E-Guide Edited PDF

Second Chance
E- GUIDE
Lifelong Learning
Programme
Grundtvig
2013 - 2015
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
2
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
Introduction About our project
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.
6
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
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-ourproject.html
Education systems in prison
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
177
Condemned
Detained
Prisoners in
total
including:
177
Minors
Women
98
Tallinn
Prison
Viru
Priso
n
Tartu
Priso
n
Total
593
768
736
2274
361
135
80
576
954
903
816
2850
24
27
154
19
21
40
42
Life
imprisonmen
t
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
supervision
have
department.
heightened
There
is
10
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.
11
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,
12
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
13
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
14
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.
15
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.
16
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.
17
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
18
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

19
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
20
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.
21
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.
22
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.
23
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.
24
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
25
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
26
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.
27
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.
28
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.
29
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
medical
certificate
confirming
the
absence
of
medical
contraindications
to
start studying in his

chosen profession.
D
30
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.
31
About of the participating partners

and their organizations
32
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.
33
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-).
34
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
35
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
36
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.
37
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.
38
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,
39
Hairdressing etc.
Courses which was opened by Gebze Public Education Center at 2013
2014 Academic Year.

Course Type
Cour
se
Num
ber
Trainees
(Woman)
Trainees
(Man)
Traine
es
(Total)
Vocational
Courses
469
6943
3911
10854
Social and
Cultural
Courses
394
6020
2916
8936
55
995
475
1471
918
13958
7303
21261
Reading
Writing Courses
Total
40
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
41
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.
42
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.
43
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
44
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;
45
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,
46
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-LP442-DJ-ES. Partners: Spain as project coordinator, Estonia, Poland,
Italy, Turkey.
47
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
48
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.
49
Summary of the first and second year

activities
50
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.
51
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.
52
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.
53
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.
54
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 selfesteem.
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.
55
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
56
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.
57
Presentation of the new proposals
58
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 exinmates;
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 exinmates and teachers;
exchange activities opened new traits and personality sides of exinmates (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.
59
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.
60
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
Popularit
y
Friendship
5,75
Love
Money
Status
Success
6,813 Independence
Independence
7,81
Education
8,75
Health
4,235
5,05
6,322
7,45
8,656
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.
61
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.
62
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.

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.
63
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.
64
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.
65

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-imescolten/
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
66
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-presentacioprograma-grundtvig-second-chance-26-marc-2015/#
Production of articles to be published in different magazines:

https://grundtvigcfajacintverdaguer.wordpress.com/2014/09/18/encetem-elsegon-any-del-projecte-2/
http://www.infonet-ae.eu/articles-projects-49/2203-life-story-book-fromprison
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/xerradaal-cfa-el-carmel/
67
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).
68
2.b. Make exchanges and organize activities that enhance selfesteem 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
69
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 (teacherstudents, students-students) and/or self-assessment (own student).
70
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/activitateixam/
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
71
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-monlaboral-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-monlaboral-a-formacio-basica/#.VPg99HyG-So
http://blocs.xtec.cat/novetatscfajacintverdaguer/2015/02/24/monlaboral-des-densenyaments-inicials-i-basics/#.VPg-HXyG-So
72
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
73
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
74
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
75
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
76
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 its seen the number of
courses which was organized at summer time.
2012 2013: 2 courses at summer time.
2013 2014: 2 courses at summer time.
2014 2015: 4 courses at summer time. (We are planning to increase

the number)
D) An agreement with ministry of justice
77
We will arrange courses not only for the inmates in the prison but also for
the probation inmates who are outside the prison. This year we opened 2
courses under this condition:
Being Family.
Communication in social life and work.

1. Organize specific courses to learn the language.
Total course numbers: 5
3 has finished.
Reading and Writing First degree: 2 courses have finished and 11

trainees got certificate.
Reading and writing Second Degree: 1 courses has finished and 14

trainees got certificates.
2 courses are going on.

2. Organize seminars, master classes in order to share experience
between professionals who are connected to education in prison.
At the beginning of 2014 2015 academic year we organized a seminar

for our teachers.
We planned to organize a seminer at mid term and at the end of the

term.
78
3. Organize activities in order to create a connection between the

inmates and the world of work to increase their employment
opportunities.
We made an agreement with ministry of justice.We will arrange courses

not only the inmates in the prison but also for the probation inmates
who are outside the prison.
2 courses have finished and 28 trainees got certificates from our

courses.
Conclusion
Our institutions mission is Education for everybody, everywhere and
every time and prisons are our natural field of interests.
Thanks to our project we increased the number of our courses and
trainees in the prison. Also we think we pay attention to our activities and we
began to work with the probation inmates too.
In the future we plan to give more opportunities to the inmates in order
to develop them selves in the prison to get ready for their life after prison.
79
ITALY
Introduction
The activities of the first year were: interviews and life stories, focus
groups, creation of the e-book. All these activities had a deep impact on
teachers and inmates: the experiences carried out have been positive and
useful for both the inmates and the teachers, because it helped us to know our
students better, to understand better their situations and to consider them as
human beings who deserve a second chance, not just as inmates. They also
helped us to be aware of how much our job as teachers is important to them.
During the second year of the project we decided to organize some
exchanging
activities
between students
and
schools:
pictures, paintings made by the inmates. We also chose
postcards,
letters,
new proposals to
improve our educational activities and we agreed on the creation of an e-guide

containing the best educational practices.

1. To give the possibility to external specialists, professionals or
volunteers to take part in the classes.
We have chosen this proposal because we are convinced that it is very
important for the inmates to open their minds and to keep in touch with the
external reality. The visit of famous people that they admire can help them to
understand that their life in not only behind the bars of the prison.
We have decided to invite famous people and artists, for example Italian
singers or actors, to visit the prison and talk to inmates, in order to open the
80
gates of the prison to the external reality. We started to implement this

proposal in March 2015.
On 22nd March 2015 Simone Cristicchi, the first Italian artist that we
have invited, visited the prison in Siena. Simone Cristicchi is an italian artist,
become popular in 2007 when he won San Remo Festival with a song about the
mental disease. In the last years, he focused attention on the theme of
Memory: Mio nonno morto in guerra that is a collection of stories about the
II World War and Magazzino 18, dealing with the Istrian, Dalmatian and Julian
exodus after the II World War.
Cristicchi has immediately accepted to visit our prison in Siena and meet
the inmates. In a very little room, in front of 40 or 50 inmates, he sang some of
his greatest hits accompanied just by a classical guitar and he performed some
pieces from his theatrical plays. At the end of the meeting with the inmates, he
was visibly touched.
The event had a very positive impact on the inmates. These are some of
their thoughts the day after: I didnt know this artist before but I will
remember this day for the rest
of my life, Cristicchi is a very
amazing artist that can range
from the pop music to the
historical
day!,
tale.
Happiness
Cristicchi,
performance
who,
Wonderful
could
be
after
outside,
recognizes me and tells me:

How are you? I am happy to see you here.
81
We want to continue the implementation of this proposal and we have

invited other artists in May.
2. To use alternative methods, for example games, songs, films.
We have chosen this proposal because we are aware that using
alternative methods increases the students motivation and consequently
improves their learning skills.
All the teachers involved in the project tried to use more motivating
methods and produce didactic materials to improve our activities. This action
has been implemented during the school year 2014-2015.
We organized teaching through documentaries related to the different
subjects and we used different kinds of films, videos and songs.
In Siena prison we organized a project about traditional fairy tales
and drawings: the inmates wrote traditional fairy tales of their own countries
and made drawings and paintings related to each story. A book containing all
the tales is going to be published and delivered to the children in the province
of Siena.
The teachers produced teaching/learning materials which can be used by
the
inmates
and
students
outside,
available
on
the
school
website:
http://www.ctppertini.it/ctp/
3. Trying to change the societys perception about ex inmates.
This proposal has been chosen because it is very important to change the
societys perception about inmates and ex inmates. Many people usually have
prejudices and refuse to reintegrate ex inmates into society. Our purpose was
82
to help people who are behind the prison bars to express their idea and to let
society know about their situation and their hopes for the future.
Our main action was writing articles on newspapers and social networks
about our activities in prison. The action has been carried out during the school
year 2014-2015 and it is going to continue next year.
SPIRITO IN LIBERT is the name of the magazine written by the
inmates of Siena Prison. The magazine is published every three months thanks
to the editors of the newspaper LA NAZIONE Siena. It is delivered with LA
NAZIONE and some copies are given to the inmates so that they can send them
to their families. The articles are written by the inmates who attend the literacy
course.
The inmates write about all the activities organized in prison: cultural
events, theatre, school, and painting. There are interviews to the people who
work in prison: teachers, educators, volunteers, etc. The articles are checked by
our teacher Elisa Faleri and sent to the editors. The inmates have the possibility
to communicate their ideas and opinions to the external society.
83
Other articles and blogs about our activities:
84
Conclusion
Second Chance Grundtvig project had a deep impact on our school staff
and on the inmates. It gave us the opportunity to know other penitentiary and
educational contexts in different European countries, to make comparisons and
share ideas with our European colleagues. The work and experiences we carried
out through the two years of the project enriched both our personal and
professional skills. All the activities of the project stimulated us to improve our
teaching methodology and to promote actions aimed at obtaining better results
in our daily work.
The project was also useful for our students, the inmates. They had the
possibility to play an active role and to express their ideas and opinions about
education in prison and outside. They became more aware of the importance of
education in order to be reintegrated in society, so most of them understood
the benefits of education inside the prison as a mean to have a better life after
their release. Also the sensitivity of the teachers towards them increased,
because the students opinions and ideas about our job were useful to
understand how our flexibility and our commitment can be important to
enhance their educational results. Furthermore, the project gave us the
possibility to develop new ideas in order to improve our educational activities in
prison, to think about new actions which can create a link between prison and
external reality, in order to facilitate their reintegration. Also the exchange
activities were very useful, as they helped the inmates to express their feelings
through letters, paintings, drawings, postcards, small objects. They felt the
need to communicate something about their situation to other people and to
shares messages of positive thinking and hope for the future.
85
On the basis of these positive results, in the future we want to continue

the implementation of our new proposals, to
invite more artists and
professionals to visit the prison and talk to the inmates, to advertise our
activities in prison and let the society know about the situation of the inmates.
We also hope to improve our professional skills through new European projects.
86
ROMANIA
Organizing cultural activities in order to learn the culture and the
traditions of the country. Taking part in the activity Spring fantasies,
making handmade martisor celebrating 1st of March
With the occasion of 1st of Mach traditional Romanian celebration men
offer gifts to women, spring symbol Martisor and 8th of March Women
International Day in our school takes place a fair of handmade martisor and
greeting cards made by our students. Parents, grandparents and teachers buy
the handmade objects created by our students. The handmade objects created
have a symbolic value for our because they represent us, The students from
Minor Person Penitentiary will take part together with our students and with
their handmade materials in the fair organized in our school.
87
Participating at the activity Santa Claus fair- creating Christmas

tree ornaments
Close to Christmas, students from all classes create Christmas tree
ornaments and greeting cards. All these activities represent Christmas fair and
together with the decoration of the Christmas tree we celebrate the beginning
of the winter holidays. Students from the Penitentiary for Minors will take part
together with our students in this activity.
88
Participating in the activity National Culinary products

Our students are great cooks and the students from the Penitentiary for
Minors will be invited to take part into this activity. We will have stands with
cooked products: traditional donuts, pancakes, apple and cheese pie, fried
chips, sausages, mici, Romanian national products. They will cook all the food.
Students from the Penitentiary for minors will take part at the
end of school year party.
We have a tradition and a joy in our country and our school to celebrate
the end of the school year. Students from the Penitentiary for Minors will
participate together with our students at this cultural celebration. They will
prepare a short artistic program and present them to the audience
89
To give the opportunity to the inmates to sell the products to

finance the needs of the school:
Organizing a tombola with handmade products. Both the inmates

and our students will have the opportunity to sell their handmade
products:
Both inmates and our students will prepare hand made products and with
them we will organize tombola. The money raised will be used by the students.
At this activity will attend students, parents and teachers. They will have this
opportunity in the exchange of a tombola ticket.
Creating greeting cards, martisoare, Christmas tree ornaments
by the inmates and selling them during the activities in our school:
Inmates from the Penitentiary for Minors will participate at the Spring
Fantasies Fair and Santa Clauss Fair and in this way they will be able to sell
their products.
90
In this way we give the opportunity to the inmates to sell their products
and finance their needs.
Preparing posters, videos, flyers in order to publish the different
activities.
Publishing on our school website the activities done together:
Our school has a website which is permanently updated with all the
activities
www.gheorghetiteica.ro.
All
the
activities
together
with
the
Penitentiary for Minors will be uploaded on the section European Projects,

Grundvig Second Chance.
Creating short movies from the meetings between the inmates

and our students and teachers:
The common activities will be filmed and also we will prepare with the
inmates a short movie by a script that will be written by us.
91
Creating promo materials, posters, flyers, brochures etc.

Preparing posters, videos, flyers with the purpose of raising the
awareness of the society related to our activities. Publishing articles in local
media and participating to TV shows.
We believe that these activities improve the educational level of the
inmates; we offer a different perspective on life, improve their communication
with other people and help them overcome certain social barriers. Sharing
experience with the other countries involved in the project is beneficial for our
students; they understand that there are other people with similar problems
and by communicating with others that can understand the prison system from
another point of view they can hope to improve their situation.
92
POLAND
Introduction
In the course of the project implementation the "Second Chance" we try
to answer a few theses put forward. The most important, was the thesis or
adult education, acquired in the conditions of imprisonment, provides a solid
foundation in the process of returning to society. The education is the second
chance which for many reasons convicted didn't use at the first possibility in a
young age. Is a tool in the process of redevelopment and rehabilitation.
In our case this applies to education of adults of all ages. Stuck in Polish
prisons, in contrast to the experience of other countries, they are in the
majority of the citizens of this country. The specificity of persons targeted by
the project is the inhomogeneous. They often have a variety of features. This
person may be in a very corner age of people between 20 and 30 years of age,
but can also be a person after the age of 50 years. Different, may be their
social and ethnography. They can be people coming from the villages or towns.
From rich or poor regions of the low or high unemployment.
However, the common goal of participation in this program is the
conviction that education is the work in the direction of change for the better.
Raises qualification and more importantly increases self-awareness and selfesteem. Embedded knowledge acquired through education. His awareness of a
law-abiding life is raised.
In addition, in the framework of the implementation of the project was
sought new methods of implementation of the educational process and changes
in
the
direction
of
more
open
and
closer
to
the
subject,
which
is
inmates/student/participant of the course. During the program, sought new

93
methods and activities that encourage participants to make efforts in education

and internalization their will to change to generally acceptable behavior. As a
result of the actions taken and interactions participants should take a second
chance to become full approved and law-abiding member of society.

2. To create more partnerships and organize activities which can
increase their self-esteem and motivation.
3. Organize cultural activities in order to learn the culture and
traditions of the country.
12. b. To use open places or different ones for lessons.
12. (c). To increase the ICT resources.
Accomplishing assumptions and purposes indicated in proposals we have
prepared three levels program activities and education in the field of cognitive
knowledge and social skills of the title: "I know, I understand." In the program
attended the five inmates, who every day are students of our school. The
number of groups has been limited in view of the objectives to be achieved.
A small group provides opportunities for more frequent direct contact
between teacher and student.
94
Level 1. Development of social skills and cognitive.
T
h
e
s
i
s
.
The person deprived of freedom due to isolation or lack of social education show
deficits in generally recognized and widespread forms of communication and
interaction. At this step, participants will learn basic forms of interpersonal
communication. They are introduced in the form of exercises with forms of
verbal communication ( participation in the conversation) and verbal (generally
accepted rules of behavior in communicating with others). In the course of
implementing this project, we used a new method to transfer of knowledge and
skills. First of all, we have changed the educational space. Participants and
leading, as a result of the talks and the negotiations have chosen, in their
opinion, the best place to engage in activities. In our case it was gym and a
games and relax room. We also established the schedule of classes at
establishing stiff achievements of the goals handing over to the knowledge and
exercises are which. The students agreed that the activities started from
relaxing games and gymnastic exercises. We conducted a loose conversation
that leads to mutual learn and break down the barriers of teacher - student.
Then, in the form of a discussion we gave knowleknowledge of interpersonal
communication skills and the correct peer interaction between people. After the
95
theoretical part the participants played scenes containing discussion and

disputes on various topics. During this part we together evaluated the common
mistakes in communication and common misunderstandings resulting there
from.
Inmates were informed about the next step of the program, that for
many could prove to be a shock. We informed them that they would be taken
on a trip outside the prison, without assistance, security only with educators.
Carried out communication activities were designed to motivate to participate
actively in the trip. Active conversation with the guide was aimed at breaking
down barriers between sentenced and the public.
96
Level 2. Organization of cultural and educational activities

relating to the culture of the country seat.
Bearing in mind exercises of the cultural-educational activities, which
would have educational advantages about the culture and the tradition of the
country in which pupils are staying we have organized the trip to the Museum
of the History of Polish Jews Polin.. It is a very modern, interactive museum
telling the history and vicissitudes of the Jewish minority in Poland. Getting to
know the history of minorities, participants learned about the history of the
country and the region in which they are located. The professional guide
showed us around the museum. For the duration of trips students have
conversations with the Guide, which also stimulated them to ask questions and
clarify doubts. Significant part of the

Museum is interactive. To take full advantage of the exposure offered they must
have a number of new skills, including: computer use, browsers, monitors,
projectors and even in one place with the printing machine. From observations
of the behavior of the students had to admit that the seizure of the principles of
communication were useful and needed. The participants able to listen to it with
attention, and content interact with others to get information and instructions
on the use of multimedia. Behavior in open space is also a procedure intended.
97
Placing embedded in an open universe we mobilize it to active interaction.

Implementation of the social role of the citizen, tourist, man. Inmates itself
must show leadership in order to achieve basic social behavior.
Level 3. Multimedia classes.
To increase the ICT resources.Watching both the social environment and
in particular today's information-driven world, we found that the necessary is to

educate people the ITC systems if we want prepared them to return to society.
Without multimedia knowledge can be considered as a type of illiteracy. Without
the knowledge of handling information machines they do not buy even a ticket
on the urban communication which indirectly condemns us to exclusion and
marginalization. Therefore, we organized a workshop of it. The first classes
were using the computers. Besides the basic skills developed in the course of
working with word processors or spreadsheets. We for first time introduced a
totally crucial element in the work with the sentenced. They have the ability to
take advantage of the Internet for the purposes of seeking knowledge. During
these activities the participants acquired skills to use computers. It should be
borne in mind that throughout the course of the program, they had the
98
opportunity to use of a range of accessories ICT: computers; personal

computers; projectors; TV; printer; camera etc.
In the course of routine became a kind of a bond and trust in the
student/teacher. Changed the educational space by what has been achieved
greater
satisfaction
and
commitment
to
the
students.
Classes,
adding
momentum to the process of teaching. Introduced new solutions.

Through education on the culture and history of the regions affected the
social skills and cognitive.
Conclusions
Within two years of the program "Second Chance" have completed a
number of studies related to the issue of education for persons deprived of their
liberty. We compared the results and conclusions for the participating countries.
As a result of studies and observations we have prepared the activity.
Proposals for implementation were the result of the work of the international
team. The advantage of this system is its international character. During the
meetings, and visits to various countries had an invaluable opportunity to
compare the existing prisoners education systems as well as gaining knowledge
about
new
solutions
used
by
us.
We
exchanged
information
on
the
characteristics and practices in different countries. We have read the barriers in

the implementation of the education of prisoners with regional issues and
specifics needs. Differences in individual databases and human resources are
enormous. In this study, we obtained knowledge of the diametrical direction
diversity of activities and needs of the students. In today's homogenized Europe
knowledge is invaluable. Information about the problems related to education of
immigrants detained in Catalonia can be important in Poland is no longer a
dozen, but in a few years. Inability to use the Internet for convicts in most
99
countries is changing slowly opening up new opportunities and challenges in the

education of adults. Raised here only a few aspects are indicative of the role of
the program and demonstrate the need for research and international
cooperation in the field of education of persons deprived of liberty. An
extremely important aspect is the fact that it was a practical program in which
all
the
assumptions
and
arguments
were
verified
in
the
study
and
implementation of ideas for implementation. Very active and hardworking group

immediately realized all your tasks.
The main assumption of the program was to identify and answer the
question: Is the education of adults, deprived of their liberty is a second
chance? Answering this question should be answered in particular on two
questions. Is education is needed as part of the resettlement and rehabilitation
to the general population? Why is referred to as a second chance? In the Polish
prison system can not be other than a positive response to the first question.
These recommendations are included in the Executive Penal Code and somehow
imposes persons deprived of education as a tool in the process of rehabilitation.
In most countries, there is an obligation to the school and had been convicted
of a chance to learn, however, did not benefit from it. "Second chance" is able
to return to the starting point and the acquisition of knowledge that might be
useful on the way to a law-abiding life. So this is the beginning of the program.
Re-start of the arduous, long-term operation of shaping the man who will be
functioning in an open society, being fully aware of its component / part.
100
Exchange activities
101
The exchange activities were planned in order to achieve the involvement and
participation of the students during the second year of the project. We wanted
that students were the true protagonists, they felt participants, could live the
project and that, through their voices, we could redefine and improve the
different activities we had planned. Thanks for the exchanging activities carried
out throughout the second year, students have been able not only to express
their views on the changes implemented in their schools but also to share them
among the participating countries, too.
Mail Art
First of all, we decided to create
postcards, being inspired by the Mail Art
movement. The Mail Art or Postal Art is a
global
movement
communication
of
exchange
through
the
and
postal
service. It initially developed out of the

Fluxus movement in the 1950s and 60s,
and Ray Johnson is considered to be the
first mail artist. The main objective of this artistic movement is to spread
artistic works through postal mail, in order to avoid the conventional ways used
by artists to show their work.
102
But nowadays, who sends a letter by

postal mail? It is important to remember
that the ordinary mail is used by the
inmates
to
keep
in
touch
with
their
families, friends, girlfriends So the Mail

Art activity was a good way to involve a lot
of skills from our students, to catch them.
Each postcard has showed different kind of
feelings: pain, anger, happiness, sadness, love, melancholy, loneliness, etc. It
was not only the draws, but also the words that they used to write them. It is
crucial to say that it was not an easy activity for most of them, but we were
proud of the results and the participation. Each production was awesome, in
other words, postcards plenty of emotions.
For more information, visit:
https://grundtvigcfajacintverdaguer.wordpress.com/2014/09/26/artpostal-mail-art/
103
Letters
In addition to Mail Art, as we realised the
students really enjoyed sending and receiving
communications, we planned another activity
based on letters. Every partner had to write a
letter written in the language of each country and
translate into English. After that, each letter had
to be sent to the different countries. Although it
was also a hard and difficult activity, we felt that
the students were proud of the final results.
Another point was to receive different letters from other countries in different
languages, and to translate them from English to the own language. The
students realised not only that their realities were similar to other students:
studies, daily routines, learning process, wishes, etc., but also the differences
between them, for example the language used to write. In this activity, the
ordinary mail and the e-mail were used to send the letters, depending on the
country.
https://grundtvigcfajacintverdaguer.wordpress.com/2014/12/24/la-cartai-el-mail-art-per-acomiadar-el-2014/
http://www.sw.gov.pl//news,29562,piec-krajow-piec-listow-.
104
Other activities
Another kind of exchange activities were activities organized between
teachers who work in the same area. These activities werent planned as a
global activity for all the students, so every teacher, educator, etc. could
propose an exchange activity and those interested could participate with their
students. The next activities were made by Spanish and Italian students of
different studies levels:
Riddle exchanges
It
was
collaboration
carried
out
between
the
an
exchange
students
of
secondary education of the Siena penitentiary

center
-Circondariale
Casa
Santo
Spirito-
(Italy) and the Men's prison of Barcelona -CFA

Jacint Verdaguer- (Spain).
Students
exchanged riddles in order to solve them. It was a
difficult activity
but
also
challenging
and an
encouragement. It is planned to publish a small

booklet which collect all puzzles solved at the end
of this second year of the project.
https://grundtvigcfajacintverdaguer.wordpress.com/2015/03/07/italiaens-proposa-un-repte/
105
Our festivities
Among
the
illiterate
students
from Siena Penitentiary center (Italy)

and Men's prison of Barcelona (Spain)
was conducted an exchange activity
which
topic
was
festivities
and
traditions. As the students were from

many nationalities, each one explained
festivities and traditions typical of their
country, or those that they knew. This information was written on a template.
The culmination of this work has been the elaboration of a presentation about
the festivities done, the fact to share it between the two countries and an
exhibition of all the festivities in the corridor of the schools, in order to share
them with all students.
http://www.secondchancegrundtvig.com/images/doc/Traditional_festiviti
es.pdf
Presents exchange
Finally, also as an exchange activity, each
country prepared some little presents in order to be
given as gifts to the other centers in our meetings.
For
example:
paintings,
handicraft
handicraft
pottery,
decorations,
magnets,
etc.
Those
106
presents wanted to express gratitude and appreciation for all done and as a
symbol of how our students had been felt during this two years of the project.
It was also an opportunity to involve other
departments and professionals.
To wrap up, we are very proud of the results of all exchange activities, in
other words, it has been a different way to show the implication, illusion,
opinion, involvement... of our students about this chance.
107
E-Guide Conclusion
108
It is difficult to explain in words the impact of the project Second Chance in all
six countries, since two intense years have left a major imprint on our
institutions. The project has given us the opportunity to meet other penitentiary
and educational realities and meet people committed to a common goal. And,
this goal has been dealt during the project meetings, where we have
established and decided on common the activities and the work lines, we have
shared the work done in each country, we have agreed conclusions, we have
thought about new proposals in order to improve our work in prison, etc. This
possibility of cooperative working group, through a good atmosphere between
the partners, has been very enriching, has increased the knowledge of each
partner and has allowed valuing their own realities. Furthermore, in this project
we have already seen some improvements and results before finishing it,
because there are actions that have already been evaluated, and this point not
only underlines our daily work, but also demonstrates that the project is alive.
As professionals, this experience has helped us to make progress in our
work and also personally. It has made us think more about our work and be
aware of how far we have come, and also realize that we can continue growing.
It has been a great opportunity to share our way of working and thinking of
education in prisons from a perspective much more open and flexible. What is
more, it has been possible to reach other professionals associated with this area
of adult education and education in penitentiary centers. All of this has been
very useful for us because we have been able to get new ideas, activities and
methodologies and implement them in our respective institutions. In general,
our English skills have been improved as well as our motivation, teamwork, the
use of new technologies and the intercultural exchange. Also the attitude to do
the project with motivation has let us think about our work and improve it
every day.
109
The project has allowed students to have an active role. In fact, our
common first step has been to start from their opinions. We have been able to
know the perspective that students have got about the prison school and
whether their pass through the prison school has given them skills to participate
in society and become part of it. We have done a lot of improvements as a
consequence of that, for instance, the teacher-student relationship has become
much
closer
and
more
human
and
also
the
communication,
mutual
understanding and empathy has increased. It has been very rewarding to hear
our students voices and make us see that our thoughts are reflected in their
words, ideas and feelings. The main idea is that the school provides
opportunities and different flexible options for the students. Otherwise, it is a
pity that not all the inmates of the prison had been students of the school so
that, all activities done during the project have been important for them. We
have realized that most of the inmates that join us in the school want to learn
because they know that it is good for them in spite of the problems they have
or even if in some countries there are not many materials. Thanks to the
activities of the project, our inmates have improved their competences in
different areas: English, Spanish, Catalan, Italian, Estonian, French, illiteracy
levels, geography, mathematics, etc. In addition, it is important to remember
that the students have been interested in other mates from other countries,
they have felt listened and valued, their motivation has increased, they have
felt listened by us and they have felt belonged to a community, too.
It is important to underline that all partners have worked hard in a
collaborative way to make a successful project for each institution. We have
maintained close cooperation using new technologies such as facebook, skype,
emails, drive and the various technological tools that we have shared
together. The project has tried not only to answer to the demand of the
110
inmates, but also to provide the best improvements that have been possible. All
six partners had different situations, different characteristics but all of these
differences have been strengths and have contributed to mutual personal,
professional, linguistic and cultural enrichment. All of us have thought about the
inmates, their needs and, according to the possibilities of each country, we
have been able to achieve important and big changes. For example, Turkish and
Romanian partners have opened new courses and started new activities
according to the needs of the inmates; Polish team has improved the open
education and has introduced new activities in order to be in contact with
outside; Estonian partners have thought about new social and psychological
programmes in order to increase the awareness of how important is the
education in prison; Italian and Spanish proposals have aimed at improving the
teaching quality. Furthermore, we have been able to share, compare and
discuss some educational tools that give importance to collaborative and
reflexive learning in order to improve our methodology.
It is not easy to know if education will guide the inmates towards social
integration, firstly because we have not had the opportunity or perhaps the
required time to compare it enough through this project and, secondly, because
in most of the partners countries, the inmates do not receive guidance or help
from any professional of the center when they go out of prison, someone who
could solve out these problems in a more effective way. However, we have
conducted a comparative analysis of the learning needs of inmates and exinmates under probation supervision. It has given us new ideas that could be
realized in order to support the motivation to learn after release.
On the upside, we have learnt that education in prison is very important
to help the inmates to develop in society, something that they did not have in
the past. The activities in prison should be flexible and useful to guide the
111
inmates, for example: teaching them how to look for a job, helping them to
improve their social skills and attitudes which will help them to act in a more
responsible way, creating opportunities to help them to obtain certificates which
can be useful in the world of work, etc. In other words, the project has been a
good way to involve our students in daily school life and make them aware that
they are an important part of the school. On the downside, there are some
difficulties to cope with during the project, as economic and personal resources,
bureaucracy, permissions, institutional requirements or different organization of
the penitentiary systems.
Is there life after the "Second Chance"? It is true that sometimes we felt
that we did not have enough time to carry out the different activities or
consolidate some changes; it has been very intense. So, we can say that all of
this has been 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 has
had in the different institutions. We would like to continue working on this
direction; so yes, we believe that there is life after the "Second Chance", new
projects are waiting for us.
112
THE END
KONIEC
SON
SFARSIT
LPP
FI
FINE?
113

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Second Chance

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

Introduction About our project

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

Our project aims at discussing and

investigating two issues:

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

The teachers have to use special strategies to motivate these students

society will have more

Education systems in prison

completed in 2008. Viru Prison is the

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

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

cooking and small entrepreneurship The programmes comply with state

Prisoners who have not acquired basic

education can choose between vocational education and shorter vocational

Estonian language courses are available until the level C1.

Social programmes in Estonian prisons

Training of social skills

Training of anger replacement

EQUIP ( for minors inclined to violence)

Preparation for the release

Rehabilitation program for sexual offenders

The decision about participation in the social programmes is taken by

846 condemend and 115 detained took part in social programmes in

Chapel and chaplain service

Handicraft and artistic activities

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

Which fields are included in the rehabilitation

3. Health and personal development

Which are the organisms of decision?

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

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.

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

Be a member of some committees

Organize official correspondences

Keep track of students exams

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

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

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

In the Italian system the educational courses are organized by the

Basic literacy and numeracy courses: many inmates cannot read or

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

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

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

extracurricular activities. Craiova Juvenile Penitentiary is the institution

behavioral change and abandonment of criminal background by giving quality to

Improve and balance the personality, intellectual and social skills

Psychological and social vulnerability reduction through early detection

Craiova, independent institution subordinated to the Minister of Education

counseling and social work in prisons.

Cultural, therapeutic, psychological and social activities in prisons is

National standards in education, psychological and social assistance to

Characteristics and educational, psychological and social needs of

Execution time route;