Education behind prison walls

By Kaelanne Jordan

mediarelations.camsel@catholictt.org

The Trinidad and Tobago Prison Service (TTPS) is actively seeking volunteer tutors proficient in CSEC Mathematics, English, Principles of Business, Principles of Accounts, and Human and Social Biology.

This initiative seeks to support 300 inmates who are interested in pursuing these subject areas.

However, the current lack of tutors prevents the Prison Service from contributing academically to all those interested.

Prison Officer Cindy Poliah of the Correctional Education Unit, Programmes and Industry Department told The Catholic News that this programme is not “newly initiated”.

In fact, “The Trinidad and Tobago Prison Service is committed to providing opportunities designed to address different aspects of an offender’s life to reduce the likelihood of reoffending and to promote successful reintegration into society.”

Offenders, Poliah highlighted, are offered opportunities in Academic Programmes, Vocational Training, Cognitive Behavioural Therapy, Anger Management/Conflict Resolution, Life Skills Training etc.

These programmes are facilitated both internally and through collaboration with various external agencies.

In the areas of CSEC and School Leaving, the Correctional Education Unit will follow the syllabus and curriculum as provided by the Ministry of Education. Adult Literacy is structured based on the inability of the inmate. A specific structure will be applied. The teaching methods are based on the tutor’s assessment of the inmates in the class.

The class can be:

• Two hours per subject once a week or as much as a tutor is available
• The classes are small with approximately 10-15 persons per class
• Classes can be taught in person or online
• Required textbooks can be discussed based on availability
• Additional support service can be provided through the education officer on the station once discussed previously i.e. (printing service, homework assistance outside of teaching hours, etc.)
• Effective supervision will be given by the officers on duty for in-person classes.

Poliah explained inmates are assessed to ascertain their requirements and educational backgrounds as these aid in “matching people to programmes” that are suitable for their level of expertise.

“Those with less proficiency in reading, writing and math may be enrolled in basic education programmes which emphasise these core subjects,” Poliah said.

Inmates who have not finished their primary/high school education may be eligible to take part in School Leaving preparatory classes. The Unit also offers classes from Adult Literacy to Tertiary Level Education.

Challenges and measures for success

Responding to the question of how the Unit plans to prepare inmates for the 2024-2025 exams considering the unique challenges and settings they face, Poliah responded, “the teachers in Secondary Schools probably wonder the same thing, and they do what they must.”

The Correctional Education Unit plans to employ the same teaching techniques as external schools as they follow the same syllabus and curriculum.

“In my opinion, the inmates have a better advantage as they are not limited to school hours or other major distractions, and this will allow them to focus and study. They have access to officers outside of the teaching hours should they need assistance,” Poliah said.

She added, only through observation of the teaching style offered “can we determine how we can deal with any issues that may arise re: diverse needs….”

Poliah acknowledged the Ministry of Education has been one of their major supports throughout the years as well as various principals from secondary schools.

She cited the Youth Training and Employment Partnership Programme (YTEPP) as another “key stakeholder” as they offer technical and vocational programmes to the inmate population. Currently, discussions are being held with other key stakeholders for their inclusion.

So, how is the success and effectiveness of the education programmes measured and evaluated? According to Poliah, this involves a combination of quantitative and data analysis, qualitative assessments, participant feedback and long-term tracking to measure their overall success and effectiveness.

Improved behaviour while incarcerated, skills acquisition, reducing recidivism and criminal behaviour, monitoring the employment rates and job retention of individuals who participated in education programmes upon their release from prison and facilitating successful re-entry into society are also ways in which success and effectiveness are measured, Poliah said.

She pinpointed one major challenge has been the availability/consistency of tutors, provision of updated textbooks/resources sufficient for each participant, and printing facilities.

“We have reached out to various stakeholders for assistance as well as our internal pool of qualified officers to deal with the tutoring aspect. The Ministry of Education and various principals at different educational facilities for updated textbooks and the attainment of a departmental printer for printing resources have been requested,” Poliah said.

She also mentioned specified space to hold the classes poses a challenge due to other programmes held at the various prison facilities.