CITI-VAL Analysis of collected data

CITI-VAL PROJECT / ERASMUS+ 2016-1-FR01-KA204- 023961 / MARTA FEKETE – JUDIT HEGEDUS (HUNGARY) 13 RECOMMENDATIONS In this section the authors of this article will formulate suggestions based on the obtained data for the 62hours-pack of pedagogical sequences focusing on CIVIC and MORAL VALUES to be developed in prison through education to access citizenship basic skills and attitudes. During the analysis of the data the researcher found some guidelines that are worth following when thinking of creating a useful and effective pedagogical package for inmates. The package should work with versatile methodology – shall include frontal (factual) education as well as experiential education or art therapy elements. The more methodology used the more competences of the inmates are addressed and improved. The programs require inmate activity – no competence training can be accomplished without the active participation of students. In order to achieve this colourful methodology – again – is the key: the programs should include “life changing” experiences, activities more consciously connected to the outer world (museum, cinema as well as activities modelling the world outside). The use of restorative techniques can be another element: practices with the means of which the inmate can turn inwards and admit and try to restore his/her deeds. A follow-up and evaluation of either the students or the program is essential in order to gain comprehension about the usefulness of the sequences and also about how the inmate improves in knowledge and social competences. Sometimes inmates find their inner peace through religion and faith. Activities led by a spiritual leader could be useful as well – either individual or group sessions. One can conclude that in “solitary confinement” no soul can blossom. Being alone has harmful psychological effects. So it is very important for the inmates that in order to learn how to cooperate they cannot be set apart from their fellow inmates. That is why group programs and training-like sessions are inevitable when we are talking about prison education (that has effect on the long run, as well). When one talks about prison education, based on this present research, one has to take into account the following: interdisciplinary approach, versatile methodology, intensive follow-up. The sequences should be target group-oriented, individual-oriented and working with various methods. Overall, here we recommend a “learning while not feeling like learning” -approach, as, being experienced with inmate society, we feel sometimes this is the most relevant type of learning. The above summary focuses on this approach, however, one can also conclude that hard work pays off and sometimes when learners make an effort they start to appreciate what they have. That is the reason why we suggest that such pedagogical package should be put together like a puzzle of factual/frontal education and playful, training-like, sensitivity-focused education. The package is beneficial – from a pedagogical point of view – to be module-like: courses built upon each other starting with (and providing) more basic knowledge and ending in acquired and consciously used skills. If there is a possibility for the courses to give a certificate about accomplishment it would be highly motivational for the inmates and may serve for reducing their sentences.