1. Prison Education and Training in Europe
Current state-of-play and challenges
Presented by Jo Hawley

2. 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

3. Background European Conference on Prison Education and Training
Suite of pre-conference documentation
Conference report
Review of literature, analysis and evaluation
Survey of prison education coordinators + Case Studies
Final summary report

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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