On a wider European front, the Scottish Prison Service (SPS) was delighted last year to be invited to participate in and subsequently to lead a review of prison education policy on behalf of Europris and the European Prison Education Association (EPEA).

The rationale behind this proposal stems from the length of time since the last review of prison education, which was undertaken in the 1980’s and resulted in:

• publication of the Council of Europe Recommendation on Prison Education 1989,
• a foremost consideration of these recommendations and subsequent resolutions by the United Nations (1990),
• and European Prison Rules sought to ensure that custodial educational programmes ensuring that prisons address the wide-ranging educational and cultural needs of the whole person (Rec: 3).

Key areas of development

While recognising that there will inevitably be differences in the way in which these recommendations have been adopted and implemented across Europe, there is an obvious rationale in the exponential growth and development of digital technology that impacts on all aspects of life.

Accordingly, while some jurisdictions provide access to the Internet for education and family contact purposes, such access is often closely supervised and limited to a range of previously approved sites. Although there are obvious limitations, risks and security concerns in providing Internet access, there are viable alternatives that can be provided through innovative Intranet or Moodle technology which mirrors much of the functionality of modern technology but within a closed and secure environment.

While this a key consideration for all aspects of modern life, education has a key role in the provision of training and skills acquisition to provide learners with knowledge and ability and thereby to maximise the benefits of technological skills.

Another key area of developments over the past 20 years has been research in the field of learning difficulties/disabilities (LDD). This has included studies within prison populations which have demonstrated the possible prevalence of between 20-30% having some form of disability that impedes their ability to cope with a custodial sentence (Talbot, 2008). According to research, these issues are invariably intertwined with co-occurrence emerging as the norm rather than the exception.

And, lastly, educational innovation has progressed utilising methods such as project themed learning – mentioned in part 1 of this blog series – to move beyond the remedial and often bland programmes of basic and employment skills.

2017 workshop in Cyprus

Although the current review holds no national or international authority with the Council of Europe or any particular jurisdiction, it nevertheless begins to address the key areas for improvement that research and technological innovation have made manifest. It was with these issues, coupled with the underpinning concerns, that helped forge consensus among the expert group of educators from prison services across Europe who met in Cyprus in 2017.

The outcome of the Cyprus workshop was a unanimous agreement to review European prison education policy and to appoint a small work group Chaired by James King, Head of Education for the Scottish Prison Service to take forward this work. In addition to undertaking a review of the Council of Europe 1989 Recommendations, it was agreed that the group would consider the extent to which jurisdictions have complied with a key aspect of the report which states that prison education should address the needs of the whole person.

Education policy and practice questionnaire

Since the initial meeting in Cyprus last year, the Expert Group has designed and distributed a comprehensive questionnaire assisted by the Scottish Centre for Crime and Justice Research (SCCJR) at the University of Glasgow. The Expert Group Chairperson has also informed associated prison groups working at Europris at events across Europe. Correspondence and consultation between members of the Expert Group resulted in an agreement to construct a questionnaire to inform across multiple areas of education policy and practice.

Questions are focused around a number of pertinent areas including:

• curriculum
• types of educational approaches
• arts
• libraries
• foreign nationals
• issues of access and exclusions

We hope to identify examples of good practice that can be shared across Europe and help to promote exploration and innovation in learning. We would also be very interested in sharing our findings and examples of good practice in adult education and innovation.

The Chair of the Expert Group would be happy to provide any further details as required:

JAMES KING

Head of Education

Strategy and Innovation Directorate, Scottish Prison Service, Calton House, 5 Redheughs Rigg, Edinburgh EH12 9HW

Tel: +(44) 0131-330-3760, james.king@sps.pnn.gov.uk

 Jim took up post as Head of Education in 2011 overseeing all custodial education, arts and libraries and representing SPS at national education forums. Jim has promoted the use of the arts and Project Themed Learning to encourage engagement and innovation in prison learning. Originally from Glasgow, Jim is based at SPS Headquarters in Edinburgh but travels regularly across all Scottish prisons. He is currently leading an international review of custodial learning on behalf of Europris and the European Prison Education Association (EPEA).

From an academic perspective, Jim has a Bachelor of Arts (Honours) Degree in Social Science (GCU, Glasgow), Post Graduate Certificate in Developmental Disorders (University of South Wales); Master of Science (MSc) in Adult Education (University of Glasgow); Master of Arts (MA) in Literacy and Language Studies (University of Lancaster) and he has recently completed a Master of Studies (MSt) in Criminology at the University of Cambridge. 

You may also be interested in:

Prison Education: A Hard Cell, Part 1 (blog)

Developing Prison Ready Teachers (blog)

Using sport to promote adult learning in our prisons, Part 1 (blog)

Students with Conviction (blog)