Final conference partners :

1. Finalconferencepartners: Prison education – recent developments at EU level Alan Smith Former Grundtvig Coordinator and Acting Head of Adult Learning Unit, European Commission BRIDGE final conference / October 25-26, 2012 / Ljubljana, Slovenia

2. Overview Prison education and the European Union EU funding for prison education projects Prison education and adult learning policy EU initiatives 2010-2012: European Conference on Prison Education 2010 Analysis of research on prison education 2011 Mapping of prison education in Europe 2012 Other recent and upcoming European developments

3. EU engagement with prisoneducation Employment and social affairs policy Lifelong learning policy (education & training) Policy on justice, freedom and security (context: common basic standards on detention) Other areas (research, enterprise, enlargement…)

4. EU funding instruments for prisoneducation projects Employment & Social Affairs: European Social Fund, including EQUAL Education & Training: Lifelong Learning Programme Grundtvig (adult learning) Leonardo da Vinci (vocational training)

5. Main Grundtvig actionsfor prison education (2013) Learning Partnerships* Individual Mobility for staff * In-service training Visits Assistantships Workshops Multilateral projects** Networks** Accompanying measures** *Managed via National Agencies ** Managed via Executive Agency

6. Main Leonardo actionsfor prison education (2013) Partnerships * Mobility * Transfer of innovation projects * Development of innovation projects ** Networks ** Accompanying measures ** *Managed via National Agencies ** Managed via Executive Agency

7. Grundtvig and Leonardo supportfor prison education 2000-2011 113 projects 95 Grundtvig 16 Leonardo 2 Accompanying Measures and Joint Actions 31 (out of 33) eligible countries involved, 23 as lead partner Top 10 overall: IT (48), DE (43), ES (42), UK (41), FR (37), GR (31), RO (27), NO (26), BE (23), PT (22) Top 10 coordinators: UK (18), IT (15), ES (11), DE (9), FR (8), NO (7), RO (6), BG (5), BE (4), PL (4), LT (4)

8. Focus of Grundtvig and Leonardoprojects Frequently addressed themes: Transition and reintegration (50) Initial and in-service teacher training (30) Arts and cultural creativity (29) Adult basic education, literacy, numeracy, ‘soft skills’ (28) Making prison a positive environment for learning (24) Guidance, validation, qualification frameworks (23) e-Learning (22) Vocational training (17) Most projects focus on (ex-) offenders in general or prison staff / educators – fewer target specific offender groups

9. Prison education and European adult learning policy:European Agenda for Adult Learning* Key EU policy document on adult learning (adopted 20/12/2011), addressed to Member States and Commission Important statement of principles and specific Annex containing the priorities for 2012-2014 Prison education specifically mentioned for the first time in the context of adult learning policy priorities for the EU Important intrinsically + as policy steer for the priorities of EU Lifelong Learning funding programme * Council Resolution 2011/C 372/01 adopted on 20/12/2011 (OJ 20/12/2011, p.372)

10. European Agenda: five prioritiesfor the period to 2020 (derived from“ET2020” policy initiative Making lifelong learning and mobility a reality Improving quality and efficiency of adult learning Promoting equity, social cohesion and active citizenship through adult learning Enhancing the creativity and innovation of adults and their learning environments Improving the knowledge base on adult learning and monitoring the adult-learning sector >>> All are relevant for prison education!

11. More specifically… Specific reference to prison education in Priority 3 (equity, social cohesion, active citizenship): MS to focus on « Addressing the learning needs of people […] in specific situations of exclusion from learning, such as those in […] prisons, and providing them with adequate guidance support. » >>> For the first time, prison education is explicitly acknowledged among the priorities for adult learning for EU Member States and the European Commission!

12. …but also other referencesrelevant for prison education Emphasis on providing second chance route to learning and life opportunities Improving adult literacy and numeracy, acquiring basic skills and forms of literacy needed for active participation in modern community / society (econ.& financial literacy, civic, cultural and polit. awareness, learning for healthy living etc.) Increasing the supply of learning opportunities and promoting individuals’ engagement with learning Enhancing creativity and innovative capacity of citizens via adult learning Making better use of ICT in the context of adult learning, as a means of widening access, improving quality of provision (e.g. by exploiting opportunities for distance learning, creating e-Learning tools and platforms) Improving the ongoing collection of baseline data on adult learning (aspects such as participation, providers, financing, outcomes and benefits of adult learning for participants and society at large), and monitoring the adult-learning sector >>> All are relevant for prison education!

13. Recent specific initiatives by theEuropean Commission to promoteprison education within adult learning European Conference on Prison Education (“Pathways to Inclusion”), Budapest 2010 http://ec.europa.eu/education/grundtvig/confprison_en.htm Analysis of research on prison education (2011) http://ec.europa.eu/education/adult/doc/literature_en.htm Mapping of prison education in Europe (2012) http://ec.europa.eu/education/adult/studies_en.htm

14. European Conference 2010 Over 220 participants from 30+ countries Policy-makers and practitioners European, national, regional, local levels Wide spectrum of issues Detailed preparation and documentation Follow-up measures

15. European Conference 2010 –Detailed documentation Conference programme Background paper on key issues Analysis of European projects and key messages Grundtvig and Leonardo European Social Fund, EQUAL Project catalogue Issues papers and final reports for 15 Working Groups relating to: Specific aspects of prison education and training Specific groups of prisoners

16. European Conference 2010 –Working groups Groups on specific aspects of prison education and training Adult basic education Arts and cultural creativity Vocational training Guidance and counselling, Validation of competences, Individual learning plans E-Learning platforms and distance learning Initial and in-service teacher training The prison as a positive learning environment (prison régime issues, roles of governor and prison officers) Release-transition-reintegration: the role of education and training Research needs in prison education and training

17. European Conference 2010 –Working groups Groups on specific offender categories Juvenile offenders and remand prisoners Foreign offenders and offenders from an ethnic minority background Female offenders Long-sentence offenders Short-sentence offenders Offenders with special needs / mental health problems

18. Recommendations Holistic approach: general education, vocational training, personal skills development; creativity as well as knowledge Optimal use of new technologies in education and training Multi-faceted and cross-agency cooperation Better links between the prison and the outside world Improve the learning environment in prison Need for better training of prison educators Need for more research on prison education Strengthen European cooperation to boost innovation and exchange of experience at all levels And much more…………

19. Review of research and evaluationon prison education (2011) Prison education and training in Europe – a review and commentary of existing literature, analysis and evaluation Report by GHK, for the Directorate General for Education and Culture, European Commission Supported by expert panel http://ec.europa.eu/education/adult/doc/literature_en.htm

20. Structure of the study Main areas addressed: Prison as a positive environment for learning Prison education and training for employability Prison education in specific subject areas Effectiveness, cost-effectiveness and public value of prison education and training Key messages emerging from the literature Recommendations, including for further research Extensive bibliography (46 pages) Caveat concerning geographical coverage of the study

21. Prison as a Positive Environmentfor Learning - overview Education within the prison: models and fundamental questions The prison as a learning environment Motivating prisoners to participate in learning Curriculum The role of the prison officer and prison educator Further research / Recommendations

22. Prison as a Positive Environmentfor Learning – key messages (1) European and international commitments to prison education Differing emphases between stakeholders: education as a right / as a tool for employability and rehabilitation Provision for learning not fully in place everywhere in Europe or everywhere in a given country (issues of funding, organisation...) Varying models of system governance / responsibility Aim: same learning opportunities as for all citizens (argues for strong role of education authorities) Need for close cooperation between all agencies (education and other) and between education inside-outside

23. Prison as a Positive Environmentfor Learning – key messages (2) Key challenge: Motivating prisoners to participate in learning: Prior negative experience with education: flexible alternatives to formal classrooms Individualised learning plans, Guidance, Validation of competences Need to offer the whole spectrum: broad, not just employment-related learning Participants’ opinions of learning in prison (and of prison education staff)usually positive Barriers to learning identified (special problems of short-term prisoners, foreigners etc., but also funding, prison regime factors, frequent transfer between prisons)

24. Prison as a Positive Environmentfor Learning – key messages (3) Optimising the use of ICT a key feature of debate: Enormous potential for improving and broadening provision Important as a means of motivating prisoner learners Security issues being addressed as a priority Staff issues as a key factor in improving prison education : Differing opinions on the specificity of ‘prison teacher’ profession Need for high quality initial and in-service training More attention needed to attitude of prison governors and staff Overcoming constraints on prison educators (e.g. often part-time) Optimising cooperation between education and other aspects of the prison regime vital: vital role of the governor Strong need for further research and analysis

25. Prison as a Positive Environmentfor Learning – recommendationsfor further analysis (1) Monitoring compliance with international agreements Effectiveness of various prison education models Key factors in making prison a positive learning environment Responsibility for / governance and funding of prison education Integrating prison education within overall education system Promoting cooperation correctional agencies - other stakeholders Optimising the use of ICT (e-learning platforms, distance education, solving security concerns) Addressing the learning needs of specific categories of prisoners, including foreigners

26. Prison as a Positive Environmentfor Learning – recommendationsfor further analysis (2) Staff issues: Optimising division of labour education staff / prison staff Effective initial and in-service training models Staff motivation Curricular issues: Specific for prison / adaptation of mainstream Finding the balance: basic skills & employability-related training / need for broad curriculum (a key factor in motivating prisoners to participate) The prisoners as learners: Background and profile Motivation

27. Prison Education and Trainingfor Employability - overview Delivering education/training for employability Prison work Links with the outside world Effectiveness of prison education and training for employability Recommendations, including for further research

28. Prison Education and Trainingfor Employability - key messages (1) Employment = most decisive factor in reducing reoffending (can reduce reoffending between 1/3 and 1/2) Equipping prisoners with necessary skills for employment therefore vital: education proven to be key to this, but not enough on its own Employability is promoted not only by job-related skills development (‘soft’ skills, fighting substance dependence ...) Lack of hard research on most appropriate education for employability, but consensus emerging around need for multi-faceted approach: general, vocational, personal

29. Prison Education and Trainingfor Employability - key messages (2) Strong involvement of offender in defining learning pathways while in prison, individual learning plans advocated Value of prison work as preparation for employment is contested, needs to be combined with training in order to be effective, competences developed should be credited Prison work should not be a disincentive to prison education but is currently often less well remunerated Links with the outside world and especially employers vital for ↑employment chances

30. Prison Education and Trainingfor Employability - key messages (3) Day-release and supervised probationary freedom important Pre-release ‘coaching’ + post-release support Vocational training must be relevant for local labour market But based on the individual prisoner’s skills also Preparation not just for employment but also self-employment Need for better definition of ‘education’ and ‘training’ and their relative roles for promoting employability Need for further research on optimising education and training as a means of boosting employability, within overall strategies for reducing reoffending

31. Prison Education in Specific Subject Areas - overview Basic skills Arts and cultural activities ICT identified as a vital concern, but not treated in the study (as ongoing subject of analysis elsewhere) Recommendations

32. Prison Education in Specific Subject Areas – Basic skills (1) High incidence of low qualification levels among prisoners (data from many countries provided) Basic skills deficiencies not shown to cause criminal behaviour but are symptomatic of overall background conducive to crime Thus need to address basic skills deficiency while in prison, also given the link between basic skills and employability and enhancing self-esteem This should not just relate to cognitive skills, literacy and numeracy but also to other ‘literacies’: creative, behavioural, health, citizenship-related such as financial, etc.

33. Prison Education in Specific Subject Areas – Basic skills (2) Need to motivate inmates to participate in basic skills training, as sometimes seen as less attractive than vocational training Thus need for more attractive modes of delivery, embedding literacy training in other areas, contextualisation of study, accreditation of competence, use of practical exercises etc., d Drawing on experience from basic skills education in the community at large Use of learning support assistants advocated Special learning needs must also be addressed, e.g. Dyslexia

34. Prison Education in Specific Subject Areas – Basic skills (3) Unclear extent of direct influence of basic skills education on ↑employability and↓reoffending (so need for more research) Emphasis should be on developing skills for employability rather than ‘basic’ skills as such Need for increased awareness of prison staff regarding the importance of promoting literacy among prisoners Increased use of ICT in basic skills training strongly advocated: as a learning tool to underpin training to foster digital literacy as a means of assessing individual prisoners’ competence levels and needs

35. Prison Education in Specific Subject Areas – Basic skills (4) Need for sufficient volume and duration of basic skills courses: such training needs to be intensive and undisrupted, aiming at creating a learning journey for the prisoner Vital to address the teacher training needs relating to prisoner literacy and numeracy training Further research recommended: Relationship basic skills – employment – reoffending levels Motivation and interests of (in particular young) offenders in order to make basic skills training relevant and stimulating for them Techniques for testing and diagnosing prisoners’ learning difficulties

36. Prison Education in Specific Subject Areas – Arts & creativity (1) Arts and cultural activities are important: in helping prisoners come to terms with the stress of prison life as a gateway to further learning, including vocational training for prisoners’ personal and educational development for enhancing prisoners’ employability for maintaining family links and improving parental skills Their importance is often undervalued by prison authorities : need to provide sufficient places for all who wish to participate Need for concerted action at all levels to make arts and creativity more central to the prisoner rehabilitation effort

37. Prison Education in Specific Subject Areas – Arts & creativity (2) Further research recommended on: Benefits and impact (including long-term after release) Optimising quality in arts and creativity programmes How to sustain the results of arts programmes Defining and illustrating best practice (programme evaluation) Methods for accrediting arts programmes as part of the prisoner’s learning journey (though over-emphasis on this to be avoided) Role of arts and creativity programmes in addressing diversity issues in prisons

38. Effectiveness, Cost-effectiveness andPublic Value of Prison Educationand training – Key messages (1) Studies on these topics, especially in Europe, are scarce and far more and better research is needed This reflects the complexity of analysis and measurement on these issues of cost and benefit American studies suggest prison education is cost-effective and helps reduce reoffending Studies tend to focus exclusively on cost-benefit for the state, whereas the individual level should also be considered Studies are deficient in analysis of specific types of prison education provision

39. Effectiveness, Cost-effectiveness andPublic Value of Prison Educationand training – Key messages (2) Prison education programmes in Europe tend to lack robust evaluation: more evaluation is needed, taking into account quantitative as well as qualitative evidence of cost-effectiveness (also of complex interventions, despite difficulty of analysis) in order to inform policy-makers better Terms of reference for future research should come from the field of education as well as criminology / penology More research needed on all the various factors impacting on reoffending (including education and training, but also e.g. age, addiction, stigma...) and the interaction between them

40. Survey of prison education in Europe(July 2012) Survey on Prison Education and Training in Europe Report by GHK, for the Directorate General for Education and Culture, European Commission Supported by expert panel http://ec.europa.eu/education/adult/studies_en.htm

41. Survey on prison education in Europe –general aspects Aim: Overview of current state of play on prison education provision in Europe Basis: E-survey of over 30 national coordinators of prison education, drawn up in consultation with experts including EPEA Interviews with stakeholders at national and international / European level (incl. Council of Europe, EPEA, ExOCoP, IJJO) Small-scale literature review Modest funding A first step towards mapping prison education in Europe, but need for further work

42. Survey on prison education in Europe –structure Introduction Background: prison population in Europe Detailed sections on: Responsibility, supervision and governance Budget and finance Provision and organisation of prison education The prisoner learners Teachers and trainers in prison education National trends Conclusions and recommendations Catalogue of good practice, with assistance of EPEA 4 detailed case studies

43. Survey on prison education in Europe –case studies Intensive training for skilled workers (Austria) Strategic Plan of Assistance and Services for Prisoners (Belgium- Flanders) EU-funded projects support organisational change (Romania) The Learning Centre (Sweden)

44. The prison population across Europe Total prison population in Europe approx. 800,000, trend↗ in 21 of the 30+ countries covered by the survey Average 129 prisoners / 100,000 (19 Liechtenstein, 304 Latvia) Mean average occupancy rate 109% (ranging from 35% in Liechtenstein to 158% in Serbia): over-occupation! Majority male (females = 0% of the prison population in Liechtenstein; 2.6% in FYR Macedonia; 7.6% in Spain) Largest numbers of prisoners in age groups 20-30 and 31-40 Growing complexity of prison population, with varying but often very high percentages of foreigners (CH 71.4%) Low qualification profile (e.g. 3%-5% qualified to undertake HE)

45. Prison population per 100,000 people

46. Provision of prison education (1) • Different models of prison education and training can be observed across Europe – there is no one single approach: • Varying overall responsibility for prison education (Min.Educ./ Min.Just.) • Min.Ed. generally responsible for teacher training but rarely for non-formal learning • Consensus that education has a rehabilitative role and contributes significantly to prisoners’ successful re-entry into society • Legal right to education in prison (international conventions, Council of Europe European Prison Rules and Recommendation on prison education)

47. Provision of prison education (2) • This does not mean all countries recognise obligation to provide all types and levels of education just as ‘outside’ for all prisoners • 22 countries recognise obligation to ensure provision for all prisoners, 7 only for certain groups (e.g. juveniles) • Current provision is deficient across Europe: • Only half the countries offer general education in all prisons • Only one third of the countries offer vocational training in all prisons • Two-thirds of the countries offer non-formal learning in all prisons • “a high degree of inequality of opportunity to access general and vocational education and training programmes across and within countries”

48. Provision of prison education (3) • In many countries need to improve overall provision: funding! • Special attention needed for provision for remand prisoners, short-sentence prisoners, foreign prisoners • Need for more short courses relevant for employability • Need to take on board messages from modern adult learning • Need to improve incentives to participate, relative to other prison activities and incorporate education better within overall prison regime • Need to raise awareness of prison staff regarding the importance of encouraging prisoners to learn • Need for better analysis of provision trends over time

49. Participation in prison education (1) • Participation low: • Most countries reported full-time participation in the “0%-25%” band • Only 4 countries report even part-time participation above 50% • Trend towards increasing participation in most countries • Best participation rates: young people, those serving a long sentence or based in a large prison (survey nonetheless recommends adopting special strategies to help juveniles re-engage with learning) • Level of security in prison does not determine participation rates

50. Participation in prison education (2) • Qualifications: • Progress made regarding formal award of qualifications (increasingly identical with ‘outside’, less mention of prison as the place of learning) • Need for better information on number / type of qualifications awarded • More research needed to compare adult learning participation rates inside / outside prison and probe causes of low participation