28. Memorandum submitted by
the Forum on Prisoner Education
The Forum on Prisoner Education was founded
in 2000, to "improve the quality, availability and consistency
of education and training within the criminal justice system".
We believe that education in prisons should be centred on the
needs of the individual prisoner, for whom it can hold the key
to living without crime by building self-esteem, encouraging self-motivation,
and providing new opportunities after release.
I would stress that we are the Forum on Prisoner
Education—we work from the basis that education is something
to be owned by the student, who is empowered to learn.
For clarity, I have broken our evidence into
10 sections.
1. BASIC SKILLS
EDUCATION VS.
FURTHER AND
HIGHER EDUCATION
We acknowledge that a great many prisoners have
very poor levels of basic skills. As I am sure you are aware,
the report Reducing Reoffending by Ex-Prisoners in 2002
highlighted the fact that more than half of all prisoners do not
have the skills necessary for 96% of jobs in today's labour market.
Basic skills education can go a long way towards correcting that
problem.
However, the Forum on Prisoner Education has
expressed deep concern that the emphasis on basic skills is to
the detriment of more able prisoner students, who might wish to
study for a range of qualifications up to and including a university
degree. In a written answer to the House of Commons earlier this
week, the minister with responsibility for prison education said
that in 2002-03, just over three hundred prisoners passed an Open
University degree (Official Report, 24/05/04, Col 1329W).
Whilst this is almost double the figure for 1998-99, and represents
significant achievement, we believe that there should be greater
investment in further and higher education in prisons.
2. EDUCATIONAL
ASSESSMENTS
Upon arrival in prison, the new prisoner will
undergo an assessment of his educational abilities. This measures
ability only up to and including Level 1 Basic Skills. No additional
assessment exists for a more able prisoner. Many prisoners are
told that "there is nothing on offer for the better-educated
prisoner".
The Forum wishes to see a range of assessments
introduced to identify the learning level of the prisoner. This
may involve both written assessments and an informal interview
with a member of the education team.
3. MONITORING AND
TARGETS
The Offenders' Learning & Skills Unit (OLSU)
at the Department for Education & Skills collects and monitors
the number of basic skills awards gained by prisoners. In 2003,
this numbered more than 50,000.
However, whilst 50,000 awards is a significant
achievement, it offers no insight into the levels of need within
the prisoner population. At a very basic level, with approximately
200,000 prisoners passing through the system each year, this means
that only one in four gain a basic skills qualification, when—according
to Social Exclusion Unit statistics—more than three-quarters
are in need of basic skills learning. In addition to recording
and publicising the number of awards, the OLSU and the government
should also provide specific statistics on the number of prisoners
who were not able to access basic skills education for whatever
reason.
Similarly, whilst figures for basic skills and
Open University qualifications are recorded, figures for GCSE,
A-Level and other qualifications are not. We believe that this
further highlights the emphasis on basic skills over almost all
other learning. The OLSU should record the numbers of qualifications
and awards at all levels.
4. DISTANCE LEARNING
Prison education departments can only offer
courses to between one-quarter and one-third of prisoners at any
one time. This is one of the most unfortunate aspects of the spiralling
prison population and chronic overcrowding.
Distance learning can offer a route into education
for many of these excluded prisoners. The Prisoners' Education
Trust—who fund distance learning courses—last year
gave 1,379 grants to prisoners. The Trust also funded research
in 1998 into the reconviction rates of prisoners who had undertaken
distance learning, and in one cohort, found that none had been
reconvicted.
We urge the OLSU to increase the funding available
for distance learning courses, and work with contractors and prison
education staff to enable the delivery of effective and comprehensive
support for distance learners, perhaps on a once-or twice-weekly
"open door" session when distance learners can attend
for advice or guidance.
5. FLEXIBLE LEARNING
Allied to issues around distance learning, flexible
learning is an emerging factor in prisoner education. Very broadly,
when talking about "flexible learning" we are referring
to educative programmes which recognise and factor in the needs
of the learner, to increase the effectiveness of the learning
experience.
This can include in-cell learning, which many
see as a positive move forward. We agree, to a point. But we have
significant concerns about the environment of a prison cell, and
whether or not it is conducive to effective study. Prison wings
are very noisy places, and steel doors do not drown out noise.
Many prisoners share a cell with another prisoner—who might
not want to study, and instead prefers to listen to music or watch
television. Again, this is not conducive to effective study.
Given that many in the prisoner population have
had very negative experiences of education in the past, there
is an urgent need to explore and promote alternative forms of
learning, based on what the prisoner thinks is likely to succeed.
For example, distance learners—who do not necessarily have
regular access to the education department—may find it beneficial
to use the library for quiet study. This should be facilitated
wherever possible.
6. INTERNET ACCESS
In a written answer to the House of Commons
on 1 March 2004, Paul Goggins MP confirmed that prisoners do not
generally have access to the internet, as it is deemed a security
risk. On 13 February 2004, just 31 prisoners (out of a population
of 74,420) had access to the internet, and that was in relation
to their work within the prison.
The internet and electronic mail is fast becoming
(if it has not already become) the most important means of accessing
information and communications. The majority of jobs require use
of internet and email, and most distance learning courses have
some element of coursework which is accessed, completed or assessed
online. Indeed, a review of a pilot of the Learndirect
initiative last year found that internet access was of "significant
benefit" to prisoner students.
In continuing to deny prisoners access to internet
and email communications we are limiting their learning opportunities
and exacerbating their exclusion from the labour market. Innovative
and imaginative use of the internet could also provide an essential
resource for resettlement, with information on housing, benefits,
employment and education being made available.
The Forum is presently exploring the possibility
of forming a Working Group to examine how the internet could be
securely provided in prisons, with appropriate means of limiting
access to unsuitable websites, or alternatively providing access
only to carefully pre-vetted sites. However, we would urge the
prison service to take the lead and explore the possibilities
themselves.
7. CONTRACTUAL
AND STAFFING
ARRANGEMENTS
The Forum on Prisoner Education has expressed
deep concern over the future of contractual arrangements for prisoner
education. Consistent and quality education can be delivered only
by contented and confident staff, on whom prisoner education depends.
Most prison education departments are understaffed, and contractors
often find it difficult to recruit tutors into prison education.
This is not surprising when pay can be lower than for colleagues
in mainstream education, and when there is frequent uncertainty
over job security.
We urge the government to move quickly and address
these concerns by confirming the details of education contracts
under the National Offender Management Service, and by reviewing
the pay of prison education staff to ensure parity with their
colleagues in other education centres.
8. MOTIVATING
PRISONERS TO
LEARN
For many prisoners, their experiences of formal
education have been negative and almost entirely unproductive.
That many prisoners then eschew education in custody is not surprising,
as a classroom can bring back many negative thoughts.
There is a need to be creative and dynamic in
motivating prisoners to take up learning, and this includes distance
learning and recognition of the value of flexible learning for
these students.
On a very practical level, we note with concern
that it still remains the case in many prisons that prisoners
undertaking education are paid less than their peers who work
in the prison. With prison wages very often being the only income
for a prisoner, the prisoner has to consider whether or not he/she
can afford to learn: will he or she still be able to purchase
telephone cards and stamps, tobacco and toiletries? This provides
a disincentive to learn. We believe that all prison wages should
be the same, including for education.
9. PRISONER TRANSFERS
We have expressed deep concern over the transfer
of prisoners at short notice, which can severely disrupt educational
programmes. In some cases, prisoners are transferred with just
a few hours' notice, sometimes just days before crucial examinations
are due to take place. Research by the Howard League for Penal
Reform in 2001 highlighted the damaging effects that this can
have on the education of children in prison.
Whilst we acknowledge that these transfers are
a largely unavoidable consequence of overcrowding and the rising
prison population, the Forum urges the Prison Service to review
procedures in this regard, and issue an instruction that educational
programmes should be given the highest priority when deciding
which prisoners to transfer around the prison estate.
10. PRISONER
CONSULTATION
The Forum on Prisoner Education has the involvement
of prisoners at its heart. We have a number of current and former
prisoners as members, and two on our Board of Trustees.
We firmly believe that the active involvement
of prisoners in all aspects of the prison regime can not only
ensure that prisoners' views are heard and acted upon, but it
can also make the prisoner feel valued and have an empowering
effect upon him/her. The Prison Reform Trust conducted research
on prisoners' views on prisoner education last year, which culminated
in a report that we would urge the Committee to consider. Involving
prisoners in decision-making processes can act as a motivator
in efforts to encourage participation in education—and other
aspects of the prison regime.
Steve Taylor, Co-ordinator
26 May 2004
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