In Turkey, no specific education is required to be a prison staff (PS). PS actively working in prisons encounter many problems during execution of prisoners. Desensitization against crime and criminals, feelings of insecurity, pressure and threats of prisoners, feeling worthless, lack of social skills, limited field of action, social prejudices, personal and professional burnout, and various health problems can be listed as problems faced. PS has difficulty in overcoming many of problems mentioned. Thus, this project is related to the fields of vocational education and training (VET), developing basic and transversal skills using innovative methods, exchange of experience and know-how between different types of organisations involved in education, training. Target group of this project is professionals directly or indirectly involved in assisting the length of sentence.Main objectives of the project are to define professional and social competences of PS, improve the level of key professional and social competences and skills, with particular regard to their relevance for duties performed in the prisons. Gaziosmanpasa University (GOU), Ankara Training Center of Prison and Detention Houses (ATCP), Turkish General Directorate of Prison and Detention Houses (GDPD), Tokat T Type Closed and Open Prison (TTP) and Association of Assistance and Solidarity for Prison Staff (AASP), University of Pitesti (UPIT), Social Cooperative Nonprofit Organization (COOSS), National Association for Family Action (ANJAF) were the partners of project who are experienced in Prison regulations of EU Council. GOU, which is coordinator of the project, is experienced and applied so many national and international projects. GDPD is the main public organization responsible from all kind of activities in Prisons of Turkey. AASP is the only non-profit organization of PS in Turkey. ATCP is the largest training center of PS in Turkey and conducts trainings throughout the year. In order to develop professional competencies and increase social competencies of PS, SWOT analysis, need analysis and questionnaires, quality catalogue, educational modules and pilot and main trainings were performed. Therefore, in the first step SWOT analysis for PS was applied in order to see the current situation of this profession in Turkey. Second, need analysis and questionnaires were implemented with the face to face and online questionnaires by staff working in prisons. In the collection of data for needs analysis, 970 people were reached with the random sampling method; 455 of these responded. Third, quality catalogue was developed to determine professional and social competencies of PS. The catalogue consists of 3 core competency areas (professionalism, working with others, professional development), 12 sub-competency areas and 162 performance indicators. This catalogue has the characteristic of being the first quality catalogue developed for prison staff in Turkey. Fourth, education modules were prepared. When developing these modules, expert opinions, needs analysis data and basic and sub-competencies within the quality catalogue were taken into consideration. Each chapter of educational module was written by experts from Universities and training centers. The efficiency of the prepared educational modules were tested with pilot and main trainings, both in Turkey and abroad. In the pilot trainings, participants’ opinions were taken via an evaluation survey. In the final step, a website (http://prisonstaff-project.eu/) was created for the promotion and dissemination of the project and for beneficiaries to easily access project outputs. Also, a learning management system was added to the website, providing the beneficiaries the opportunity to utilize project outputs in an interactive way. Into this system, besides all relevant reference books and audio-visual materials (videos made at the main training, lesson presentations etc.), interactive materials such as question bank and animation were also added. In this way, it was aimed to reach prison staff that due to limitations could not receive training during the project and to support their professional and social developments based on lifelong learning.In order to achieve the objective of the project primarily a situation analysis was made by putting forth the internal and external dynamics of the penal system. The biggest contribution of the project to its participants and project partners however, is that it sets forth a competency framework concerning prison staff in EU standards for the first time. Also educational modules were developed to support the competencies of PS. These modules were published in the project website, providing access to prison staff both in Europe and in Turkey. This project overall made an important contribution to the improvement of the penitentiary system in Turkey in line with European Prison Rules and other international standards.