1. More than Just a Prisoner
SU2014

2. 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.

3. 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?

4. 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.

5. 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.

6. Stats & Facts

7. 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.

8. 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.

9. 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.

10. 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

11. 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

12. NUS Policy & Future Direction

13. 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?

14. 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?

15. 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?

16. 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.

17. 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?

18. 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.

19. 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)

20. Questions
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 