult inmates basic skills while doing arts. We will organize a training event during which art educators will learn new techniques which will be used later on in their respective institution. This will obviously widen the spectrum of possibilities when working with prisoners.

Participants:

BUSOLA ASSOCIATION. PLOCK.POLONIA

Socially Excluded Education Association "Busola" is a group of people that act for the sake of adults who are currently deprived of liberty and are located in penitentiary units, serving their sentences. These people are undergoing social rehabilitation processes in various forms – be it they are learners of prison schools or are participants of therapeutic units. The main reason for which the association was established is to run various educational, cultural or sporting activities for the ones mentioned above – learners or therapeutic units’ participants as well as for the sake of other inmates being located in different penal units across Poland.

The association was created in March 2016. So far, they have managed to implement 3 various undertakings in the school prison in Plock penitentiary unit.

-One idea is connected with the fact of supplying inmates with coloured magazines to read. These are educational magazines that normally prisoners have no access to or they are too expensive for them to afford.

- Another undertaking is an educational project aim of which is that inmates conduct lessons for young people in schools. They share their life stories and explain how easy it is sometimes to spoil your life when you make wrong decisions. The project title is "Voice from behind the bars" and it is an extremely popular idea in Plock. Many schools take advantage of it. So far we have organized 12 meetings in which over 1000 young learners took part (altogether 23 inmates have led the lessons).

-The third idea that is being implemented now is the project titled "Education behind bars". This is a KA1 Erasmus+ project meant for prison educators.

THE FURTHER EDUCATION AND TRAINING.LIMERICK. IRLANDA.

The Further Education and Training (FET) Division is part of Limerick and Clare Education and Training Board (LCETB). It is a statutory authority funded by SOLAS and DES with responsibility for education and training in the Limerick and Clare region. There are more than 30 main FET centres but courses take place in over 300 locations in urban and rural Limerick and Clare. Provision is for both adults and young adults with the majority of learners being over 20. Courses are provided at low or no cost and delivery is flexible and provided on a full or part time basis.

They offer several types of courses:

art Time Provision- approx. 22,300 beneficiaries in 2015/6. Programmes types-Back to Education Initiative, Adult Literacy, Community Education, Prison Education, Self-Financing Evening Courses-Cooperation with other institutions. Part time programmes target a broad cohort of adults, are flexible and run at a variety of times allowing adults combine a return to learning with family, work and other responsibilities and include:

• general learning or vocationally specific programmes for adults who have left full-time education with less than upper second level, provide opportunities to reskill/upskill, to enter the labour market or to progress in to further education and training

• confidential, free service to adults who have reading and writing difficulties, tailor-made to suit learner needs, delivered in group and one-to-one settings, includes ESOL provision

• community-based services, run in partnership with community groups outside formal sector aiming to enhance learning, foster empowerment and contribute to civic society

• evening programmes  both accredited and non-accredited, support those in employment or seeking employment, and provide others the chance to explore new pursuits.

• teaching services provided by LCETB to range of education, training and social service organisations.

Full Time Provision- approx. 6,700 beneficiaries in 2015/6. Programme types-Apprenticeship, Bridging & Foundation, Community Training Centre Provision, Local Training Initiatives, Post Leaving Cert, Specific Skills Training, Specialist Training Provision, Traineeships, VTOS, Youthreach. These programmes target a wide cohort of adult/young adult learners and include:

• vocationally specific training for those in the workplace who want to reskill/upskill or to continue with their education and training.

• preparatory courses leading to mainstream provision or entry level employment for those distant from the labour market and/or who wish to return to education and training

• programmes for early school leavers providing opportunities to gain qualifications and to progress to further education or training or to employment

• programmes for adults and young adults who’ve completed upper second level education and want to return to full-time education, to enhance opportunities for employment or progression to other studies

• vocational training courses to meet the needs of people with disabilities

CEPA YUCATÁN. SOTO DEL REAL, MADRID. ESPAÑA.

Cepa Yucatan is an adult school located within a penitentiary centre in Soto del Real, a small town located in the north of Madrid, about 40 km from the capital. It offers primary and secondary studies and Spanish education. The centre for its peculiarities has inmates as students who are deprived of freedom and serve their sentences or are prisoners on remand. The most part of these people are from other countries of the EU, Africa or Hispanic America.

Cepa Yucatan has twelve teachers and three hundred students in the academic year 2018-19. The teachers that participate in the project are: Elena S., Sonia S., Mª José N., Consuelo C., Piedad S., Elena A. y Javier R.

Participation in projects has always been a reference to us and our students whose interest has aggregated through the opportunities received. It has been improved in foreign language: English and social skills for the project done in the centre.

EDUCARENTREREJAS. 
http://educarentrerejas.blogspot.com/2010/12/ciencia-musica-y-arte-cepa-yucatan.html
http://educarentrerejas.blogspot.com.es/
http://www.educarentrerejas.info/

1. FI-2007-039-001 IDENTITY FORMATION FOR EUROPE.
2. GRUNDTVIG CONTACT SEMINAR. 2008-1-ES1-GRU07-04539 PRISON EDUCATION
3. GRUNDTVIG PARTNERSHIP. 2009-1ES1-GRU06-0156 FLAME 2009-1-PL1-GRU06-0512 http://grundtvigflame.blogspot.com/
4. GRUNDTVIG PARTNERSHIP EUROPEAN PERSPECTIVES ON RAISING SOCIAL COMPETENCIES OF OFFENDERS (EPRSCO)  https://slideplayer.com/slide/2374185/

• https://www.facebook.com/eprsco/

5.    2015-1-ES01-KA104-015019  ERASMUS+ LANGUAGE FOR FREEDOM

·         https://languageforfreedom.blogspot.com/

·         https://mediateca.educa.madrid.org/documentos/nfpese3j8b98o5mb

·          

6.    ERASMUS + KA2   Art as means to develop low skilled inmates       

2018-1-PL01-KA204-050635

EUROPEAN PRISON EDUCATION ASSOCIATION.TRONDHEIM. NORUEGA (EPEA).

EPEA is an organisation made up of prison educators, administrators, governors, researchers and other professionals whose interests lie in promoting and developing education and related activities in prisons throughout Europe in accordance with the recommendations of the Council of Europe. The EPEA is recognised by the Council of Europe as a Non-Governmental Organisation (NGO).  It is committed to working with prison administrations in Europe to further its aims, but is totally free-standing and independent. 

EPEA’s strategic objectives focus on introducing innovation that offers a powerful combination of consulting, research and training with organisations and individuals working in the field of prison education. EPEA has the potential to network, mobilise and further develop the shared intellectual resources that exist internationally into a viable enterprise that achieves positive and sustainable change for prison education.

CENTRO PROVINCIALE DI  ISTRUZIONE PER ADULTI NUORO. NUORO, ITALY.

The C.P.I.A. Nuoro 3 is a provincial institution for the education of Italian and foreign adults, prisoners and migrants hosted in the reception centers of our territory.

Access to the Center is free. Even anyone aged 16 and over can access the Center at any age and condition.

The offices are located in the territories of the provinces of Nuoro and Ogliastra.

The territory is characterized by the presence of young people due to early school leaving, adult workers and unemployed people without the final degree of secondary school and foreign migrants employed in the agricultural, construction and commercial sectors.

CT tries to give answers, the migratory flow especially of non-EU citizens, people who need linguistic and cultural integration paths.

Our group operates in the territorial center of Nuoro, in the center of Sardinia.

We work in 3 locations with Italian and foreign adults (Nuoro, Torpè, Dorgali);

in 2 prisons (Casa Circondariale di Badu 'e Carros, Casa di Reclusione di Mamone

in 6 reception centers for migrants (Tonara, Sarule, Olzai, Dorgali, Teti, Aritzo)

The staff of the Nuoro CT consists of 6 secondary school teachers and 6 primary school teachers.

There are 2 cultural mediators.

Courses:

Even in the current school year, the CT of Nuoro carries out the following regulatory courses:

- First level courses / First teaching period

These are courses aimed to obtain the final title of the first cycle of Secondary Education. (ex middle school license).

- First level courses / Second teaching period

The second period is aimed to obtain the certification of basic skills related to the education obligation and related to the activities common to all the addresses of technical and professional institutes.- Literacy and learning courses of the Italian language; Italian L2;

They are aimed to obtain a qualification for the knowledge of the language not lower than level A2 of the Common European Framework of Reference for the knowledge of languages.- Expansion of the training offer.

The CT organizes in-depth courses on topics of various interest.

Long life learning, strongly enhanced by the 2000 Lisbon Conference, aims to adapt education and training to the needs of citizens at all stages of their lives. Courses of various kinds, such as computer literacy, knowledge of foreign languages, DIY, cooking, etc.

The students who attend the first level courses are 49 free adults and 41 inmates

The students who attend the courses of Literacy, Italian L2 are 27 free adults, 46 inmates and 269 migrants guests in the reception centers, for a total of 432 STUDENTS.

Purposes and objectives

The CPIA organizes:

- Formal courses of education and training for Italian and foreign adults to facilitate their cultural growth as well as a more conscious and integrated participation in social, work and citizenship fields.

The formal paths are aimed at the release of:

- Certificate of Italian language proficiency at level A2

- Final State Diploma of Secondary Education

- Certificate of fulfillment of compulsory education

The CPIA realizes and promotes:

- Action of continuity between the different levels of education for adults, to promote the educational success and the achievement of the qualifications and certification required

- Welcome and orientation services for the identification and construction of personalized learning paths- A formative environment of openness and availability that fosters in each individual the birth of interests and the desire to acquire new knowledge; help to strengthen self-esteem and facilitate the ability to relate with others in a multicultural and confrontational perspective.

- Training opportunities aimed in particular at the most vulnerable groups such as children at risk of dispersion, women and marginalized adults:

- Training actions within the adult education system with a view to lifelong learning;- Actions for the enhancement of learning in the formal, non-formal, informal in order to pursue the horizontal extension of training that can take place in all areas and at any stage of life (lifewide learning)

TASKS

The Project Coordinator (Polish partner) is responsible for the overall preparation of the application and ensuing 'paperwork'. The coordinators of all partner institutions are qualified staff and, as such, we, firmly believe that the competence contained within this partnership is more than sufficient to ensure that each aspect of the project is completed responsibly so as to ensure that the project will be seen through to its ultimate fruition. The coordinator will also organize a week-long training event during which new artistic techniques (new for the other partners) will be taught. Nevertheless, the aid and assistance of all other participating partners remains fundamental to the project's overall success. Other obligations of the coordinating organization - the leader of the partnership, are as follows:

1. The launch of the partnership (A2), the preparation and submission of the project proposal,

2. Control of the project in terms of timeliness of implementation and achievement indicators, rational use of resources, quality and risk reduction,

3. Maintaining constant contact with partners and initiating contacts between partners,

4. Preparation of financial issues, supervision of implementation (A3)

5. Record-keeping tasks, reporting.

Ireland will be responsible to take the minutes of all meetings that we will sit during the course of the project and create reports which will later be used to evaluate the activities. Spain will be responsible for making newsletters (A4) and sending them out to all interested parties. Partner from Italy will be responsible for collecting all methods used within the project and describing them in a form of a handbook (A5). The EPEA will be responsible for using all of the above and carrying out a proper evaluation (A6). Later on, all materials will be disseminated through the EPEA network to the bodies/institutions that deal with prison education to share the results of our activities. All partners will be obliged to contribute to EPALE platform. Each of them will write an article on a different topic in which project activities will be described. Each article will be put in a different light to show variety of various perspectives (A7).

PROJECT ACTIVITIES

1. Most important part is connected with organizing a series of workshops for prisoners during which they will acquire (or improve) their basic skills. The artistic workshops that we will introduce are:

- Textile art including embroidery, patchwork and quilting using both traditional and modern techniques (A9),

- Stained glass window making (A10),

- Woodcraft making (A11),

- Writing and reading comprehension classes (A12),

- Animated movies making (A13)

- painting (A14),

- drawing (A15),

All of the names above activities are the salt of this project and the main reason why we want to submit this application.

2. Another activity that will be supported with the grant, is the training event that will be organized by the coordinator (C1). This training event will be meant for non-Polish partners who lead artistic workshops in their penal units but are not acquainted with the Polish partner's technique. We are talking here about stained glass window making training. This is going to be a week-long training and each institution will be able to send two representatives to take part in the event. The idea behind it is, that every partner, after having learnt it, will introduce this technique in their own institutions to have wider opportunities of using arts as a tool when working with inmates. There will be six participants from three countries that will take part in the training event.

3. All transnational meeting will also be a very crucial part of the project that will be organized thanks to the grant. There is a plan to organize three transnational meetings in which eight representatives from partner institutions will take part every time (M1, M2, M3).

4. The next action supported within the grant will be preparing the evaluation report (executed by one of the partners, namely the EPEA) and circulating it among all interested parties, mainly the EPEA members and institution that are in the EPEA network.

Other necessary undertakings financed by the grant are as follows:

- preparation of teaching materials used during workshops named in the first point above,

- creating newsletters with information about the course of the project sent out to similar units across Europe,

- writing the final report after completion of the project.

We will inform of each activity so you don’t miss a thing!!