The European perspective –

Trends and priorities in adult learning and their relevance for

prison education

Alan SmithFormerly Grundtvig Coordinator and

Head of Adult Learning Unit a.i., European Commission

Presentation given at the 15th Conference of the European Prison Education Association (EPEA), Antwerp/Belgium, 1

October 2015

OverviewOverview

Recent and current trends in adult Recent and current trends in adult learning in Europelearning in Europe

Emergent priorities in adult learningEmergent priorities in adult learning

Messages for prison education against Messages for prison education against the background of adult learningthe background of adult learning

Resulting challenges – also for the Resulting challenges – also for the EPEAEPEA

The overall pictureThe overall picture

Adult learning & Prison Adult learning & Prison educationeducation

Basic common factors as starting point for Basic common factors as starting point for reflectionreflection

Concern with socially marginalised learnersConcern with socially marginalised learners Neglected sector relative to the mainstreamNeglected sector relative to the mainstream Under-valued by public and politiciansUnder-valued by public and politicians Consequently under-funded Rhetoric and reality: Dichotomy of government discourse Wide variety in quality and breadth of provision Lack of evidence-base (data, research results) Widespread inferiority complex of those involved Yet of enormous value to society,… …with fine examples of innovation and good practice as

basis …and with a commitment second to none

What is adult learningWhat is adult learning??

Adult learning covers: Adult learning covers: – Formal / non-formal / informal learning activities Formal / non-formal / informal learning activities – General / vocationalGeneral / vocational– undertaken after leaving initial education and undertaken after leaving initial education and

trainingtraining Concept varies somewhat from country to countryConcept varies somewhat from country to country Fragmented sector: less coherence than schools or Fragmented sector: less coherence than schools or

HEHE

The adult learning sector – The adult learning sector – structural “challenges”structural “challenges”

Heterogeneous target groupHeterogeneous target group Wide spectrum of providers Variety of staff profiles and levels of professionalisation Flexible learning settings Multiple sub-systems and governance levels

– formal/non-formal– funding private/public– work-related/liberal

Wide range of policy goals (economic, social, personal) In many countries deficient fundingIn many countries deficient funding Variable quality of provisionVariable quality of provision Varying supply and access opportunities for learnersVarying supply and access opportunities for learners Incoherent and insufficient data

Adult learning –Adult learning –target group “challenges”target group “challenges”

Substantial deficiencies in knowledge and skills Substantial deficiencies in knowledge and skills (PIAAC)(PIAAC)

– 1/4 EU adults lack literacy and numeracy skills– 1/5 EU adults lack ICT and problem-solving skills– Vicious circle: people with high level of literacy 2.5 times

more likely to participate in learning

Varying levels of participation in adult learning Varying levels of participation in adult learning (LFS 2013)

– Highest: Denmark (31.4%), Sweden (28.1%), Finland (24.9%)

– Lowest: Croatia (2.9%), Romania (2.0%), Bulgaria (1.7%)

The “low-skills trap”: The “low-skills trap”: Consequences Consequences

For the individuals:For the individuals:– Less chance of employment, less interesting jobs, lower pay– Less adaptability– Less participation in LLL– Higher risk of social exclusion, lower civic participation– Poorer health– Higher crime rates

For society:For society:– Less social cohesion

– More social ineqaulity

– Lower economic growth and competitiveness

– Poorer democratic life

– Greater regional disparities in social and economic terms

Trends in adult learningTrends in adult learning

Viewed from two perspectives:Viewed from two perspectives: European Commission / national authoritiesEuropean Commission / national authorities European Association for the Education of Adults (EAEA)European Association for the Education of Adults (EAEA)

Structure, System, Policy (EU: Structure, System, Policy (EU: "Governance")"Governance")

Content: Key themesContent: Key themes Priority target groupsPriority target groups Delivery methodsDelivery methods European funding and cooperationEuropean funding and cooperation

Trends in adult learningTrends in adult learning::1. Structure, Systems, Policy1. Structure, Systems, Policy

New legislation, strategies, action plans etc.New legislation, strategies, action plans etc.– European level: European level: European AgendaEuropean Agenda (integrated into "ET (integrated into "ET

2020" Strategic Framework)2020" Strategic Framework)– National level legislation, strategies, action plansNational level legislation, strategies, action plans

Concern regarding 'liberal' or non-vocational sectorConcern regarding 'liberal' or non-vocational sector

Emphasis on forging partnershipsEmphasis on forging partnerships– general and vocational adult learninggeneral and vocational adult learning– adult learning – other education and training actorsadult learning – other education and training actors– adult learning – other areas of social policy / private sectoradult learning – other areas of social policy / private sector

Quality assurance, accreditationQuality assurance, accreditation Strengthening the evidence-base for policy makingStrengthening the evidence-base for policy making

Trends in adult learningTrends in adult learning::2. Key themes2. Key themes

Strong emphasis on basic skills (literacy, numeracy, Strong emphasis on basic skills (literacy, numeracy, digital skills)digital skills)

or more broadly: “key competences”or more broadly: “key competences” Second chance learning, especially in context of Second chance learning, especially in context of

fighting youth employmentfighting youth employment Up-skilling, Vocational training, Workplace-based Up-skilling, Vocational training, Workplace-based

learninglearning Host country language courses and inter-cultural Host country language courses and inter-cultural

trainingtraining

Trends in adult learningTrends in adult learning::3. Priority target groups3. Priority target groups

People with low skills and People with low skills and qualification levelsqualification levels

Migrants and refugees (strongly Migrants and refugees (strongly increasing focus)increasing focus)

Somewhat increasing attention to Somewhat increasing attention to seniors and inter-generational seniors and inter-generational learning (effect of demographic learning (effect of demographic change)change)

Trends in adult learningTrends in adult learning::4. Delivery4. Delivery

IT, learning platformsIT, learning platforms Professionalisation of adult education staffProfessionalisation of adult education staff Placing the learner at the centrePlacing the learner at the centre

– Individualising learning pathwaysIndividualising learning pathways– Outreach strategies in place of "take it or leave it"Outreach strategies in place of "take it or leave it"– Validation of non- and informally acquired knowledge Validation of non- and informally acquired knowledge

and competencesand competences– Development of European and national qualification Development of European and national qualification

frameworksframeworks– Counselling and guidanceCounselling and guidance

Trends in adult learningTrends in adult learning::5. European funding5. European funding

Structural funds:Structural funds:– Continuing importance of ESFContinuing importance of ESF– Growing importance of European Asylum and Migration FundGrowing importance of European Asylum and Migration Fund

Transition from LLP to Erasmus+:Transition from LLP to Erasmus+:– Continuing low percentage of funding for general adult Continuing low percentage of funding for general adult

learninglearning– Decentralisation to National AgenciesDecentralisation to National Agencies– Sharp reduction in number of (small-scale) projects supportedSharp reduction in number of (small-scale) projects supported– New arrangements for staff mobilityNew arrangements for staff mobility

Relevance of other European programmesRelevance of other European programmes Cooperation forms without EU support emergingCooperation forms without EU support emerging

Priorities for adult learningPriorities for adult learning

Viewed from two perspectives:Viewed from two perspectives: European Commission / national authoritiesEuropean Commission / national authorities European Association for the Education of Adults (EAEA)European Association for the Education of Adults (EAEA)

EU policy statements and documentsEU policy statements and documents– ““ET2020” processET2020” process– European Agenda for Adult LearningEuropean Agenda for Adult Learning

EAEA survey of members 2014, 2015EAEA survey of members 2014, 2015 Informal declaration of Education Informal declaration of Education

Ministers March 2015Ministers March 2015

Informal declaration of Informal declaration of Education Ministers 2015Education Ministers 2015

EU policy documents and EU policy documents and activities relevant for adult activities relevant for adult

learninglearning Strategic framework for European cooperation in education and training (“ET2020”)

European Agenda for Adult LearningEuropean Agenda for Adult Learning EU Working Group on adult learning (overall coherence, policy EU Working Group on adult learning (overall coherence, policy

effectiveness, open resources / ICT)effectiveness, open resources / ICT) Indicator on adults’ participation in learning (15% by 2020)Indicator on adults’ participation in learning (15% by 2020) Specific reports, conferences, seminars (e.g. Prison Education Specific reports, conferences, seminars (e.g. Prison Education

2010), working groups (financing, quality)2010), working groups (financing, quality) Cooperation with relevant networksCooperation with relevant networks Important previous statements and documentsImportant previous statements and documents

– Memorandum on Lifelong Learning (2000)Memorandum on Lifelong Learning (2000)– Communication “It’s Never too Late to Learn” (2006)Communication “It’s Never too Late to Learn” (2006)– Key competences for lifelong learning (EQF) (2006)Key competences for lifelong learning (EQF) (2006)– Action Plan “It’s always a good time to learn” (2007)Action Plan “It’s always a good time to learn” (2007)– European Qualifications Framework (2008)European Qualifications Framework (2008)– Continuing VET: Copenhagen Declaration (2002), Bruges Communiqué (2010)Continuing VET: Copenhagen Declaration (2002), Bruges Communiqué (2010)

European Agenda for Adult European Agenda for Adult LearningLearning

Key EU policy document on adult learning (2011)Key EU policy document on adult learning (2011)

Annex containing specific priorities for 2012-2014Annex containing specific priorities for 2012-2014

New priorities proposed by Commission 2015-2020New priorities proposed by Commission 2015-2020

Important intrinsically + policy steer for Erasmus+ Important intrinsically + policy steer for Erasmus+ prioritiespriorities

Events in 36 countries via national coordinatorsEvents in 36 countries via national coordinators– Debate and exchange with stakeholders (national, regional, Debate and exchange with stakeholders (national, regional,

local) local) – Steering groups or National Bodies for decision-makersSteering groups or National Bodies for decision-makers– Working groups, regional and local networksWorking groups, regional and local networks– Websites and information materialsWebsites and information materials

* * Council Resolution 2011/C 372/01 adopted on 20/12/2011 (OJ 20/12/2011, p.372)Council Resolution 2011/C 372/01 adopted on 20/12/2011 (OJ 20/12/2011, p.372)

European Agenda for Adult European Agenda for Adult LearningLearning

Emphasis of Member State activities so far:Emphasis of Member State activities so far:

– Validation non‑formal, informal learning (20 countries)Validation non‑formal, informal learning (20 countries)

– Adults’ skills (basic or low) (20) Adults’ skills (basic or low) (20)

– Funding (13) Funding (13)

– Participation / outreach (10) Participation / outreach (10)

– Specific sub-groups (12)Specific sub-groups (12)

– Follow-up of PIAAC (level of adult skills)(6)Follow-up of PIAAC (level of adult skills)(6)

– Learning outcomes approach (4)Learning outcomes approach (4)

– Guidance procedures (4)Guidance procedures (4)

– Training of adult educators (3)Training of adult educators (3)

All highly relevant for prison education – but is it All highly relevant for prison education – but is it plugged in…..?plugged in…..?

European Agenda for Adult European Agenda for Adult LearningLearning: : Priorities 2012 - presentPriorities 2012 - present

Making Making lifelong learninglifelong learning and mobility a reality and mobility a reality Improving Improving quality and efficiencyquality and efficiency of adult of adult

learninglearning Promoting Promoting equity, social cohesion and active equity, social cohesion and active

citizenshipcitizenship through adult learning through adult learning Enhancing the Enhancing the creativity and innovationcreativity and innovation of of

adults and their learning environmentsadults and their learning environments Improving the Improving the knowledge baseknowledge base on adult learning on adult learning

and monitoring the adult-learning sectorand monitoring the adult-learning sector

>>> All are relevant for prison education! <<<>>> All are relevant for prison education! <<<

More specifically…More specifically…

As part of Priority 3 (equity, social cohesion, As part of Priority 3 (equity, social cohesion, active citizenship): Member States to focus on active citizenship): Member States to focus on « Addressing the learning needs of people […] in « Addressing the learning needs of people […] in specific situations of exclusion from learning, specific situations of exclusion from learning, such as those in […] prisons, and providing them such as those in […] prisons, and providing them with adequate guidance support. »with adequate guidance support. »

>>> First explicit EU reference to >>> First explicit EU reference to prison education as a priority for prison education as a priority for adult learning!adult learning!

……many other priorities many other priorities relevant for prison relevant for prison

educationeducation Providing second chance route to learning and life opportunitiesProviding second chance route to learning and life opportunities Improving adult literacy and numeracyImproving adult literacy and numeracy AAcquiring basic skills and forms of literacy needed for active cquiring basic skills and forms of literacy needed for active

participation in modern society (econ. & financial literacy, civic, participation in modern society (econ. & financial literacy, civic, cultural and political awareness, learning for healthy living etc.)cultural and political awareness, learning for healthy living etc.)

Increasing the supply of learning opportunitiesIncreasing the supply of learning opportunities Promoting individuals’ engagement with learningPromoting individuals’ engagement with learning Enhancing creativity and innovative capacity of citizensEnhancing creativity and innovative capacity of citizens Making better use of ICT in adult learning (widening access, distance Making better use of ICT in adult learning (widening access, distance

learning, e-Learning tools and platforms)learning, e-Learning tools and platforms) Improving data collection and analysis on adult learning Improving data collection and analysis on adult learning

(participation, providers, financing, outcomes and benefits of adult (participation, providers, financing, outcomes and benefits of adult learning for participants and society at large)learning for participants and society at large)

Monitoring the adult learning sectorMonitoring the adult learning sector

Updated EU education and Updated EU education and training priorities 2015-training priorities 2015-

2020*2020*

Learning for skills developmentLearning for skills development Learning for Learning for social cohesion, equality, non-discrimination and

civic competences Improved quality and relevance, through:

– More active use of innovative pedagogies and digital tools– Stronger support for teachers and trainers– Strengthened and simplified transparency and recognition tools (EQF etc.)– Boosting investment (since the crisis several Member States have cut their education

and training expenditure in real terms!)– Improved analytical evidence and progress monitoring– Stronger links between education, business and research, and involvement of social

partners and civil society

All of these are relevant for prison education!

* Draft “Joint Report” (of Commission and Council) relating to the ET2020 process: Commission Communication Commission Communication COM(2015)408 final of 26.8.2015: « New Priorities for European Cooperation in Education and Training »COM(2015)408 final of 26.8.2015: « New Priorities for European Cooperation in Education and Training »

European Agenda for Adult European Agenda for Adult LearningLearning Priorities 2015-2020 Priorities 2015-2020

(Annex 2 to the ET2020 “Joint Report”)(Annex 2 to the ET2020 “Joint Report”)

Annex 2 to the Draft ET2020 “Joint Report” Priorities much shorter and with no detail Thus absence of specific reference to prison

education does not mean it is no longer covered Four priorities for adult learning:

– Governance– Supply and take up– Flexibility and access– Quality

All four priorities are relevant for prison education

GovernanceGovernance– Ensure coherence of adult learning with Ensure coherence of adult learning with

other policy areasother policy areas– Improve coordination and effectivenessImprove coordination and effectiveness– Improve relevance to needs of society, Improve relevance to needs of society,

economy and the environmenteconomy and the environment– Increase investment Increase investment

Supply and take upSupply and take up– Increase supply of high quality Increase supply of high quality

provision, especially in literacy, provision, especially in literacy, numeracy, digital skillsnumeracy, digital skills

– Increase take-up through effective Increase take-up through effective outreach, guidance and motivation outreach, guidance and motivation strategies targeting groups most in strategies targeting groups most in need need

Flexibility and accessFlexibility and access– Widen access by increasing availability Widen access by increasing availability

of workplace-based learning and making of workplace-based learning and making effective use of ICTeffective use of ICT

– Procedures to identify and assess the Procedures to identify and assess the skills of low qualified adultsskills of low qualified adults

– Provide sufficient second-chance Provide sufficient second-chance opportunities for those below EQF level 3opportunities for those below EQF level 3

QualityQuality– Improve quality assurance, including Improve quality assurance, including

monitoring and impact assessmentmonitoring and impact assessment– Improve initial and continuing Improve initial and continuing

education of adult educatorseducation of adult educators– Collect necessary data on needs to Collect necessary data on needs to

target and design provision effectivelytarget and design provision effectively

Other important European Other important European Union developmentsUnion developments

EPALE (Electronic Platform for Adult learning in Europe)EPALE (Electronic Platform for Adult learning in Europe)– Launched 2014 (building on eTwinning, financed by Erasmus+)Launched 2014 (building on eTwinning, financed by Erasmus+)– Central Support Service (EACEA)Central Support Service (EACEA)– National support services in 30 countriesNational support services in 30 countries– National launch conferences throughout 2015National launch conferences throughout 2015– Building a European adult learning community (policy/practice)Building a European adult learning community (policy/practice)– European forum: exchanging news, experience, good practiceEuropean forum: exchanging news, experience, good practice– Open to participation from prison educationOpen to participation from prison education

Transition to Transition to Erasmus +Erasmus +

New European Social Fund 2014-2020New European Social Fund 2014-2020

European Social FundEuropean Social Fund2014-2020 2014-2020

Thematic objective on "Investing in education, Thematic objective on "Investing in education, training and vocational training for skills and lifelong training and vocational training for skills and lifelong learning" with priorities e.g.:learning" with priorities e.g.:

– Enhancing equal access to lifelong learning for all age Enhancing equal access to lifelong learning for all age groups in formal, non-formal and informal settingsgroups in formal, non-formal and informal settings

– Upgrading the knowledge, skills and competences of the Upgrading the knowledge, skills and competences of the workforceworkforce

– Promoting flexible learning pathways including through Promoting flexible learning pathways including through career guidance and validation of acquired competencescareer guidance and validation of acquired competences

>> Funding for prison education activities in many EU countries <<>> Funding for prison education activities in many EU countries <<

Prison education in Europe – current state of play & challengesEU-sponsored survey by GHK, published 2013 http://ec.europa.eu/education/library/study/2013/prison_en.pdf

Background: prison population in Europe Detailed sections on:

Responsibility, supervision and governance Budget and finance Provision and organisation of prison education The prisoner learners Teachers and trainers in prison education

National trends Conclusions and recommendations Good practice catalogue and case studies

Situation of prison education – Situation of prison education – ProvisionProvision

Legal right to education in prison Legal right to education in prison (international conventions, Co.of Europe (international conventions, Co.of Europe European Prison Rules and Recommendation)European Prison Rules and Recommendation)

Consensus that education has a rehabilitative role and contributes Consensus that education has a rehabilitative role and contributes significantly to successful re-entrysignificantly to successful re-entry

Yet Yet notnot all countries recognise obligation to provide all types and levels of all countries recognise obligation to provide all types and levels of education just as ‘outside’ for all prisoners:education just as ‘outside’ for all prisoners:

• Only half the countries offer general education in all prisonsOnly half the countries offer general education in all prisons• Only one third of the countries offer vocational training in all prisonsOnly one third of the countries offer vocational training in all prisons• Two-thirds of the countries offer non-formal learning in all prisonsTwo-thirds of the countries offer non-formal learning in all prisons• ““High degree of inequality of opportunity to access general and vocational education High degree of inequality of opportunity to access general and vocational education

& training programmes across and within countries& training programmes across and within countries”” Policy-makers tend to prioritise basic skills and VETPolicy-makers tend to prioritise basic skills and VET In prison education as in adult learning: In prison education as in adult learning: ““Rhetoric / realityRhetoric / reality…”…”

Situation of prison education – Situation of prison education – ParticipationParticipation

Participation low (though increasing in most countries):Participation low (though increasing in most countries): Full-time participation 0%-25% in most countriesFull-time participation 0%-25% in most countries Even part-time participation above 50% in only 4 countries Even part-time participation above 50% in only 4 countries

Highest: young people, long sentence, large prisonHighest: young people, long sentence, large prison Security Security llevel does not determine participation ratesevel does not determine participation rates Qualifications increasingly identical with Qualifications increasingly identical with ‘‘outsideoutside’’, less mention of , less mention of

prison as the place of learningprison as the place of learning But still great challenges to boosting participation, e.g.:But still great challenges to boosting participation, e.g.:

• Increased diversity in the prison populationIncreased diversity in the prison population• High proportion of prisoners with low education, literacy and numeracyHigh proportion of prisoners with low education, literacy and numeracy• Institutional and situational barriersInstitutional and situational barriers• Prisoners’ prior negative experience of educationPrisoners’ prior negative experience of education• Lack of incentives relative to other prison activitiesLack of incentives relative to other prison activities

Prison education Prison education –– Trends Trends Increase in the attention given to prison education (2011)Increase in the attention given to prison education (2011) But widespread concern about fundingBut widespread concern about funding Increasing emphasis on VET (+ links with providers outside)Increasing emphasis on VET (+ links with providers outside) Increasing attention to ICT issuesIncreasing attention to ICT issues Increasing attention to learning of languagesIncreasing attention to learning of languages Increasing experimentation with pre-release schemes to Increasing experimentation with pre-release schemes to

enable participation in education and training coursesenable participation in education and training courses Creation of new governance structures / bodiesCreation of new governance structures / bodies Crisis regarding European cooperation (projects, mobility)Crisis regarding European cooperation (projects, mobility)

>> Thus some strong parallels with adult learning>> Thus some strong parallels with adult learning

Prison education – NeedsPrison education – NeedsRecommendations from EU European Recommendations from EU European Conference on Prison Education 2010Conference on Prison Education 2010

Holistic approach: general education, VET, personal skills Holistic approach: general education, VET, personal skills development; creativity as well as knowledgedevelopment; creativity as well as knowledge

Optimise new technologies in education and trainingOptimise new technologies in education and training Multi-faceted and cross-agency cooperationMulti-faceted and cross-agency cooperation Better links between prison and outside worldBetter links between prison and outside world Improve the learning environment in prisonImprove the learning environment in prison Need for better training of prison educatorsNeed for better training of prison educators Need for more research on prison educationNeed for more research on prison education Improve funding to improve overall provisionImprove funding to improve overall provision Strengthen European cooperation to boost innovation and Strengthen European cooperation to boost innovation and

exchange of experience at all levelsexchange of experience at all levels

Prison education – NeedsPrison education – Needs System level and generalSystem level and general

In many countries: improve overall provisionIn many countries: improve overall provision This means above all: step up funding (repercussions of financial crisis, This means above all: step up funding (repercussions of financial crisis,

increasing competition for public funds)increasing competition for public funds) Stronger national coordination (only half the countries have a Stronger national coordination (only half the countries have a

recognised national coordinator)recognised national coordinator) Anchoring of prison education within overall education system, take on Anchoring of prison education within overall education system, take on

board messages board messages adult learning debate adult learning debate Improve initial and in-service training of education and prison staffImprove initial and in-service training of education and prison staff Improve evidence base through more and better analysisImprove evidence base through more and better analysis Boost sharing of experience and disseminating good practiceBoost sharing of experience and disseminating good practice To this end, need to re-discover European cooperation: sharp decline in To this end, need to re-discover European cooperation: sharp decline in

Partnerships and Mobility under Partnerships and Mobility under Erasmus+Erasmus+

Prison education – NeedsPrison education – Needs Improved learning offerImproved learning offer

Learning opportunities relevant to job market and that support Learning opportunities relevant to job market and that support reintegration into societyreintegration into society

Broad education offer, equivalent to outsideBroad education offer, equivalent to outside Flexible and innovative alternatives to traditional classroom, Flexible and innovative alternatives to traditional classroom,

overcome prior negative learning experience overcome prior negative learning experience Individual learning plans, modular and unit-based learningIndividual learning plans, modular and unit-based learning Flexible responses to address needs of specific categories (e.g. Flexible responses to address needs of specific categories (e.g.

juveniles, foreigners, remand prisoners, women)juveniles, foreigners, remand prisoners, women) VET: Relevance for local labour market, Balance between VET: Relevance for local labour market, Balance between

general and specific skills, Attention to self-employment general and specific skills, Attention to self-employment opportunities, Post-release supportopportunities, Post-release support

Exploit the potentialities of ICTExploit the potentialities of ICT

Prison education – NeedsPrison education – Needs Education in the prison environment Education in the prison environment

Improve incentives to participate in education (in overall Improve incentives to participate in education (in overall terms and relative to other prison activities)terms and relative to other prison activities)

Incorporate education better within overall prison regimeIncorporate education better within overall prison regime Take education needs more into account in prison designTake education needs more into account in prison design Raise awareness of prison staff regarding the importance of Raise awareness of prison staff regarding the importance of

encouraging prisoners to learnencouraging prisoners to learn

Prison education – NeedsPrison education – NeedsInteraction with the outside worldInteraction with the outside world

Combine education better with other aspects of rehabilitation Combine education better with other aspects of rehabilitation strategies (health issues, employment, family, housing...) strategies (health issues, employment, family, housing...)

Cooperation between prisons and local authorities, local Cooperation between prisons and local authorities, local education providers, local employers and guidance serviceseducation providers, local employers and guidance services

Contacts with key local peopleContacts with key local people More continuum, day-release and post-release programmesMore continuum, day-release and post-release programmes Awareness-raising among the public at largeAwareness-raising among the public at large Education staff in tune with outside developmentsEducation staff in tune with outside developments

Prison education – NeedsPrison education – NeedsRe-vitalising European cooperationRe-vitalising European cooperation

Erasmus+Erasmus+ Strengthening contacts with NAsStrengthening contacts with NAs Promoting new KA2 partnerships (in all ET sectors, not just adult learning, and Promoting new KA2 partnerships (in all ET sectors, not just adult learning, and

also in Youth and Sport)also in Youth and Sport) Developing strategic approach to KA1 MobilityDeveloping strategic approach to KA1 Mobility Operating grant for EPEA within Erasmus+…..?Operating grant for EPEA within Erasmus+…..?

Other European funding instrumentsOther European funding instruments National ESF operational programmesNational ESF operational programmes Watch for ESF transnational cooperation activitiesWatch for ESF transnational cooperation activities Justice, Creative Europe, Fund.Rights & Citizenship, Horizon 2020 etc.Justice, Creative Europe, Fund.Rights & Citizenship, Horizon 2020 etc.

Through other channelsThrough other channels Thematic working groups within EPEAThematic working groups within EPEA Through cooperation with other sectorsThrough cooperation with other sectors

ConclusionsConclusions

Adult learning and prison education: Adult learning and prison education: Common needs and challengesCommon needs and challenges

How to take it forward: 2 crazy ideas to How to take it forward: 2 crazy ideas to finish:finish:– European policy process on prison education European policy process on prison education

(“PAROLE”)(“PAROLE”)– EPEA Action Plan for Prison Education in EPEA Action Plan for Prison Education in

EuropeEurope

Key messages from adult learning

• Aims

• Delivery

• System

• European cooperation

Aims

• Boosting literacy and numeracy, developing the individual

• Enhancing employability Improving skills levels

• Living together in society (active citizenship, migration, inclusion)

Delivery

• Placing the learner at the centre• Professionalising staff• Harnessing the new technologies (skills,

delivery tool, motivator)

System

• Improving the evidence-base for policy and practice

• Developing and “selling” the policy framework• Pleading the cause: more and better funding• Thus need for more and better advocacy• Building alliances

– Between adult learning and other education sectors (schools, universities)

– With other areas of social policy, the private sector and civil society

European Cooperation

• As a key source of:– Innovation– Quality– Professional and personal networking

• Across all aspects of adult learning:– Delivery– Policy development– Systems

Adult learning & prison education Adult learning & prison education – 10 Common needs and – 10 Common needs and

challengeschallenges

1.1. Need to overcome the rhetoric-reality divide: better Need to overcome the rhetoric-reality divide: better funding (also through more effective advocacy)funding (also through more effective advocacy)

2.2. Need for (funds for) holistic approach, not just VETNeed for (funds for) holistic approach, not just VET

3.3. Need to cater for learners with low skills and qualif. Need to cater for learners with low skills and qualif. levelslevels

4.4. Need for developing individualised learning pathwaysNeed for developing individualised learning pathways– Individual learning plansIndividual learning plans– Counselling and guidanceCounselling and guidance– Validating non-/informally acquired competencesValidating non-/informally acquired competences

5.5. Need to exploit the potential of ICT (as subject, as Need to exploit the potential of ICT (as subject, as delivery tool, as motivator for learning)delivery tool, as motivator for learning)

6.6. Need to emphasize language-learning, intercultural Need to emphasize language-learning, intercultural learning, active citizenshiplearning, active citizenship

7.7. Need to improve staff development (teachers, prison Need to improve staff development (teachers, prison staff)staff)

8.8. Need for strengthened alliances (within/beyond Need for strengthened alliances (within/beyond education)education)

9.9. Need for « robust » policy framework at European and Need for « robust » policy framework at European and national level, underpinned by improved evidence-basenational level, underpinned by improved evidence-base

10.10. Need to re-vitalise European cooperation, especially Need to re-vitalise European cooperation, especially within within Erasmus+Erasmus+

5: ICT and prison education• Enormous importance in many ways:

– E-Learning platforms and distance education as a means of improving quality, extent and individuality of provision

– IT as a subject: digital literacy of prisoners vital to rehabilitation– IT as a motivating factor for prisoners to engage in learning

• Security issues solved to considerable extent• Currently very varying situation regarding internet access (need for

more confidence among prison system managers)• Exciting examples of good practice:

– D (learning platform cooperation adult education - prison), S, SF, B– European projects and networks (Grundtvig, LdV, EQUAL)– 2013-2015 Grundtvig Network Primedia just finishing

• Need for more intensive European exchange of experience and joint implementation of innovative systems

7: Prison education staff• Vital role of prison teacher (learning facilitator)• Debate around degree of specificity of training needed• Good induction training vital (current situation varies widely: 21

countries provide, but sometimes minimal)• Basic qualifications:

– Usually as outside for general education– Often more varying for VET and especially non-formal learning

• Teachers must remain in touch with developments outside, share experiences with colleagues in mainstream E&T

• Enhanced opportunities to share experiences with other prison educators

• In-service training opportunities often deficient• Need for more intensive European exchange of experience

ConclusionsConclusions

How to take it forward: 2 crazy ideas How to take it forward: 2 crazy ideas to finish:to finish:

– European policy process on prison European policy process on prison education (“PAROLE”)education (“PAROLE”)

– EPEA Action Plan for Prison Education in EPEA Action Plan for Prison Education in EuropeEurope

European policy framework for prison education “PAROLE”

“One is allowed to dream, right?….” A key message from adult learning: value of a European policy

platform, agreed with national governments…. Title: Programme of Action for the Rehabilitation of Offenders

through Learning and Employment ("PAROLE") Aim: Improving quality of provision and level of participation in

prison education across Europe Political / legal framework options:

EU (with EEA and candidate countries) Council of Europe Inter-governmental (example: Bologna Process in HE)

“PAROLE” – Instruments

Policy statement (“European Agenda for Prison Education”) Operational structures for exchanging experience Peer reviews (of national, regional, local developments) Research and evaluation focussing on key aspects Agreed indicators and benchmarks Joint operational goals, European IT platform Steering priorities of European funding programmes Regular reporting process on progress achieved

“PAROLE”Operational structures for exchange of experience

Experience from ESF-funded activities, European projects and mobility, national initiatives, examples outside Europe

European level structures: European steering group (national representatives, leading European NGOs,

international organisations such as Council of Europe and Unesco)

Conferences and seminars Thematic time-limited working groups Study visits Reports and documentation

National level structures: National coordinator National steering group of stakeholders Events, reports and documentation

“PAROLE”Joint operational goals

Example: Agreement to establish a European IT platform for supporting education and training in prison for inmates and for prison staff operational by 2020 building on experience from national and European

initiatives incl. ESF

“PAROLE” – InstrumentsAgreed indicators and benchmarks

in absolute terms and/or as a progress measurement ("improve by X%...")

examples of possible dimensions: proportion of prisons with fully developed education and training

provision (with a target of complete coverage by 2020) participation rates in education and training number of teaching staff given initial or specialised in-service

training related to teaching in prisons per year; expenditure on prison education and training relative to prison

spending in total (and/or relative to national educational spending) underpinned by systematic data gathering and reporting

Conclusions (3)Conclusions (3)An Agenda for EPEAAn Agenda for EPEA

Suggestion for anSuggestion for an EPEA Action Plan for EPEA Action Plan for Prison Education in EuropePrison Education in Europe

Closer engagement with adult learningCloser engagement with adult learning Shorter term / longer term measuresShorter term / longer term measures Policy / practical European cooperationPolicy / practical European cooperation European / national, regional, local levelsEuropean / national, regional, local levels Relations with the outside world / internal Relations with the outside world / internal

development of the associationdevelopment of the association 5 key actions5 key actions

EPEA Action Plan – EPEA Action Plan – Key ActionsKey Actions

Key Action 1: Policy development & dialogueKey Action 1: Policy development & dialogue Key Action 2: Broadening coverageKey Action 2: Broadening coverage Key Action 3: Improving communicationKey Action 3: Improving communication Key Action 4: Building alliancesKey Action 4: Building alliances Key Action 5: Promoting European cooperationKey Action 5: Promoting European cooperation

Key Action 1Key Action 1Policy Development and DialoguePolicy Development and Dialogue

European Agenda for Adult LearningEuropean Agenda for Adult Learning::• Active participation in (Europ. and national) activitiesActive participation in (Europ. and national) activities• Strong contacts with national coordinatorsStrong contacts with national coordinators

Strengthen advocacy methodsStrengthen advocacy methods Develop a Develop a European Agenda for Prison EducationEuropean Agenda for Prison Education Link with Europris to push for a Link with Europris to push for a European Agenda for European Agenda for

Detention and ReleaseDetention and Release European policy dialogue / process on prison European policy dialogue / process on prison

education (education (PAROLE PAROLE initiative)initiative)

Key Action 2Key Action 2 Broadening coverageBroadening coverage

GeographyGeography::• Strengthen membership and activities Strengthen membership and activities

across Europeacross Europe

ContentContent::• Cover all aspects of learning in the context of Cover all aspects of learning in the context of

prison and its contribution to successful release prison and its contribution to successful release (education, VET, personal development)(education, VET, personal development)

Key Action 3Key Action 3Improving CommunicationImproving Communication

Full involvement in the Electronic Platform Full involvement in the Electronic Platform for Adult Learning in Europe (EPALE)for Adult Learning in Europe (EPALE)

Boosting visibility of EPEA (internal and external)Boosting visibility of EPEA (internal and external) Thematic working groups (continuity of effort)Thematic working groups (continuity of effort) Improved web and internet presenceImproved web and internet presence

Key Action 4Key Action 4 Building alliancesBuilding alliances

Strengthen European alliances:Strengthen European alliances:• with adult education: EAEA etc.with adult education: EAEA etc.• with prison and justice: Europris etc.with prison and justice: Europris etc.• with EU (being a Co.of Europe INGO is good but with EU (being a Co.of Europe INGO is good but

not enough): education, training, youth, culture, not enough): education, training, youth, culture, employment and social affairs, justice & employment and social affairs, justice & fundamental rights...fundamental rights...

• with other relevant organisations (civil society with other relevant organisations (civil society platform...)platform...)

Strengthen national alliances (through Strengthen national alliances (through strengthened EPEA national chapters):strengthened EPEA national chapters):

• with prison authorities (example: EPEA - Rumania)with prison authorities (example: EPEA - Rumania)• with adult education authorities: ensure prison with adult education authorities: ensure prison

education is taken on board within the emergent education is taken on board within the emergent national action plans for adult learningnational action plans for adult learning

• with civil society organisations in adult learningwith civil society organisations in adult learning• among organisations delivering ESF-supported among organisations delivering ESF-supported

prison education activities (EPEA national prison education activities (EPEA national branches as catalysts)branches as catalysts)

Forge thematic alliancesForge thematic alliances::• at European and national level (Basic skills, Arts at European and national level (Basic skills, Arts

and Creativity, Active Citizenship, Sports…)and Creativity, Active Citizenship, Sports…)• also as a pathway to increased European also as a pathway to increased European

cooperationcooperation

Key Action 5Key Action 5European CooperationEuropean Cooperation

Active promotion of European cooperation Active promotion of European cooperation as a source of innovation and qualityas a source of innovation and quality

Through Through Erasmus+Erasmus+• Strengthening contacts with Erasmus+ NAs• Operating grant for EPEAOperating grant for EPEA within Erasmus+ within Erasmus+

(civil society organisations)(civil society organisations)• Developing strategic approach to KA1 Developing strategic approach to KA1

MobilityMobility across all countries across all countries• Promoting new KA2 partnerships (in all E&T Promoting new KA2 partnerships (in all E&T

sectors, not just adult learning, and also in Youth sectors, not just adult learning, and also in Youth and Sport)and Sport)

Through other European programmes Through other European programmes and funding instruments:and funding instruments:

• European Social Fund:European Social Fund: National ESF operational programmesNational ESF operational programmes EPEA Networking of experience from ESF-EPEA Networking of experience from ESF-

supported initiativessupported initiatives Watch for ESF transnational cooperation activitiesWatch for ESF transnational cooperation activities

• Justice, Creative Europe, Fundamental Rights & Justice, Creative Europe, Fundamental Rights & Citizenship, Horizon 2020 etc.Citizenship, Horizon 2020 etc.

Through other channelsThrough other channels• Thematic working groups within EPEAThematic working groups within EPEA• Launch of a European Network on Prison Launch of a European Network on Prison

Education (Example: EBSN)Education (Example: EBSN)

EPEA advisory service on European EPEA advisory service on European cooperationcooperation

European cooperation in prison education: European cooperation in prison education: unlocking innovation, changing livesunlocking innovation, changing lives

Icon painting by Presented by the artistSava Kostadinov to the European Commission(Bulgaria) on the occasion of the

European Conference onPrison Education «Pathways to Inclusion»Budapest, February 2010

Thank you for your attention! alansmith@unitybox.de

The views expressed in this presentation are those of the presenter and do not necessarily reflect the official position of the European Commission