Download - Prison Education and Training in Europe Current state-of-play and challenges Presented by Jo Hawley
Prison Education and Training in Europe
Current state-of-play and challenges
Presented by Jo Hawley
icfi.com | ghkint.com
Content
Background The European Commission and Prison Education Prison Education in Europe Why give prisoners access to education? Education in prison – what do prisoners need? Some key characteristics Conclusions
icfi.com | ghkint.com
Background
European Conference on Prison Education and Training– Suite of pre-conference documentation– Conference report
http://ec.europa.eu/education/grundtvig/confprison_en.htm
Review of literature, analysis and evaluationhttp://ec.europa.eu/education/adult/doc/literature_en.pdf
Survey of prison education coordinators + Case Studieshttp://ec.europa.eu/education/adult/doc/survey/survey_en.pdf
Final summary reporthttp://ec.europa.eu/education/more-information/doc/prison_en.pdf
icfi.com | ghkint.com
The European Commission and Prison Education
Support for innovative, experimental activities and learning from the experience of others
European policies recognise role of LLL in addressing social challenges
Over 100 projects funded by Socrates, Leonardo da Vinci and Lifelong Learning Programmes
Over 120 ‘projects funded through the EQUAL programme– National networks and European Community of Practice
(ExOCoP)
Other European Commission initiatives, e.g. Research, Sport, AGIS
icfi.com | ghkint.com
Prison education in Europe (1)
Institutions are overcrowded– Average occupancy rate of 105% across the EU-27
Prison populations are increasingly diverse – In some countries (incl. BE) over 40% of prisoners are foreign-
born
Many prisoners have low levels of education– Often high levels of ESL amongst prisoners– Many have low levels of basic skills
Prisoners face institutional barriers to learning– and the institutions face constraints on their capacity to provide
education
icfi.com | ghkint.com
Prison education in Europe (2)
In most European countries provision of education and training in prison is a legal requirement
Yet participation in education amongst prisoners is rather low
Common barriers to participation are lack of motivation and previous negative experiences of education
Prisoners tend to have limited access to ICT and the Internet, but most can access distance learning
Most countries ensure that prisoners can pursue a tailored learning ‘journey’
Most countries require prison teachers and trainers to have a relevant teaching / training qualification
icfi.com | ghkint.com
Why give prisoners access to education?
Rights – as set out in international and European conventions and recommendations
May contribute to factors which can help to reduce the costs associated with crime
Plays a role in promoting rehabilitation Prisoners tend to have low levels of education –
education in prison offers them a second chance Gaining skills can help to improve employability
icfi.com | ghkint.com
Education in prison – what do prisoners need?
Key messages (1) A broad curriculum with wider scope for critical reflection
and personal development Support for employability
– through vocational education, meaningful prison work, and tackling barriers to employment
Arts and cultural activities have a wide range of benefits Different approaches to education and training
– e.g. modular or unit based, e-learning and distance learning, validation of prior learning and experience
icfi.com | ghkint.com
Education in prison – what do prisoners need?
Key messages (2) An alternative approach, linked to mainstream provision
– To counter previous negative experiences of education– Qualifications earned need to berecognised ‘on the outside’
Part of a holistic approach to rehabilitation– Support throughout the prison sentence and beyond
An individualised approach to learning to create a tailored learning journey– Individual action plans– Advice and guidance, including mentoring– Take account of the needs of specific sub-groups
icfi.com | ghkint.com
Education in prison – what do prisoners need?
Key messages (3) The prison needs to offer an environment conducive to
learning Prison staff (officers and governors) should support and
encourage participation in education– They can help to motivate prisoners to take part
Prison educators need support and training – Relevant to the specific challenges they face
icfi.com | ghkint.com
Some key characteristics
There is no single model which works, but some key characteristics are:
Political commitment and engagement, backed up by funding
Collaboration between actors involved, and cooperation with wider community
Need for a stronger evidence base to inform future policy and practice
icfi.com | ghkint.com
Conclusions
Education has an important role to play in prisons Commitment, funding, collaboration Alternative provision, but part of the mainstream offer Tailored learning A holistic approach A broad curriculum Information and guidance Positive environment Prison educators Diversity of prison population Evidence base