Background
to the Research
- As part
of the Criminal Justice Review Implementation Plan of 2001, the decision
was made to close the Lisnevin JJC and develop a single centre at
the Rathgael JJC. The plans included the question of how best to meet
the educational needs of the young people.
- The
Graduate School of Education at Queen's University Belfast was commissioned
to examine the young people's previous and current educational experiences,
their educational expectations, their experiences on release from
custody, and the support and information requirements of JJC staff
in planning and implementing educational provision.
Research
Approach
- Two
sources of data were utilised:
- A
detailed analysis of the records of a sample of young people placed
in the JCCs;
-
Focus group discussions and interviews with young people and 62
professional staff involved in the education of young people.
- The
sample of young people (5 females and 28 males) for the analysis of
records was drawn from all young people in custody or on remand on
5 June 2001 at Lisnevin JJC and all those admitted to Rathgael JCC
between June and December 2001.
Main
Findings
- Most
of the young people could be described as disaffected and disillusioned
by their experiences of mainstream education. As well as problems
with school, the majority of cases were also characterised by family
problems. Few, if any, had recently attended formal education on a
regular basis and many had been out of mainstream schooling for a
significant amount of time.
- A complex
picture of multiple and fragmented schooling appears to be the norm
for most of these young people.
- The
JCC educational staff face many difficulties, in particular the requirement
to teach the Northern Ireland curriculum without the flexibility of
disapplication.
- The
young people had varied perceptions of the JCC education and varied
hopes for the future.
- Of
the 31 young people followed up, 29 had returned to the community
at the beginning of April 2002 and for the majority their Order had
been completed. Of the 31, 12 were now over school-leaving age and
one of these had been returned to custody for further offences. Of
the remaining 11, two were in full-time employment, two were in part-time
employment, one was actively seeking work, one was on a training scheme,
one had refused a training scheme place and four were not in receipt
of any form of training or education.
- Of
the 19 school-aged: two were still in custody; three had returned
to custody; six were due to leave school and had been offered vocational
training schemes; one had returned to mainstream schooling; one was
in part-time employment; and four were attending alternative education.
- A major
constraint for JCC staff is the difficulty in accessing information
about a young person's previous educational experience.
- JCC
staff have little opportunity to make contact with previous providers
to discuss the young person's needs. There is also little opportunity
for JCC staff to follow up on progress once the young person returns
to the community to complete their order. It is thus very difficult
to develop a coherent rehabilitative or educational programme for
the individual.
- The
education staff within the JCC have little, if any, opportunity to
conduct a thorough assessment of the young person's educational needs,
or to discuss with the young person their own perceived needs and
expectations.
- The
inappropriateness of a curriculum which has contributed to the disaffection
of these young people was constantly mentioned by the majority of
the education staff, as well as those not directly involved.
- Whilst
all JCC education staff are extremely dedicated and committed, they
are also disillusioned. The stress levels of the staff are increased
by the frustrations of an inadequate assessment of the young person's
needs, the lack of information about their background, and the belief
that they are delivering an inappropriate curriculum.
- Staff
shortages, poor resources, lack of preparation and planning time and
no classroom support were also mentioned. Teachers also felt completely
isolated from the education community.
Conclusions
- As
a result of the extremely honest, open and fruitful interviews with
all the participants, it was possible to make much broader findings
and recommendations than previously envisaged. The recommendations
included:
- Improved
access to information for JCC staff, including the use of a computerised
system of recording information.
- Closer
links with, and co-ordination of, information between different agencies.
- Multi-dimensional
assessment of needs conducted on entry to a JCC.
- Education
staff need training in the area of special educational needs and need
access to educational psychology services.
- An
evaluation of the plan at the end of a young person's time in the
JCC.
- A review
of the curriculum on offer in the JCC.
- Improving
the perception that education is valued and addressing the issue of
staff isolation.
- Finally,
close collaboration and consultation with the Department of Education
has to be a priority.
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