Transcript Title1

Prison Education and Training in
Europe
Current state-of-play and challenges
Presented by Jo Hawley
Content
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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
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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 evaluation
http://ec.europa.eu/education/adult/doc/literature_en.pdf
 Survey of prison education coordinators + Case Studies
http://ec.europa.eu/education/adult/doc/survey/survey_en.pdf
 Final summary report
http://ec.europa.eu/education/more-information/doc/prison_en.pdf
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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
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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 foreignborn
 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
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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
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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
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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
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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
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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
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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
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Conclusions
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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
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