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Prison Education and Welfare Services

It is a pleasure to serve under your chairmanship, Mr Dobbin. I am pleased to have secured this debate on education and welfare services in prisons—an important subject that affects the lives of thousands of prisoners throughout the United Kingdom, where 85,000 people are in prison. According to the Government’s figures, 81,000 are men and just under 4,000 are women. More than half of the UK’s prison population are in their 20s and 30s and therefore likely to have many years of freedom ahead of them upon their release.

In the first instance, prison must be seen as a punishment: a restriction of an individual’s freedom in response to their behaviour. However, it should not be a place that permanently reduces their life chances upon release. Offenders who are ex-offenders should be regarded as ex-offenders; they should be given the chance to move on with their lives and given a second chance. However, for some offenders, whole-of-life prison terms are more than appropriate; others, such as paedophiles and those who cannot be reformed, in my view deserve longer sentences than is currently the case. I hope that the Government will look at that in detail. I also think that tariffs for breaching the Official Secrets Act and acts of treason are far too lenient and might not deter those who would seek to undermine our nation’s national security.

For some offenders, however, prison can be an opportunity for them to change and turn their lives around—there is an opportunity, through education and welfare services, statutory or otherwise, to rehabilitate prisoners and provide them with the knowledge and skills to help them to lead successful and productive lives in their communities upon release. Through education courses, prisoners will be better equipped to find and sustain employment on release, becoming an asset to local communities and the wider economy. Education is still very much an escalator to opportunity and should be a key focus of the Government’s prisons policy. It has been estimated that up to 80% of prisoners have a reading age lower than that of an 11-year-old. That does not bode well for their employment on release or their successful reintegration into local communities.

A large proportion of prison education services are provided by the Government through the offenders’ learning and skills service, as well as through a number of Government-contracted providers. Although welcome, such statutory services tend to focus only on key basic skills such as maths and literacy. Those are of course important, but the training does not usually go beyond level 2, which is equivalent to a GCSE. The courses are highly valuable for prisoners, particularly those from poor educational backgrounds, and the Government deserve credit for increasing prisoner participation in them.

One of the key providers of such courses is A4E, which does some excellent work in helping former prisoners into employment, often bringing potential employers into prisons and giving offenders the chance to demonstrate their skills in a work-like environment. However, there are still areas in which the Government can improve the provision of educational services and make further

progress. In particular, the focus on processes and outputs alone, where pressure is put on providers to get prisoners on to and through courses, risks missing those prisoners who require more focused, specialised, bespoke and, in some cases, higher-level teaching experience than the current system provides.

It is also difficult for education providers to draw down funding for courses beyond level 2, which results in a distinct lack of progress for prisoners who come from a stronger educational background. Furthermore, the comparative lack of more engaged learning, including more practical and vocational courses—such as gym courses, as well as workshops and other creative activities—risks alienating individuals who may not be academically minded but nevertheless have other practical skills that could equip them for the outside workplace. That is why the role of charities is important, because it often falls to charities and other external organisations to provide educational services in areas not currently covered by the offenders’ learning and skills service, or OLASS.