Prison Education

Στο Βιδάλη, Σ., Γασπαρινάτου, Μ., Γεωργούλας, Σ., Θεμελή, Ό.,, Κασάπογλου, Α., Κόρος, Δ., Κουλούρης, Ν.Κ., Κουρούτζας, Χ., Παπανικολάου, Γ., Πέτσας, Γ., Σπυρέα, Σ. Και Σταμούλη, Ειρ. (επιμ.),  Κοινωνική πραγματικότητα, κριτικός λόγος και ποινικό φαινόμενο: συμβολές στο 2ο Συνέδριο της Ε.Ε.Μ.Ε.Κ.Ε. (12-46), Αθήνα: Ελληνική Εταιρεία Μελέτης του Εγκλήματος και του Κοινωνικού Ελέγχου

This study contributes to the understanding of the causal relationship between gang culture, criminality and corruption in Nigeria universities where both criminality and corruption are very high complementary variables. Writers on gang culture in Nigeria universities have largely omitted the empirical evaluation of the causal relationship between gang criminality and corruption. This study adopts the time-series models of to investigate and explain the causality relationship of the variables. Using five years data (2005)(2006)(2007)(2008)(2009) from 37 Universities across 36 States of Nigeria and Abuja, the federal capital territory; the results suggest that there is existence of reciprocal relationship between university gang culture, criminality and corruption. The results suggest that there is bi-directional causality relationship flowing between gang criminality and corruption in the universities.

Education has always been a keystone of rehabilitation and resocialization of prisoners by offering academic basics, vocational training, and personal growth that is required to reintegrate into society. However, prison education has institutional issues, such as inadequate resources, the lack of qualified instructors, outdated materials, and a lack of individualization. This paper takes the context of the social sciences to understand how Artificial Intelligence (AI) can be used to overcome these obstacles and aid in rehabilitation and reintegration into society. AI-based systems like adaptive learning systems, virtual tutors, customized curricula, and automated assessment systems allow students to have a unique learning experience and give educators the ability to track learning progress in real time. International examples, such as the California AI pilot program that lowered recidivism rates to 37 percent (CDCR, 2021), prove that AI has the potential to improve retention, develop skills, and reintegrate. Based on statistical data and the opinion of professionals, the paper illustrates the meeting point of AI and correctional education as well as its social implications. By situating prison education within the social sciences, it contributes a perspective underexplored in existing scholarship: that AI serves not only as a pedagogical tool but also as a mechanism of justice policy, equity, and social transformation. Future research should assess long-term impacts across diverse contexts to strengthen evidence for policy and practice.

This research explores how effective character reformation programs are at the Okaka Correctional Facility in Yenagoa, particularly in terms of reducing recidivism rates among inmates. The main goal was to assess the impact of various rehabilitation initiatives on changing inmates' behaviour and their chances of reoffending. The study was founded on principles from Cognitive Behavioural Therapy (CBT) and Social Learning Theory. Using a mixed-methods approach, the study collected quantitative data from 267 inmates via surveys and qualitative information through interviews with 30 key persons interview including inmates and correctional officers. The findings indicate that, although vocational training programs had some positive effects, many other rehabilitation efforts, like counselling, were largely seen as ineffective, leading to considerable inmate dissatisfaction with the quality of the programs. The study concludes that challenges such as overcrowding and poorly structured programs significantly impede successful rehabilitation. It strongly recommends the development of personalized rehabilitation strategies that consider the varied backgrounds and types of offences of inmates, as well as the enhancement of educational and vocational training opportunities to support their successful reintegration into society.

Balai Pemasyarakatan melalui peran pembimbing kemasyarakatan memiliki fungsi yang sangat penting dalam mencapai tujuan pemasyarakatan. Pada saat kondisi pandemi Covid-19 saat ini narapidana berhak mendapatkan haknya melalui program Asimilasi hal ini dilakukan untuk mencegah penyebaran covid-19 di dalam lembaga pemasyarakatan. Namun tidak semua narapidana dapat mendapatkan program asimilasi, ada syarat yang harus dipenuhi oleh mereka. Penulis menggunakan metode penelitian deskriptif kualitatif untuk menganalisis kejadian, fenomena, atau keadaan secara sosial Kata kunci : pembimbing kemasyarakatan, narapidana, covid-19, asimilasi. A. Pendahuluan 1. Latar Belakang Balai pemasyarakatan (BAPAS) merupakan salah satu Unit Pelaksana Teknis Pemasyarakatan yang memiliki tugas pokok memberikan bimbingan kemasyarakatan dan pengentasan anak sesuai dengan perundang-undangan yang berlaku. 1 Namun peran utama dalam balai

O presente texto trata de descrever as metodologias utilizadas na disciplina de Geografia durante atividades de ensino em espaços de privação de liberdade, desenvolvendo as experiências do autor, como professor, durante os anos letivos de 2015 e 2016 no Presídio Regional de Tijucas. O período do trabalho docente foi desenvolvido na condição de Professor Admitido em Caráter Temporário (ACT) contratado pela Secretaria de Estado da Educação para o ensino da disciplina de geografia para os anos finais do Ensino Fundamental. Busca-se relacionar o entendimento de educação libertadora, socialização e ressocialização de indivíduos, o espaço de sala de aula em um ambiente de privação de liberdade e as práticas metodológicas realizadas e seus resultados obtidos. Palavras-chave: Espaços de privação de liberdade, práticas metodológicas, ensino de geografia.

Over the years, the European Union has strengthened measures that address the need to find answers to the challenges posed by the information society, which in turn underscores the importance of a focus on innovation of adult education, especially for those in conditions of social exclusion. The aim of this paper is to analyse the reality of Higher Education in Distance Learning and e-Learning in a prison context. The results from interviews, interpreted in a context of a non-positivist paradigm, show that students are rather motivated because they foresee a more attractive future if they have an academic diploma. Despite this, however, their expectations are not very high, because they acknowledge that their rehabilitation will be difficult due to the stigma of being an ex-prisoner. The results show, also, that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers.

This qualitative research study examined the supports children with a history of foster care need to be successful in post-secondary education. The study asked ten foster care alumni students receiving services from programs in Virginia, Florida, and Washington State about the level of support they receive and how successful that support is. The study also asked ten case managers that work in these programs their thoughts on the level of supports students with a history of foster care need in post-secondary education; the results of the case managers and students were then compared for agreement. The study also asked the same students and case managers their thoughts on how successful a campus exclusively designed for students with a history of foster care may be if the staff on the campus are specifically trained in trauma informed care. The case managers and students agreed on all questions regarding support; except for supports provided around access to medical care. The study su...

Abstrak
Penelitian ini membahas keterkaitan antara beban kerja pegawai dan kinerja organisasi pada salah satu Direktorat Jenderal di Kementerian XYZ. Latar belakang kajian didorong oleh indikasi adanya ketidakseimbangan beban kerja antarunit, di mana sebagian direktorat mengalami overload sementara lainnya underload, yang berpotensi memengaruhi efektivitas organisasi. Menggunakan pendekatan campuran (mixed-method), penelitian ini mengombinasikan analisis kuantitatif beban kerja dengan metode Full Time Equivalent (FTE) dan pemetaan RECAP Matrix, serta analisis kualitatif melalui kuesioner persepsi, wawancara, Focus Group Discussion (FGD), dan studi dokumentasi. Hasil penelitian menunjukkan bahwa Direktorat Pengendalian dan Pemberdayaan Informatika menghadapi beban kerja tinggi yang menimbulkan risiko kelelahan (potential fatigue), sementara beberapa unit lain relatif underutilized. Kondisi ini menegaskan bahwa ketidakseimbangan distribusi beban kerja dapat berdampak pada penurunan kualitas kinerja pelayanan publik. Analisis juga mengungkap kelemahan sistem manajemen kinerja eksisting, terutama keterbatasan umpan balik dan indikator kinerja yang kurang realistis. Rekomendasi yang diajukan meliputi penataan ulang SDM, optimalisasi proses kerja berbasis lean dan teknologi, reformulasi indikator kinerja, pengembangan kapasitas pegawai, review kinerja berkala, serta program kesejahteraan dan engagement pegawai. Penelitian ini menegaskan pentingnya integrasi antara manajemen kinerja dan analisis beban kerja sebagai pendekatan holistik untuk membangun birokrasi publik yang adaptif, produktif, dan berkelanjutan.

Kata Kunci
Beban kerja, manajemen kinerja, Full Time Equivalent (FTE), RECAP Matrix, birokrasi publik, keseimbangan kerja, kinerja organisasi

to ,;tudy one particular fa cet of Malcolm's life, must work her/his way through the entire volume, a task that should be unnecessary. That ,;cholar will abo fi nd that items are neither consistently nor usefully cla :;; :;; ified. "Major books and pamphlets about Malcolm X" lists books which are primarily, if not wholly, about Malcolm. "General books about l\'lalcolm X" lists books which mention, sometimes very briefly, Malcolm. Surprisingly, anthologies which print sections from Malcolm's published work appeal' in this section. "Major articles" tend to come fr om periodi cals. and "General articles" fr om newspapers, but that division is not consistent. The problems of a "selected" bibliography and of significant omissions Ex pLora ti()ns in Si{{hls and Sounds No. 7 (Summer 191'7) brought to you by CORE View metadata, citation and similar papers at core.ac.uk

Prison education is an important aspect of adult education. The study investigated current participation in prison education, as well as previous convictions, sentence length, and the portion of sentence served as predictors of academic self-efficacy. Survey data derived from prisoners in all Norwegian prisons provided the empirical evidences for the analyses. A principal component analysis of a 40-item academic self-efficacy questionnaire revealed self-efficacy components in literacy, mathematics, ICT, and self-regulated learning. Educational participation had a positive influence on self-efficacy in both mathematics and self-regulated learning. Participants who reported no previous conviction scored higher than others did on self-efficacy in mathematics, self-regulated learning, and ICT. Furthermore, the results showed that perceived efficacy in ICT decreased with longer sentence length. Portion of sentence served was not significantly related to any of the four self-efficacy comp...

This document examines instances of police brutality, corruption, cover-ups, illegal activities, unethical practices involving restraint and violence against civilians or suspects, deaths in custody or following police contact, and cases where officers have been charged or dismissed in Norfolk, England. The focus is on Norfolk Constabulary, drawing from official reports, news articles, and public records up to August 2025. Where applicable, UK context is provided for comparison, as Norfolk-specific incidents are limited but notable. This updated version includes details on unethical use of force and taser incidents, failures in duty (e.g., unanswered emergency calls, wrongful arrests, illegal detentions, and denials of solicitor access), and additional issues: discriminatory and racist behavior, domestic abuse by officers against partners, failure to support rape victims, failure to assist those with mental health conditions, labeling individuals as mentally ill without evidence, failure to respond to calls, and illegal entries without warrants.

The study focused on how technology improves the lives of elderly people. The study
emphasizes life satisfaction, quality of life, social support, subjective well-being, life
satisfaction among older adults, and social networks. Technology can improve the
lives of elderly people. How the Theories of Specialization in Old Age can enhance
the quality of life. The research study was conducted in Trichy District, Tamil Nadu,
India. The research design used cross-sectional analysis. The study selected 75 rural
and 75 urban samples, totaling 150 samples collected in the research. The researcher
used multi-stage sampling. The findings of the study are aimed at understanding the
impact of quality of life on older adults. To identify the subjective well-being and
how technology usage helps older adults cope with situations

Within the field of penology, research providing firsthand accounts of correctional staff and prisoners remains insufficient, with no identifiable research focusing specifically on interactions between correctional staff and Deaf and Hard of Hearing (D/HH) prisoners. This action research project examines the evolving roles and responsibilities of a staff sign language interpreter (SLI), who is also a certified Americans with Disabilities Act Coordinator (ADAC), over a three-year period within a Level 1-4 women’s correctional institution in California.

Guided the frameworks of Cultural Appropriate Advocacy (CAA) (Salla et al., 2023), Discriminatory Epistemic Injustice (Fricker, 2007), and Moral Agency (MA) (Peter, 2011), this research explores the dynamic interplay between legal mandates, institutional realities, and the staff SLI’s advocacy efforts to bridge the communication gap and empower D/HH inmates facing ADA rights violations. These mandates include, but are not limited to, the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and relevant case law, such as Armstrong v. Newsom (1994).

Qualitative data collection and analysis are used to uncover the underexplored area of prison interpreting and contributes to a deeper understanding of the challenges and opportunities encountered by a staff SLI in this non-traditional setting.

Keywords: (Title II of Americans with Disabilities Act (ADA), Section 504 of Rehabilitation Act of 1973, Cultural Appropriate Advocacy, Discriminatory Epistemic Injustice, Moral Agency, staff sign language interpreter role, prison)

In 1971, when the Open University’s (OU’s) first dedicated television programmes were broadcast and its first correspondence materials dispatched, among the first of its part-time, adult, learners were prisoners. In common with many other OU students, prisoners often started from a position of low self-esteem, having few or no prior formal qualifications. OU students were separated from one another and often prisoners were particularly isolated. Many faced additional difficulties when studying, as some teaching materials and experiences were denied to them. In this chapter, by focusing on prisoners who have studied through the OU, the broader impact of the OU’s students upon their communities is illuminated. The experience of being students provided the prisoners with opportunities to gain in self-confidence and self-belief. It enabled them to hold a mirror up to the mainstream and recognise the ways in which the social order could be made and remade. Studying provided some prisoner...

Etika pola hidup sederhana merupakan salah satu prinsip utama dalam Kode Etik Pegawai Negeri Sipil (PNS) sebagaimana diatur dalam PP No. 42 Tahun 2004 dan berbagai surat edaran kementerian/lembaga. Namun, penerapan dan penegakan norma ini menghadapi tantangan serius akibat ketiadaan parameter yang jelas dan tafsir yang seragam. Fenomena gaya hidup mewah sejumlah PNS menimbulkan ketidakpercayaan publik dan menunjukkan lemahnya efektivitas penegakan kode etik. Penelitian ini menelaah regulasi terkait serta menyoroti pentingnya penafsiran sosiologis-teologis yang menyesuaikan dengan nilai-nilai kepatutan masyarakat setempat. Diperlukan konsolidasi norma dan keselarasan tafsir oleh pejabat pembina dan majelis kode etik agar penegakan tidak bergantung pada viralitas di media sosial, melainkan berbasis pemahaman etik yang menyeluruh dan kontekstual.

Il volume affronta il tema della devianza minorile e delle strutture fisiche in cui vengono ristrette le persone minorenni attraverso una visione multidisciplinare che intreccia pedagogia, architettura, diritto, sociologia e arte. Offre una fotografia del dibattito attuale, tra proposte, contraddizioni normative in una realtà in costante trasformazione e propone un’analisi critica dei modelli esistenti, suggerendo proposte con uno sguardo innovativo. Un mosaico di saperi e testimonianze che sollecita un cambio di paradigma e ribadisce una verità imprescindibile: l’architettura può (e deve) farsi strumento pedagogico, di risocializzazione e di speranza. Il volume intende rompere il silenzio su una realtà spesso ignorata, sollecitando riflessioni, nuove strategie e investimenti concreti per il futuro dei minorenni ristretti.

This paper examines recidivism in the Bruges prison between 1874 and 1892, focusing on the social profiles, criminal histories, imprisonment trajectories, and release circumstances of 40 repeat offenders (20 men and 20 women) convicted of property crimes. Using archival records from the prison’s moral accounting registers, the study explores whether recidivists belonged to diverse socio-economic backgrounds and identifies patterns associated with lower social classes. The findings confirm that recidivists came from various backgrounds but were disproportionately represented among the poor and lower occupational groups. Factors such as age, marital status, education, and alcohol use were analyzed, revealing that recidivism was not limited to a specific demographic but shaped by complex socio-economic and personal circumstances. The paper contributes to the historiographical debate by showing that structural factors, rather than an inherent “criminal class,” better explain repeated offending in 19th-century Bruges.

Il sovraffollamento carcerario in Italia è spesso interpretato come un’anomalia temporanea, il risultato di una crisi all’interno del sistema penale. Questo articolo mira a mettere in discussione tale interpretazione. A tal fine, analizza le politiche adottate a partire dagli anni ’90, dimostrando come la gestione della congestione carceraria abbia, in modo surrettizio, contribuito a rafforzare un irrigidimento del controllo penale. In questo contesto, la riflessione esplora come il sovraffollamento abbia assunto una funzione politica e simbolica, legittimando una narrazione securitaria e alimentando una svolta punitiva. In conclusione, si sostiene che solo un cambiamento strutturale, basato sulla decriminalizzazione e sull’investimento sociale, potrebbe spezzare questo ciclo e riallineare le politiche penali italiane ai principi costituzionali di giustizia e uguaglianza.

Bu araştırmanın amacı, Erzurum ili ve ilçelerinde Diyanet İşleri
Başkanlığına bağlı cami, Kur’an kursu, aile ve dini rehberlik büroları ile gençlik
merkezlerinde vaiz, Kur’an kursu öğreticisi ve imam-hatip olarak görev yapan
din görevlilerinin görüşlerine dayalı olarak, din hizmetlerinde etkili problem
çözme becerilerine sahip olması gereken din görevlilerinin özelliklerini tespit
etmektir. Araştırma nitel araştırma yöntemlerinden olan fenomenolojik desen
ile yürütülmüştür. Çalışma grubunun belirlenmesinde din görevlilerinin bakış
açısını detaylı şekilde anlamak amacıyla ölçüt ve maksimum çeşitlilik
örnekleme tekniği uygulanmıştır. Bu doğrultuda araştırmaya farklı
kurumlarda görev yapan 20 din görevlisi katılmıştır. Araştırmanın verileri yarı
yapılandırılmış görüşme formu ile toplanmıştır. Verilerin analizinde,
MAXQDA 24 programı kullanılarak içerik analizi yapılmıştır. Araştırma
sonucunda, etkili problem çözme becerilerine sahip olması gereken din
görevlilerinin en önemli özellikleri; disiplinler arası bilgiye sahip olmak, etkili
iletişim kurmak, empati yapmak, yaşam boyu öğrenmeye açık olmak, güncel
konuları ve sorunları takip etmek, eşit ve tarafsız bir yaklaşım sergilemek
şeklinde sıralanmıştır. Araştırmanın, günümüzde yaşanan manevi sorunlara
Kur’an ve Hadis rehberliğinde çözüm üretebilme sorumluluğu taşıyan din
görevlilerinin sahip olması gereken problem çözme becerilerini ortaya koyarak,
din hizmetleri ve yaygın din eğitimi alanına önemli katkılar sunacağı
öngörülmektedir.

Τα θεραπευτικά προγράμματα στη φυλακή αποτελούν «αθέατους» χώρους θεραπείας της τοξικοεξάρτησης. Το Ευρωπαϊκό Κέντρο Παρατήρησης για τα Ναρκωτικά και την Τοξικομανία επισημαίνει το ερευνητικό έλλειμα σε σχέση με τη διερεύνηση των εν λόγω παρεμβάσεων (EMCDDA, 2012). Οι γνώσεις μας για τη θεραπεία απεξάρτησης στο χρόνο του εγκλεισμού είναι περιορισμένη, ιδίως στην Ευρώπη (EMCDDA, 2012). Στην Ελλάδα, το αποκαλούμενο «άβατο της φυλακής» (Κουλούρης, 2009) καθιστά τα σωφρονιστικά καταστήματα «…ένα από τα πλέον δύσβατα ερευνητικά πεδία» (Πανάγος, 2018: 132). Η Θεμελή (2008) αναφερομένη στα «δεινά του εγκλεισμού» και τη συμβουλευτική κρατουμένων, θέτει ένα ουσιώδες ερώτημα: ποιοι είναι οι στόχοι της συμβουλευτικής και των εκάστοτε θεραπευτικών παρεμβάσεων στη φυλακή; Σύμφωνα με το ΕΚΤΕΠΝ (2017): «Οι βασικοί στόχοι της θεραπείας στη φυλακή, όπως αυτοί αναφέρονται στο εθνικό σχέδιο δράσης 2014-2016, είναι η εξάλειψη των ανισοτήτων στην πρόσβαση στις υπηρεσίες υγείας και η προστασία του δικαιώματος στη θεραπεία μέσα από τη δημιουργία νέων υποστηρικτικών υπηρεσιών για τους φυλακισμένους χρήστες» (σελ. 13). Με σκοπό την υλοποίηση των εν λόγω στόχων, στις ελληνικές

In a narrative inquiry, five educators who taught college in prison share stories about working in this non-traditional learning environment that is often dangerous and frustrating. From the tension between the prison's emphasis on social control and the educators' concern for democratic classrooms, three broad themes emerged: working in borderlands, negotiating power relations, and making personal transformations. Large intact segments from transcripts of participant interviews form a dramatic text that illuminates how a selected group of educators made meaning of their experience teaching college courses to incarcerated students. A comparative analysis presented in a one act play brings together the individual participant voices to tell a collective story, which has meaning in the context of a shared emotional experience.

Center for British Studies I hereby declare the following: (1) That this work has never been submitted, in whole or in part, for any other degree, examination or thesis (2) That it is my own work (3) That all the sources, including online sources, cited, reproduced, or referred to hereinespecially the sources of quotations, images and tableshave been acknowledged as such. With my signature, I acknowledge that any violation of these declarations will lead to an investigation for cheating or attempted cheating.

At a time when traditional reading and writing skills are no longer sufficient and the need to extend them to the field of digital literacy (DL) is recognised, it is important to help people living in prison develop this competence. It was with this idea in mind that the EPRIS project -e-learning in a prison contextwas developed, which has been ongoing since 2015 at the Female Santa Cruz do Bispo Prison (EP). The project, conceived in the b-learning modality, results from a partnership between the Piaget Institute, the General Direction of Reinsertion and Prison Services, and Santa Casa da Misericórdia do Porto. In its development, the team assumes an DL concept that encompasses the "awareness, attitude and ability of individuals to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to

Este informe presenta los resultados de dos investigaciones realizadas por el Instituto Nacional Penitenciario del Perú (INPE) entre septiembre de 2024 y febrero de 2025, orientadas a comprender los factores de reincidencia delictiva y evaluar el impacto de los programas de tratamiento penitenciario en la población privada de libertad (PPL) egresada de centros penitenciarios entre 2019 y 2024. A partir del análisis de datos institucionales, se identifica una tasa general de reingreso del 25% y una tasa de reincidencia específica del 12.9%, lo que contrasta con la percepción de que las cárceles funcionan como “puertas giratorias”. Los estudios se enfocan en dos intervenciones clave: la Educación Básica Alternativa (EBA) y el Programa de Cárceles Productivas gestionado en alianza con el sector privado. En ambos casos, se evidencian efectos positivos en el desarrollo personal y laboral de los participantes, aunque persisten desafíos estructurales al momento del egreso, especialmente durante el primer año en libertad. Los hallazgos refuerzan la importancia de fortalecer los servicios postpenitenciarios y adaptar las políticas de reinserción a las condiciones sociales y económicas de la población egresada, consolidando una estrategia penitenciaria centrada en la rehabilitación y la no reincidencia.

The quality of life does not depend on the parameter “income” and its value of human capital, but on the enhancement of the person in terms of human development as an essentialelement for an appropriate process of re-education-inclusive that highlights potential and talents within a lifelong learning, which conditions the existence and behavior of each personin society. The capability approach and the paradigm of Human Development connected to it, can therefore represent those principles that, broadening the horizons of strengthening interventions on the deviant subject, allow to give new life to the re-educational action of punishment sanctioned by our Constitution and subsequently by the prison system. Integrating the capacity with the re-educative-inclusive paradigm of punishment can allow the integral development of the faculties and internal capacities of each individual at the end of detention, leaving behind the causes of the past deviant, giving value in this sense to its un...

The recovery of the criminal, of its human capital involves the entire society, involved in a donation of time and resources for the recovery of the value of those who lost themselves in the deviant path. For this reason the contribution of those who knowingly, decides to contribute to the work of the rehabilitation must be valued and channeled in a project of formation and permanent motivation, associating the volunteer and the deviant subject in a path that responsibly and reciprocally bring both, in different roles, to create the conditions for inclusion in an educational relationship of absolute social value. It is precisely in this sense that the educational value of volunteering is expressed: in the reciprocity of the educational relationship between those who demonstrate the value of man purified by the pay principle and the prisoner who collects the value of what he donated. The burden that the volunteer assumes in this report, contributes to activating in the prisoner the p...

I sistemi scuola e carcere hanno alcune, sostanziali, dirette correlazioni, prescritte non solo dai rispettivi ruoli istituzionali inseriti nel sistema sociale del paese ma anche (e soprattutto) per i principi fondanti che ne ispirano l’azione pedagogica e (ri)educativa. Questa riflessione sugli obiettivi educativi e sociali che il sistema scuola-carcere dovrebbe/potrebbe realizzare, supera la mera considerazione del carcere come luogo di contenimento e punizione e della scuola come “obbligo”, proponendo invece un’idea di scaffolding reciprocotra tutti gli interagenti per una presa in carico condivisa, analizzando l’argomento partendo dall’interno del carcere verso l’esterno delle mura. Tra le attivita finalizzate al reinserimento sociale delle persone detenute, l’istruzione appare percio come uno degli elementi fondamentali del trattamento penitenziario, oltre a rappresentare uno degli strumenti indispensabiliper sostenere quel percorso di crescita e maturazione personale in grado ...

Educational work is complex, and requires professionalism now recognized in the regulatory field (Law 205/2017), which should also be supported by supervision, a tool and opportunity to experiment with processes of connection between theory and practice, shared reflection, search for meanings that can translate into coherent operational strategies. Despite the formal and institutional recognition of the importance of lifelong learning, in organizational realities such spaces are drastically reduced by the nonrecognition of supervision considered a luxury or an occasional service.Among the many points of view, pedagogical supervision, on the other hand, must be recognized as an indispensable tool of educational work, able to stimulate and support the search for meaning in educational actions, encouraging educators to place the events in a project framework and for which a permanent, non-emergency and contingent space must be guarded.

The centrality of the re-education of the punishment enshrined in the Constitution and subsequently penitentiary rules, requires a reflection on the principles of “prison treatment”, theoretically based on the great values, in effect contradicted by many inconsistencies.Going beyond the mere consideration of the prison as a place of containmentand punishment, pedagogical action / re-educational activities, must combineinterconnected activities whose objectives are the relationship, socialization andplanning. A path of “treatment progression”, therefore calibrated on the specificity of the individual in order to facilitate its gradual return in the social environment, without disregarding the principle term of imprisonment, which becomes flexible in connection with the period and the “change” as possible, as well as confirm us today neuroscience.This contribution reflects not only on educational action and on the abilityto induce the change provided by the educational models, on the ...

This study employed a qualitative thematic analysis to gain
a deeper insight into post-incarcerated individuals’ narratives
about the desistance process posted within an online, naturalistic
context. We analyzed 87 online narratives from Prisontalk.
com’s (Prison Talk Online; PTO) Success Stories forum,
a discussion space focused on the transition to and life after
post-incarceration. Four themes were identified from the narratives
as posters discussed their continued desistance: 1) being
motivated and resilient, 2) changing their self-perceptions, 3)
engaging with/in supportive relationships, and 4) creating
space for/from community. We found that online desistance
narratives are similar to narratives disclosed in face-to-face contexts.
Additionally, online spaces and the affordances they offer
are important places for post-incarcerated individuals; these
spaces offer the opportunity for members of the community
to construct and post narratives where post-incarcerated individuals
reflect on their previous actions and perform pro-social
identities that help the larger carceral community.

Nigeria, baven realised the importance of education as a means of sustainable manpower development, introduced the Universal
Basic Education with a focus,targeted at ‘Vunctional education" for the acquisition of appropriate skills, abilities and competence
both mentaland plysical as equipment for the individual to live in and contribute to the developmentof his society. This is basicali
to combat unemployment and poverty in the society as well as to improve the economicperformance of the nation, by integratin
academics with skill subjects at the basic level of education -primary andjunior secondary. However as much as it tries to achieve
its objectives, it's still beset with some challenges. Hence this paper appraised the universal basic educationalprogramme in Nigeria,
its objectives and relevance to national development. It chronicles basically on curriculum issues, ways it can be repositioned for a
functional education. 1t recommends among others thatgovernment should providefacilities in all schools across the nation witn
adequate workshop and materials for instruction to make teaching and learning more practical. More so, to occasionally review an.
evaluate its programme as curricula should not be regarded as permanent installations but as subject to continual improvement an
renewal if, found not meeting its objective.


Keywords: Functional Education, Curriculum, Unemployment, Repositioning, Skills.

The writing assignments in this course all built up to the final research project, which required crafting a research paper based on a "fragment" of history; that is, copies of primary sources that students received by week 3.1 The assignments in the course were grouped into three levels of difficulty: assignments 1-3 involved close analysis and careful description; assignments 5 and 6 required synthesis and historiographical analysis; and the final assignments (7 and 9) asked students to engage in an independent research project. In all assignments (except the first), students chose their own comparisons by drawing from the primary sources we studied each week. Although the course was constructed chronologically, I wanted the students to develop comparisons across time; thus, some students continued to use a favorite source that we had studied during the early weeks of class, developing more nuanced readings as the semester progressed. Others were happy to move on, and wrote on new topics each time. Likewise, students chose which paper they wished to revise for assignments 4 and 8, thus encouraging them to make choices about their own writing. Although the writing assignments for this course functioned as an overall sequence, I would like to highlight a technique used during the second half of the course. After developing primary source analysis skills, the students began preparations for their final research project via assignments 5 and 6. Though I provided some open-ended suggestions for comparisons at this point, I was delighted to find students wanted to form their own revealing comparisons. The week before each assignment was due, we discussed what the students were working on, and helped "plan" the papers of a few volunteers. This usually involved jotting down outlines on the board, or studying an image to see if it supported the student's hypothesis. Simultaneously, our chronological study of American history settled into the antebellum era for a few weeks: we considered Jacksonian politics, labor and 1 Please see the course w eb site for assignm ents, w eekly reading response questions, and selected final research papers: 1.cit.com ell.edu/courses/hist 100.31/ Login: histlOO.31 Passw ord: am erica * Reading responses for w eek 10 are w aived fo r editors only, w ho are responsible for ty ping and em ailing the group's w ork.

The writing assignments in this course all built up to the final research project, which required crafting a research paper based on a "fragment" of history; that is, copies of primary sources that students received by week 3.1 The assignments in the course were grouped into three levels of difficulty: assignments 1-3 involved close analysis and careful description; assignments 5 and 6 required synthesis and historiographical analysis; and the final assignments (7 and 9) asked students to engage in an independent research project. In all assignments (except the first), students chose their own comparisons by drawing from the primary sources we studied each week. Although the course was constructed chronologically, I wanted the students to develop comparisons across time; thus, some students continued to use a favorite source that we had studied during the early weeks of class, developing more nuanced readings as the semester progressed. Others were happy to move on, and wrote on new topics each time. Likewise, students chose which paper they wished to revise for assignments 4 and 8, thus encouraging them to make choices about their own writing. Although the writing assignments for this course functioned as an overall sequence, I would like to highlight a technique used during the second half of the course. After developing primary source analysis skills, the students began preparations for their final research project via assignments 5 and 6. Though I provided some open-ended suggestions for comparisons at this point, I was delighted to find students wanted to form their own revealing comparisons. The week before each assignment was due, we discussed what the students were working on, and helped "plan" the papers of a few volunteers. This usually involved jotting down outlines on the board, or studying an image to see if it supported the student's hypothesis. Simultaneously, our chronological study of American history settled into the antebellum era for a few weeks: we considered Jacksonian politics, labor and 1 Please see the course w eb site for assignm ents, w eekly reading response questions, and selected final research papers: 1.cit.com ell.edu/courses/hist 100.31/ Login: histlOO.31 Passw ord: am erica * Reading responses for w eek 10 are w aived fo r editors only, w ho are responsible for ty ping and em ailing the group's w ork.

Drawing from first-hand experiences teaching political theory at two California, USA state prisons, Central California Women's Facility (CCWF) and Valley State Prison (VSP), this paper offers an alternative pedagogical approach that frames students as equal participants in learning. It critiques hierarchical educational models such as the "banking method," which positions teachers as the primary source of knowledge and students as passive recipients. Instead, drawing from the work of French philosopher Jacques Rancière, this paper invites prison educators to adopt a pedagogical commitment to "universal teaching" that fosters an environment where students, treated as intellectual equals, engage critically with texts and ideas, connecting them to their own lived experiences within and against the carceral state. The paper proposes four key lessons in building a critical prison pedagogy. It encourages current and future educators to reassess their teaching practices to empower students to challenge the power structures that confine them.

Una indagine sul significato pedagogico e rieducativo che assume oggi l'attività ludico-sportiva all'interno del carcere non può prescindere dalla individuazione del quadro normativo dei principi che informano il sistema penitenziario italiano. Si ritiene, dunque, opportuno prendere avvio proprio dal principio rieducativo della pena sancito nella nostra Costituzione, per poi esaminare la sua attuazione a livello normativo, nella Legge del 25 luglio 1975 n. 354 2. L'analisi normativa consentirà di identificare le ragioni che hanno spinto il legislatore ad introdurre, tra gli elementi del trattamento rieducativo, anche le attività culturali, ricreative e sportive. Non vi è dubbio che alla base di questa scelta legislativa vi sia l'intento di dare seguito alle indicazioni contenute nell'art. 27 comma 3 della Costituzione, con riguardo tanto al principio della necessaria tendenza delle pene alla rieducazione, quanto a quello della umanizzazione delle pene. Sotto un p...

The study evaluated the impact of the "HOPE Behind Bars" project initiated by Bataan Peninsula State University (BPSU) at Bataan District Jail, which aimed to transform the lives of Persons Deprived of Liberty (PsDL) through education and vocational training. The HBB, established in 2010, directly supported BPSU's mission to empower marginalized communities by offering skills training, personal development workshops, and vocational education. The research highlighted how the project addressed critical challenges such as low morale, self-esteem issues, and lacking livelihood opportunities among PsDL. Despite the success of these programs, research gaps were identified regarding their long-term effects on recidivism and personal development. This mixed-methods research included quantitative and qualitative approaches to comprehensively evaluate the project's effectiveness. The findings emphasized the importance of educational programs in reducing recidivism, enhancing employment prospects, and promoting successful reintegration into society. Furthermore, the study underscored the need for expanding vocational training programs and fostering partnerships between correctional facilities and educational institutions to enhance the quality and accessibility of educational resources for PsDL. By exploring the impact of the "HOPE Behind Bars" project, this research advocated for developing more effective extension programs and policies that supported social justice and community empowerment.

This paper critically discusses two London-based “Learning Together” prison university partnerships—Middlesex University with Her Majesty’s Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of “transformative pedagogy”, and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the learning together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of a transformative ripples model. In addition to exploring personal transformation, the wider transformations that occur within the public institutions at the centre of these collaborations—the prisons and the universities —are discussed. We argue that for prison and university...