Review of European Prison Education Policy and Council of Europe Recommendation (89) 12 on Education in Prison
For the past three decades, the Council of Europe (COE) Recommendations on Prison Education (1989) have provided the principal point of reference and generally accepted standards for custodial education services.
The COEs Convention for the Protection of Human Rights and Fundamental Freedoms (1950) stated that “no person shall be denied the right to education”, while the Basic Principles for the Treatment of Prisoners proclaimed that “All prisoners shall have the right to take part in cultural activities and education aimed at the full development of the human personality” (United nations, 1990, Resolution 45/111: No 6).
These rights were reiterated by The European Prison Rules in promoting “access to educational programmes which are as comprehensive as possible and which meet their individual needs while taking into account their aspirations” (COE, 2006, 28.1). Furthermore, the European Commission’s Charter of Fundamental Rights recognised that “everyone has the right to education” (COE, 2007).
Given the time lapse since these publications, EuroPris proposed the establishment of the Expert Group on prison education to:
- consider a review of the COE (1989) recommendations
- consider some of the principal developments in justice over the past three decades that have impacted on contemporary European prison education policy.
Klasbak focust dit jaar op het thema van de digitale inclusie van gedetineerden.
In het rapport vinden we inzake de volgende verwijzingen:
Key competences are the basic set of knowledge, skills and attitudes which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment (as described in Recommendation 2006/962/EC of the European Parliament and of the Council). 8 key competencies were identified: Communication in the mother tongue; • Communication in foreign languages; • Mathematical competence and basic competences in science and technology; • Digital competence; • Learning to learn; • Social and civic competences; • Sense of initiative and entrepreneurship; • Cultural awareness and expression. (p.38)
Transversal competences are the skills which are usually deemed relevant to jobs and occupations such as leadership, communication and critical thinking but which can be also transferred to other contexts. They include digital skills, entrepreneurship or civic awareness and are considered integral to the EU Key Competencies for Lifelong learning as described in Recommendation 2006/962/EC of the European Parliament and of the Council. (p.39)
Accordingly, prison authorities and education providers should invest in modern digital technology to ensure access to training in digital skills that enhances the learning experience and provides prisoners with the necessary skills and preparation to better manage their lives post-release. Where possible, this should include access to supervised or secure Internet services or alternative “Intranet” systems that mirror the contemporary digital experiences of modern life. (p.17-18)
The final report, you can read here
For the (final) practice collection that has been drafted by Prisoner Education expert group, click here.
EuroPris is a non-political, non-governmental network organisation of and for prison practitioners.