European Trends in Adult Learning: Relevance for Prison Education

1. The European perspective –Trends and priorities in adult learning and their relevance for prison education Alan Smith Formerly 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

2. Overview Recent and current trends in adult learning in Europe Emergent priorities in adult learning Messages for prison education against the background of adult learning Resulting challenges – also for the EPEA

3. Prison Education The overall picture

4. Adult learning & Prison educationBasic common factors as starting point for reflection Concern with socially marginalised learners Neglected sector relative to the mainstream Under-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

5. What is adult learning? Adult learning covers: Formal / non-formal / informal learning activities General / vocational undertaken after leaving initial education and training Concept varies somewhat from country to country Fragmented sector: less coherence than schools or HE

6. The adult learning sector – structural “challenges” Heterogeneous 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 funding Variable quality of provision Varying supply and access opportunities for learners Incoherent and insufficient data

7. Adult learning –target group “challenges” Substantial deficiencies in knowledge and skills (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 (LFS 2013) Highest: Denmark (31.4%), Sweden (28.1%), Finland (24.9%) Lowest: Croatia (2.9%), Romania (2.0%), Bulgaria (1.7%)

8. The “low-skills trap”: Consequences 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: Less social cohesion More social ineqaulity Lower economic growth and competitiveness Poorer democratic life Greater regional disparities in social and economic terms

9. Trends in adult learning Viewed from two perspectives: European Commission / national authorities European Association for the Education of Adults (EAEA) Structure, System, Policy (EU: "Governance") Content: Key themes Priority target groups Delivery methods European funding and cooperation

10. Trends in adult learning:1. Structure, Systems, Policy New legislation, strategies, action plans etc. European level: European Agenda (integrated into "ET 2020" Strategic Framework) National level legislation, strategies, action plans Concern regarding 'liberal' or non-vocational sector Emphasis on forging partnerships general and vocational adult learning adult learning – other education and training actors adult learning – other areas of social policy / private sector Quality assurance, accreditation Strengthening the evidence-base for policy making

11. Trends in adult learning:2. Key themes Strong emphasis on basic skills (literacy, numeracy, digital skills) or more broadly: “key competences” Second chance learning, especially in context of fighting youth employment Up-skilling, Vocational training, Workplace-based learning Host country language courses and inter-cultural training

12. Trends in adult learning:3. Priority target groups People with low skills and qualification levels Migrants and refugees (strongly increasing focus) Somewhat increasing attention to seniors and inter-generational learning (effect of demographic change)

13. Trends in adult learning:4. Delivery IT, learning platforms Professionalisation of adult education staff Placing the learner at the centre Individualising learning pathways Outreach strategies in place of "take it or leave it" Validation of non- and informally acquired knowledge and competences Development of European and national qualification frameworks Counselling and guidance

14. Trends in adult learning:5. European funding Structural funds: Continuing importance of ESF Growing importance of European Asylum and Migration Fund Transition from LLP to Erasmus+: Continuing low percentage of funding for general adult learning Decentralisation to National Agencies Sharp reduction in number of (small-scale) projects supported New arrangements for staff mobility Relevance of other European programmes Cooperation forms without EU support emerging

15. Priorities for adult learning Viewed from two perspectives: European Commission / national authorities European Association for the Education of Adults (EAEA) EU policy statements and documents “ET2020” process European Agenda for Adult Learning EAEA survey of members 2014, 2015 Informal declaration of Education Ministers March 2015

16. Informal declaration of Education Ministers 2015

17. EU policy documents and activities relevant for adult learning Strategic framework for European cooperation in education and training (“ET2020”) European Agenda for Adult Learning EU Working Group on adult learning (overall coherence, policy effectiveness, open resources / ICT) Indicator on adults’ participation in learning (15% by 2020) Specific reports, conferences, seminars (e.g. Prison Education 2010), working groups (financing, quality) Cooperation with relevant networks Important previous statements and documents Memorandum on Lifelong Learning (2000) Communication “It’s Never too Late to Learn” (2006) Key competences for lifelong learning (EQF) (2006) Action Plan “It’s always a good time to learn” (2007) European Qualifications Framework (2008) Continuing VET: Copenhagen Declaration (2002), Bruges Communiqué (2010)

18. European Agenda for Adult Learning Key EU policy document on adult learning (2011) Annex containing specific priorities for 2012-2014 New priorities proposed by Commission 2015-2020 Important intrinsically + policy steer for Erasmus+ priorities Events in 36 countries via national coordinators Debate and exchange with stakeholders (national, regional, local) Steering groups or National Bodies for decision-makers Working groups, regional and local networks Websites and information materials * Council Resolution 2011/C 372/01 adopted on 20/12/2011 (OJ 20/12/2011, p.372)

19. European Agenda for Adult Learning Emphasis of Member State activities so far: Validation non‑formal, informal learning (20 countries) Adults’ skills (basic or low) (20) Funding (13) Participation / outreach (10) Specific sub-groups (12) Follow-up of PIAAC (level of adult skills)(6) Learning outcomes approach (4) Guidance procedures (4) Training of adult educators (3) All highly relevant for prison education – but is it plugged in…..?

20. European Agenda for Adult Learning: Priorities 2012 - present Making lifelong learning and mobility a reality Improving quality and efficiency of adult learning Promoting equity, social cohesion and active citizenship through adult learning Enhancing the creativity and innovation of adults and their learning environments Improving the knowledge base on adult learning and monitoring the adult-learning sector >>> All are relevant for prison education! <<<

21. More specifically… As part of Priority 3 (equity, social cohesion, active citizenship): Member States to focus on « Addressing the learning needs of people […] in specific situations of exclusion from learning, such as those in […] prisons, and providing them with adequate guidance support. » >>> First explicit EU reference to prison education as a priority for adult learning!

22. …many other priorities relevant for prison education Providing second chance route to learning and life opportunities Improving adult literacy and numeracy Acquiring basic skills and forms of literacy needed for active participation in modern society (econ. & financial literacy, civic, cultural and political awareness, learning for healthy living etc.) Increasing the supply of learning opportunities Promoting individuals’ engagement with learning Enhancing creativity and innovative capacity of citizens Making better use of ICT in adult learning (widening access, distance learning, e-Learning tools and platforms) Improving data collection and analysis on adult learning (participation, providers, financing, outcomes and benefits of adult learning for participants and society at large) Monitoring the adult learning sector

23. Updated EU education and training priorities 2015-2020* Learning for skills development 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 COM(2015)408 final of 26.8.2015: « New Priorities for European Cooperation in Education and Training »

24. European Agenda for Adult Learning Priorities 2015-2020(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

25. Governance Ensure coherence of adult learning with other policy areas Improve coordination and effectiveness Improve relevance to needs of society, economy and the environment Increase investment

26. Supply and take up Increase supply of high quality provision, especially in literacy, numeracy, digital skills Increase take-up through effective outreach, guidance and motivation strategies targeting groups most in need

27. Flexibility and access Widen access by increasing availability of workplace-based learning and making effective use of ICT Procedures to identify and assess the skills of low qualified adults Provide sufficient second-chance opportunities for those below EQF level 3

28. Quality Improve quality assurance, including monitoring and impact assessment Improve initial and continuing education of adult educators Collect necessary data on needs to target and design provision effectively

29. Other important European Union developments EPALE (Electronic Platform for Adult learning in Europe) Launched 2014 (building on eTwinning, financed by Erasmus+) Central Support Service (EACEA) National support services in 30 countries National launch conferences throughout 2015 Building a European adult learning community (policy/practice) European forum: exchanging news, experience, good practice Open to participation from prison education Transition to Erasmus + New European Social Fund 2014-2020

30. European Social Fund2014-2020 Thematic objective on "Investing in education, training and vocational training for skills and lifelong learning" with priorities e.g.: Enhancing equal access to lifelong learning for all age groups in formal, non-formal and informal settings Upgrading the knowledge, skills and competences of the workforce Promoting flexible learning pathways including through career guidance and validation of acquired competences >> Funding for prison education activities in many EU countries <<

31. Prison education in Europe – current state of play & challengesEU-sponsored survey by GHK, published 2013http://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

32. Situation of prison education – Provision • Legal right to education in prison (international conventions, Co.of Europe European Prison Rules and Recommendation) • Consensus that education has a rehabilitative role and contributes significantly to successful re-entry • Yet not all countries recognise obligation to provide all types and levels of education just as ‘outside’ for all prisoners: • Only half the countries offer general education in all prisons • Only one third of the countries offer vocational training in all prisons • Two-thirds of the countries offer non-formal learning in all prisons • “High degree of inequality of opportunity to access general and vocational education & training programmes across and within countries” • Policy-makers tend to prioritise basic skills and VET • In prison education as in adult learning: “Rhetoric / reality…”

33. Situation of prison education – Participation • Participation low (though increasing in most countries): • Full-time participation 0%-25% in most countries • Even part-time participation above 50% in only 4 countries • Highest: young people, long sentence, large prison • Security level does not determine participation rates • Qualifications increasingly identical with ‘outside’, less mention of prison as the place of learning • But still great challenges to boosting participation, e.g.: • Increased diversity in the prison population • High proportion of prisoners with low education, literacy and numeracy • Institutional and situational barriers • Prisoners’ prior negative experience of education • Lack of incentives relative to other prison activities

34. Prison education – Trends • Increase in the attention given to prison education (2011) • But widespread concern about funding • Increasing emphasis on VET (+ links with providers outside) • Increasing attention to ICT issues • Increasing attention to learning of languages • Increasing experimentation with pre-release schemes to enable participation in education and training courses • Creation of new governance structures / bodies • Crisis regarding European cooperation (projects, mobility) >> Thus some strong parallels with adult learning

35. Prison education – NeedsRecommendations from EU European Conference on Prison Education 2010 Holistic approach: general education, VET, personal skills development; creativity as well as knowledge Optimise new technologies in education and training Multi-faceted and cross-agency cooperation Better links between prison and outside world Improve the learning environment in prison Need for better training of prison educators Need for more research on prison education Improve funding to improve overall provision Strengthen European cooperation to boost innovation and exchange of experience at all levels

36. Prison education – NeedsSystem level and general • In many countries: improve overall provision • This means above all: step up funding (repercussions of financial crisis, increasing competition for public funds) • Stronger national coordination (only half the countries have a recognised national coordinator) • Anchoring of prison education within overall education system, take on board messages  adult learning debate • Improve initial and in-service training of education and prison staff • Improve evidence base through more and better analysis • Boost sharing of experience and disseminating good practice • To this end, need to re-discover European cooperation: sharp decline in Partnerships and Mobility under Erasmus+

37. Prison education – NeedsImproved learning offer • Learning opportunities relevant to job market and that support reintegration into society • Broad education offer, equivalent to outside • Flexible and innovative alternatives to traditional classroom, overcome prior negative learning experience • Individual learning plans, modular and unit-based learning • Flexible responses to address needs of specific categories (e.g. juveniles, foreigners, remand prisoners, women) • VET: Relevance for local labour market, Balance between general and specific skills, Attention to self-employment opportunities, Post-release support • Exploit the potentialities of ICT

38. Prison education – Needs Education in the prison environment • Improve incentives to participate in education (in overall terms and relative to other prison activities) • Incorporate education better within overall prison regime • Take education needs more into account in prison design • Raise awareness of prison staff regarding the importance of encouraging prisoners to learn

39. Prison education – NeedsInteraction with the outside world • Combine education better with other aspects of rehabilitation strategies (health issues, employment, family, housing...) • Cooperation between prisons and local authorities, local education providers, local employers and guidance services • Contacts with key local people • More continuum, day-release and post-release programmes • Awareness-raising among the public at large • Education staff in tune with outside developments

40. Prison education – NeedsRe-vitalising European cooperation • Erasmus+ • Strengthening contacts with NAs • Promoting new KA2 partnerships (in all ET sectors, not just adult learning, and also in Youth and Sport) • Developing strategic approach to KA1 Mobility • Operating grant for EPEA within Erasmus+…..? • Other European funding instruments • National ESF operational programmes • Watch for ESF transnational cooperation activities • Justice, Creative Europe, Fund.Rights & Citizenship, Horizon 2020 etc. • Through other channels • Thematic working groups within EPEA • Through cooperation with other sectors

41. Conclusions Adult learning and prison education: Common needs and challenges How to take it forward: 2 crazy ideas to finish: European policy process on prison education (“PAROLE”) EPEA Action Plan for Prison Education in Europe

42. Key messages from adult learning Aims Delivery System European cooperation

43. Aims Boosting literacy and numeracy, developing the individual Enhancing employability  Improving skills levels Living together in society (active citizenship, migration, inclusion)

44. Delivery Placing the learner at the centre Professionalising staff Harnessing the new technologies (skills, delivery tool, motivator)

45. 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

46. European Cooperation As a key source of: Innovation Quality Professional and personal networking Across all aspects of adult learning: Delivery Policy development Systems

47. Adult learning & prison education – 10 Common needs and challenges • Need to overcome the rhetoric-reality divide: better funding (also through more effective advocacy) • Need for (funds for) holistic approach, not just VET • Need to cater for learners with low skills and qualif. levels • Need for developing individualised learning pathways • Individual learning plans • Counselling and guidance • Validating non-/informally acquired competences • Need to exploit the potential of ICT (as subject, as delivery tool, as motivator for learning)

48. Need to emphasize language-learning, intercultural learning, active citizenship • Need to improve staff development (teachers, prison staff) • Need for strengthened alliances (within/beyond education) • Need for « robust » policy framework at European and national level, underpinned by improved evidence-base • Need to re-vitalise European cooperation, especially within Erasmus+

49. 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

50. 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