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


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


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


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


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


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


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



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



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


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


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

prison education and training in europe current state-of-play and challenges presented by jo hawley

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