Coracle Inside in-cell Digital Learning Platform opens the door to improving access to education inside prisons
Since the Woolf report of 1991 there has been general acceptance that rehabilitation plays a central role in the battle to reduce reoffending rates, however, despite a number of education related initiatives, the challenge of reducing reoffending has not been met in the UK. Dame Sally Coates’ report in 2016 placed reoffending as a priority goal for the UK government, with improved training and education a core part of the strategy. Government research confirms that prisoners who spend time studying through distance learning are significantly more successful in securing work after release. However, even pre-Covid, 20% of prisoners are locked up for more than 22 hours a day and with access to the internet being strictly forbidden, this has made in-cell learning using digital learning platforms impractical.
Educational activities in prison have been found to provide an effective element in providing prisoners with a focussed means of filling time as part of the approach to tackling anti-social behaviour, serious prison misconduct and violence. Whilst 81% of prisoners are motivated to learn as a means of occupying their time only 70% believed it would improve their employability. If the purpose of education is simply to fill time then the goal of tackling recidivism will fail. Challenging conventional thinking around the approach to education in prison is critical if positive economic and societal outcomes are to be achieved: formerly incarcerated people will have a better chance of contributing to society on release if they are in the workforce.
For learning to be achieved there needs to be a culture where teachers can teach and learners can learn. This includes acknowledging the shift in society towards a digital world. EdTech has changed the landscape of teaching, training and learning. This has been highlighted as schools closed for Covid: there are lessons to be learned and applied to the prison education sector.
Isolation, in the physical sense, may be considered a legitimate goal of incarceration. Isolation in an educational sense is a more nuanced issue and one which can only be addressed by including the concept of rehabilitation in the definition of the purpose of prison. Delivery of good quality education can assist in removing isolation, enabling time in-cell to be used more productively. Changes are required in the way education can be delivered and supported in prisons to make the experience more comparable to learning outside of prison. The importance of providing access to education to those who are isolated is as much about recognising that being included can be as important as being engaged.
Providing the tools to support educational outcomes, to improve employability and support well-being is achieved by recognising the role of education on a prisoners’ mindset. Underpinning the approach to digital provision at Coracle is a general philosophy towards learning intervention that supports the triple goals of Detect (ability, knowledge gaps and mindset), Protect (against stigma caused by previous failings) and Correct (by providing access to content and the tools to support learning).
We should also recognise that the prison population is diverse, with a disproportionately high level of socially disadvantaged individuals. Many have struggled accessing education in their past. There is a much higher than average occurrence of learning difficulties and special educational needs. Prisoners often refer to school in terms of their experience (generally negative) rather than outcomes or qualifications. Permanent exclusion from school is rare (0.1% of 8 million children in schools in England were permanently excluded in 2016/17 (Timpson review of school exclusion May 2019)) however studies have shown that 63% of prisoners had been temporarily excluded and 42% permanently excluded.
Coracle Inside’s secure digital learning platform (www.coracleinside.com) has been specially designed for use in-cell to offer a safe, learner focussed digital experience, without internet access or other connectivity. With support from MoJ and HMPPS, an initial pilot was started in 2017 in partnership with the University of Cambridge led Learning Together programme. This work has been built on during the pandemic, with support from Innovate-UK, enabling Coracle to supply Chromebooks and printers to 25 prisons across England, Wales and Northern Ireland. These include high security, training and open prisons as well as private sector establishments and prisons in the female estate. Coracle’s content partner programme is aimed at helping educators connect content with learners, by leveraging the assurance that Coracle has from HMPPS to provide the secure devices.
Our mission at Coracle is to create a world where no-one is isolated from learning opportunities, recognising that in a digital world, not everyone has access to the internet. We hope you’ll join us on the journey.
Georgie Morgan
Georgie Morgan
Georgie joined techUK as the Justice and Emergency Services (JES) Programme Manager in March 2020, then becoming Head of Programme in January 2022.
Georgie leads techUK's engagement and activity across our blue light and criminal justice services, engaging with industry and stakeholders to unlock innovation, problem solve, future gaze and highlight the vital role technology plays in the delivery of critical public safety and justice services. The JES programme represents suppliers by creating a voice for those who are selling or looking to break into and navigate the blue light and criminal justice markets.
Prior to joining techUK, Georgie spent 4 and a half years managing a Business Crime Reduction Partnership (BCRP) in Westminster. She worked closely with the Metropolitan Police and London borough councils to prevent and reduce the impact of crime on the business community. Her work ranged from the impact of low-level street crime and anti-social behaviour on the borough, to critical incidents and violent crime.
- Email:
- [email protected]
- LinkedIn:
- https://www.linkedin.com/in/georgie-henley/
Cinzia Miatto
Cinzia Miatto
Cinzia joined techUK in August 2023 as the Justice and Emergency Services (JES) Programme Manager.
The JES programme represents suppliers, championing their interests in the blue light and criminal justice markets, whether they are established entities or newcomers seeking to establish their presence.
Prior to join techUK, Cinzia held positions within the third and public sectors, managing international and multi-disciplinary projects and funding initiatives. Cinzia has a double MA degree in European Studies from the University of Göttingen (Germany) and the University of Udine (Italy), with a focus on politics and international relations.
- Email:
- [email protected]
Georgina Maratheftis
Georgina Maratheftis
Georgina is techUK’s Associate Director for Local Public Services
Georgina works with suppliers that are active or looking to break into the market as well as with local public services to create the conditions for meaningful transformation. techUK regularly bring together local public services and supplier community to horizon scan and explore how the technologies of today and tomorrow can help solve some of the most pressing problems our communities face and improve outcomes for our people and places.
Prior to techUK, Georgina worked for a public policy events company where she managed the policy briefing division and was responsible for generating new ideas for events that would add value to the public sector. Georgina worked across a number of portfolios from education, criminal justice, and health but had a particular interest in public sector transformation and technology. Georgina also led on developing relationships across central and local government.
If you’d like to learn more about techUK, or want to get involved, get in touch.
- Email:
- [email protected]
- Phone:
- 020 7331 2029
- Twitter:
- @GeorginaMarath
- Website:
- www.techuk.org/
- LinkedIn:
- https://www.linkedin.com/in/georgina-maratheftis-0a002a102/