Alan Smith: ”Prison education benefits society”

In his Speakers’ Corner column, Alan Smith calls for prison education to be acknowledged as an integral part of adult learning. His arguments range from human rights aspects and personal skills development to the broader benefits for society as a whole. The column series is produced in cooperation with the European Association for the Education of Adults.

Adult education is an extremely broad field – in terms of its thematic focus, its institutional base, its resourcing and governance, its methodologies, its user groups and their learning motivations. One aspect of the field which is often neglected, or seen as somehow a separate entity, is education in the context of prisons.

That is unfortunate for both parties. Hence, my appeal: prison education (better: the provision of learning opportunities for prisoners) should be seen as an integral part of adult learning generally. There are several aspects to this.

Firstly, the human rights aspect. Education is a basic right, and as such enshrined in international conventions and the EU Charter of Fundamental Rights. This right continues even when someone is in prison.

Second, prison education is a prime example of what adult learning at its best can give to society. It reaches out to marginalised individuals with often negative experience from formal schooling, providing them with a second chance route to learning, qualifications and in particular enhanced self-esteem. That is especially important given that prisoners on average have lower educational attainment levels than the community at large.

Education provides a second chance route to learning and enhanced self-esteem.

Prison education also helps improve basic skills in the extended sense of acquiring all forms of literacy needed for active participation in modern society: not just reading and writing but also numeracy, digital literacy, financial and consumer literacy, health literacy, civic awareness and commitment and so on.

Moreover, prison education contributes strongly to attaining other social goals such as combatting radicalisation, tackling substance abuse and above all reducing re-offending, the price of which in human, social and economic terms is astronomical.

THIRD, PRISON EDUCATION is an area where many of the key features of modern adult learning strategies can be put to best effect. It offers an arena for development of innovative approaches to non-formal learning, places the learner at the centre instead of regarding adult education as a “take it or leave it” offer, and finds creative and effective means of recognising non-formally acquired knowledge, skills and competences. Finally, effective prison education works in tandem with the guidance and counselling services needed to make the learner-oriented strategies a real success.

All these aspects are crucial not just for prison education, but also for adult learning as a whole.

SO WHAT ARE THE MAIN characteristics of high-quality prison education as a valuable component of adult learning? Here are ten for starters:

1. Prison education should espouse a holistic approach embracing basic and general education, social and personal skills, artistic and cultural creativity as well as practical and vocational training and sport.
2. As prisoners are a heterogeneous group, a learner-centered approach is required, with flexible provision, a focus on learning outcomes, acknowledgment and validation of prior non-formal and informal learning, and effective guidance and counselling.
3. Teaching staff should receive the initial and further training required to equip them for meeting the specific challenges – social, psychological and pedagogical – of working in this field.
4. Vocational training in prison should be relevant to modern employment needs and strike a balance between generic skills and adaptation to local labour market requirements.
5. Raising societal awareness of the importance of successful reintegration of prisoners is a vital aspect of education in the context of prisons.
6. Fostering competences in new digital technologies and a responsible attitude towards using them are essential for successful prisoner reintegration. Digital technologies also offer exciting new ways of broadening and individualising learning opportunities in prison.
7. Special measures are necessary to cater for the learning needs of foreign prisoners.
8. A positive environment for learning is vital: favourable spatial conditions, modern learning resources, positive attitude of prison management and staff.
9. Research on prison education should be greatly expanded, to address more aspects and cover more countries.
10. Transnational sharing of innovation and experience should be intensified in practice, policy and research. Funding programmes should take the particular requirements of prison education fully into account.

ALL IN ALL, prison education should be recognised as an integral component of education systems and available to all prisoners. Its economic as well as social benefits should be fully acknowledged, and investment in it should therefore be increased.

The contribution is based on an interview for EPEA Newsletter, an article published on the EPALE platform and conference presentations by the author.