Taking a Holistic Approach

PD Day 06-10-2016

October PD for Correctional Education: Taking a Holistic Approach

1. Correctional Education In WA: Highlights of EVTU

ANTA focus on equity opened the door for EVTU and CE recognition- invaluable to EVTU, ACEA at that time. Gave CE a forum we never had - we came out of the shadows to a seat at the table.
National VET came with extra dollars, more opportunities to participate in the discussion. Another forum to discuss Indigenous and gender issues.
Becoming an RTO meant EVTU had current professional standards, regulations and guidelines which other sections in DCS did not- we were ahead of the curve.
EVTU instigated and ‘locked in’ the SCH agreement with DET to ensure our prisons had a working partnership with local TAFEs; closer working partnership with DET in ABE and traineeships.
Winning state and national awards of excellence against all other providers from all states and territories for initiative and innovation twice considering the conditions and students we have in our Centres is a great achievement by any standard. It highlighted what was possible; we didn’t just pay lip service to the desired outcomes which ANTA wanted we found ways to achieve many of them - especially with Indigenous prisoners. Reputations were made during this time period.
This is the most comprehensive book of readings compiled on VET and CE in Australia - EVTU served as the chief consultant and helped write two chapters.
We still have contacts at NCVER.
Started working with UWA and then ECU on education, prisoners and reduced recidivism. We saw the importance of the university sector to the future- the government reliance on evidenced based results to justify allocation of budgets.
2011-2016 The business based model preferred by Govt. meant external partnerships were important- ANTA- VET association ensured we were there.
ABE (EGE and CGEA work); Participation and reduction in recidivism rates excellent; Youth at risk increased participation rates significantly and EVTU was the largest contributor to training in WA for this project; special Noongar cultural training at Casuarina and special training for females at Bandyup (DCS award winning) opening doors for further initiatives- we are ahead of the curve; WA Parliamentary Committee report on education in prison gives EVTU big thumbs up; Fairbridge selection by commonwealth govt. for showcasing in Brisbane for international finance meeting; UNSW, USQ, ECU, Deakin and UCSB all research partners.

2. Why offer Professional Development to Correctional Educators?

To build a ‘shared world view’ and knowledge base about correctional teaching
To demonstrate that we provide a special educational service for a unique student body
To help create professional recognition for correctional educators nationwide
To build job security for professional correctional educators

Staff are not properly socialised into the correctional education field – they 'fall' into the profession from other areas of educational speciality.
Our students are usually products of difficult backgrounds and have special issues, so our field of education differs from community based VET providers. Strategic Responses to external people visiting your centres - PR answers and perceptions together are powerful ways of selling what we do.
By building better recognition of our work, by sharing a world view of why and how we go about our work, and by being able to demonstrate that our field of education is unique and the curriculum we use reflects the special needs of our students - we have put in place the factors to make a case to justify our positions.

3. An attack on the ‘mixed model’ of service provision by Government

Governments are increasingly embracing the view that privatisation is more cost efficient and effective than the public service ever can be.
It is also being stated that public debt is related to the number of public servants employed and the financial situation will not improve until those numbers are reduced.

4. What is the Current State of Prison Education in Australia now?

Correctional education in every State and Territory is administered in a different manner.
The Commonwealth annually evaluates these educational services through its Report on Government Services.
The RoGS report data and information is compiled by the Productivity Commission

This causes issues, there should be at a minimum a common assessment tool for ABE used. 4 states are currently using Compass. We are seeing an increase in pre certificate 1 training across the States- a reflection that prisons are recognising the ABE levels of prisoner population;
RoGs used by jurisdictions to evaluate their success in providing services to prisoners. These performance indicators need to be evaluated- CE is being done a disservice by the current ones.
PC only collects data collates it and then it is released in the RoGs Report. They were not in a position to change the performance indicators though they were sympathetic when a asked by ACEA

5. Prison Education in Australia

2000 - 2010

EVTU and CE Recognition
National VET-ANTA
EVTU RTO- ASETS
DET Agreement
ANTA Awards 2004 & 2009
NCVER Book on CE
Research with Unis

2011 - 2016

Working partnerships
ABE ties with DTWD
Participation rates
Youth-at-Risk Project
Indigenous & Female training
‘Making our prisons Work’
Fairbridge- G20
University sector

New South Wales

Queensland

Australian Capital Territory

Tasmania

Northern Territory

Victoria

South Australia

More than 130 FTE qualified teaching staff in NSW prisons are to be let go – replaced by private providers.

Education reports to Prison Industries.

QCS uses primarily TAFE, with non-teaching correctional education officers determining service needs and co-ordinating service provision.

One private prison of +500 prisoners.

One public prison of close to +300 prisoners.

Mixed model of service.

TAFE delivery only; but has highest percentage of private prisons internationally.

Increasing use of private providers to manage their programs.
Education reports to Prison Industries.

Currently, the NSW government is in the process of eliminating qualified teacher positions; some positions will be downgraded and staff will be replaced by level 4 grade assessment officers. Instruction will most likely be by staff with VET TAE certificate 4 trainers.

Queensland no longer requires qualified teachers. Some teachers left over from the changes introduced by the former Newman government serve in an educational coordinating capacity

ACT Machonochie Centre was built for 300 but has grown very quickly. It uses private providers with TAE certificate 4 qualifications as a norm.

Works with TAFE’s and a VET curriculum

NT high percentage of Indig prisoners introducing more private providers and will use USQ TPP program

TAFE with heavy VET focus, no real focus on introduction of private training providers.

Practical administration of correctional education is being outsourced. Experiencing increase in numbers.

6. Reasons for EVTU to Highlight a Holistic Educational Approach

Government’s have embraced employment as ‘the’ major factor in reducing recidivism; they increasingly feel it is acceptable to consider education a part of VET- and manage Education through Prison Industries
Rehabilitation requires a holistic approach, and education helps address impulsive and irrational behaviour and an inability to problem solve- thinking skills criminals often lack.

This is a cost saving measure to reduce administration costs. If all training is VET and the instructors work for TAFE then a case can be made to justify this approach. This approach can also eliminate courses/units that are not directly listed on the SPOL list
With anti-social behaviour one of the most significant risks of a prisoner returning back to prison - VET is not a suitable program to address issues related to this type of risk. ABE / VET / Life Skills can together be part of the solution if they are provided by qualified staff who are aware of the issues which must be addressed

7. No More Hidden Curriculum

We are actively working to introduce components of a holistic approach to education for prisoners
Overtly incorporating emotional intelligence (EI) and self awareness into nationally accredited VET units
Increasing the delivery of Standing on Solid Ground to prisoners–our EI unit.

It has long been accepted that a holistic approach is required if we are to maximise the opportunity for rehabilitation of prisoners.
We need to actively demonstrate and articulate that we take a more holistic approach to a prisoner’s education than what is listed in the performance criteria of a VET unit we deliver- in recognition of the issues faced by our students.
We need to advise both internal and external groups and organisations that we, as professional educators, developed and regularly deliver our EI course to prisoners to prepare them for life post release.

8. Why are Correctional Educators Important?

Student prisoners identified the supportive characteristics of CE staff including:
- their polite and respectful dispositions;
- encouragement toward individual goals; and
- their honesty and accountability.
They were often viewed as “role models” because they maintained positive attitudes in their efforts to help prisoners.

Qualified teachers enhance a student’s internal motivation and are trained to use positive reinforcement to encourage a prisoner’s learning. This separates teachers from Cert 4 TAE only instructors ... teachers focus more on the individual student than the unit outcomes. They try and promote positive life change, understand that their students require a holistic change that provides them with new skills and knowledge so they can live different types of lives. This causes issues, there should be at a minimum a common assessment tool for ABE used. 4 states are currently using Compass. We are seeing an increase in pre certificate 1 training across the States- a reflection that prisons are recognising the ABE levels of prisoner population;

9. Why the Solution is More Than Just VET?

VET by itself, can lead to employment, but it does not address the underlying issues which combine to contribute to a person being incarcerated.
A lack of:
- sufficient education;
- self-confidence;
- emotional intelligence;
- appropriate role models.
These lead to anti- social behaviour and an ongoing sense of alienation from ‘mainstream society.

We are not just teaching offenders how to read, how to do mathematics, or how to get jobs. We are working to help them achieve more fulfilling, responsible and rewarding lives as good people, good parents and partners, and good workers. People who are able to contribute productively to their community.
If we do half the job - VET only - we’ll likely have people who might be able to secure a job for a while but may have no friends and lack the self awareness and confidence to reach their potential and feel like they fit in with the rest of the community.

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