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• W2247235760 abstract "This paper will present information relating to the implementation of a new and innovative educational program for young adult offenders in the NSW correctional system. This program commenced in July 2004 and is looking forward to its fifteenth graduation ceremony. This paper will outline the development of this initiative and various outcomes, which have occurred over the past four years. Key discussion points will include: ♠ Understanding the mindset of this demographic ♠ Key objectives and methodologies of the program ♠ The profile of candidates ♠ Selection process of inmates ♠ The academic and vocational focus ♠ Difficulties encountered with implementation ♠ Various anecdotal evidence of the progression of this program ♠ Recommendations for improvement. This paper explores the educational practices of a new learning initiative, which has embraced the Epictetus philosophy, amidst the challenges and achievements that have accompanied this innovative program. THE INTENSIVE LEARNING CENTRE: AN INNOVATIVE LEARNING INITIATIVE FOR YOUNG ADULT OFFENDERS 2 of 17 Let me firstly provide a brief overview of this government department and its educational infrastructure. The Department of Corrective Services prides itself on its ability to perform its primary community service, which is succinctly outlined in its organisational vision statement: “To reduce reoffending through secure, safe and humane management of offenders, contributing to a safer community through excellence” (NSW DCS, Guide to conduct and ethics). As with any governmental department funded by the taxpayer, it is imperative to maintain cost effective work practices and to harness the creativity of staff so that innovative developments can be adopted and strategically implemented, thus providing quantifiable value to the public purse. Governments willingly concede the complexity and diversity of the Justice System and the challenging operational dynamic within this multiple entity framework. This is a fact that I easily concur with; both as a relatively new recruit to the Department of Corrective Services and as an individual constantly intrigued by the learning I am acquiring through this vocation. These experiences have provided me with a valuable insight of this, at times, harsh environment but ironically has also allowed a greater understanding, empathy and cautionary diligence toward persons who have experienced a revocation of their liberty, a societal privilege I often take for granted. The principle absorbed in the wisdom of Mark Twain’s statement, who said that “we should avoid the behaviour of the cat who sat on a hot stove plate – Yes, she has learned to never sit on a hot stove plate again but unfortunately she will never sit on a cold one either”, provides an interesting connection to the potential learning we can gain from our mistakes. The challenge in this educational context is the inherent obligation to cater to the social environment of a prison culture and the necessary conformity to security protocols. Maintaining strict adherence to custodial requirements is a business imperative yet we also need to maintain a balanced firm resolve to ensure each function compliments each other respectfully. By achieving this goal we allow innovative edifying practice to permeate our community focus of rehabilitation, albeit the ever present risk of “sitting on a hot stove”. Speaking from experience, my level of ignorance of the Justice system presented a challenge in understanding the convolutions of the criminal process and in consideration of other likeminded educationalists; I have attached figure C1 to provide a relatively succinct, yet broad-based operational view of how we acquire our clientele. A MODEL OF THE CRIMINAL JUSTICE SYSTEM For most people who come into contact with it, the criminal justice system is a sequentially structured process (figure C.1). THE INTENSIVE LEARNING CENTRE: AN INNOVATIVE LEARNING INITIATIVE FOR YOUNG ADULT OFFENDERS 3 of 17 Figure C.1 Flows through the criminal justice system a, b, c a) Does not account for all variations across jurisdictions. b) The flow diagram is indicative and does not seek to include all the complexities of the criminal justice system. c) Juvenile justice is covered in the Protection and support services chapter (chapter 15) (ABS 2007a, 2007a, National Criminal Justice Statistical Framework). This diagram shows the typical flow of events in the criminal justice system. This depiction is broadly indicative and, for brevity and clarity, does not seek to capture all the complexities of the criminal justice system or variations across THE INTENSIVE LEARNING CENTRE: AN INNOVATIVE LEARNING INITIATIVE FOR YOUNG ADULT OFFENDERS 4 of 17 jurisdictions. The purpose in presenting this vignette of the justice system is to provide a basic insight into the challenging environment that an inmate is funnelled through and our role/responsibility in assisting an inmate’s rehabilitation journey. The Intensive Learning Centre aims to fulfil this responsibility by providing an educational program, which is designed to cater to the various learning challenges typical of this demographic. EDUCATION WITHIN NSW CORRECTIONAL CENTRES Meeting the objective of providing program interventions to reduce the risk of re-offending requires access to programs that address not only the prevention but also the causes of offending behaviour. A high ‘education’ participation rate can assist in maximising the chances of successful reintegration into the community. The prisoner education rate is defined as the number of prisoners participating in accredited education and training courses under the Australian Qualifications Framework as a percentage of those eligible to participate (that is, excluding those unable to participate for reasons of ill health, relatively short period of imprisonment, or other reason). ‘Prisoner education’ rates should be interpreted with caution as they measure only participation in accredited education programs, and do not assess participation relative to individual prisoner needs, or measure successful completion of educational programs. In addition, they exclude a range of offence related programs that are also provided in prisons, such as drug and alcohol programs, psychological counselling and personal development courses. Nationally, 36.6 per cent of eligible prisoners participated in accredited education and training courses in 2005-06 (figure 7.11). Vocational Education and Training courses had the highest participation rate in 2005-06 (30.7 per cent) (Corporate research, DCS, pg 1, 2 & 7)." @default.
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• W2247235760 date "2009-12-31" @default.
• W2247235760 modified "2023-09-23" @default.
• W2247235760 title "The intensive learning centre:an innovative learning initiative for young adult offenders" @default.
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