Skip to main content
SpringerLink
Log in
Book cover

Access to Education in Europe pp 205–226Cite as

Prison Education: Indicators at Micro-Meso Levels

  • Chapter
  • First Online:

  • 1085 Accesses

Part of the book series: Lifelong Learning Book Series ((LLLB,volume 21))

Abstract

A number of issues raised in the national reports are basically matters of good educational practice, such as individual educational plans (IEPs) for prisoners, holistic initial assessment, professional development of prison teachers and availability of relevant resource materials for prison education, as well as recognition of respect for prisoners as learners through a principle of normality in prisons. It is important that any system of initial assessment and IEPs be carried out in a climate of dialogue, invitation and explanation rather than one of social control which would be counterproductive for those with low levels of basic education. There is little evidence of professional development and support for teachers working in prisons across the national reports.

A pervasive theme in national reports is prison overcrowding as a barrier to education. An innovative approach to educational delivery is highlighted for more than one prison in the English national report. This approach is of using the prison wings themselves as sites for education and not simply to have a separate education section. This may not only help in relation to working within limitations of space in prison but may also have a range of positive knock-on consequences regarding the pervasiveness of education in the prison institutional culture. It is important to emphasise that wing-based delivery is not replacing a separate educational site in prison but is complementary to it.

Difficulties highlighted for prison education include attitudinal barriers of staff and the media and prison doors being locked so that prisoners could not access education classes at particular times. The practical problem of finding teaching staff is an issue in some countries; this is related largely to salary rates for teaching in prison. Concern must be taken to avoid the questionable policy disincentive to learning involving a loss of income for prisoners who choose to use their time for education rather than work in prison. Renewal of strategic commitment to the importance of prison education, at Commission, national and local prison institutional levels would involve serious addressing of these practical barriers to prisoners’ rights to access education.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Balogh, A., Józan, A., Szöllősi, A., & Róbert, P. (2010). The institutional aspects of adult education in Hungary. Budapest: TARKI Social Research Centre. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Boyadjieva, P., Milenkova, V., Gornev, G., Petkova, K., & Nenkova, D. (2010). The role of Bulgarian educational institutions for the promotion of access of adults to formal education. Sofia: Institute of Sociology. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Carrigan, J., & Downes, P. (with Byrne, I.). (2009). Is there more than what’s the score? Exploring needs and skills checking for literacy as part of a holistic initial assessment process in a lifelong learning society. Dublin: Educational Disadvantage Centre, St. Patrick’s College.

    Google Scholar 

  • Council of Europe. (2006). European prison rules. Strasbourg: Council of Europe.

    Google Scholar 

  • Dooley, C., Downes, P., Maunsell, C., & McLoughlin, V. (2010). Promoting social inclusion: The access of adults to formal and non-formal education in Ireland. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Downes, P. (2003). Living with heroin: HIV, identity and social exclusion among the Russian-speaking minorities in Estonia and Latvia. English version. Tallinn: Legal Information Centre for Human Rights.

    Google Scholar 

  • Ecclestone, K. (2005). Understanding assessment and qualifications in post-compulsory education and training (2nd ed.). Leicester: National Institute for Adult Continuing Education (NIACE).

    Google Scholar 

  • Eikeland, O.-J., Manger, T., & Asbjørnsen, A. (Eds.). (2009). Education in Nordic Prisons. Prisoners’ educational background, preferences and motivation. Copenhagen: Nordic Council of Ministers.

    Google Scholar 

  • Engel, L., Holford, J., & Mleczko, A. (2010). The access of adults to formal and non-formal adult education. Nottingham: University of Nottingham. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Freire, P. (1972). Pedagogy of the oppressed. London: Penguin.

    Google Scholar 

  • Hawley, J. (2010). Pathways to inclusion—Strengthening European cooperation in prison education and training. Prison education—Context, trends and policy issues: Background paper (Conference Paper 1). Brussels: Education and Culture DG.

    Google Scholar 

  • Ivers, J. (2008). Fear of success among North Inner City youth. MA thesis, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Ivers, J., McLoughlin, V., & Downes, P. (2010). Current steps and future horizons for CASPr: Review of CASPr North-East Inner City After Schools Project. Dublin: CASPr.

    Google Scholar 

  • Kohn, M. (1969). Class and conformity: A study in values. Homewood: Dorsey Press.

    Google Scholar 

  • Kozlovskiy, V., Khokhlova, A., & Veits, M. (2010). The role of Russian educational institutions in the promotion of access for adults to formal education. St Petersburg: Department of Sociology, Saint Petersburg State University. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Lindemann, E. (1926/1989). The meaning of education. Oklahoma: Norman.

    Google Scholar 

  • Maunsell, C., Downes, P., & McLoughlin, V. (2008). National report on lifelong learning in Ireland. LLL2010: Sub-project 1: Towards a lifelong learning society in Europe—The contribution of the education system. Dublin: Educational Disadvantage Centre, St. Patrick’s College.

    Google Scholar 

  • Murphy, Á. (2007). Peer mediation: The power and importance of children’s voices. In A. L. Gilligan & P. Downes (Eds.), Beyond educational disadvantage (pp. 451–460). Dublin: Institute of Public Administration.

    Google Scholar 

  • Oates, G. (2007). Literacy student/prisoners’ perspective of a Freirean model of adult education within the Irish prison system. Unpublished thesis, Educational Disadvantage Centre, St Patrick’s College, Dublin.

    Google Scholar 

  • O’Reilly, M., Inspector of Prisons. (2009). Standards for the inspection of prisons in Ireland. Tipperary: Inspector of Prisons.

    Google Scholar 

  • Scottish Government. (2009). Progress in adult literacy and numeracy in Scotland, 2008–2009. Edinburgh: Scottish Government.

    Google Scholar 

  • Seymour, M., & Costello, L. (2005). A study of the number, profile and progression routes of homeless persons before the court and in custody. Dublin: Research report commissioned by the Department of Justice, Equality and Law Reform.

    Google Scholar 

  • Stensen, O.-A., & Ure, O.-B. (2010). The access of adults to formal and non-formal education in Norway. Oslo: Fafo—Institute for Labour and Social Research. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Sticht, T. (1999). Testing and accountability in adult literacy education. Focus on workplace literacy resources for program design, assessment, testing & evaluation. El Cajon: Applied Behavioral & Cognitive Sciences.

    Google Scholar 

  • Talbot, J. (2008). Prisoners’ voices: Experiences of the criminal justice system by prisoners with learning disabilities and difficulties. London: Prison Reform Trust.

    Google Scholar 

  • Taljunaite, M., Labanauskas, L., Terepaite-Butviliene, J., & Blazeviviene, L. (2010). The access of adults to formal and non-formal adult education. Vilnius: Lithuanian Social Research Centre, Social Research Institute. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Tamm, A., & Saar, E. (2010). LLL2010 Subproject 5 Estonia country report. Tallinn: Institute of International and Social Studies/Department of Social Stratification.

    Google Scholar 

  • Vermeersch, L., & Vandenbrouke, A. (2010). The access of adults to formal and non-formal education in Belgium’s Flemish Community Leuven: Katholieke Universiteit. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

  • Waters, L. (2007). Community education: A view from the margins. In A. L. Gilligan & P. Downes (Eds.), Beyond educational disadvantage (pp. 158–170). Dublin: Institute of Public Administration.

    Google Scholar 

  • Weedon, E., Riddell, S., Purves, R., & Ahlgren, L. (2010). Social inclusion and adult participation in lifelong learning: Officials’, managers’ and teachers’ perspectives. Edinburgh: University of Scotland. National report for comparative report of Subproject 5 of LLL2010, Educational Disadvantage Centre, St. Patrick’s College, Dublin.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Disadvantage Centre St. Patrick’s College, Dublin City University, Dublin, Ireland

    Paul Downes

Authors
  1. Paul Downes
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Downes, P. (2014). Prison Education: Indicators at Micro-Meso Levels. In: Access to Education in Europe. Lifelong Learning Book Series, vol 21. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8795-6_11

Download citation

Publish with us

Policies and ethics

Search

Navigation