Currently, offender education, in general, is inadequate in supporting offenders to progress to university, succeed in Higher Education (HE) and progress into sustainable employment. In the community the picture is grim regarding offender education with little literature or policy to support academically able offenders to break free of low-level attainment constraints imposed by institutionalised stereotypical support mechanisms. What little exists is focused on low level attainment: a little Maths and English and basic employability support. Probation staff are ill-equipped to support higher ability offenders due to lack of systems, limited educational offer and funding systems and targets that are designed to support short-term crime reduction targets, at the cost of well documented educational needs of offenders. What is not so well documented is that there is a significant minority group of offenders who are capable and could progress to university, if they had support, encouragement and a probation education system that acknowledged that not all offender needs are linked to basic skills and behavioural issues. It is this one size fits all education system that is at the heart of poor attainment, progression and success and this has been repeatedly reported through independent studies from OFSTED. If probation cannot support lower level education attainment above the minimum standards expected by government, what hope is there for higher ability offenders to access support and education to enable them to progress to HE? This study aims to contribute to the policy debate in community based offender education in the UK by answering the central research question of this thesis: How do you design a community based offender education model that incorporates support to access Higher Education? Preliminary aims include exploring alternative delivery and funding models to encourage and support offenders in and into Higher Education. This fresh approach to offender education is aimed at reducing marginalisation and increasing participation in HE. The literature review has been segmented into three chapters. Chapter one explores the current situation of offender education, using the Leitch report as a structure of enquiry. Chapter two progresses onto vocational training, NVQs and unitised accreditation as possible routes for offenders to gain access to higher-level skills. The final chapter of the review explores a possible model for the formation of a self-funding organisation formed for the purpose of supporting offenders towards and throughout their HE journey. This chapter uses literature drawn from corporate university texts and case studies of charitable organisations. There are overlapping themes throughout this document, drawing on a wide scope of literature to determine the benefits to individuals, organisations and society as a whole of the development of an organisation designed to help offenders gain access to support, funding and progression in and into HE. Each chapter of the literature review highlights existing knowledge on the subject area and this has influenced the design of the methodology of this study i.e. stakeholder analysis using case studies. Changes to policies related to funding for higher-level education for offenders, attitudes and perceptions of offender education and ability and support structures to help offenders achieve their true potential are required. The conclusion of this thesis demonstrates that the current offender education system in the UK is inadequate and potentially subjugates those offenders who are capable of progressing to higher education, either due to not knowing how to progress to HE, normally due to intergenerational poor levels of education, or due to having other barriers that need supporting whilst studying for a degree. Higher education is proven to change life aspirations, positively affect health and impact on families and communities for generations. Why not for offenders?

Magister Educationis - MEd / This research was motivated by my interest in the sport and the systems of provision of the education on Robben Island. The problem that gave rise to the study was to determine how political prisoners were able to organise prisoner education (political education and non-formal education) and participate in prison-sponsored education (formal education) and to find answers to the question of what impact education had on the sport that they agitated for.

The ethnographic narrative is a mixture of my journey to education as well as my experience as a first-year teacher. Working in an underserved area in Southern California provided me the opportunity to reach students with similar backgrounds as my own. Being Mexican-American, I pride myself in giving back to my community, and this ethnography provided me that avenue to reach countless students with similar stories to mine. The three focus students you will see were my primary focus; however, data is collected from over 120 7th-grade students-- the majority of which are Latino. All of my classroom assignments and exit tickets are posted on Google Classroom which allows me to collect data on my students progress on a daily basis. For their unit assessments and other major assessments, students use illuminate.com which allows me to track which Common Core State Standards they are mastering and what standards they need more assistance on. The one significant challenge I encountered was the culture and beliefs of the charter school I was at. First, the charter school has adopted a pre-designed curriculum that does not allow for much creativity for the teacher. They have also lowered the standards for traditional grades which will be discussed later in the prompt. The school itself does not encourage teachers to freely teach; instead, it programs teachers to teach their way without accounting for the needs of individual students.

There is an overrepresentation of youths with disabilities in the juvenile justice system. As a result, each year thousands of juvenile offenders despite of the seriousness of the crimes committed, are released from incarceration with the hopes of living a successful life in society. Despite progressive research on identifying factors associated with desistance, it is still unclear what factors contribute to desistance for serious juvenile offenders and especially those with disabilities. The current study investigated the individual differences (e.g., moral disengagement, motivation to succeed and impulse control) and social factors (e.g., employment, education and maternal warmth) that are important in the process of desistance for serious juvenile offenders. The sample of 14 to 17-year-old male and female offenders (N =1354) was composed primarily of ethnically marginalized youths who have committed serious offenses. Results of the study indicated that both social and individual factors are significant predictors of desistance from crime. However, varied significance was found as it relates to Aggressive, Income Offending and desistance. Results obtained are applicable to scholarship across multiple disciplines, as well as inform policy, practice and future research on desistance from crime. Limitations of the study were also stated.

Inspired by words of incarcerated and formerly incarcerated people in California and Denmark, this thesis critically analyzes the American criminal justice system and asks if critiques of the institution can be addressed and improved through the implementation of kindness and compassion within the walls of prison, itself.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-16T18:45:00Z No. of bitstreams: 2 Delir_Rogowski2017.pdf: 3564114 bytes, checksum: 4257b1cf67d9327ca894a517770d6a7f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-16T18:45:00Z (GMT). No. of bitstreams: 2 Delir_Rogowski2017.pdf: 3564114 bytes, checksum: 4257b1cf67d9327ca894a517770d6a7f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-21 / The dissertation investigates the development of educational public policies for the universalization of literacy in Paraná, the population in the context of deprivation of liberty by the EJA and government program, according to the Federal Constitution / 1988, the Law of Directives and Bases of Education - Law 9394/1996, with the objective of unveiling them. The methodology of the descriptive and documental research includes analysis of the legislation on the quality of the criminal treatment, including consultation in the SPR in search of the profile and school data of the prisoners in the State Penitentiary of Cascavel / PR. The theoretical reference is constituted by conceptual and contemporary approaches to public educational and criminal policies, based on the study, in addition to the aforementioned legislation, Law 10.172 / 2001, the Ibero- American Plan and the Internet, including official websites. The EJA, at the beginning of the 21st century, emerges as a policy of basic education implemented and brings important transformations with respect to the diversity and specificities of the subjects. In 1990 at the World Conference on Education for All in Jomtien, Thailand, valuable progress was made in discussing and creating the basic documents for eradicating illiteracy. In Latin America, in 1st place is Brazil, with 14 million and 815 thousand (IBGE-2000). In 2003, it created the Literate Brazil Program with a target of 50% reduction in the regions with the largest public target and by adhesion in the state , the so-called Parana Alfabetizado, with ⅓ of the investment by the Union. The commitment of the Ibero-American Plan, coordinated by the Organization of Ibero-American States xi (OEI), after studies in 2006, indicated actions as a solution to the countries, and to Brazil: during 9 years, investment of 3% of the MEC budget, but only applied 1%. Legal frameworks for prison education were strengthened through cooperation and governmental partnership between MEC / MJ and Paraná, between SEED / SEJU, to the universalization of literacy, culminating in the creation of specific CEEBJA / APED in the context of deprivation of liberty and selection of Public Server by public notice. The creation of CEQP / DEPEN-PR in 2012, with identified demand of 799 illiterate prisoners in the screening, (re) defined actions and methodologies to expand Educational Assistance, listing illiteracy, as a priority among the challenges to be faced. Thus, the government program is implemented in 2013 to enroll, by security measure, that prisoner unable to attend class daily, collaborating with the reduction to 77 illiterates in 2014 and proposal to overcome illiteracy in 2016. In the PEC, from the beginning of the the highest index was in 2011 with 5.05% and in 2014 with 0%. In the operational milestones, the SEJA-DEB / SEED Pedagogical Technician conceives the name of the Monitor / Alphabet, selected by specific edict, with criteria established to the function, to teach up to 05 Literate (illiterate) in the cell. In conclusion, in the state of Paraná, two forms of insertion of the illiterate to the universalization of literacy were developed: by the EJA (formal education) and by the PPA as a result of the consensus elaborated in the national and international scope. The need to increase the supply of prison education by the EJA is clear, with more investments including construction of classrooms in the penal units. / A dissertação investiga o desenvolvimento de políticas públicas educacionais para a universalização da alfabetização no Paraná, à população no contexto da privação de liberdade pela EJA e programa de governo, segundo a Constituição Federal/1988, a Lei de Execução Penal – Lei 7.210/1984, a Lei de Diretrizes e Bases da Educação – Lei 9394/1996, com objetivo de desvendá-las. A metodologia da pesquisa descritiva e documental inclui análise da legislação na qualidade do tratamento penal, inclusive consulta no SPR em busca do perfil e dados escolares dos presos na PEC–Penitenciária Estadual de Cascavel/PR. O referencial teórico constitui-se por abordagens conceituais e contemporâneas de políticas públicas educacionais e penais, a partir do estudo além da legislação já citada, da Lei 10.172/2001, do Plano Ibero-Americano e na internet, inclusive em sites oficiais. A EJA, no início do século XXI, emerge como política da educação básica implementada e traz importantes transformações com respeito a diversidade e especificidades dos sujeitos. Em 1990, na Conferência Mundial de Educação para Todos, em Jomtien -Tailândia, alcançou-se valioso progresso de discussão e criação dos documentos básicos para erradicação do analfabetismo. Na América Latina, em 1º lugar está o Brasil, com 14 milhões e 815 mil (IBGE-2000), cria em 2003, o Programa Brasil Alfabetizado com meta de 50% de redução nas regiões com maior público alvo e por adesão, no estado, o denominado Paraná Alfabetizado, com ⅓ do investimento pela União. O compromisso do Plano Ibero-Americano, coordenado pela Organização dos ix Estados Ibero-Americanos (OEI), após estudos em 2006, indicou ações como solução aos países, e ao Brasil: durante 9 anos, investimento de 3% do orçamento do MEC, porém aplicou-se somente 1%. Os marcos legais à educação prisional se fortaleceram a partir da cooperação e parceria governamental entre MEC/MJ e no Paraná, entre SEED/SEJU, à universalização da alfabetização, culminou na criação dos CEEBJA/APED específicos ao contexto da privação de liberdade e seleção de Servidor Público por edital. A criação da CEQP/DEPEN-PR em 2012, com demanda identificada de 799 presos analfabetos na triagem, (re) definiu ações e metodologias para ampliação da Assistência Educacional, elencando o analfabetismo, como prioridade entre os desafios a enfrentar. Assim, o programa de governo é implantado em 2013 para matrícula, por medida de segurança, daquele preso impossibilitado de frequentar aula diariamente, colaborando com a redução para 77 analfabetos em 2014 e proposta de superação do analfabetismo em 2016. Na PEC, do início da pesquisa, o maior índice foi em 2011 com 5,05% e em 2014 com 0%. Nos marcos operacionais, o Técnico Pedagógico SEJA-DEB/SEED concebe o nome do Monitor/Alfabetizador, selecionado por edital específico, com critérios estabelecidos à função, para ensinar até 05 Alfabetizandos (analfabeto), na cela. Em conclusão, no estado do Paraná, foram desenvolvidas duas formas de inserção do analfabeto à universalização da alfabetização: pela EJA (educação formal) e pelo PPA como resultado do consenso elaborado no âmbito nacional e internacional. É notória, a necessidade de ampliar oferta à educação prisional pela EJA, com mais investimentos inclusive para construção de salas de aula nas unidades penais.

Made available in DSpace on 2017-07-10T18:55:59Z (GMT). No. of bitstreams: 1 ELABORAcaO.pdf: 3052190 bytes, checksum: 25b297fc0d506f55d0db195a965228ea (MD5) Previous issue date: 2016-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focuses on reflections and performs analysis involving the issue of development of Digital Teaching Learning Objects (DTLO) to idiosyncratic contexts.From research and our empirical knowledge on the subject,it emerged some questions that stand out as guiding our research:is there any material available for teaching-learning process of the students who are in idiosyncratic contexts that enable them critical and creative thinking to their status as current and future life? How to develop digital learning objects considering the inclusion in the Information Age, but at the same time under limited conditions of access to cyberspace, taking into account the environment in which these students are?In order to find answers to the questioning raised, we draw, the focus of this work, presenting an example of material for teaching that contains a coherent design with idiosyncratic environments. We use a variety of theorists to guide the development of Learning Objects to digital geared towards to teaching a second language, in this case, English.With a view to achieve the proposed objective, we support this research in theoretical assumptions of Applied Linguistics, the qualitative type.As the reference point for this study we analyze an English language material prepared for the Distance Education (DE) modality and from the analysis, we suggest and present Digital Teaching Learning Objects (DTLOs) for the prison context.The interest in the area is linked to our participation and monitoring the preparation of the Project called e- Sipris, a Distance Education for the Prison System, and also for monitoring the courses for prison officers who act as tutors in that project.The shortcomings of the prison environment in many ways and proof of few materials focused distance education to prisons have led us to the present study.To start the process of investigation and suggestion on how to prepare DLOs, we take as a starting point the analysis of so-called material: Inglês para Informática. As a preliminary result of this research process, we understand that there is little material available for teaching a second language in the prison context and that even existing provide no more likely to promote access to knowledge broadly. Besides, it also does not include the uniqueness of the conditions of the students who are in prisons and that present the most varied difficulties in accessing educational material resources in the context of the use of digital technology, which also suffers the certain restrictions by the bodies responsible for security prisons. / A presente pesquisa focaliza reflexões e realiza análise envolvendo o tema da elaboração de Objetos Digitais de Ensino-Aprendizagem para contextos idiossincráticos. A partir de estudos e de nosso conhecimento empírico sobre a temática, despontaram alguns questionamentos que se destacam como norteadores de nossa investigação:há material disponível para o processo de Ensino-aprendizagem dos estudantes que se encontram em contextos idiossincráticos que lhes possibilite uma reflexão crítica e criativa para sua condição de vida atual e futura? Como elaborar materiais didáticos digitais considerando a inserção na Era da Informação, mas ao mesmo tempo sob condições limitadas de acesso ao ciberespaço, levando-se em conta o ambiente nas quais esses estudantes se encontram?Com o propósito de encontrar respostaspara a problematização levantada, traçamos, como foco deste trabalho, apresentar um exemplo de material para o ensino que contenha uma concepção coerente com ambientes idiossincráticos. Recorremos a vários teóricos para orientar a elaboração de objetos de Ensino-aprendizagem para o meio digital voltado ao ensino de uma segunda língua, no caso, a Língua Inglesa.Na perspectiva de alcançar o objetivo proposto, sustentamos a pesquisa nos pressupostos teóricos da Linguística Aplicada,do tipo qualitativa. Como ponto referencial para este estudo analisamosum material de Língua Inglesaelaborado para a modalidade de Educação a Distância (EaD)e, a partir da análise,sugerimos e apresentamos Objetos Digitais de Ensino-Aprendizagem (ODEA) para o contexto prisional.O interesse pela temática está ligado a nossa participação e acompanhamento da elaboração do projeto Educação a Distância para o Sistema Prisional (e-Sipris) e também pelo acompanhamento dos cursos para os agentes prisionais que atuariam como tutores no referido projeto. As carências do ambiente prisional em vários sentidos e a comprovação de poucos materiais voltados a EaD para ambientes prisionais também nos levaram ao presente estudo. Para início do processo de averiguação e de sugestão de como elaborar ODEAs, tomamos como ponto de partida aanálise do materialdenominado: Inglês para informática. Como resultado preliminar desse processo de investigação, entendemos que há pouco material disponível para o ensino de uma segunda língua no contexto prisional e, que, mesmo os existentes não propiciammaiores possibilidades de promover o acesso ao conhecimento de modo amplo. Além disso, tambémnão contemplam a singularidade das condições dos estudantes que se encontram nos ambientesprisionais e, que apresentam as mais variadas dificuldades de acesso a recursos materiais didáticos em contexto do emprego da tecnologia digital, que também sofre as restrições determinadas pelos órgãos encarregados pela segurança das prisões.

The diploma thesis deals with the issue of education of the prisoners serving their term in the Vinařice prison. The theoretical part focuses on a brief introduction into the issue of imprisonment in the Czech Republic and penitentiary education in relation to the education of prisoners. It describes the educational and employment possibilities for those serving their term, where it presents current possibilities of education and employment of prisoners and their chances on the job market. The thesis then focuses on the description of the Vinařice prison, their work with prisoners, the sections for prisoners inside the prison and their educational and employment possibilities for prisoners. Following this the thesis describes the activity of the vocational school that operates in the Vinařice prison. It talks in detail about the specifics of education in this school, the school's educational programs, the characteristics of the students and the current employment rate of the graduates from the programs in category E. The practical part of the thesis focuses on a questionnaire survey designed to discover, what is the students' motivation for education and what are the students' attitudes towards individual subjects offered in the vocational school's programs in the Vinařice prison. Based on a...

This study uplifted the stories of formerly incarcerated and/or system-impacted students attending a California community college (i.e., “Rising Scholars”) to provide qualitative context to a growing literature following the state’s promotion of support programs at the University of California (UC), California State University (CSU), and California Community Colleges (CCC) systems. This study interviewed six formerly incarcerated/system impacted Rising Scholars using a narrative inquiry methodology with a theoretical framework of Critical Race Theory (CRT) and Desistance theory to inquire about their educational experiences before and during their enrollment at an urban California community college with reentry support. Key themes in the interviews include trauma in early educational experiences, dropping out of college, the gendered experiences of formerly incarcerated women, the role of pregnancy and parenthood as a turning point, and authentic care expressed by the support staff. The narratives of the participants are offered as a counter-narrative to the quantitative neoliberal practice of justifying reentry programs based solely on reductions in recidivism rates. Recommendations include increasing trauma-informed pedagogy in TK-12 and Postsecondary education, recruiting and educating more allies for Rising Scholars on campus, ensuring that campus reentry support programs fully meet the needs of female Rising Scholars, and uplifting successes and scholarship by Rising Scholars to build lasting structural support for the Rising Scholars Network.

The purpose of this study has been to determine the nature and extent of educational opportunity offered to prison inmates in the Texas Department of Corrections, and as far as is possible, to evaluate the effectiveness of the program. Both primary and secondary data were used. Primary data were obtained by correspondence and personal interviews with TDC officials and staff members. Secondary data were obtained from annual reports submitted to the Texas Prison Board and the Board of Pardons and Paroles by the Department of Welfare, of which the Educational Department is a branch, from the Echo, prison inmate publication, and from mimeographed material prepared by prison officials.