DERAD TOOLKIT 6€¦ · The introduction of effective e-learning methodology calls for planning technological environments that are streamlined and usable; it requires the development

TOOLK IT

T O O L K I T Q UAL I T Y

M E C HAN I S M AN D C O M M O N

S TAN DAR D S

DERAD-TRAINING AIDTOOLKIT //

T A B L E O F C O N T E N T

1. Executive Summary2. Introduction3. Toolkit – General Concept3.1 Objective3.2 Target groups3.3 Infrastructure3.4 Syllabus3.5 Methodology3.6.Recognition of Credits4. Digital Support


E X E C U T I V E S U M M A R Y

As part of the major and sustainable outcomes ofthe DERAD project, a toolkit with differentelements and target groups is developed. Theconcept for the toolkit derives from the work thatwas done in the previous WPs 1, 2 and 3, andthey also integrate content that was collected orproduced in the first project period. As the general approach for the development ofthe toolkit, a coordinated and lean programmingapproach was chosen. The toolkit is managedthrough a common interface and a database,which allows the integration of new content aswell as service new modules and functionalitiesinto the HERMES platforms. The toolkit aims at providing services andsupport for judicial staff, law enforcementagencies and practitioners by implementing asmain modules as National Experts Navigator,Training Modules, Special Learning Package onFDs 909/829/947 and Information and Guidelines.

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INTRODUCT ION

This work is the result of the extensive research andmodule structuring conducted in WP1, WP2 and WP3,which is documented in the following deliverables:

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Syllabus on CVE Interagency Training;Training Modules focusing on CVE;Specific learning package focusing on FD 909/829/947;Public reports on Four expert panels with CEP, CEPOL,MSs-LEAs, P&P staff, Academic bodies and Civil Societyengaged in deradicalization activities (48 experts).

As Figure 1 shows, the tollkit concept is strongly related withthe other WPs and tasks. Some aspects should be explicitlyhighlighted:

WP1 and especially report D1.1 provided useful input onthe state-of-the-art, the future trends and on the generalecosystem including existing tools and services.WP2 and especially the reports D2.1/2/3/4 highlights theneeds and requirements of the different target groups,which the project and the toolkit intend to address and forwhich the services will be provided.WP3 and especially the reports D3.1/2/3/4/5 informed onthe one hand the conception of the modules (such as thepractitioners toolkits that are based on the model etc.). Onthe other hand, the structured evaluation activitiesimplemented during the Training of the Trainers aretransferred into the toolkit and into the HERMES platform.


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Due to the scope of the topics of the project, the DERADproject produced an online platform. Both the platform andthe toolkit aim at supporting the work of the mainstakeholder groups active in CVE activities. While some modules were already proposed and confirmed inthe Description of Action of the project, the partners collectedinputs for the other modules.


G E N E R A L C O N C E P T

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The partners of the DERAD and TRAINING AID projects set upan online platform while developing the concept of thetoolkit. Both deliverable have the same target groups andthey provide tailored services to them. Although the DERAD platform is restricted to authorizedusers, it also has a front page that is visible. Articles and newsas well as blogs and forums related to law enforcement,judicial staff and practitioners are currently part of therestricted area. The toolkit will be integrated in the platform.

O B J E C T I V E

As regards the basic modules, the toolkit includes responsenavigators and guidelines that provide information for thepublic about national contact points as well as contacts ofexperts, organizations and other platforms, which providehelp.

T A R G E T G R O U P

The Toolkit aims at providing structured information for lawenforcement agencies, which include – depending on thevariety of LEA systems in the EU – national police forces,regional police force and local police forces. Furthermore,they also include Special Forces such as the anti-terrorismunits, European and international agencies such as Europoland Interpol. Judicial Staff and prison and Probation officesare also a major target group for the project. This toolkitaddresses also Judiciary Practitioners (judges, prosecutors,lawyers, ombudsman, criminologists, law teachers andacademics, and expert of the courts).


INFRASTRUCTURE :

TRAININGHERMES.EU

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Development trends in e-learning are towards continualgrowth that keeps pace with the growing digital literacy ofthe population and with the explosion in social networks. The introduction of effective e-learning methodology callsfor planning technological environments that are streamlinedand usable; it requires the development of enjoyableinteractive and engaging online courses.

We created an e-Learning platform that has highlyeducational and have high-impact graphics, based on Moodletechnology. THE ADDED VALUE

We developed a customized e-learning platforms, alreadypopulated with content.We constructed an e-learning environments based on ourtarget groups needs, with a particular attention also to thenational dimension.We support the development of national coursescustomises by our national trainers.


H E R M E S : E U R O P E A N

T R A I N I N G O N C O U N T E R

R A D I C A L I Z A T I O N

HERMES hostes national courses in 26 differentlanguages. Users will be able to register to theplatform just sending an email to the HermesSupport Staff. The HERMES Virtual Campus is an open systemfor the design, deployment, fruition, andevaluation of learning materials. Its mainobjectives are:

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To support design, composition, and use oflearning material;To receive tutoring from trained experts inspecific fields;To connect with other professionals at anational or a European level.


H E R M E S : E U R O P E A N

T R A I N I N G O N C O U N T E R

R A D I C A L I Z A T I O N

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V I S I T T H E H E R M E S P L A T F O R M O N

T R A I N I N G H E R M E S . E U A N D D O W N L O A D

T H E U S E R M A N U A L


Ideal Professional background for people who wantsto follow the HERMES courses: minimum threeyears’ experience in prison management asemployee of prison and probation administrations;or as judge in criminal matters and/or prosecutoroffice; or ombudsman, or university teacher inrelated matters and criminology; or law enforcementagencies; or NGOs and CSOs specialized in prisonand probation management. English proficiency atB2 level is a pre-requisite.

SYLLABUS

COURSE CONTENT DETAILS

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S Y L L A B U S : M O D U L E S

MODULE 1 - WHAT IS RADICALIZATION?

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Understanding of what extremism is and howpeople can become radicalized;Knowing what to do to combat radicalizationand where to find further support.

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Developing skills of European Judges andprosecutors, LEAs (National Police, Prison Staff,Local Police, Finance Guard, Border Police,Enforcement agencies managing immigrationcenters, judiciary police) and specialized NGOsto recognize radical dynamics and assessbehaviors indicating potential escalations.



MODULE 2 - FOREIGN FIGHTERS

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Understanding the emerging threat posed byForeign Terrorist Fighters (FTF) and Returnees;Improving knowledge and competences on thejudicial dimensions countering FTF;Exploring investigative practices whenaddressing the phenomenon of FTF from amultidisciplinary perspective;

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Helping judges, prosecutors and prison staff to:Properly contextualize the difference betweenForeign Fighters and Foreign Terrorist Fightersto adopt differentiated risk scales, preventivemeasures and modalities of investigations;Getting in-deep knowledge of the evolutions ofInternational and European legal frameworkconcerning FTF;Provide basic elements to supportinvestigations of offences related to FTF.



MODULE 3 - RADICALIZATION IN PRISON

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Develop advanced and specializedcompetences and abilities for surveillancejudges, prison and probation staff, as well asNGOs active within the penitentiary eco-systems, to integrate standard security andrehabilitation policies within the proceduraljustice at MS and EU levels as part of thecounter-radicalization measures.

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Improve know-how, competences and abilitiesof different prison and justice operators toobserve the emergence of radical dynamicswithin prisons; Strengthen the role of the prison stakeholdersin their specific areas of interventions, whilereinforcing multiagency and public-privatecooperation; Prevent new emerging threats through anappropriate management of forensic and non-forensic information, in line with the nationaland European legislations in force.



MODULE 4 - PREVENTION AS PART OF THEJURIDICAL RESPONSE FRAMED WITHIN PUBLIC-PRIVATE PARTNERSHIP

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Providing knowledge on the specificity of CVEprevention.

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Improving know-how, competences and abilitiesof judges, prosecutors, LEAs and prison staff ondifferent strategies concerning the preventionof radicalization;Developing specialized skills to harmonizeinstruments of public-private cooperation attransnational level;Coordinating preventive, judiciary andrepressive initiatives at trans-European level aspart of an overall approach to CVE.



MODULE 5 - JURIDICAL RESPONSE AND POLICECOOPERATION

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Providing knowledge on the importance ofbalancing security, justice and fundamentalrights while preventing radical escalations,protecting citizens and institutions frompotential crimes.

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Improving know-how, competences and abilitiesof judges, prosecutors, LEAs and prison staff onthe EU policies and practices in relation to theprevention of radicalization with a view tobetter use the available legislation;Developing specialized skills to harmonizeinstruments of judicial cooperation with toolsand practices of the police cooperation attransnational levelCoordinating preventive and repressiveinitiatives at trans-European level within therole of the law.



MODULE 6 - FRAMEWORK DECISIONS ASJURIDICAL TOOLS FOR DISENGAGEMENT

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Improving knowledge and competences on theFramework Decisions 2008/947/JHA onprobation; 2008/909/JHA on custodialsentences and measures; and 829/2009/JHA onalternatives to provisional detention,contextualized within the broader strategies ofjudicial and police cooperation aimed atsupporting exit strategies for radicals andconvicted and untried prisoners detained forterror-related crimes.

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Helping judges, prosecutors and prison staff to:Harmonize judicial and social tools towardsdisengagement practicesHighlight limits in the application of the 3 FDs,when different national legislation concerningradicalisation may affect fundamental rights ofthe inmatesImproving competences on the use of EU lawsas a tool for disengagement of radicalizedprisoners.



MODULE 7 - EXIT STRATEGIES

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Understanding of different approaches to"disengagement" and "exit strategies" forprisoners and detainees combining judicial andpolice cooperation at EU level;Exploring promising practices indisengagement through mentoring programsand the role of the families.

OVERALL OBJECTIVE

SPECIFIC OBJECTIVES

Set a clear distinction between de-radicalisation and disengagement;Clearly defining the nature of the interventionswithin their specific environment;Differentiating strategies among differenttargets depending from their ‘risk-needs-responsivity framework and their legal status;Improving competences on the use of EU lawsas a tool for disengagement of radicalizedprisoners;Integrate the work of different experts into onesingle disengagement plan.

Helping judges, prosecutors and prison staff to:


METHODOLOGY

WHAT ARE THE CHALLENGES?

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Responses to radicalization vary from country tocountry, depending on the national legislativeframework, the different penitentiary practicesand the different ways of implementing Europeandirectives, regulations and framework decisions. Inaddition, the courses are aimed at a wide varietyof users, composed of the ministry of justice, theministry of the interior as well as the privatesector, according to the methodologicalframework of the European Security Agenda. For this reason courses of European scope in thisarea require a flexible and upscalablemethodological model, capable of responding toall the different needs of users and jurisdictions. To meet this need, the Italian Ministry of Justicehas adopted a three-fold formative designmethodology:


METHODOLOGY

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(1) The Hermes platform has 7 complete modules,immediately usable by the user. This is thesimplest solution, but also the most rigid. The‘Main Material’ of the 7 training modules weredesigned in English and then translated into thevarious national languages to make themaccessible to all users. (2) Within the various modules, the material isdivided into 'Main Material' (complete courselevels), 'Support Material' and 'Other Material',these last two sections freely configurable bynational trainers , according to their needs. Thesupport material and other can be freelyintegrated by the trainers, with specificinformation content of the reference country(cases, procedures, laws, exercises, etc.). Thismaterial can be uploaded in all nationallanguages, without any translation requirements. (3) Finally, a final delivery method provides thatthe e-content (videos, slides, documents,exercises, etc.) are freely manageable andmodifiable by the national trainers, so as to beable to train own autonomous courses. These aredifferent from the 'Main Materials', in line withthe specific needs of the country and theguidelines of their own authorities. To this end all trainers have also been trainedwith the aim of customizing training contents andtheir delivery to specific audiences at nationallevels.


R E C O G N I T I O N O F C R E D I T S

DERAD and TRAINING AID Projects foreseecertifying all training actions included under itsTraining Programme following the EQF protocol.During the first part of the project, a viabilitycheck on the EQF implementation andrecognition of the training courses was carriedout by the two universities taking part of theproject consortium resulting in the impossibilityof certifying those courses within the EQFprotocol. In addition, and in order to look foralternative ways to give a greater value to thetraining actions and at the same time to facilitatethat those students following the courses couldvalidate their successful participation, theUniversity of Granada has carried out a process of-course recognition. The University of Granada will issue credits forpeople who will participate to the course.

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N A T I O N A L C O N T A C T

P O I N T S

HERMES hosts 25 national courses with morethan 50 national contact points who contributedto this European initiative with customisedmodules for specific national target group. Contact the HERMES staff to be connected withthe trainer in your country.

C O U N T R I E S I N V O L V E D I N

T H E P R O J E C T :

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AustriaBelgioBulgariaCzech RepublicCyprusCroatiaEstoniaFinlandFranceGermanyGreeceIrelandItaly

LatviaLithuaniaMaltaThe NetherlandsPolandPortugalRomaniaSlovakiaSloveniaSpainSwedenHungary


BACKOFF ICE

The HERMES backoffice team can give you astrong support for the customisation of courseson radicalisation at national level, including (1) tailor-made project design (2) Mentoring for trainers and trainees (3) Tutoring For technical support and registration pleasecontact our staff: Serena Bianchi:[email protected] Damiano Pretto:[email protected]

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Do not hesitateto contact us forsupport andparticipate inDERAD andTRAINING AIDtraininghermes.eu www.agenformedia.com/international-projects/derad http://www.agenformedia.com/international-projects/training-aid

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DERAD TOOLKIT 6€¦ · The introduction of effective e-learning methodology calls for planning technological environments that are streamlined and usable; it requires the development