To meet the various needs of the main beneficiaries of the project that live in the prison environment, that is the prison staff, teaching staff and foreign adult detainees, the implementation envisages 12 operational actions. The first activities, regarding intellectual outputs O2, O3, O4, O5 aim to achieve an overall view and analysis of the linguistic and cultural situation present inside the penitentiary institution of the partnership involved as well as a survey of the good practices achieved to develop professional and language skills of various beneficiaries selected.
The project therefore envisages the development of curricula, programs, training courses and teaching materials for learners, staff and teachers (relating to O6, O7, O8) as personalized organized itineraries hierarchized depending on the level of schooling and competence of the learners, in addition to operational guidelines and orientation vademecum.
These actions are of the utmost importance for a consistent and coherent approach to training courses for these three groups of recipients. As a result of the action elaboration, instruments for verifying language and cultural skills will be developed and monitored via placement tests whose aim is to place prisoners in the courses envisaged (pre A1, partial A2); testing during the course to monitor the ongoing learning process (achievement tests); proficiency test on language and professional skills to evaluate the achievement of the target level (i.o. O9).
Informative questionnaires will be set up for prison staff and teachers to identify the intercultural skills and proficiency in the intercultural environment (teacher and teacher) and methodological environment (teachers). Training courses and their process of delivery (O11, O12) will be conducted in blended mode simultaneously in all partner countries as well as in internships (O13) of foreign prisoners within prison walls that organize their own work activities.
The learning process for the prison staff involves around 500 units, 100 for every country involved; those for teachers amount to around 250 (the total for all Partner Countries). Providing learning processes for detainees will be divided into: reading and writing courses to achieve A1 level of 60 hours for a maximum number of 50 students per Partner Country (250 in total); partial A1+ reading and writing courses (60 hours), partial A2-B1 (60 hours), specialized internship (40) for 160 hours in total.
This section is finalized with the elaboration of a “tailor-made” skills portfolio (O14) destined to provide assessment that is both specialized and integrated for the linguistic and professional sector, also considering that detainees generally do not have high and pre-existing professional and communication skills and professional school qualifications. The achievement of the Professional Language Portfolio is regarded as a valuable tool for hosting, teaching, rehabilitating and retraining for the foreign detainee.