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New approaches to the design and delivery of offenders’ learning and skills

New approaches to the design and delivery of offenders’ learning and skills The place of e-learning 27 October 2005 Presented by Jon Gamble Director of Adult Learning. The LSC and Offenders’ Learning and Skills. Rationale for the transfers Home Office and DfES aspirations

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New approaches to the design and delivery of offenders’ learning and skills

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  1. New approaches to the design and delivery of offenders’ learning and skills The place of e-learning 27 October 2005 Presented by Jon Gamble Director of Adult Learning

  2. The LSC and Offenders’Learning and Skills • Rationale for the transfers • Home Office and DfES aspirations • LSC core values and priorities • A new, integrated service for offenders • in the community • in custody • The learning journey • a mainstream offer • a relevant curriculum

  3. The Scale of the Challenge:the learners • 77,000 offenders in custody • 200,000 offenders in the community • 138 prisons in England • Of all prisoners screened on reception • 50% are at or below level 1 in reading • 66% are at or below level 1 in numeracy • 80% are at or below level 1 in writing • 39% of offenders currently engaged in learning • Just over 3 hours spent in learning per week

  4. The Scale of the Challenge:the learners Table – shows key differences between prisoners and general population

  5. The Scale of the Challenge: the current ‘e-learning situation’ *Source: Directory of Offender Education (2005), published by the Forum for Prisoner Education

  6. The Scale of the Challenge:addressing the issues • Security requirements • Capital investment • Relevant materials • Developing learning skills • Developing delivery skills • The role of UfI/learndirect

  7. Meeting the Challenge • Understanding the concept of ‘learning technologies’ • Develop ‘prison specific’ solutions • Senior management buy-in (trust) • Weighing the benefits • Knowing what works • ICT skills as part of the core employability offer • Promoting the mainstream • Develop our ‘experts’ (expertise) and champions • Making it happen – (urgency and ambition)

  8. How will we know if we are succeeding? • Increase in learning outcomes • Increased chances of sustained employment • Measurable reduction in re-offending • Partnership working • maximising partners’ strengths • based on clear accountabilities • A step change in the quality of provision • Value for money • Progression to other learning

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