1. Grundtvig Action of the European Union Socrates Programme Antonio Viedma Rojas (UNED, Spain) PCF5, London

2. The Project EURODESIP: –to explore and describe the state of higher education within prisons of some European memberstates. –carried out by Universities and Penitentiary Insititutions in Countries or Regions (Catalonia, France, Germany, Greece, Latvia, Romania and Spain). The Grundtvig Action Aims: –to improve the quality of higher adult education programmes –to boost the European dimension –to contribute to increasing opportunity for people having difficulty in gaining access to the labour market

3. Total Survey Analysis The survey was conducted from March to May 2007 1438 questionnaire responses from students 90% male 4-25% studying higher education Average age overall was 32.85 Average age of HE student was 36.9

4. Level 1. Systematic implementation: the choice of higher education in prison is widespread among the inmates with sufficient qualifications Level 2. Random implementation: higher education is implemented, but is not developed around a structure that guarantees its availability to all the inmates Level 3. Theoretical but not practical implementation: higher education programmes have not been implemented, although the students may formally apply for them. Level 4. Implementation not contemplated: Higher education does not exist and there are no students. Higher Education in European Prisons

5. Education Programs in Prisons Three educational models: a)distance learning; b)direct teaching in prison classrooms; and c)attending lectures at college or university on special leave

6. MODELS OF EDUCATIONAL COMMUNICATION IN PRISON Basic/Secondary education Class attending education Higher Education Distance Learning

7. basic literacy and basic educational social inclusion Class attending education

8. higher education gaining knowledge personal growth and rehabilitation best jobs?

9. Efficiency on the use of the resources Flexible time and space No need to make a classroom available Formal agreements with universities covering many prisons Financial and Organisational Factors

10. But…. Could we mix these models? Could we consider distance learning for basic education? Could we consider classroom education for HE?

12. Education in Prison: Two perspectives Passive - Education is complementary to the sentence and is never its objective. (Redemption above re-education or training) Active - Educational programmes are a main objective for inmate education and rehabilitation inside and outside prison. (Education above redemption)

13. ICT in Prison: the challenge Passive perspective: ICTs are:- –an open door to the external world –a way of going outdoors –a way of breaking the isolation of the sentence –a possibility to commit illegal actions

14. Active perspective: ICTs are –an opportunity for learning –a way to widen the cultural base of the prison population –a way to gain access to greatly valuable contents –to gain support from the teacher both in class attending teaching and in distance learning.

15. Further Consideration.. knowledge and use of the ICTs is already linked to the labor market, the use of the educational ICTs in formal education will become the major source of educational contents, In the educational ICTs spaces all kinds of cultural and academic contents can be loaded up

16. And finally… there already exists the possibility to create secure educational spaces, it is necessary to start spreading this fact by creating multinational agreements. The greatest problem is to generate the confidence at Penitentiary Institutions and that will only be possible by showing that the systems are safe. The technological change cannot be left outside prisons. To slow down/restrain its implementation means to widen the gap that leads to exclusion.

17. Thank-you Any Questions?