Further supplementary written evidence
from the Northern Ireland Prison Service
VOCATIONAL TRAINING
A review of Vocational Training and Education
Management arrangements across the Northern Ireland Prison Service's
three establishments and Headquarters was commissioned in June
2006. Members of the NIPS Resettlement Branch undertook the work
throughout the summer and autumn of 2006.
Two of the key terms of reference were as follows:
— A review of management arrangements
and resources required for the co-ordination and delivery of Education,
Vocational Training and Work opportunities, including appropriate
advice and support. This will include taking account of current
arrangements in England & Wales, Scotland and the Republic
of Ireland.
— To liaise with and seek advice from
DEL on the appropriate level of skills and competences required
for a Learning and Skills co-ordinating function attached to Headquarters.
This report starts with a Vision for Learning
and Skills management and delivery within the Service, taking
account of HMCIP's "Healthy Prison" agenda and recently
published "Expectations" document. Initially, this reviews
the clear statistical links between education, skills and employment
and (re)offending patterns stating the fact that prisoners generally
have limited skills and work experience on conviction, and very
significant problems in accessing work on release.
The background to the review and its necessity
are explored as well as the methodology used when carrying it
out.
It includes an overview of the current situation
pertaining to the management arrangements in both Headquarters
and at each of the three establishments, namely, Hydebank Wood,
Maghaberry and Magilligan. A SWOT analysis of the current structures
across the service was carried out and this is included.
The finding of study visits and benchmarking
within three other services in the British Isles are discussed
and an outline of the new developments in those jurisdictions
and those that we might wish to incorporate here.
The paper puts forward a number of Options and
discusses the future delivery of Learning and Skills in the Northern
Ireland Prison Service.
The key recommendation is a re-alignment and
consolidation of service delivery and management with transitional
arrangements and related difficulties and associated remedies.
The introduction of a Head of Learning and Skills
in each establishment to develop a cohesive Learning and Skills
function within the each Prison to coordinate service delivery,
strategic direction and remove competition for prisoners between
disciplines.
Officer Instructors should be line-managed within
the Heads of Learning and Skills management structures to ensure
consistency of regime delivery.
This report does not however contain detailed
resource plans for each establishment, this work is continuing
separately in line with increasing prisoner populations and the
proposed RTUs and Arrowhead complex in Maghaberry and Magilligan.
VISION
Learning and Skills is a vital aspect of the
rehabilitative efforts being delivered in our Prisons today but
it should not be seen in isolation. It needs to work in coordination
with other Resettlement programmes to achieve the Service's ultimate
aim of reducing the risk of re-offending on release. This is in
line with HM Chief Inspector of Prisons key tests for a healthy
prisons two of which state:
— Purposeful activity: prisoners are
able, and expected, to engage in activity that is likely to benefit
them.
— Resettlement: prisoners are prepared
for release into the community, and helped to reduce the likelihood
of re-offending.
HMCIP's most recent "Expectations"
document, which was published in August 2006, when dealing with
the seven Resettlement pathways outlines the following requirements
in relation to Education, Training and Employment service provision
in establishments:
That: Prison regimes provide a suitable training/learning
environment to prepare prisoners for work, training or education
after release. Activities available for prisoners are relevant
and based on a needs assessment of the population profile and
an understanding of skills shortages and vacancies in the relevant
labour market.
The Northern Ireland Prison Service Resettlement
Strategy Implementation Plan also recognises the need to encourage
as many prisoners as possible to learn new skills and to become
more self-sufficient when released while increasing employability
potential for their ability to re-enter the world of work. To
achieve this, the Service must make the most effective use of
existing skills and training opportunities and determine the required
skills mix for the future.
In the interests of offering a balanced service
it is vital that we focus our energy on meeting the needs of those
held in our custody. To do this the majority of our resources
need to be placed at the front line; concentrating learning and
skills delivery to those in greatest need especially those with
prolific offending and behavioural issues. Those in management
should take a more strategic approach to ensure Learning and Skills
is capable of meeting the changing demands brought about by increasing
prisoner numbers; again, in respect of those presenting with learning
difficulties and special needs. These changes should also reflect
demand from employers in the community to maximise opportunities
for successful resettlement of ex-offenders on release. This strategic
approach should also aim to co-ordinate the scheduling of all
Learning & Skills delivery to ensure that workshops, education,
programmes do not compete in any way for prisoners but to complement
and work in conjunction with each other.
Providing sufficient vocational development
and educational places to match the growth of the population in
the future for both males and females will be a challenge. But
having considered other UK jurisdictions, it is our view that
places should be available in VT and Education for at least 60%
of the population at any time on a full time basis; even though
there are compelling arguments for placing too much strain on
learners with learning difficulties. Given the fact that over
70% of prisoners present with Literacy and Numeracy deficiencies,
it is not unreasonable to expect to have approximately 30% involved
in education at any time, or for offenders to spend time in this
activity, considering that it is linked to the NIPS PREPS scheme.
A recent study visit to Wymott, a Cat C prison, revealed that
at least 40% of prisoners attended Vocational Training daily with
a further 45% at Education or some form of work or constructive
activity. We believe that through greater coordination of resources
this problem can be surmounted. In addition the Prison Service
work allocation scheme will create more jobs to ensure that 10%
of the sentenced population (at least) will have discrete, daily,
work placements. Overall, this leaves sufficient flexibility (30%)
for other activities such as Gym, offending behaviour programmes,
visits etc, to take place without too much disruption to the daily
regime and work routine at the prisons.
LITERACY AND
NUMERACY
The evidence in relation to the low levels of
literacy and numeracy attainment among prisoners is compelling.
Research carried out by the Social Security Inspectorate in 2001
produced the following statistics;
— 61% of prison population have a literacy
level of below level one (the level expected of an 11-year-old).
— 68% of prison population have a numeracy
level of below level one.
— 86% of inmates were suspended from
school.
— 68% left school before the age of
16.
— 71% have no educational qualifications.
It is clear that many in our custody have failed
to achieve in, and have even rejected, mainstream education. This
is one of the key factors driving offending behaviour and ultimately
re-offending on release. It is vital that as a service we help
address these deficiencies (supported by DENI and DEL) in a manner
which will encourage and motivate offenders to continue to develop
educationally. As such we will further look at ways of engaging
with and motivating learners to achieve and develop—beyond
those considered traditional.
VOCATIONAL TRAINING
& EMPLOYMENT
It is better to have ex-offenders in work and
making a positive contribution to society than committing more
crimes. Employment is one of the key factors in reducing the risk
of reconviction. Vocational training and employment in prison,
aims to meet the individual needs and aspirations of the inmates
in a way that will enable those who can, to compete for vacancies
in the labour market on release. In this respect managers should
seek to determine skills shortages and industry trends to ensure
the service is best placed to deliver appropriate training to
those held in our care. As a service we should promote a greater
coherence in how offenders are trained and prepared for employment.
In a recent report, entitled "Research
to identify work experience and employment opportunities for prisoners
and ex-prisoners of Magilligan Prison" produced by BDO Stoy
Hayward for the NIPS, employers who had actually employed an ex-prisoner
were quite positive with one stating:
"The prisoners have been trained accordingly
in the appropriate skills and are always willing to learn";
The recurring response from potential employers
was that the public need to know more about the employment/training
programmes that Magilligan Prison implement. It went on to suggest
that the training and education programmes that Magilligan Prison
currently cater for needs to be reflective of those jobs in today's
society which are hard to fill. This should include training in
skilled trades ie joinery, plastering, plumbing, bricklaying,
and electricians; sales and customer focused jobs ie call centres,
bar and restaurant staff; and elementary occupations ie health
and safety and food hygiene. These issues are replicated across
the prison estate here in Northern Ireland. The report suggests
that vocational training offered is broadly in line with skills
shortages and gaps within Northern Ireland. It also notes that
we need to provide more resources to the service delivery in this
area—the issue of resources for Learning and Skills will
be addressed in another paper which will also outline our vision
for front line service provision. We should not ignore the fact
that many prisoners held in our custody now, when released will
not be able to get back into the world of work through the more
traditional routes. Notwithstanding, we need to challenge employers
in the Private, Public and Voluntary sectors to change preconceptions
they may have regarding employing ex-offenders. Work placements
do not necessarily mean regular 9 to 5, 38 hour per week jobs.
Neither does educational and vocational training accreditation
hold the only answer to improving employability. Softer skills
such as team-working, self motivation, communication skills, customer
service, problem solving, and planning are equally as relevant
and sought after. Any learning and skills program needs to offer
the ability to develop these aspects of offenders' experience.
FURTHER AND
HIGHER EDUCATION
While the focus of Education should rightly
be on those at the lower spectrum of the attainment scale there
is also a place for further and higher education delivery as well
as higher level technical qualifications, to those who are suitably
motivated to engage. For example, supporting knowledge based programmes
such as BTEC qualifications in support of National qualifications.
In many instances this will take the form of self directed study
supported by teachers where necessary.
Northern Ireland Prison Service
April 2007
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