Today, in the 28 countries of the EU there are about 610,000 inmates. Of these only 1 out of 5 is involved in any kind of employment, and just the 3% of them works for external companies or entities which provide occupation (both in and out of jail). The lack of employment, the delivery of training paths not accessible to everybody and the loss of self-esteem and isolation are the causes which mainly determine a still too high level of recidivism, especially among the youngest and most disadvantaged individuals. The project aims to give an answer to such issues by involving detainees in one the most innovative phenomena of ICT economy: 3D-printing, focusing the skills needed in order to set up and use a 3D-printer. As a matter of fact, 3D-printing is massively becoming to play one of the most relevant roles in the creative and productive processes for small and medium enterprises all around the world in the fields of fast prototype-making, industrial design, engineering, architecture, clothing, jewelry, medicine and scientific research. And such revolution happens in a European industrial framework where the demand for personnel with appropriate technological skills increases but is not covered by the existing labor-market. The project responds to the specific needs of: • The inmates, who need to be active and acquire new certifiable training opportunities which possibly deliver to employment, the key factor for social reintegration; • The penitentiary educators, who will enhance their digital skills in order to innovate the content and teaching/training methods adopted both during and after detention; • The prison system, which will be able to increase the quality and quantity of the employment opportunities for detainees, thus improving the quality of life and reducing the risk of recidivism. The project aims to reach the following specific goals: 1. Definition of the non-formal/transversal and formal/specific competences that detainees must learn to use the appointed technologies; 2. Development of specific training modules about the new printing technologies, applicable all around Europe, inside prisons or at distance learning, fostering their transferability to individuals with fewer opportunities; 3. Promotion of new practices among penitentiary institutions and private-social organizations facilitating the re-employment of inmates and the substantial recognition of the 3D-printing competences acquired; 4. Definition of European standards in terms of internal organization of productive laboratories in prison, aiming to implement a safe and secure use of these innovative technologies. The project is in line with: 1) Europe 2020 strategy: inclusive growth, support to adults who will acquire new competences and adapt to the evolving job market. 2) ET 2020 priorities: 3rd strategic goal: promotion of equity, social cohesion and active citizenship, 4th: support to creativity and innovation [...] at every step of education and training. 3) EU Council Decision 2015/1848: guideline 6, raising the skill and competences of the workforce[…] in an increasingly digital economy and in the context of technological change. 4) Joint Report of the Council and the Commission (2015/C 417/04) “New priorities for European cooperation in education and training”: priority areas 2 and 3. 5) Motion for a European Parliament Resolution on Prison Systems and Conditions (2015/2062(INI)): articles 8,15,18,32,62. Following the training courses and experimentations (verified directly with the prisons collaborating with the partner entities for the re-employment of unprivileged individuals) and through the methodology of Action-Research and the support of a dedicated virtual platform, the project aims to develop 3 innovative tools for the use of 3D-printing technologies in jail: 1) Framework of specific Skills required; 2) Training Models and 3) Operational Guide Lines for the creation of productive laboratories. For a period of 36 months, the project will seamlessly involve 24 operators of the 7 partners at the coalface, dozens of penitentiary educators and trainers from 6 Countries, and approximately 270 inmates. Everyone will be able to access and use the produced tools, translated into the main languages of the involved Countries and made available for free over the Internet up to 12 months after the completion of the project. During the 36 months, 3,000 individuals will take advantage of the project including penitentiary and social workers, entrepreneurs, volunteers, and, of course, inmates from different situations in at least 5 EU Countries, plus Turkey. On a long-term basis, the project will support: 1) Promotion and increase of digital training paths inside prison, through the professionalization of every involved actor; 2) Employability of ex-detainees, promoting skills marketable at both local and European level; 3) New models based on the synergies among the security, training and digital-industry systems.

"The aim of the project is to open up to the new methods and ways of working. Partners are from Poland, Belgium, Italy, Great Britain and Greece. Every partner has experience in adult education and working with hard to reach learnersThe ""Be Open Minded"" project is aimed at educators and trainers of adults (direct recipients).The goals of the project are:raising the professional skills of educators (animal therapy, art therapy, garden therapy, phototherapy)exchange of experiences exploring new methods methods and ways of working with adults,popularizing new approaches and methods in the education sector,improving trainers' skillspromoting different approaches to learning and different learning environments.An indirect target group are adult learners who will benefit from the activities based on new knowledge and experience of training mobility participants as well as other educators and trainers (at least 150 people). Project activities relate to activities at international (educators) and local (educators and students) levels. International meetings include 4 training modules and 2 TM dedicated to project management and evaluation. The methodology includes international mobility - the host partner will present experiences related to the methods and forms in which he has experience. Then, mobility participants will share experience and knowledge at the local level and test the demand and interest to participate in activities using innovative methods. The results of the project are:4 training modules for educators (27 mobilities) and 2 TM (8 mobilities)materials for educators, trainers and adult learners with using unusual methods (animal therapy, clown therapy, art therapy, photo therapy, garden therapy),4 newsletters presenting the information, activities and experiences2 articles on EPALE1 survey of adult learners about knowledge and readiness to participate in classes conducted using innovative methodsLong-term results (after the end of the project): greater knowledge and experience of educators, materials helpful to adult educators (developed in the project), better offer of local activities, continuation of cooperation between participants and organizations."

The FREE to CODE project had the ambitious goal of using digital skills and computer programming as a means of human development that can help adult European prisoners to re-enter society. 1. CONTEXTSAlthough significant progress was reported in Europe on the digitalization agenda, different disadvantaged groups were excluded from it due to some structural or personal obstacles. This project aims at bringing prisoners and former prisoners closer to the labour market by developing in them coding and other relevant soft skills. This aim was achieved by developing a responsive and interactive training platform that can work also in closed institutions such as prisons. 2. OBJECTIVESThe project was aiming at the following objectives: General: - The project intended to develop an innovative training programme on coding for learners detained (men, at least graduated and with a short-time sentence, to prepare them to be reintegrated into the society), with the aim to favour the development of their digital skills and in turn their transversal skills, particularly problem-solving. Specific: - The project aimed at transparency and recognition of skills and qualifications; application of the European recommendations to validate the non-formal and informal learning with the improvement of their digital and programming skills in an informal and formal learning environment, - Applying the methodology of the European recommendations to validate the non-formal and informal learning to adult education into social assistance fields.Both objectives were achieved. The training programme on coding was created, piloted, evaluated and adjusted. There is now basic training on coding available for the prison systems around Europe. There are manuals available for this training in English, Romanian, French, Greek, Italian and Portuguese. The programme was built taking into account the European principles for identifying and validating non-formal and informal learning adopted by the European Council in 2004. Partners have agreed on the learning outcomes and stakeholders involved in the process of validation were involved in the multiplication events and expressed positive views on the programme. 3. PARTICIPANTS-NUMBER-PROFILEThe participants in the project were divided into two main categories: direct beneficiaries and indirect beneficiaries. Direct beneficiaries - prisoners, former prisoners and other disadvantaged people with similar profile - 162 direct participants took part in the survey or benefited from the training programme. Indirect beneficiaries - were the stakeholders (those interested in the programme - education agencies, labour agencies, local authorities, prisons etc.) and the community (NGOs) who participated in the multiplication events - 229 participants. The indirect beneficiaries were also informed about the project activities and results through the dissemination activities were approx. 10.000 people were involved. 4. ACTIVITIESAlmost all activities were performed as they were planned. However, due to the pandemic, most prisons were closed in Europe for the non-essential staff. Therefore, the project had to adapt its activities in order to achieve its aim and objectives. The main activities were: conduct national evaluations to identify the training needs and trainees expectations, design a training plan (taking into account the European standards for informal and non-formal validation), develop a training platform, pilot it and evaluate it and refine it. 5. RESULTS AND IMPACTThe main result of the project is the use of an online training tool in the prison field. This project is one of the first ones that contribute to the opening of the prison system towards the online platform. The training platform created under this project helps prisoners better prepare for the new economy where digital and computational skills are crucial. Following the guidelines of the European Framework for validating non-formal and informal learning, the project is easily scalable across Europe in prison and alike institutions. 6. LONG-TERM BENEFITSThe project is an example of how prisons can use the online platform to enhance education. We can expect the use of this environment to be expanded in the near future towards other sections of prison life: vocational training, job searching, visits and so on.

The context to BUCOLICO being outlined in the description field, this summary will outline the determinants, risks and solutions to the issue it wishes to address, i.e. the reintegration of socially excluded individuals in marginal areas. More specifically, it wishes to propose a learning standard contributing to the empowerment of NEETs in rural contexts.DETERMINANTS1. CULTURAL: the North-South Europe divide is owed to a Mediterranean model where young adults:A) experience prolonged permanence within their original family core; synchronous exit from that core and the formation of a new familyB) lack support bridging the education-work transition2. EDUCATIONAL:low-education makes youths vulnerable to job loss. Early school drop out lead to fewer graduates, as in Italy where only 26.9% of 30-34 year olds hold a degree (EU average 39.9%). In addition, highly developed human capital finds less opportunities in the Mediterranean, with 77.3% active 30-34 year old graduates (EU average 87.1%).3. ECONOMIC: A third of young adult jobs were lost in the Mediterranean after the 2007-8 crisis and pre-crisis employment levels had yet to be restored. Young adults are at a greater risk of poverty being less eligible to subsidies than older age groups. 4. GOVERNMENTAL: 0.1% of municipal budgets in Italy is spent on active labour schemes (EU range 1.50-2.25%). Public employment schemes do not improve seekers’ prospects as they tend to have too weak a training element. This is the case of Youth Guarantee in locations such as post-industrial Sardinia, where only 7% of youths completed their apprenticeship as employers thought little of them.COSTS1. ECONOMIC: if unmitigated, NEET figures will add to negative demographics, low natality, emigration, long life expectancy in making ever more inactive citizens throw a greater burden on an ever smaller share of actives. Up to 1 in 5 peak-age workers will be lost by 2030 and dependency (number of inactive/active citizens) will rise from 38% to 70% by 2050. Young adults are strategic. Their shrinking will affect the sustainability of public sector systems such as education, defence, healthcare and pensions. This is happening faster in the Mediterranean where low natality has caused peak-age worker numbers to drop 26% in a decade (EU28 average -7%) and employment is low both at pre-peak (30-34 year olds: Greece 66%, Italy 67%, Spain 74%, Croatia 76%, Cyprus 77%, Malta 78%, EU 79%) and at peak age (40-44 year olds: Greece 72%, Italy 73%, Spain 77%, Croatia 79%, Cyprus 80%, Malta 81%, EU 82%). German pre-peak and peak participation is 84% and 85%.Taking Italy as exemplifying the Mediterranean, two 10-year scenarios open up: A. Worst-case: peakers drop to 2.3 million with a 30% productivity loss in their age group.B. Best-case: peakers' participation rises to 95% to maintain today's absolute number of employed. Case 1 and 2 are unsustainable and impossible to realise. A viable middle-ground solution may be to boost labour participation both at pre-peak and peak age as NEETs – while being a structural element to affluent societies – have slightly but steadily decreased over time. Indeed, youth participation is key to reduce the impact on GDP from above- (2% in Greece, Italy, 1.5% Belgium) to below-OECD average (0.4-0.5% in Scandinavia, Germany, Netherlands, Switzerland). 2. SOCIETAL: Inactivity leads to decaying well-being and keeps youths from reaching adulthood markers. Mediterranean NEETs are aware of these costs and are also more afraid of getting to 45 without a job (25.5% of Italian, 10.7% of German youth). Despair leads to apathy which leads to sheltering in gaming and social networking putting them at risk of digital, alcohol or substance addiction/abuse. SOLUTIONS In the absence of natality-encouraging policies and immigration being contentious, Mediterraneanites ought to bolster NEETs' reintegration to widen participation to sustainable levels and rescue them from social exclusion. Education is the way: it beget skills which, in turn, beget employment. Thus, 3 sets of actions are needed:1. Harness the speed of development, where advanced (digital) and non-cognitive skills (creativity and entrepreneurship) demand adaptation by all age groups via upward skilling routes;2. Capsize labour policies from apprenticeships to start-up mentoring; 3. Foster work-life balance. Former NEET-age Mediterranean generation X parent-workers suffered from the high barriers to labour market access of the past as well as from increased flexibility demands and precarious terms offered by present contracts, resulting in only 49% of Italian young women being active (EU average 60%).To this end, BUCOLICO's 5-country strong Partnership of experts will devise 6 Intellectual Outputs to engineer a learning standard tailored to facilitate labour participation and market access among socially excluded individuals/groups in geographical marginal rural areas.

<< Objectives >>Music for Freedom is aimed at young prisoners or in probation for:- supporting their personal well-being and educational recovery through hip hop disciplines;- offering opportunities for social reintegration by developing professional skills and opportunities in the artistic and technical fields in the rap music world.In doing so, it also wants to improve the skills and intervention models of youth workers to integrate hip hop disciplines into educational practices in prison.<< Implementation >>In 36 months, M4F will set up 6 permanent music production laboratories in 6 different European countries, of those 5 in prison. It will involve at least 15 youth workers to develop training courses with at least 80 young prisoners and collaborations with international music labels to give job chances, creative, artistic and technical opportunities, during and after detention. M4F will encourage the adoption of these laboratories in EU prisons by creating agreements with relevant authorities.<< Results >>Competence framework for hip hop music, to enhance its educational potential.Handbook for the training of methodologies and technologies of audio editing, and Guidelines for the management of laboratories of rap music in prison, to prepare educators and Youth to implement them.Memorandum of Understanding among prison and music labels and vademecum for the employment in the musical field, to create concrete bridges between the experience in prison and the outlets in the music market.