Prison Education: Beyond Review and Evaluation

Abstract

Much is made of the potential of prison education to impart knowledge and skills and transform life chances. Prison education is tasked with delivering qualifications and effecting recidivism. In assessing current arrangements for the delivery of prison education and reviews and evaluations of its impact on recidivism in England and Wales, this article argues that prison education should be an inclusive activity. Specifically, prison education should focus less on individual development and more on whole class ‘domains,’ in particular, knowledge of (re)integration. Research, policy, and practice on civic/citizenship education provide models in this regard.

‘There is nothing for me’: A qualitative analysis of the views towards prison education of adult male prisoners convicted of a sexual offence

“…The Ministry of Justice ( 2018) argues that a prison education system should be about putting prisoners on the path to employment when they are released, as opposed to a prison education system that produces qualifications that lack currency in the labour market. The employment market is constantly changing, with a growing demand for higher levels skills; as such, basic level qualifications, which make up a significantly majority of the current prison education offer, are insufficient to enable individuals to gain meaningful employment in today's job market (Flynn & Higdon, 2022). Therefore, to enable prisoners to access greater employment opportunities, education provision must deliver much needed qualifications that employers want.…”

Komparativna Analiza Obrazovnih Programa U Penalnim Ustanovama Sad-A, Švedske I Srbije

“…Postojalo je verovanje u isceliteljsku moć Biblije koja bi zatvorenicima omogućila prepoznavanje vlastitih grehova, traženje oproštaja i ostvarenje spasenja. Tokom tog perioda lokalni kapelan smatrao se vaspitačem osuđenih (Flynn & Higdon, 2022;Jovanić i Petrović, 2017;Tanjević, 2019). Obrazovanje se kao formalna delatnost u zatvorima javlja kasnije, u Engleskoj i Velsu kao deo Zakona o parlamentarnom zatvoru iz 1823. godine.…”

“…Obrazovanje se kao formalna delatnost u zatvorima javlja kasnije, u Engleskoj i Velsu kao deo Zakona o parlamentarnom zatvoru iz 1823. godine. Tada je uloga obrazovanja promenjena u odnosu na inicijalnu i odnosila se na smanjenje ponavljanja krivičnih dela (Flynn & Higdon, 2022). Do sredine četrdesetih godina devetnaestog veka oblast korektivnog obrazovanja imala je sve obimniji plan i program, što je uključivalo nastavne predmete poput geografije, astronomije, psihologije i fizičkog vaspitanja (Tanjević, 2019).…”

“…Može se zaključiti da bi, hronološki posmatrano, primena obrazovanja u zatvorima izgledala ovako: osamnaesti vek obeležen je religioznim motivom, devetnaesti vek teškim radom, dvadeseti vek individualnim tretmanom i kaznenim blagostanjem i dvadeset prvi vek strategijom rizika i terapijskom rehabilitacijom (Flynn & Higdon, 2022). Istorijski posmatrano, primetan je humaniji odnos prema zatvorenicima i uvođenje primene obrazovanja kao sastavnog dela rehabilitacionog tretmana zatvorenika.…”

The Future Of Rehabilitation: AI And The Transformation Of Education In Prisons

“…Research by Behan (2014) emphasizes the transformative potential of education in prisons, noting that the right educational environment can encourage critical reflection and inspire inmates to move away from criminal activity (Behan, 2014). However, as Flynn and Higdon (2022) critique, while prison education has long been tasked with delivering qualifications and affecting recidivism rates, the current delivery mechanisms often fall short of these transformative goals, emphasizing the need for a reevaluation of how these educational services are implemented (Flynn & Higdon, 2022). Education in prisons serves not only to impart basic and vocational skills but also plays a crucial role in the psychological and social rehabilitation of inmates.…”