3D Jail Project - IO1 - Competence framework for 3D printing in jail

INTELLECTUAL OUTPUT 1
Competence framework for 3D printing in jail

IO1
Intellectual Output 1
Competence framework for 3D printing in jail
2019

1

Introduction
This IO1 report marks the end of the first phase of the development of the 3D-Jail project.
The goal of this phase is to investigate the current use of 3D technology in European prisons
in order to assess which procedures have already achieved success. Additionally, the IO1
report intends to provide a basis for a meaningful assessment in the second phase of the
project to create a training model suitable for several European countries. These topics will
be considered in the following order:
At the beginning this report deals with the current situation in the prisons of Europe and
gives information about already existing programs which focus on teaching 3D-printing or
2D-printing. Examples of successful implementations are shown as well as the difficulties
that could arise due to the strict prison structures. In this context, projects will also be
presented which take place outside prisons and provide an example of the teaching use of
3D printing.
The second section deals with the hardware and software required for the effective use of
3D printers. In this context, the use of 3D printers in prisons will be discussed, so that both
the costs and the local use without the Internet are in the spotlight. In order to give an
impression of the versatile use of 3D printing, the best-known methods are presented.
Moreover, the basic skills required by both inmates and trainers are presented. This
provides an initial assessment of how the course might develop in the second phase of the
project.
In the IO1, the possible professions that are currently available in connection with 3D
technology will then be presented. It is important to mention that some of these types of
occupation are still very new. The presented professions require a good basis of skills, which
are demanded from the prisoners who would like to undertake these kinds of career paths.
The necessary prerequisites and educational goals in this profession are therefore crucial
for the further development of the 3D Jail project.
Finally, the different certification procedures of the individual countries are named and
compared in order to ensure a Europe-wide recognition of the project. Already developed
standards will be presented and analysed in relation to the 3D-Jail project.
2

Existing cases of 3D technologies in European prisons
In the current approaches to criminal justice, state and civil society are inclined to make a
positive evaluation of prisoners to ensure that they are rehabilitated to return to social life
as productive individuals with the ultimate aim of protecting society. In this respect, while
serving a sentence, prisoners may benefit from vocational rehabilitation opportunities
offered in the form of vocational training, modules and courses. Vocational rehabilitation is
a significant factor for ensuring integration of prisoners within society and social life during
and after incarceration.
The contention is that vocational rehabilitation should aim to meet today’s requirements,
to facilitate the entry of prisoners into labour market, and to enable them to take active
part in the manufacturing process. Allowing detainees to acquire vocational skills to use the
latest technologies such as 3D printers and similar devices (e.g. 2D/Digital-Graphic/Online
Media), vocational rehabilitation may help prisoners get involved in manufacturing.
Therefore, for the present project, it is of particular importance to examine existing
projects, models and practices regarding the use of 3D technologies for the vocational
rehabilitation of prisoners.
This chapter provides an overview of findings and implications of questionnaires
administered by Germany - M2C with contribution from project partners (Italy - Universo +
La Bottega Solidale, Spain - Cibervoluntarios, Greece - EELI, Belgium - Asturia VZW, Germany
- M2C and Turkey - AU) within the framework of IO1. The questionnaire data primarily
suggest that, in all project partner countries, there are regulations and practices regarding
the use of 2D/Digital-Graphic/Online Media content for prisoners.
– 3D-Printed Prototypes
3

Existing cases of 3D printing in prison
The questionnaire sought to find out whether 3D printers were used for practical or training
purposes in prisons.
In Belgium, 3D printers are used to enable prisoners to generate new ideas and develop
creativity in Wortel, Merksplas and Turnhout prisons. In this project, a program was
implemented to make prisoners gain 3D modelling skills. However, 3D printing was
conducted outside the prison.
In Greece, 3D related activities were carried out in “Second Chance School of Agios
Stefanos-Patras Prison” and “Second Chance School-Corfu Prison”.
In Patras Prison, a short seminar about 3D printing was held in cooperation with Laboratory
of Educational Material and Educational Methodology of the Hellenic Open University
(EAP). In this seminar, participants learnt about 3D printing, and the prosthetic method of
construction that objects are manufactured by sequential addition of successive layers of
various materials. Participants of the course were also informed about the application of 3D
printing in different sectors such as medicine, engineering, construction, etc. Participants
had the opportunity to observe the entire printing process from a 3D printer. These
participants were not given a certificate at the end of this program.
The aim of the program in Corfu prison is to enable learners to create their own 3D objects,
to be able to handle 3D-editing programs for creating 3D objects, and to print them. The
content of this program comprises the titles of geometric understanding, design and
execution. It is worthy of note that participants receive a degree upon completion of this
program.
In Italy, there are practices related to 3D printers in “Second Detention Facility of Milan
(Bollate prison)”, “Detention Facility of Como” and “Detention Facility Beccaria of Milan”.
In the Second Detention Facility of Milan (Bollate prison), the 3D printing and modelling
course presupposes having already taken the 2D printing and modelling course. The
purpose of the course is to transmit to the students the ability to transform a concept into
a concrete object through a creative working process (Ideation and design through 2D and
3D designing and printing systems), as well as making them able to intervene in already
existing projects and thus developing not only technical skills but also problem-solving
skills. It is reported in the questionnaire that participants receive a certificate upon
completion of this course. The purpose of this course is to transmit competencies in the
field of 3D technology, which is growing consistently, which could be used in the labour
market.
Additionally, the Detention Facility Beccaria of Milan offered a course on 3D printing design
processes. The course had the purpose of making understandable the phases of designing
that precede 3D printing. This course consisted of three meetings of the duration of 3 hours
each. 10 young people between the age of 14 and 18 attended the course divided in two
groups. These projects provide evidence that the use of 3D printers in prisons may produce
significant and promising outcomes.
4

However, we need to consider that there is a limited number of studies and practices
regarding the use of 3D printers in prisons/for prisoners. An overview of these practices,
though limited in number, shows that relevant projects focus on 3D design and
manufacturing, aim to help prisoners improve design skills and creativity and develop
problem-solving skills. Furthermore, certificates are given to participants at the end of the
program.
We should note that Turkish, German and Spanish teams could not find any data regarding
the use of 3D printers in prisons. The distribution of relevant projects reported in other
countries was as follows:
Existing cases of 2D-Media and Computer Skills in prison
The Bollate prison in Italy already offers courses in 2D-Media. Available in face-to-face and
e-learning modality, these courses focus on basic PC and 2D design skills. Prisoners that
attend these courses in Bollate Prison are granted a certificate of competence at the end
of the program. 1
In Belgium, a 10-week modular training program is delivered in Wortel, Merksplas and
Turnhout prisons. These programs aim to equip participants with basic skills to use a PC- and
Microsoft Office software. 2
In Greece, PC laboratories were established in Nigrita Prison. Trainers teach prisoners how
to use software such as “Muvizu”, “Audacity” and “Windows Movie Maker” to enable them
to produce short animations. A project on web design was conducted in Korydallos Prison.
At the end of 1200-hour training and 960-hour practice, participants earn a Vocational
Qualification Diploma (ISCED 5) in the "Graphic Design and Electronic Media". 3
1 Universo + La Bottega Solidale
2 Asturia VZW
3 EELI
5

There is an online platform in Germany named “Elis” to which 11 prisons currently have
access. Prisoners can access more than 330 learning environments and media on this
platform. Elis enables prisoners to complete courses and consequently getting a degree or
license (e.g. European Computer Driving License – ECDL). 4
In Turkey, Anadolu University Open Education Faculty offers non-thesis master’s programs
(fully online programs) in which prisoners can get enrolled. Prisoners that complete these
programs earn a master’s degree.
In a nutshell, questionnaire data collected from project partners provide evidence that
there are some regulations and practices regarding the use of technologies such as
2D/Digital-Graphic/Online Media in prisons. The major findings point to the presence of
modular training programs and PC laboratories, almost full access to computers, use of
computers and basic software, focus on 2D design content, delivery of training programs in
distance mode and via e-learning, delivery of face-to-face training programs, and
certification offered upon completion of a program. The current software is usually only
used locally and rarely has access to the Internet, or if it does, it is severely restricted.
Existing cases of education projects in prisons
The questionnaire further sought information on the content, methods and programs of
training opportunities for prisoners, and outcomes of relevant projects implemented in
prisons.
The Italian team referred to “Project Cisco (Bollate)” and “Project for the realisation of a
cabling course in the juvenile detention centre of Florence”. The aim of the Project Cisco
was to improve prisoners’ basic computer skills. The project was based on e-learning,
offered via www.netcad.com. The second project in Italy used both e-learning and face-toface
learning to deliver training programs.
The projects reported by the Belgian team were “M_TIPE – Mentoring Teachers in Prison
Education”, “IN & OUT – Exchange of methodologies in education of detainees” and “Little
stories, great hopes – Autobiography as an instrument for replanning in consequence of an
imprisonment experience”. With regard to the method of teaching, it is important to
highlight the “IN & OUT – Exchange of methodologies in education of detainees”, which may
potentially be perceived as a best practice. The aim of the project is to investigate the
organizational, philosophical and historical development of courses for inmates in
penitentiaries.
4 M2C
6

– Breakers Project
Questionnaire results also suggest that projects in Greece are comprehensive and effective
with respect to educational content and methods. In Greece, the widely acknowledged
“Report about the Protection of Human Rights 2017” has laid the foundation for these
projects.
In Germany, as an extension of the “Elis” project mentioned above, the technology-based
“Resocialization through digitalization” project was conducted.
In Spain, prisons commonly offer courses (e.g. handmade objects, ceramics, sculpture) for
prisoners. There were also projects such as “Breakers”, “ITmakES”, “JETClay”, which were
directed towards risk-group adolescents using 3D technologies.
Face-to-face courses for prisoners are also common in Turkey. Furthermore, there are
projects such as “I am preparing for freedom by pursuing a job”, “From Waste to Energy and
Sustainable Agriculture with Biogas” and “Eliminating Language Barriers in European
Prisons through Open and Distance Education Technology”.
In summary, the questionnaires show that partner countries give importance to training
programs and courses to integrate prisoners within society during and after imprisonment,
and that both e-learning and face-to-face classes are used to deliver training programs.
Especially the projects implemented in Greece can serve as a best practice for developing
and designing courses, training programs and educational content for prisoners.
All in all, the questionnaire results demonstrate that several projects have been conducted
and permanent regulations were introduced with regard to the use of technologies such as
7

2D/Digital-Graphic/Online Media in prisons. The common features of existing projects may
be summarized as follows:
Computer access is available in most prisons.
Courses are designed and offered to equip prisoners with basic computer skills.
Courses for prisoners are designed in the form of modular training programs.
Training programs are mostly practice oriented.
Distance/e-learning and face-to-face learning opportunities are used together (blended
learning).
The projects basically aim to ensure full integration of prisoners with the society and
social life.
Participants earn a certificate of competence when they complete a program.
Nevertheless, considering that prisoners constitute a disadvantaged group, the use of
2D/Digital-Graphic/Online Media and 3D technologies in prisons remains below the
desirable level in the countries that replied to the questionnaire. The possible causes may
be summarized as follows:
The cost of establishing a laboratory for
teaching and using 2D- / 3D technologies is quite high.
Teaching and using 2D- / 3D technologies
in a prison environment may cause security problems.
It may be argued that public awareness is low with respect to the function and role of 2D-
/ 3D technologies in enabling prisoners to participate in manufacturing.
There may be lack of knowledge with regard to development and design of educational
content and methods about the use of 2D- /3D technologies.
8

FabLabs & Projects
The questionnaire data shows that partner countries have undertaken various initiatives
about the use of 3D printers in which global organizations took part.
In Italy, the FabLab was founded in 2013 by Massimo Temporelli, Francesco Colorni and
Bernardo Gamucci. The FabLab is a centre of research and development as well as a
laboratory of digital fabrication inside the Talent Garden in Milan. The laboratory hosts
designers, technicians and advanced digital technology, as well as analogical machines for
the prototyping and the production of objects on a small scale. Other than the hardware,
the users can take advantage of the community’s shared know-hows and train on specific
topics through dedicated training courses. In Italy, another significant project for ensuring
wider use of 3D printers is “Mad Lab 2.0”. MadLab 2.0 holds training courses for
professionals who are interested in 3D printing. It also holds classes that are requested by
the training institutions registered within the region (e.g. C.I.F. and CFB). C.I.F. organized a
course.
The Belgian team referred to projects such as “3D printed catalysts”, “International Summer
Class 3D modelling & printing” and “Responsible use of high-risk medical devices: the
example of 3D printed medical devices”.
In Greece, there are initiatives such as “Robotic & Science Academy Crete” and
“CommonsLab Makerspace”, targeted towards young people.
– CommonsLab Makerspace
9

In Germany, there are workshops such as “FabLab Fabulous St. Pauli, Bremen e.V., University
of Bremen, Lübeck” and “hafven.de – MakerSpace”.
In Turkey, there is a company founded for this purpose. Facadium, founded in Istanbul, is a
rapidly growing engineering company. Facadium provides engineering and consultancy
services to R&D and R&D departments of national and international companies. Facadium
Engineering is the Authorized Training Center of SolidWORKS, SOLIDCAM and CIMATRON
Software. Authorized Training Center, which is now also in Turkey and the SOLIDCAM
CIMATRON Software. Considering the questionnaire results, we can certainly say that there
are tangible efforts to ensure wider use of 3D printing technologies.
– Facadium
The examples in Spain and Greece particularly focus on disadvantaged adolescents.
Another global example is from the Netherlands.
“MX3D Bridge” is a project carried out in the Netherlands. MX3D is 3D printing a fully
functional stainless-steel bridge to cross one of the oldest and most famous canals in the
centre of Amsterdam, the Oudezijds Achterburgwal. They equipped typical industrial robots
with purpose-built tools and developed the software to control them. This unique approach
allows them to 3D print strong, complex and graceful structures out of metal. The goal of
the MX3D Bridge project is to showcase the potential applications of our multi-axis 3D
printing technology. Another example from the Netherlands is Fablabtruckeposta. The Fab
Lab Truck brings digital fabrication directly to the people. The truck contains a laser cutter,
3D printers, a vinyl cutter, a small CNC and an electronics lab. The mobile Fab Lab can run
10

independently in the truck. The Fab Lab truck exists since 2010 as an independent non-profit
foundation. The mobile Fab Lab is for rent for schools, festivals and companies.
The questionnaire results suggest that global organizations contribute to the development
of 3D technologies and the increasement of public awareness about these technologies.
Thus, it may be concluded that global organizations play a significant role in enabling a wider
use of 3D technologies. By means of such initiatives, it is possible to systemize 3D printer
technologies’ function, effect on all domains of life, and role in manufacturing. Wider
implementation of 3D printer projects and initiatives in prisons will certainly have positive
effects on vocational training, modules and courses.
– MX3D, a 3D-Printed Bridge
11

3D-Print – Process, Technology, Software & Applications
3D-Printing – How it works
The term 3D printing covers a variety of processes in which material is joined or solidified
under computer control to create a three-dimensional object, with material being added
together. This is done typically layer by layer, printing a first layer and then moving the
whole object one step down, to add the next layer upon it. This way the object is being build
up step by step, resulting in the complete piece after the process is finished. This differs
such production process from traditional manufacturing – where only needed material is
used. This is a so called “Additive Manufacturing”.
In the 1990s, 3D printing techniques were considered suitable only for the production of
functional or aesthetical prototypes and a more appropriate term was rapid prototyping.
Today, the precision, repeatability and material range have increased to the point that some
3D printing processes are considered viable as an industrial production technology,
whereby the term additive manufacturing can be used synonymously with 3D printing. One
of the key advantages of 3D printing is the ability to produce very complex shapes or
geometries, and a prerequisite for producing any 3D printed part is a digital 3D model or a
CAD file.
– A printed object via SLS
12

From Digital to physical
Before we can print an object, there needs to be a digital 3D model. This object is
constructed via a CAD-Software. CAD varies herby from a very technical oriented software,
which is used for industrial and engineering applications, to a software which allows you to
create more freely a desired object.
After the digital object is created, it needs to be sliced. This is done by another software
which transforms the object into a code interpretable by the printing machine. This code is
then sent to the machine.
- Process of creating a printed object
In step 3 the created code-file – which contains the sliced digital 3D Model – needs to be
selected with the machine and then the 3D-Printing starts. After the printing process the
now physical object can be taken from the machine.
The objects need – depending on the used printing technology – to be post processed after
the print is finished. Mostly this means removing support-structures from the object – this
support is needed if objects have overhangs which are not supported by anything below.
This support is printed from the first layer on, to act as a base where the material can be
printed on, so material isn´t printed freely in the air. As well some printing processes relying
on cleaning the object from material which hasn't been used but is still stuck to the object.
13

Technology
Today’s 3D-printing technology differs mostly into three processes of how objects are
printed:
SLS (Selective Laser Sintering), SLA (Stereolithography) and FDM (Fused Deposition
Moulding). FDM is hereby the cheapest and easiest to use, followed by SLA and then SLS.
FDM
Fused Deposition Moulding
A process which uses
continuous Filament of
thermoplastic material. The
Filament is melted in a
nozzle and printed layer by
layer.
– Half detailed objects
– Easy to handle
– Filament is cheap
– Machines are priced
low
SLA
Stereolithography
In this process a laser shoots into a
tank with liquid resin – solidifying the
resin. The object is progressively
dragged up by a lifting platform.
– Good, detailed Objects
– Needs much maintenance
– Resin is expensive
– Machines are priced
midrange
14

SLS
Selective Laser Sintering
A process that binds material
together using a laser as the
power source to sinter
powdered material.
– Good, detailed Objects
– Allows industrial
Applications
– Objects needs to be
cleaned from rest-powder
– Machines are high priced
Overview of possible software using 3D technology
In this chapter you will find a list of software that are used in the different trainings in
prisons, and in the best practices included in the questionnaires filled in by the partners of
the project. Although there were also some hardware, they have not been included.
The focus is the choice of programs, we have several variables and two ways to choose: we
must consider whether the chosen programs are easy to use and get by the inmates and/or
whether they are widely used in the labour market and could allow them to obtain a
qualification and therefore an access to a potential occupation when they leave prison. It is
quite complicated to define which software is Easy to use and which one is Complex to use,
as these definitions differ depending on the partner filling the questionnaire.
In order to better frame and define whether a software is Easy or Complex to use, we would
need a certain base, a definition of which level of computing use or technological skills the
group of inmates, for whom the trainings are intended, needs. Having this basis, it would
be easier to determine whether a certain software is either Easy or Complex to manage.
On the other hand, if we want to develop a shop inside the prison to prepare inmates to
start a business (whether small or big), without spending too much money we would have
to use an open software: No money needed to buy it and the software has enough quality
to design mechanical and crafting items.
15

Regarding the separation between CAD and CAM software, mostly all CAD software have
the availability to add a plug-in and convert it in CAM software. Taking all the above into
account, the list of the chosen software follows
CAD Software
CAD (Computer Aided Design) Software are tools in which you can construct and build a
3D Object. These Applications vary from easy-to-use to complex.
If we want to develop a shop inside the jail to prepare inmates to start a business (whether
small or big) or get access to a potential job, without spending too much money, it would be
necessary to use open software, as no economic resources are needed to buy it and it has
enough quality to design mechanical and crafting items.
Below a list of CAD-Software:
FREECAD BLENDER SOLIDWORKS
AUTODESK
INVENTOR
AUTODESK
FUSION 360
Software
focused on
parametric
designs
Focused on
organic items
to make
crafting items
Complex
Software. Very
demanded by
companies and
mechanical
design
programmes
Very powerful
software. It has
the CAM plugin
and all features
needed
included.
All features of
“Autodesk
Inventor” work
in the same way
– but webbased
&
cheaper.
Free Free 6000€ / Once 3400€ / Year 520€ / Year
With optional
plugins up to
15.000€
3-year student
license for each
inmate for free
free student
licenses available
They have also
discounts or free
licenses
No Internet
needed
No Internet
needed
No Internet
needed
No Internet
needed
Internet
needed
CAM Software (Slicer)
16

We can highlight and suggest two programmes:
ULTIMAKER CURA
SIMPLIFY 3D
Easy to use – but you can go into details.
Developed by “Ultimaker 3D-Printer” – but
open to all types of machines
Complex Slicer with a lot of settings for details,
very powerful
Free
149€ / Once
No Internet needed
No Internet needed
Possible fields of application
According to the activities developed during the project, we can state that there are two
ways to implement 3D-Printing in prisons.
Firstly, working with inmates on how to design items and pieces using CAD software. This
part of the programme provides the inmates with other added qualifications that can be
useful to get prepared for potential jobs related to design of materials, or even to start a
business. It also gives them abilities and skills on how to manage the workflow of the
process of designing items and pieces or more complex results, and the best strategies to
make it possible. Moreover, it gives them the ability to work and design under the
supervision of an engineer and to design mechanical and structural pieces or parts.
In relation to the printers and the workflow, it is necessary to first mention the revolution
about the RepRap movement. The word RepRap is short for Replicating Rapid-prototyper. It
a practical self-replicating 3D printer that builds all the required parts up in layers of plastic.
This technology already existed before RepRap, but the cheapest commercial machine then
would have costed you about €30,000. And it wasn't even designed so that it could replicate
itself. So, what the RepRap team are doing is developing and giving away the designs for a
much cheaper machine with the novel capability of being able to self-copy (material costs
are about €350). That way it's accessible to small communities in the developing world as
well as individuals in the developed world. Following the principles of the Free Software
Movement, the RepRap machine are being distributed at no cost to everyone under an open
source license (the GNU General Public License). So, whoever has a RepRap machine, can use
it to make another one.
The RepRap project became widely known after a large press coverage in March 2005.
Following this, a lot of 3D printers companies using these principles arose and grew up
during the latest years. Some examples of printers developed are:
17

●
●
●
●
PRUSA i3 MK3S: https://shop.prusa3d.com/en/
BCN3D Printers: https://www.bcn3dtechnologies.com/es/
LEON3D Printers: https://www.leon-3d.es/
ULTIMAKER 3D Printers: https://ultimaker.com/
All of these companies started as makers, building 3D printers under the RepRap
movement. Taking all of this in consideration, once the inmates have learned how to design,
they could also learn how to build machines. Moreover, they could improve their designs, as
they would have been able to practise their designing skills. With this knowledge, the
inmates can even start and develop a business focused on 3D designing and printing when
they finish their detention period, which would help them to reinstate into society and make
a living. Regarding the implementation and development of a 3D-Printed items shop for the
inmates to work in, there are different ways to make it possible and valuable. It could be
planned as a 3D print-on-demand shop, managed by the inmates, with the purpose of
obtaining economic benefits. This way they could also learn how to manage a small business.
There are some print-on-demand websites that could be used in this case, like for example
https://www.freelabster.com/es/start-printing/ . The only problem with this is that it would
require access to internet, which is not provided by all of the detention facilities. It could
also be possible to plan it as a 3D-Printing crafting shop, where they could learn how to
design and create new items to sell on the market e.g. small pieces of jewellery. There are
new materials like PLA with copper or metals which might be useful to make 3D-printed
jewellery.
3D printing in solid metal requires very costly equipment, typically between $200,000 and
$850,000 just for the machine. Additionally, you would require special printing materials and
a very expensive furnace to “finalize” the prints. One alternative to this, is to use 3D printer
metal filaments, which are basically normal filaments with a certain amount of metal. This
means they can be used with a regular desktop FDM printer. Metal filaments come in a
variety of materials ranging from copper and bronze to iron and stainless steel. Resulting
prints feel more solid, with the heft you would expect from a solid metal object. And the
look is very similar to cast metal when printed. It can also be polished or even caused to
“rust”, in the case of iron-filled filament. Post-processing is possible to give a variety of
effects.
Other products to be crafted could be decoration pieces, toys and games for children and
similar objects which could be also sold on websites focused on the craft making market,
such as https://www.etsy.com/, thus obtaining economic benefits which could help the
inmates gain some resources while detained, besides the knowledge acquired to get a job
or start a small business afterwards.
Another focus could be the 3D-printing of non-technical, or technical parts that are used in
the industrial production, according to its standards. These are very used in the industrial
field, as the 3D-printing process makes the creation of products cheaper and more
accessible. Also, it can help remove the risk or errors, wasted materials and money, and it
makes possible to develop ideas at a faster pace, and this can help companies to reduce
manufacturing time from months to days, while ensuring that they remain ahead of their
18

competitors. There are Industrial 3D Printers intended for this, as the ones from the
company “Tractus 3D”.
3D printing in prison can also be focused on printing items for the social good. An example
of this would be the 3D design and printing of low-cost customised prosthetic limbs, for
those who are in need and cannot pay for expensive bionic parts. This idea was carried
forward, for example, by the “Ayudame 3D” project, which was founded in Spain, and gives
3D-printed arms to people without resources from everywhere in the world, thus improving
their life quality.
Another example are companies that make 3D-printed ultrasound organ phantoms, helping
hospitals to prepare for surgical operations. According to the article “The Application of
Ultrasound in 3D Bio-Printing”, “three-dimensional (3D) bioprinting is an emerging and
promising technology in tissue engineering to construct tissues and organs for
implantation. Alignment of self-assembly cell spheroids that are used as bio ink could be
very accurate after droplet ejection from bioprinter. Complex and heterogeneous tissue
structures could be built using rapid additive manufacture technology and multiple cell
lines”.
Requirements of Software- and Hardware Skills
In order to think about implementing 3D-printing workshops in prisons, it is essential to
define the initial background of both trainers and inmates, and what skills and competences
they need as a base.
Through the activities developed during the first stage of the 3D Jail project, the basic
competences needed for both groups were determined as follows:
Inmates
Responsibility
Curiosity
Perseverance
Will to learn
Good health
Trainers
Effective communication
Experience in using CAD software and in
teaching it
Knowledge on how to motivate others
Knowledge on the particular issues and
characteristics of the prisons
Capacity of adapting themselves to the
prisons and the level of motivation and
intellectual skills of the inmates
19

The groups also found some technical and transversal skills that both trainers and inmates
need in the different phases of the training. These steps are listed in chronological order
starting from the “3D designing process”, to “the machine operation” to the final step the
“post-processing” phase.
3D Designing Process
Knowledge on how to manage
problem-solving
1
Spatial awareness to imagine
the final result before designing it
3D vision, essential when
using the CAD software
Logical thinking to follow
the workflow in the right way
Machine Operation
2
Types of thermoplastics,
and the correct applications of each one.
Self-sufficiency to understand the
problems of the machines
and know how to fix them.
Post-Processing
Thoroughness to finish
a quality product.
3
Self-direction to be able
to finish it by themselves.
Tidiness and organisation,
because the postprocessing
could be a long process.
Safety in all aspects of the production.
20

All the above can be gathered in a final table, where we can have an overview of all the
requirements
needed:
Inmates
Entering Competences Skills/ Knowledge Transversal
Competencies
Curiosity Basic Computer Skills Logical Thinking
Responsibility 2D Knowledge (geometry) Problem solving
Perseverance Use of CAD software Working within a team
Will to learn
Good Health
Machine calibration
3D printer operation
Responsibility for the
working space
Basic windows OS
Basic Hardware Knowledge
3D printer Troubleshooting
Post-processing 3D prints
Acting on criticism
Basic Mathematics
Secondary school attendance
Knowledge of types of
thermoplastics
Knowledge on cost-benefit
analysis
Respecting working plans
Interest in New technologies
Capable of accepting
criticism/feedback
Safety requirements
Will for learning
21

Trainers
Entering Competences
Skills/ Knowledge
Transversal
Competencies
Effective communication
skills with adults
High Skills in 3D Modelling
Design Thinking
Experience on practical
training
Mechanical Knowledge of 3D
Printing
Problem solving
Knowledge of Learning by
Doing methodology
Technical competences in 3D
modelling and printing
Creativity
Knowledge on how to
motivate others
High experience on
troubleshooting 3D printers
Logical Thinking
Experience in using CAD
software
High experience in the chosen
CAD software
Using other insights from
Students
Knowledge on the particular
issues and characteristics of
the prisons
Professional experience in
post processing laboratories
Writing and organising
training plans/schedules
Knowledge of the level of
skills of inmates
Capacity of being strict to
follow the training path
Familiar with cost-benefits
analysis
Knowledge of thermoplastics,
geometry & safety
Capacity of being nonjudgmental
with inmates
22

Definition of areas of employment
Develop a training for Additive Manufacturing
The aim of 3D Jail – Printing the future is the professional reintegration of inmates into the
labour market. As we already stated 3D-Printing is still a new technology, which has already
been adapted within some workflows but hasn’t developed as a profession in and of itself
yet. Therefore, we can’t transfer the content directly from already existing professions and
certifications.
Still – the skills which are needed are the construction of objects and technical drawings in
a CAD-Software, the preparation of the print and its settings – the CAM-Manufacturing part
– and the operation of the machine itself. In this last step the printing-process must be
watched from time to time, to see if the print-settings have been carried out correctly or if
adjustments are needed.
All these aspects can be found and/or are part of already existing professions and their
training. Therefore, we can pick the needed training aspects from different educational
courses and form a new training course, suitably adjusted to needs of the project. Below, a
list of the professions we can use as guidelines and the different qualifications needed for
them. By looking at the educational paths of these jobs we can start to orientate and then
adapt them into our own training, also beginning to understand how we could certificate
the taught competences. Also, some educational paths – as for example „Application
Engineer for Additive Manufacturing “– have been developed recently and give a clearer
idea about the content and skills to be developed during the course of 3D
CAD
Definition
Needed Skills
Drawing and Construction of digital objects
Knowledge and of CAD-Software
Reference to Reality and dimensions
CAM
Definition
Needed Skills
Programming the machine to produce a digital object
Knowledge of CAM-Software
Possibilities of the machine
Material
Production
Definition
Skills
Watch the production process
Feedback to CAD & CAM if something goes wrong
Possibilities and limitations of machine
Technical Knowledge of machine and tools
23

Working as an Additive Manufacturer
As previously stated, due to the recent development and use of 3D-Printing technology we
could assume that the labour market isn’t in need of workers in this field as of today. Still,
we can predict that Additive Manufacturing will be a core-technology in future production
and manufacturing in most companies. Therefore, we think that the idea of 3D-Jail and
training inmates in 3D-Technology is one of the best chances we can provide as a sustainable
and long-term reintegration path into the labour market.
Today the competencies needed by an Additive Manufacturer are quite similar to those of
already existing professions, enabling dismissed inmates also nowadays to find an
employment. The competences to be taught are also needed for jobs as a CNC lathe
operator or Product Designer and much more. As well as in many traditional jobs and
production facilities which are enhanced or taken over by CNC-production – therefore the
need for workers with the competencies we want to teach during the 3D-Jail path will grow
significantly.
This enables us to place inmates within these jobs, as well as preparing them for the
upcoming profession as an Additive Manufacturer.
– Maintaining an FDM-Printer
24

Connected Professions
Since 3D-Printing and additive manufacturing are a relatively new technology, no special
vocational training courses have been established in this field at present. Rather, current
employees and companies in the field of 3D-Printing are mostly more lateral from
professions that already have large intersections in needed competences - such as in design,
3D modelling and manufacturing.
The following list highlights some of these professions, which can serve as a basis for the
development of an own job profile in the field of additive manufacturing. On the other hand,
they represent professions in which people with knowledge of 3D-Printing can find access
to supplement these professions and to support them.
The occupations are taken from the training catalogue
(https://berufenet.arbeitsagentur.de/) of the Federal Employment Agency - the German
authority for services on the labour market, in particular job placement and job creation.
Job Title
Type of
Certification
Technical product designer
– specializing in mechanical and plant engineering
Technical Product Designer / Technical Product Designer – specializing in machine and
plant design
Used Medium 2D 3D Physical Output 3D-Printing
Description
Technical product designers specializing in mechanical and plant engineering are
involved in the development of plants, machines and vehicles and the creation of threedimensional
data models and technical documentation for components and
assemblies.
Taught Skills ● Creation and Application of technical documents
● Computer-aided design, construction
● Knowledge and skills in handling materials, manufacturing processes
● Execution of calculations, simulations
● Product development
● Production technology, joining and assembly technology as well as control and
electrical engineering
Branches of
Business
●
●
●
Development and design departments
Industrial companies, e.g. of vehicle, aircraft, furniture and interior design,
medical technology, the consumer goods and packaging industry
Design offices and industrial service providers
Duration &
Complexity
Needed Pre-
Education
3.5 Years Easy Middle Complex
None School 1. Level School 2. Level
25

Job Title
Designer
Type of
Certification
State-certified Designer
Used Medium 2D 3D Physical Output 3D-Printing
Description
Designers develop concepts or create designs and implement drafts in two- or threedimensional,
sometimes moving representations, too.
Taught Skills ● Work methodology, for example: principles of design, construction elements
and standardization
● Computer-aided design, for example: CAD -working / application
● Work organization, for example: integrated production
● Mechanical engineering, for example: Selection of the manufacturing process,
design of tolerances / fits
Acquisition of the following core competences:
● Dimensioning, Calculating, Applying Computer Aided Design (CAD) Systems,
Designing, Manufacturing Engineering, Construction, Engineering, Making
Assembly Plans, Making BOMs, Engineering Drawing
Branches of
Business
●
●
●
●
●
●
●
●
Electric industry
Metal industry
Automotive industry
Medical
Wood and furniture construction
Plastics processing
Engineering offices for technical planning
Product-Development
Duration &
Complexity
Needed Pre-
Education
6 months - 2 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Design Engineer
Type of
Certification
Bachelor's/Master's Degree
Used Medium 2D 3D Physical Output 3D-Printing
Description
Taught Skills
Design engineers design, construct, and optimize products, machines, and production
equipment, and are involved in almost every step to the market maturity of a product.
Most of the development takes place on the virtual computer model.
The acquisition of the following core competences:
Work preparation, calculation, resource planning, use of CAM, CIM systems,
development, design, mechanical engineering, engineering mechanics.
Branches of
Business
●
Design engineers find employment in larger companies in
many sectors of the economy
Duration &
Complexity
Needed Pre-
Education
3 - 5 years Easy Middle Complex
None School 1. Level School 2. Level
26

Job Title
Construction mechanic
Type of
Certification
Journeyman's certificate
Used Medium 2D 3D Physical Output 3D-Printing
Description
Construction mechanics produce steel and metal structures. For this purpose, they
manufacture individual components, for example by means of manual and mechanical
methods, e.g. from sheets, profiles or pipes, and assemble them. Learn the
Construction mechanics plan and Workflows, make components and are responsible for
installation, maintenance and repair.
Taught Skills
Branches of
Business
●
●
●
●
●
●
●
Knowledge of materials, machine tools, control technology
Production and assembly of workpieces
Handling of IT systems, use of assistance, simulation, diagnostic or
visualization systems
Application of quality assurance
Understanding of rights and obligations during the training, organization of
the training company and environmental protection
Steel, metal and mechanical engineering
Ship, vehicle or rail vehicle construction
Duration &
Complexity
Needed Pre-
Education
3 - 5 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Technician - Machine technology
Type of
Certification
State certified technician
Used Medium 2D 3D Physical Output 3D-Printing
Description
State-certified technicians specializing in mechanical engineering are involved in the
development and design of machines and systems for a wide variety of economic
sectors and applications and take over tasks in assembly and maintenance.
Taught Skills ● Design and construction of components
● Mechanical engineering manufacturing processes
● Use of measuring methods for safeguarding the quality
● implementation of optimized project management
● Personnel, machine and equipment deployment planning
● material order and use, accident prevention measures
● Construction of a data processing system, creation of simple programs
● Consideration of standards and regulations
● Rational management and leadership of employees
Branches of
Business
●
●
●
Machine, plant, tool and vehicle construction
Manufacturer of measuring and control technology, fine mechanical, optical
or medical devices
engineering offices for technical planning
27

Duration &
Complexity
Needed Pre-
Education
2 - 4 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Type of
Certification
Application Engineer for Additive Manufacturing
(expert for 3D printing)
Bachelor's/Master's Degree
Used Medium 2D 3D Physical Output 3D-Printing
Description
Application engineer for metal-, plastic- and resin-bases, additive manufacturing.
Taught Skills ● Foundations of Additive Manufacturing, including the identification and
development of suitable applications for their use
● Know-how in the areas of process development (e.g. definition of parameters,
supporting structures)
● Material properties (e.g. metallurgy, powder, impermeability, postprocessing)
● Quality assurance (destructive and non-destructive testing, CT scans, etc.)
Branches of
Business
●
●
●
●
Automotive
Aerospace
Medicine
General Prototyping
Duration &
Complexity
Needed Pre-
Education
3 - 5 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Designer - specializing in Graphics (3D / Animation)
Type of
Certification
State-certified designer / Graphic designer
Used Medium 2D 3D Physical Output 3D-Printing
Description
3D design as design technique for print media, games, smartphone applications,
internet and videos.
Taught Skills ● 3D modelling, CGI, texturing and rendering, animation techniques
● 3D design for real-time applications
● Product visualization, Character design
● Typography, digital imaging
● Postproduction
● Storyboard development
● Digital photography, panorama and HDRI, haptic,
● Visual and olfactory perception, filming: screenplay, video, audio and video
cut, hands-on basic artistic education
● Art and design history, media law, creativity training
28

Branches of
Business
Duration &
Complexity
Needed Pre-
Education
●
●
●
●
●
●
Print media
Internet
Video
Video game
Architecture
Advertising
3 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Type of
Certification
Media Designer Digital and Print
- Design and technology
Media Designer Digital and Print
Used Medium 2D 3D Physical Output 3D-Printing
Description
They design media products and plan production processes. They combine media
elements, prepare data for digital use and assemble them for the respective purpose.
Taught Skills ● Definition of mission objectives and subtasks
● Use of typography and design tools
● Targeted media production,
● Use of system components and software applications
● Organization, backup and digitization of data and their cross-media provision
● Designing flexography products media and target group specific
● Editing of graphics
● Development of own and commissioned design ideas
Branches of
Business
Duration &
Complexity
Needed Pre-
Education
●
●
●
●
Printing and media industry
Advertising agencies or advertising departments
Manufacturer of online media, photo labs
Manufacturer of flexographic products
3 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Type of
Certification
Technical Product Designer
- specializing in machine and plant design
Technical Product Designer
Used Medium 2D 3D Physical Output 3D-Printing
Description
Technical product designers specializing in mechanical and plant engineering are
involved in the development of plants, machines and vehicles. They create threedimensional
data models and technical documentation for components and
assemblies.
Taught Skills ● Application and preparation of technical documents
● CAD
● Knowledge in materials and manufacturing processes
29

●
Product development
Branches of
Business
●
●
●
Machine, plant, vehicle and apparatus construction
Packaging
Industry, industrial service provider
Duration &
Complexity
Needed Pre-
Education
3,5 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
3D–Developer
Type of
Certification
State-approved 3D developer
Used Medium 2D 3D Physical Output 3D-Printing
Description
Visualization of buildings, product development, technical visualization, interactive
presentation, information transfer of complex processes
Taught Skills ● Design
● 3D modelling and animation
● 3D architecture
● Character design
● Product virtualization
● Media production
● Pre- and post-production,
● Compositing and VR development
● Conception
Branches of
Business
Duration &
Complexity
Needed Pre-
Education
●
●
●
●
Media and entertainment sector
Industry
Architecture
Medical sector
2 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Carpenter
Type of
Certification
Journeyman's Certificate
Used Medium 2D 3D Physical Output 3D-Printing
Description
Carpenters produce cabinets, seating, tables, windows and doors, as well as interior
fittings as well as trade fair and shop fittings mostly in individual production. First, they
advise their customers on furnishing solutions, possibly using sketches or the computer
for help. After placing the order, they treat and process wood and wood-based
materials using a variety of different, including computer-controlled techniques.
Carpenters saw, planer and grind, process veneers and treat the wood surfaces. On
construction sites they install windows, stairs and doors; in residential or office rooms,
30

they lay parquet floors and install built-in furniture, room dividers or wall coverings.
They also repair damaged furniture or design samples.
Taught Skills ● Development and planning processes
● Manufacturing processes
● Installation / Service
● Basics of CAD / CAM technology
Branches of
Business
●
●
●
Wood shop
Agencies for Fairs
Productions with wood
Duration &
Complexity
Needed Pre-
Education
2-3 years Easy Middle Complex
None School 1. Level School 2. Level
Job Title
Metal worker specializing in construction technology
Type of
Certification
Journeyman's Certificate
Used Medium 2D 3D Physical Output 3D-Printing
Description
Metal workers specializing in construction technology manufacture and install roofing,
facade elements, gates, window frames or protective grids made of steel or other
metals. They often produce unique pieces specifically to their customers’ requirements.
They orient themselves on technical drawings when handling light metals or steel by
hand or by machine. They break, cut and shape metal plates, tubes or profiles. Then
they weld, rivet or screw together the individual components. For on-site assembly,
they also build lock and security systems and install e.g. mechanical, hydraulic and
electric drives for gates or sun protection systems. They also service their products.
Taught Skills ● Manufacture, assembly and disassembly of metal structures
● Preparing sheets and tubes or profiles according to drawings and templates
● Joining of components with thermal and mechanical methods
● Thermal pre- and post-treatment of metallic workpieces
● Visual inspection of welding and solder joints
● Preparation and protection of surfaces
● Hand-guided, mechanical and thermal forming and cutting of sheets and tubes
or profiles
● Select tools and machines taking into account the material
● Performing quality assurance measures
● Collaboration with upstream and downstream areas
Branches of
Business
Duration &
Complexity
Needed Pre-
Education
●
Industrial Production – wide field of applications
2 years Easy Middle Complex
None School 1. Level School 2. Level
31

Study of the processes of validation and applicable
certifications in Europe
Recognition of competencies, validation processes and certification
The construction of a European Area of Skills and Qualification (EASQ) 5 has been ongoing
since the beginning of the century, aiming to make skills and competencies more and more
recognized in any of the European countries. Mobility and lifelong learning aims have seen
the use of different transparency tools in order to make experiences and qualification more
and more recognized all over Europe.
Still the European Vocational Educational Training (VET) system has different structures and
the number of different qualification and qualification levels does not allow an immediate
and official correspondence.
In short:
● Since 2002
○
○
○
Transparency tools: recognition documents (such as diploma supplement,
European CV, Europass, etc.)
Experimentation for the qualification mutual recognition (such as ECVET
(European Credit system for Vocational Education and Training)
Quality of training
● 2008 - 2017
○
○
European qualification framework (EQF) - 8 levels descriptors: Knowledge,
skills, and responsibility/autonomy
National qualification framework – referencing reports
● 2012
○
validation of non-formal and informal learning
5 For EASQ, EU policies and instruments should:
●
●
●
●
●
Be coherent and centred on the learner, promoting flexible learning pathways,
Support new phenomena such as the growing use of digital learning and internationalisation of
education
Provide better services to learners and workers
Be simpler, better understandable and more coherent
Support national structural reforms that aim to achieve these objectives.
32

European document made some concepts common and shared, such as:
●
●
●
●
●
Competence, based on knowledge and skills
Formal learning
Non formal learning
Informal learning
Learning outcomes
These concepts are the components to describe occupations (professional profiles) and
qualifications, adopted in most European countries, and in the European repository ESCO –
European Skills/Competences, qualifications and Occupations.
Qualifications are compared on a European level through the European Qualification
Framework (EQF, revised in 2017); Each country edit a National Qualification Framework
with reference to the European one, in order to make each system connect to the other. An
automatic recognition of the qualifications on a European level is the final goal, but it is still
on the way to go.
Recently, beyond the certification of the formal learning, an increasing attention is paid to
the recognition of non-formal and informal learning. The jail environment is often
interested by this kind of learning; the recognition of the competences acquired in this
environment with blended training is getting increasingly relevant, especially for the
particular target we aim to, which is included in the greater category of people with fewer
opportunities.
The recognition of the acquired competencies can be declared by the learner, by the
organisation that supplies the training or the validation path, or by a public institution.
Respectively the recognition has different values; first, second and third party. The
Identification, Documentation, Assessment and Certification steps are already adopted in
many countries and others are going to consolidate this practice for the recognition of
competencies acquired in formal, non-formal and informal learning.
On a different, opposite, side there is the recognition of the market, of the employers. Some
certification issued by private organisations, national or international, are recognized for
their seriousness and their clear content so that they are valuable documents in the labour
market.
The convergence of these two kinds of recognition is a great challenge for the National and
European VET and certification systems.
33

The countries Certification System
Each European country issued a referencing report which compares the National
qualification framework, if present, or the national VET system with the EQF. From a general
point of view, these documents indicate the kind of certifications available and the part of
the VET system that is involved.
The review of the occupations/professional profile standards repositories show that:
●
●
In no partner country there is a specific profile addressing 3D printing. Some abilities
or competencies are included in other professional profiles, related mainly with CAD
design (2D and 3D) or printing competencies
The level of the related profiles is EQF 4 or 5 mainly (to be better checked)
34

●
●
In the different repository and profile description, it is possible to find
Competences 6 or competences units, which are linked with skills and knowledge. (it
is advisable that these concepts are the base to describe 3DJail competence
framework). In some cases, the level of responsibility and autonomy is included as
well, with other dimensions like contest, sector, labour market relevance etc.
Esco offers a good profile (defined under the list of “occupations”) that can be a base
for the description of the 3D printing competencies: 3D printing technician
Below the Profile Directories, in which certificated professions are listed – as well the
institution who is in charge of the certification of each partner’ s country.
Country Professional profiles directory Certification body
Belgium
Flemish qualifications framework
It’s possible to search in the Qualification
database through this site (in Flemish)
It is possible to insert the qualification to
be searched through this site.
Recognition of the professional
qualification:
The Government of Flanders
Registration of the professional
qualification:
AHOVOKS
Germany
The Bundesinstitut für Berufsausbildung
(BBiB) publishes a list with every certified
profession in Germany - the Verzeichnis
der anerkannten Ausbildungsberufe.
It informs about training duration, the
legal basis as well as the classification of
the profession in the NQF (DQR).
The Berufsausbildungsgesetz
(engl. Vocational Training Law;
short BBiG) specifies the
vocational training in businesses
in Germany.
Regional level:
The IHK Bremen Prüfungsordnung
specifies the vocational training
for professions, that are not
regulated by the BBiG, on the
regional level of Bremen
6 ability to apply learning outcomes adequately in a defined context (education, work, personal or professional
development).
or
ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations
and in professional and personal development.
35

Greece
Is provided by EOPPEP at
Catalogue is only provided in Greek
however there is no listed any profession
related with 3D printing.
EOPPEP is the National
Organisation for the Certification
of Qualifications and Vocational
Guidance, an all-encompassing
statutory body investing on better
quality and more efficient &
reliable lifelong learning services
in Greece.
EOPPEP operates under the
supervision of the Minister of
Education, Research and Religious
Affairs.
Italy National ATLAS of Work and
qualifications
Regions
Regione Lombardia (Lombardia Region):
Quadro Regionale degli Standard
Professionali della Lombardia (Regional
framework of professional standard of
Lombardia)
http://www.ifl.servizirl.it/site
Regione Liguria (Liguria Region)
Liguria Region: “Repertorio dei profili
professionali della Regione Liguria”
(occupations/professional profile
repository of Liguria Region)
http://www.laboratorioprofessioni.it/
Spain
Catálogo Nacional de Cualificaciones
Profesionales is a repertoire of
professional profiles.
There is also a qualifying repertoire:
Professional qualification glossary
Ministry of Education and
Professional Training
(Ministerio de Educación y
Formación Profesional)
Turkey The Ministry of National Education
(Turkish: Milli Eğitim Bakanlığı) is a
government ministry of the Republic of
Turkey, responsible for the supervision of
public and private educational system,
agreements and authorizations under a
national curriculum.
TURKAK, started to provide
accreditation services in 2001 and
became a signatory of MLA with
EA for all the available
accreditation schemes at 2008.
Currently TURKAK is a full
member of EA, IAF and ILAC.
http://www.meb.gov.tr/
36

3DJail strategy towards competencies recognition
The official recognition of a qualification or of some competences in each country when a
consolidated standard is not present yet, requires a long process, different for each country
which can take more than the duration of the 3DJail project and requires a strong
intervention of the competent authority.
3DJail aims to design some standard competencies, linked to an occupation/ professional
profile, created considering the national and European existing standards. This will be the
reference point for the validation of competences, that will be developed through training
activities taking into consideration also the competences already acquired by people
involved in the project.
Since the starting point is that different professional profiles or qualifications are present
in the project countries that are not completely coincident, the 3D Jail Framework of
competencies will consider the feature of each national standard that can overlap in order
to be able to transfer the 3D Jail competencies in the national systems when possible. The
validation of the acquired competences by 3DJail partnership can be used by each learner
in their country to access the local IVC process and obtain a public recognised qualification.
The starting point for the 3DJail framework of competences can be the ESCO occupation
3D printing technician, which describes the expected profile and starts listing a number of
related competencies. While this occupation/professional profile is not clearly present in
the different countries’ repository, at least on the qualification side, it is in ESCO. Keeping
an eye on the market. A second aim of the 3D Jail framework of competences related to 3D
printing is to be of high quality, to be described in a very clear way so that it can be
understood by the employers and to be up to date in order to be applicable to the actual
production processes.
Following steps
Checking the appropriateness of the ESCO standard toward partners experience and
first draft of the competences listed on the base of partners’ experience, to enhance the
framework of competences of 3DJail
Checking the overlap of the new profile/competences with national/regional profiles,
starting from the one selected in the background review
Check with national/regional authorities the possibilities of a public recognition
Check with international private sectoral organisation (such as CISCO) the possibilities of
a recognition
37

Conclusion
In summary, the IO1 report describes the conditions for a successful use of 3D printing in
European prisons. It becomes clear that so far only a few prisons in Europe have carried out
projects of a similar nature. This can be traced back to the fact that the 3D-technology is still
quite new and just recently has started to be adapted in industrial and private use. Still there
are a lot of projects in the field of 2D-Media and learning basic computer skills, which can
be used as best practices for the development of courses in 3DJail.
Regarding the prisons the structures for competence-learning courses are in place, but the
use of the Internet is usually very limited. These limitations and how they will be bridged
will be further analysed in the IO2.
The listed software for 3D printing – both on CAD and CAM – are versatile enough to support
a broad field of applications, therefore they can be used efficiently for all kind of different
approaches and needs. Thus, there are both free software without necessary Internet
connection and expensive software for professional work, giving us enough options to
tackle different levels of complexity in our teachings. Also, depending on the planned
production an individual use is possible.
The required and found competencies enable a meaningful base for the development of a
training model, the requirements of participants and trainers and how they need to be
trained. The possible professions related to 3D printing clearly show that in many areas a
long education and a high level of competence is required. In connection with the planned
certification we need to check the possibilities of a vocational training towards a
certificated and acknowledged profession or understand if we are aiming for a certification
which could increase the opportunities for training and application later in life.
38

Glossary
This Glossary gives an overview of used vocabulary and their meaning. This glossary is supposed
to be extended in the following Intellectual Outputs and to be add up in the process of 3DJail.
Competence 7
ability to apply learning outcomes adequately in a defined context (education, work, personal or
professional development)
or ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study
situations and in professional and personal development.
Comment: competence is not limited to cognitive elements (involving the use of theory, concepts or tacit
knowledge); it also encompasses functional aspects (including technical skills) as well as interpersonal
attributes (e.g. social or organisational skills) and ethical values.
Source: Cedefop; European Parliament and Council of the
European Union, 2008.
Qualification
Qualification covers different aspects:
• formal qualification: the formal outcome (certificate, diploma or title) of an assessment process which is
obtained when a competent body determines that an individual has achieved learning outcomes to given
standards and/or possesses the necessary competence to do a job in a specific area of work. a qualification
confers official recognition of the value of learning outcomes in the labour market and in education and
training. a qualification can be a legal entitlement to practise a trade (OECD);
• Job requirements: knowledge, aptitudes and skills required to perform specific tasks attached to a
particular work position (ilo).
Source: Cedefop, 2008, based on Eurydice, 2006; European Training Foundation, 1997; OECD, 2007; ILO,
1998.
Awarding body
a body issuing qualifications (certificates, diplomas or titles) formally recognising the learning outcomes
(knowledge, skills and/or competences) of an individual, following an assessment procedure.
Source: Cedefop, 2008
7 ESCO applies the same definition of "competence" as the European Qualification Framework (EQF). According to this
"competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in
work or study situations and in professional and personal development." They are described in terms of responsibility and
autonomy.
While sometimes used as synonyms, the terms skill and competence can be distinguished according to their scope. The
term skill refers typically to the use of methods or instruments in a particular setting and in relation to defined tasks. The
term competence is broader and refers typically to the ability of a person - facing new situations and unforeseen
challenges - to use and apply knowledge and skills in an independent and self-directed way.
39

Comparability of qualifications
extent to which it is possible to establish equivalence between the level and content of qualifications
(certificates, diplomas or titles) at sectoral, regional, national or international levels.
Comment: comparability of qualifications improves individuals’ employability and mobility. This term must
not be confused with ‘equivalence of qualifications’ (which refers to the similarity of value of certificates
or diplomas).
Source: Cedefop, Bjornavold, Tissot, 2000
Recognition of learning outcomes
formal recognition: process of granting official status to knowledge, skills and competences either
through:
• validation of non-formal and informal learning;
• grant of equivalence, credit units or waivers;
• award of qualifications (certificates, diploma or titles).
and/or
Social recognition: acknowledgement of value of knowledge, skills and/or competences by economic and
social stakeholders.
Source: Cedefop, 2008.
Certificate / Diploma / Title
an official document, issued by an awarding body, which records achievements of an individual following
assessment against a predefined standard.
Source: Cedefop, 2008.
Certification of learning outcomes
Process of issuing a certificate, diploma or title formally attesting that a set of learning outcomes
(knowledge, knowhow, skills and/or competences) acquired by an individual have been assessed by a
competent body against a predefined standard.
Source: Cedefop, 2008.
Validation of learning outcomes
confirmation by a competent body that learning outcomes (knowledge, skills and/or competences)
acquired by an individual in a formal, non-formal or informal setting have been assessed against
predefined criteria and are compliant with the requirements of a validation standard. Validation typically
leads to certification.
or
Process of confirmation by an authorised body that an individual has acquired learning outcomes
measured against a relevant standard. Validation consists of four distinct phases:
• identification through dialogue of particular experiences of an individual;
• documentation to make visible the individual’s experiences;
• formal assessment of these experiences; and
• certification of the results of the assessment which may lead to a partial or full qualification.
Source: Cedefop, 2008; Council of the European Union, 2012.
40

Co-funded by the
Erasmus+ Programme
of the European Union
Strategic Partnerships for adult education, Cooperation for Innovation
and the Exchange of Good Practices
Project n. 2018-1-IT02-KA204-048336.