Written answers

Tuesday, 4 October 2011

Department of Justice, Equality and Defence

Prison Education Service

8:00 pm

Photo of Aodhán Ó RíordáinAodhán Ó Ríordáin (Dublin North Central, Labour)
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Question 481: To ask the Minister for Justice and Equality the educational programmes currently in operation within the penal system; the number of participants in these programmes; the new programmes being introduced to further the cause of education in the system; the reforms he plans on introducing to ensure that education provision is expanded throughout the penal system taking into account the high levels of illiteracy throughout the prison population; and if he will make a statement on the matter. [27468/11]

Photo of Alan ShatterAlan Shatter (Dublin South, Fine Gael)
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The Prison Education Service is delivered in partnership with the Department of Education and Skills which provides an allocation of 220 whole-time teacher equivalents through the Vocational Education Committees (VECs). Other agencies also contribute including the Open University and the Arts Council. The aim is to deliver a broad high quality flexible programme of education that helps prisoners cope with their sentence, achieve personal development, prepare for life after release, and establish an appetite and capacity for life-long learning. Programmes are adapted to take account of the diversity of the prisoner population and the complex nature of prison life including segregation requirements and high levels of prisoner turnover.

For example, educational courses and curricula which are based on individuals participating in one or more subject areas for an academic year and then sitting examinations are only appropriate for a small number of prisoners. The Junior and Leaving Certificate courses are available but increasing numbers of prisoners require a more flexible curriculum which has multiple entry and exit points that take account of prior educational attainment. FETAC accreditation is therefore widely used with assessment by portfolio compilation. All Prison Education Centres meet the quality assurance standards demanded by FETAC.

Courses and programmes can be broadly categorised as follows :-

Basic Education, including literacy, numeracy, English as a second language and communications;

Creative Arts, notably music, sound recording and production, drama, art, craft, stone work, creative writing, film production and photography;

Technology, including woodwork, woodcarving, computer-aided design, information technology and horticulture;

General Subjects, incorporating history, languages, geography, home economics and English literature;

Life Skills: personal development, interpersonal skills, anger management, parenting, child care, addiction studies, driver theory, food hygiene etc; and

Healthy Living, notably physical education, sports, fitness and recreational activities, health education, diet and nutrition.

Considerable attention is paid to co-ordinating courses with the Work and Training programme and every effort is made to engage prisoners in educational activities. Each participating prisoner is assessed to identify particular educational strengths and areas where supports may be required and an individual educational plan is agreed. During 2010, approximately 35% of the prison population attended classes. The rates of participation in each prison is presented in the table below:

Rates of Participation in Education in 2010

Institution%
Arbour Hill55
Castlerea26
Cloverhill18
Cork45
Dóchas50
Limerick41
Loughan House69
Midlands41
Mountjoy14
Portlaoise53
Shelton Abbey62
St Patrick's Institution40
Training Unit36
Wheatfield25
Average all prisons35

The Inspector of Prisons recommended in his 2010 Annual Report that an independent audit be commissioned by the Irish Prison Service examining the type of education being provided, the relevance of such education, the numbers being educated and the value for money being provided. This audit is currently under way and focuses, among other things, on the capacity, range, level and type of education provision (including adult basic education), on participation levels, and on ways in which demand for education can be further developed and met. When the review is completed, the findings will be assessed in conjunction with the Department of Education and Skills and the relevant VECs.

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