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7. LEARNING, SKILLS AND EMPLOYABILITY
Access to Learning, Skills and Employability
7.1 All prisoners are entitled to education but for many this is constrained by operational issues. Prisoners in the Segregation Unit do not have access to education as a result of the limitations of local and national contracts. More than half of all assessed prisoners have high priority needs in literacy and numeracy. However less than 25% of all prisoners were attending education classes.
7.2 The Learning Centre offers full-time education for up to 10 prisoners through the Scottish Group Award in Computing at Intermediate 2 level. In addition, a number of prisoners participate in art, numeracy and communication programmes. The Learning Centre provides an effective English language service for speakers of other languages. Access to the library is not sufficient to meet the needs of more than a few prisoners.
Assessment of Need
7.3 All prisoners participating in education undergo assessment to identify their education and work potential. These prisoners have learning plans. However around 22% of prisoners had chosen not to participate in education and therefore had not undertaken this assessment. Staff did not have any information on the skill levels and abilities of these prisoners, and as a result they do not have individual plans for development of learning or skills.
7.4 Arrangements to engage and re-engage prisoners in learning are not sufficiently proactive to ensure the learning needs of prisoners most at risk of missing out on learning opportunities continue to be met. The criteria for allocating prisoners to vocational training activities are unclear and not linked sufficiently to prior qualifications and experience.
Delivery of Learning
7.5 Prisoners attending the Learning Centre receive high levels of support and encouragement from the teaching staff. This is particularly evident in the full-time computing programme, the art course and the numeracy and communication programmes.
7.6 Although the Learning Centre provides only 10 places for full-time education, prisoners wishing to develop their creative abilities are able to attend art classes at most times during the week. There are also opportunities to attend evening classes.
7.7 Arrangements for identifying and ordering books and periodicals for the library are not systematic and are not linked sufficiently to prisoner interests, learning needs and vocational training.
7.8 Opportunities for prisoners to gain vocational qualifications and skills for employment are available through specially designed vocational training programmes in Hairdressing, Painting and Decorating, Construction, Carpentry, Joinery, Electrical and Cleaning. However, there are no arrangements in place to provide certification for work-based activities such as engineering, general purpose, laundry and catering. In most cases, prisoners who attain qualifications at the prescribed level do not have sufficient opportunity to progress their skills and gain further qualifications.
7.9 The Hairdressing programme provides very good opportunities for prisoners to develop their vocational and core skills in a realistic working environment. Prisoners on this programme who progress to open conditions have good opportunities to continue their studies at a local college.
7.10 A number of prisoners have taken the opportunity to gain vocational qualifications and skills for employment in Physical Education including sports leadership, skills for work and SQA performance units. Programmes are well-planned and provide good opportunities for progression.
Prisoners' Learning Experiences
7.11 All prisoners attending the Learning Centre value their learning experience and were making very good progress in a range of curriculum areas.
7.12 In some workshops prisoners are not able to participate in the work activity as they have not received the required preparatory training. However most prisoners who are actively engaged in training programmes value their learning experience. In several programmes prisoners did not consider the programme to be beneficial to their future employment. It should also be noted that in several workshops there is insufficient work for the number of prisoners.
7.13 Almost all prisoners undertaking PE programmes were developing independence and personal responsibility for their learning. They make good use of these new skills when inducting and tutoring new prisoners.
Achievement
7.14 Prisoners are able to achieve qualifications in the range of curricular and vocational areas specified at paragraph 7.8, as well as the SGA in computing award. The prison values and recognises prisoner achievement and encourages staff and other prisoners to share in celebrating the success of all. Staff organise various events to encourage and celebrate success including participation in competitions, award ceremonies and charity events. However, there are insufficient opportunities for prisoners to develop and gain recognition for core skills such as ICT, literacy and numeracy within a vocational context.
Ethos and Values
7.15 Relationships between prisoners and learning centre staff are good. In almost all cases this contributes effectively to a positive learning environment.
7.16 Prisoners are not allowed to receive monetary rewards from competitions or sale of artefacts, and those participating in the "Storybook Dads" initiative are charged £2.00 for a CDROM. The need for this charge should be reviewed. "Storybook Dads", creative writing and personal finance are all innovative additions to the curriculum provided.
7.17 Insufficient liaison between and across all learning, skills and employability services has resulted in missed opportunities for a coordinated approach to prisoner development and employability.
Staffing and Resources
7.18 Staff are committed to providing a meaningful and relevant learning experience for prisoners. However many have not received appropriate training to enable them to support prisoners with additional learning needs, for example dyslexia.
7.19 The lack of availability of officers to escort prisoners to where they need to be often inhibits prisoner access to learning, skills and employability services.
7.20 The Learning Centre is well-equipped for the delivery of ICT and Art programmes, but general purpose classrooms are dull and not conducive to a positive learning experience.
Quality Assurance
7.21 There are no arrangements in place for systematically evaluating and improving the quality of the prisoner experience across learning, skills and employability. Informal arrangements are in place in PE but there is no structured identification and promotion of good practice across the full range of LSE. As a result there are significant missed opportunities to enhance and coordinate teaching activities and learning experiences. This is particularly apparent in the prison's approach to the development of core skills.
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