More than Just a Prisoner SU2014

Debate the opportunity for learners in the Criminal Justice System to access and shape a quality education. An introduction to “education” in prisons and the Youth Custody Service. Consider the power of language and identity. Shape and champion learning and learner voice in the Criminal Justice System.

Ice Breaker Using the post-it notes and flipchart provided, consider the following questions to draw/describe a typical prisoner. What do they look like? What are their characteristics? How do they behave? How does the media portray this image? http://www.youtube.com/watch?v=KQ0lZBB0glQ&feature=player_embedded

More Than Just a Prisoner After watching the video, reflect on your original depiction of a prisoner. How would you now describe this learner in the Criminal Justice System? Return to your flipchart and add your ideas.

Education in Prison – An Overview There are four Offender Learning and Skills Service (OLASS) providers: The Manchester College, Weston College, Milton Keynes College and A4E Private Prisons Education can vary significantly between prisons Ofsted Director recently highlighted that only 35% were judged to be good! The latest annual review said prison education has the worst results in the whole further education (FE) sector.

Stats & Facts

Stats & Facts 47% of prisoners have no qualifications when they enter prison compared to 15% of the UK population. 21% of prisoners report needing help with reading and writing or numeracy, 41% with education, and 40% with work-related skills. Dyslexia is three to four times more common amongst prisoners than the general population.

Stats & Facts Learning in prison has many benefits: employability, family ties, thinking skills, coping, self esteem Prisoners who have a qualification are less likely to be reconvicted in the year after release from custody than those who have no qualifications (45% compared to 60%). The cost of crime committed by ex-prisoners is too high between £9 - £13bn equivalent to hosting the Olympics every year.

Stats & Facts Nearly half of adults are reconvicted within one year of release, rising to 73% of under 18 year olds. Learning in prison works. According to new (January 2014) Government research, people PET supported to study distance learning courses were over a quarter less likely to reoffend after being released than other ex-prisoners who weren’t supported by the charity.

Provision & Challenges What type of learning? Functional skills (literacy, numeracy, ICT) Vocational (prison industries) Arts and informal learning Sports-based E-learning Distance learning (PET) Key barriers and difficulties: - Transfers (loans) - Staff cuts - Lack of progression - Contract targets - Small range - Safety - No internet - Lack of planning - ‘Education’ siloed

Learner Voice – Policy & Practice PET influencing policy and practice Brain Cells Fit for Release Involve, Improve, Inspire (LV Toolkit) Through the Gateway PLA Why is Learner Voice important in prison? Benefits to prisoner Benefits to staff Benefits to society

NUS Policy & Future Direction

NUS – Policy & Direction Encourage community engagement through initiatives such as book clubs, linking local educational and community groups with learners in the Criminal Justice System. A shared belief in and experience of education transforming and improving life chances. Could you do this? How would you do this? What else?

NUS – Policy & Direction Work with education & training providers to consider the experience of learners in the Criminal Justice System with regard to the quality of their educational provision, recognising the role and impact of Learner Voice to shape engagement with learning opportunities as well as post-release reform and desistence. Could you do this? How would you do this? What else?

NUS – Policy & Direction Work with OLASS to require learning providers to acknowledge the value of citizenship and “learning hooks” in all contracts. To be the catalyst for essential debate on the role and delivery of learning in the Criminal Justice System, challenging the “acceptability” factor amongst the general public with regard to learning opportunities for prisoners. Could you do this? How would you do this? What else?

Desistence Framework Re-biography The impact of a positive, pro-social identity. Agency Empowering the individual to have responsibility and autonomy over their identity and actions. Social Capital The development of knowledge, skills and understanding through interaction with other people. Finding Purpose Helping other and actively making good on a troubled past.

Desistence & Learner Voice In small groups, discuss and consider your allocated desistence principal with regard to the following question. Present your ideas to the group. What is the role for learning and learner voice to support desistence? http://www.youtube.com/watch?v=xVUJ0aGY_00&feature=player_embedded

Prisoners’ Education Trust is 25 Over the last 25 years, the charity Prisoners Education Trust (PET) has enabled people to study over 28,000 courses in a range of subjects and levels not available in prisons.  Each year, the charity provides advice and grants to approximately 2,000 people for distance learning courses leading to vocational qualifications and even degrees.  To celebrate and spread awareness about education in prison we are recruiting 25 learning champions. These advocates include prison Governors, parliamentarians & student ambassadors.

You Can Get Involved!! Research (what is your college policy for access & support for ex-offenders) Policy Change (lobby your MP) Awareness Raising Events (e.g. film screenings) Fundraising for PET Volunteering (e.g. prison reading groups)

Questions http://www.youtube.com/watch?v=ybfWEDv96zI&feature=player_embedded Q&A Please register your interest in the Ambassador Scheme and we will get in touch with you shortly to support your engagement with learning in the Criminal Justice System. Thank you 