In the project "Calypsos: Support for Social Inclusion, Specific Needs for Educational Support and Improvement of Basic Competences for prisoners Europe", in the framework of the 2016 call for Action 2 "Cooperation for the Innovation and exchange of good practices "in the Erasmus + program, eight institutions participate, including the universities of La Laguna, Almería, Do Minho and La Sapienza in Rome, as well as the General Secretariat of Penitentiary Institutions through the Penitentiary Establishment of Tenerife , And three other entities: Full Inclusion Canarias, ADIS Meridianos de Sevilla and the Istituto degli Innocenti in Florence.
In essence, the work to be performed will be the evaluation from the neuropsychological point of view of the functions:
linked to the NEAE of the adult inmate in the four penitentiary centers of reference, and to examine it in comparison with standardized peers in four Centers of Adult Education in the localities where the penitentiary centers are installed
executives of adults who are in prison compared to those who have gone through juvenile detention and with standardized peers
As an intellectual output of the project, a document entitled "Orientations and strategies for intervention and socio-educational innovation to increase school success rates among prisoners in EU countries" is foreseen.
Project objectives, needs and target groups to which it is addressed and how it is going to be carried out at the transnational level.
Propose a strategy for socio-educational innovation, to the European regional and national institutions responsible for education in prisons, which will include innovative learning situations that will enable increased rates of school success among prisoners.
To offer teachers in European prisons teaching strategies that allow greater integration with the most innovative learning situations and support the creation of educational itineraries consistent with the specific needs of the people who are trained in the prisons of the EU.
3.  Facilitate the social and labor insertion of inmate students through educational strategies that improve their school success.
To sensitize and engage the stakeholders involved in prison education in community countries through impact and visibility activities
The AE Calypsos understands that the primary need for prison education is due attention to diversity and the fight against discrimination and segregation of prisoners following the European principles of Long Life Learning. A considerable part of the penitentiary population can be classified as NEAE. These NEAEs are mainly related to deficiencies in executive functions (FE), mainly cognitive deficits, difficulty in paying attention, structuring thinking, deficits in working memory, poor self-control, difficulty in solving problems, etc. It has been postulated that the neural mechanisms underlying affective and cognitive processing could regulate social behavior (Raine and Yang, 2006). Thus, there is a broad scientific consensus on establishing a clear link between these deficits and criminal behavior. These deficits are considered, in the educational field, as susceptible to be incardinated in specific needs of educational support (NEAE). However, the proportion of students that can be classified as NEAE is unknown. The AE Calypsos understands that the main consequence of this ignorance is directly related to the low level of school success of the students. Indeed, while there are notable efforts to improve education in prisons, the application of the diversity criteria proposed will establish a positive complementarily with the other improvement initiatives.
The second need is linked to the improvement of Adult Education Centers (CEPA). These are educational tools of first order as a tool for social reintegration and lifelong learning of prisoners in prisons in Europe. There are too many inmates and inmates who dropped out early and this is an important factor in their social exclusion. CEPA welcomes thousands of pupils in European prisons, mostly young, in order to obtain the GESO-equivalent degree.
The third need is linked to prisons and educational administrations responsible for prison education. These make a great effort in investments in infrastructures, equipment and teaching staff, however the academic results are not comparable to those of CEPA from outside prisons, which widen the gap of inequality of this group. It is necessary to raise awareness, awareness and commitment of the stakeholders responsible for educational intervention in penitentiary centers in EU countries and this will require an intense visibility and dissemination of the results and products of the Calypsos AE.
Innovations of the project
The first innovation put forward by the AE Calypsos is the consideration of prison education as one more facet of diversity education and the fight against discrimination and segregation of prisoners. A considerable part of the prison population can be classified as NEAE, however, it is neither diagnosed as such nor applied, in general, innovative learning situations that take these deficits into account. This lack of attention to an extremely important problem, results in a low level of school success in European prisons. In this sense, these NEAEs are fundamentally related to deficiencies in executive functions (FE), mainly cognitive deficits, difficulty in paying attention, structuring thinking, working memory deficits, poor self-control, difficulty solving problems, etc.
The Adult Education Centers (CEPA) are first-rate educational tools as a tool for social reintegration and lifelong learning of prisoners in prisons in Europe. There are too many inmates and inmates who dropped out early and this is an important factor linked to their social exclusion. CEPA welcomes thousands of students in European prisons, mostly young, so that they can obtain the equivalent degree in their country from the Graduate in Compulsory Secondary Education (GESO).
The second factor of innovation is the integration of scientific research in the field of neuroscience with research, educational action to produce a product that, on the one hand, a solid scientific validity to the arguments employed and another offer alternatives to stakeholders linked to prison education to improve school success.
Specifically, it has been hypothesized that executive dysfunctions may increase the risk of antisocial behavior (Giancola, 1995; Ishikawa and Raine, 2003; Seguin, 2008); Considering the executive functions as a set of related but independent cognitive abilities, and involved in the generation, supervision, regulation, execution and adjustment of behaviors appropriate to a given situation (Collette et al., 2006; Collette and Van der Linden, 2002; Gilbert and Burgess, 2008; Lezak, 2004), so that their competence will be fundamental to an optimal functioning and socially adapted (Lezak, 2004).
In this way, it constitutes an important aspect of the needs of the offender in the case of his / her deficits, as well as the strengthening of his capacity to respond. It is true that a great effort is made in education in Europe in prisons as we see daily in EPALE. However, the contribution presented here is original and genuine and useful to make it complementary with the other innovative educational initiatives carried out in European prisons. Thus, the AE Calypsos innovates by integrating a wide range of previous research already done with new research aimed at improving school success. This strong empirical basis supported by the evidence serves to elaborate the guidelines for the development of innovative learning situations better adapted to inmate students.
The third innovative factor has to do with the importance that the AE Calypsos has for visibility and transferability to other European countries in order to achieve the greatest impact and dissemination of its results and products. In order to do so, in addition to what has already been said, it is necessary to raise awareness, raise awareness and engage the stakeholders responsible for educational intervention in penitentiary centers in EU countries and this will result in better adaptation of the curriculum and learning of key competences Among the prison population of European countries, which will lead to an improvement in academic performance and school success. This factor will be essential if many people who have served their sentence and release are given more opportunities for social reintegration and job integration.
Among the objectives of EUROPA 2020 A strategy for smart, sustainable and inclusive growth argues that at least 40% of people aged 30 to 34 should complete tertiary studies. However, with regard to the group of prisoners, in Europe, less than 10% have compulsory basic secondary education. It is therefore a key question to investigate what educational strategies can improve these results and propose them to stakeholders at national and European levels to reduce them. This is the innovation that AE postulates in the field of responsible educational and penitentiary administrations, first of the countries where the AE works and then disseminate it in the other EU countries.
Brief description of how the partnership has been formed, the experiences and competencies they will bring to the project and whether there are organizations that have not previously participated in similar projects. Tasks and responsibilities between the partners
While out of prison the titling rate is around 65%, in prison is barely 6%. Contacts with the universities of Portugal and Italy, said that the same situation occurred in their respective prisons. That is why we asked the Spanish prison administration the need to start this consortium with the support of the participating universities and NGOs. The penitentiary administrations, together with the universities and the NGOs showed their interest and commitment with the objectives set and from that point began the Calypsos AE.
Most of the partners of the EA, we had previously developed to the constitution of this consortium, an intense cooperation through non-specifically activities, research and projects. Exposing the problem of poor school success in prisons where we intervene, we note that poor school success is a common problem in prisons in our respective countries.
That is why, without European added value, this product could not be realized since, on the one hand, it is necessary to have empirical evidences and experiences common among the participating countries and, on the other, it is fundamental the dissemination and visibility of its results And products so that they can reach the stakeholders linked to the sector of the rest of the Community countries.
The consortium partners are divided into four categories:
Penitentiary administrations: The AE considers itself as strategic to have the S.G. II. Penitentiaries of Spain.
NGOs with extensive experience and quality actions linked to disability and internment measures, such as Meridians, with extensive experience in European projects and juvenile justice and FEAPS, with no experience in European projects and the largest entity in Spain to support people with Mental disability with implantation in many Spanish prisons.
Universities: The four participating universities have an intense experience of many years in diverse projects and investigations common in the scope of the executive functions of the inmates. Each university will be responsible for carrying out the studies in its reference prison (Tenerife, Almeria, Porto and Rome).
The CEPA de Tenerife is the adult education entity of the AE. Its role will be to ensure compliance with agreements adopted within the steering group.
Said steering group will be formed with the people responsible for each entity. It will be responsible for streamlining, monitoring transnational work and strengthening synergies between partners. Together with the steering group, local transnational work teams will be formed by each entity, responsible for dynamizing transnational work from the local level.
The tasks and responsibilities of the project will be shared according to their experience and expertise. That is why the universities, coordinated by the University of La Laguna, will produce the products with the collaboration of the rest of the entities.
This will be done through complementarity, taking into account the respective areas of specialization that each institution contributes and which is fundamental for the achievement of the final results and products: research on executive function deficits and impact on the inmate students, analysis of What these assume with respect to NEAE, new educational strategies adapted to this context, improved school success, increased school success and more efficient social and work reintegration. To do this, at least one member of each of the partners will participate in each of the actively scheduled activities, contributing their experience and perspective from the area of ​​expertise of their entity.
The incorporation of 4 sectors is due to two reasons: the contribution of European experience and university research, the experience of insertion of disabled people and young offenders of NGOs, penitentiary administrations with the capacity to make political decisions that increase the impact of the results And a CEPA as coordinator of the EA and referring to the National Agency in terms of administrative tasks.
The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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