Education in Penitentiaries and Remand Centres as a Form of Impact Instruments

Michał Bartczak

eDuCatIon In PenItentIarIes anD remanD Centres as a form of ImPaCt Instruments

Introduction

Theneedtounderstandtheconceptofteachingunderconditionsofpeniten- tiaryisolationinprisonsandremandcenters,whichfallwithinthejurisdictionof

theJusticeMinisteroftheRepublicofPoland,requiresmulti-layerandinterdisci- plinaryanalysis�Inthepublicationherein,onewillthereforeencounterreferences

totheoreticalknowledgeinthefieldoflaw,psychologyandpedagogyaswellas

informationfrompractitioners,namelypedagoguesandpsychologistsservingin

penitentiaryunitsandteachersworkinginprison-affiliatededucationalestablish- mentsbutalsolecturersrunningtheirowncourses�

legal Background

Teaching,alongwithwork,culturalandeducationalactivities,leisureand

sportsisthemajormethodofpenitentiaryresettlement(Machel,2003)�Thepara- mountlegalactwhichpermitstheincarceratedtoeducatewhileservingtheirsen- tenceistheactfromthe6^thofJune1997–TheExecutivePenalCode�Article67

ofPECstatesthat”executionofprisonsentenceshallactivateinthesentenced

personthewillingnesstocooperateintheprocessofshapingsociallydesirable

attitudes,especiallythesenseofresponsibilityandtheneedforcompliancewith

lawinordertoforbearfromresortingtocrime�”(Actfrom6June1997,article

67,Lelental,2010,p�316)�§3ofthearticlespecifiestheinstrumentsofinfluence

ontheconvicts:

“The influence on convicts, while respecting their rights but requiring to

fulfillobligations,shouldconsider…education…inthefirstplace�”(therein,

p�316)�Additionally,article102insection5talksabouttherightofthesentenced toeducationandself-education�Withinthe“PenalExecutoryCode”therearefur- therdetailsregulatingconvictseducationgiveninChapter6“Tutelage”�Articles

from130to134castmorelightontheframeprinciplesofeducationinpeniten- tiaries�(Lelental,2010)�

Theguidelinesonconductingeducationalactivitieswithinthepremisesof

penitentiariesandremandcentersaregiveninTheOrdinanceofTheMinistry

ofJusticefromthe13^thofFebruary2004(Dz�U�04�37�337)concerningdetailed

principlesandmethodologyofeducationinpenitentiariesandTheInstructionNo�

1/2011ofTheDirectorGeneralofThePrisonServicefromthe13^thofJuly2011

concerningdetailededucationmethodologyinschoolsandcoursetraininginpen- itentiariesandremandcenters�

organization and methods of education

Thehistoryofeducationasoneofthemethodsofinfluenceonprisonersdates

backtothe16^thcentury,wheninBridevilleinEnglandandAmsterdaminthe

Netherlandsappearedthefirsthousesofreformationandforcedlabourinwhich

inmatesweretrainedtowork�Formerprisonsandtheprisonsentenceexecution

wereoftransparentretaliatorynature�Theactualtransitionofpenitentiarythought

tookplacenosoonerthaninthebeginningofthe18^thcenturyowingtothePope

ClementXIwhocontributedtotheinceptionofSanMicheleresettlementasylum�

Anothermilestoneinthehistoryofpenitentiarysystems,whichcameinthesec- ondhalfofthe18^thcentury,wastheVilain’screationoftheSeparateSystemwhich

assumedcertainextentofprisonerssegregationtoavoidreciprocaldepravityand

resettlementthroughwork(Machel,2003)�Thequestionofpenitentiaryeduca- tion,andineffectprogressivesystem,wasintroducedbyaFrenchpenologist,

whosecounterpartsonPolishterritorywere,interalia,MirosławNakwaskiand

FryderykSkarbek�TheStandardMinimumRulesfortheTreatmentofPrisoners

createdbytheUnitedNationsin1955wereaconsequenceofpenitentiarythought

evolution(Machel,2003)�Whilediscussingthetopicofeducationorganizedby

Polishprisonserviceoneshouldinthefirstplacehighlightthefactthatschools

affiliatedwithpenitentiariesareinstitutionswithdistinctteachingpersonnel�The

teachersemployedthereinareneitherpedagoguesnorpsychologistsofpeniten- tiarydepartments�Duringtheircooperationwithapenitentiarytheyconsiderthe

specificcharacterofteachinginisolationconditionsandthenecessitytosecure

order,disciplineandsafety(TheOrdinanceofTheMinistryofJusticefromthe

13^thofFebruary2004,Dz�U�04�37�337)�Thedirectorofthepenitentiaryisobliged

tosecureconditionsandfinancialmeansvitalforschooloperation�Ifaninmate

wasgivenapermissiontobegineducationinanexternalunit,thepenitentiary

departmentofficersareobligedtodeterminewithaschoolDirectorthemannerin

whichtheinformationregardingtheinmate’sstudentobligationsfulfillmentisto

beexchanged�

Apartfromexecutingregularteacher’sobligations,theteachingpersonnelis

alsoboundtocooperatewiththeschool-affiliatedpenitentiaryprisonservicewith

regardsto,interalia,exchangeofinformationvaluablefortheinmateresettlement

assessment,suggestionsasforawardsanddisciplinarypunishments,encourage- menttowardsfurthereducation�

Ineducationalestablishmentsoperatingintheneighbourhoodofpenitentia- riestheobligatoryeducationisgivenatthelevelofelementaryandmiddleschool�

Itisalsopossible,althoughnotcompulsory,togainahigherlevelofeducationor

certificationthroughfollow-upeducationorcourses�Thelegislatorallowsthatthe

lattermethodcouldbepartiallyorfullypayable�

Theoretically, education in penitentiaries is available for all prisoners�

However,takingintoaccounttherealpotentialofpenitentiaryeducationinterms

ofvacantplaces,capabilitytoassurebothsafetyoftheinmatesandappropriate

criminalproceedings,onecanconcludethatthisformofeducationappliesmainly

toconvicts�Itisworthmentioningatthispointthatpenitentiarysystemsinother

countries,forinstancetheUnitedStatesofAmerica,arebetterorganizedwiththis

respect,andtuitionisprovidedevenintheprisonsofthehighestsecuritycategory

(Pierzchała,Cekierka,2008)�Asamatteroffact,TheOrdinanceofTheMinistry

ofJusticepermitstheattendanceintuitionofthetemporarilyarrested,however,

takingintoconsiderationtherestrictionsgiventherein,suchcasesareoutstand- inglyrare�

Fromtheorganizationalpointofvieweducationinpenitentiaryisolationcan

bedividedinmultiplemanners,dependingonthecriteria�Thefirstcriterionisthe

obligationofeducation�Inlightofthis,educationcanbedividedintoobligatory,

fortheprisonersbelow18yearsoldwhoaresubjecttocompulsoryeducationon

thebasisofTheEducationAct,andfacultativefortheremaininginmates�Another

criterionfordivisionisthetypeofeducation�Adistinctioncanbedrawnhere

betweentheregularschoolsystemandcourses(TheOrdinanceofTheMinistry

ofJusticefromthe13^thofFebruary2004,Dz�U�04�37�337;TheInstructionNo�

1/2011ofTheDirectorGeneralofThePrisonService)�Thethirdcriterionisthe

placeoftuition�Threesolutionscanbefoundhere:tuitioninaprison-affiliated

school,withinthepremisesofapenitentiaryoraremandcenter(mainlyvocation- altrainings),orwithinthepremisesofanotherestablishment(courseorganizeror

university)�Another,self-explanatorycriterionisthetypeofschool�Onecandis- tinguishelementaryandmiddleschools,furthereducationincluding:vocational

education,technicalcolleges,secondaryschoolsandpost-secondaryeducation�

Thereisalsoapossibilitytopursuehighereducationprovidedapermissionofthe

adequatepenitentiarydirectorisgranted�

InPolandtherearecurrently20schoolclustersandcentersforlifelonglearn- ingwhichcomprise52schoolsofdifferenttype,affiliatedwith22penitentiaries

and2remandcenters,interaliainWołowo,Włocławek,PotuliceandStrzelce

Opolskie (Tomaszewski, 2011)� Within vocational training the prisoners may

becomecertifiedasshort-ordercooks,confectioners,painters,paperhangers,hair- dressers,carpenters,locksmiths,tinsmiths,electricalfitters,bricklayers,electri- cians,mechanicsandmanymore�Everyyearabout3500prisonerscancommence

educationinthoseestablishments�Thisconstitutes4,5%ofpopulationinthestate

ofpenitentiaryisolation�AsclaimedbyMachelfollowingBramska(Bramska,

2001),thedirectorsofpenitentiariesareoftheopinionthatonly40to60%of

prisonermaybequalifiedforvocationaltraining(Machel,2008)�Asstemsfrom

thepublisheddata,3459inmateswerestudentsofprison-affiliatedschoolsinaca- demicyear2009/2010�Thisequals4,2%ofthetotalnumberofprisonerandonly

26ofthemwereuniversitystudents�Thenumberofalumnicorrespondingtothis

periodequals817,outofwhich95acquiredsecondaryeducation�Therewere

1177vocationaltrainingsheldinyear2010whichwereattendedby13291prison- ers�Inthiscase13012alumniwerereportedwhichyieldsthefactorof97,9%of

passedexamination(Tomaszewski,2011)�Theinseparableelementofvocational

trainingisacquiringpracticalskillsandparticipationintheseactivitiesiscompul- sory�Practicalvocationallearningcanbeachievedthroughworkshopsandactivi- tiesinschool-affiliatedworkrooms,employmentininstitutionswhichmanufac- tureproductordeliverserviceconvergentwiththeaimedprofessionorthrough

acombinationofboth�Inanycase,therearenolegallimitationsasforcontractual

agreementswiththeseinstitutions�Theycanbeaffiliatedwithpenitentiariesbut

thereisnosuchobligation�Incaseofastudent’semploymentconvergentwith

theprofessionheisbeingtrainedfor,heshallbeexcusedfromtheobligationof

participationinpracticalvocationaltraining,certainlyfortheperiodofemploy- ment�(TheOrdinanceofTheMinistryofJusticefromthe13^thofFebruary2004,

Dz�U�04�37�337)�Nowadays,theprison-affiliatedschoolsfacetheproblemofsig- nificantlylimitedvacantplacesattheinstitutionsoperatingincooperationwith

penitentiarieswhichcomplicatestheabove-mentionedsolution(Hołyst,2008)�

Themostrecentproposalfortheprisonerwillingtoacquireknowledgeis

e-learning�Thismethodofeducationhasrecentlygainedaconstantlygrowing

multitudeoffollowersamongthedirectorsofpenitentiariesandremandcenters,

theirstaffaswellasamongtheprisonersthemselves�Thisundertakingwasinau- guratedatthelevelofsecondaryschoolinWarsawremandcentersofGrochów

andBiałołęka�Currently,thesystemisworkinginoverthirtypenitentiaryunits

andtheprogramembracesabout300studentsingroupsof9to10people�The

ambitionofthelearningsystemcreatorsistoachievethenumberof1000students

inaspanof3oncomingyears�E-learningasaformoffree-of-chargeeducation

inwhichthelearnerscommunicatewiththeteachersthroughawebplatformand

receivelearningmaterialsandexercisesbye-mail�Inthesamewaycompleted

homework,questionsanddoubtsaresenttotheteachers�Theinstitutionwhich

runssuchformoftrainingiscertifiedasapublicschool�Theunquestionablead- vantageofe-learningisthepossibilityforshort-termsentencedprisonerstocom- mencetrainingsandcontinueeducationaftertheyarereleasedfromapenitentiary

oraremandcenter(Szlęzak–Kawa,2011)�Terminationofschoolorcoursetrain- ingiscertifiedwithacorrespondingdiplomaorattestation,whichmustnotcon- taininformationregardingthefactofgainingeducationduringaprisonsentence�

recruitment Procedure

Duringtheyearthereare2enrollmentsessions:wintersemesterintheperiod

of1to30ofMayandsummersemesterintheperiodof1to30ofNovember�In

exceptionalcircumstances,acandidatemaybeenrolledduringasemester,butnot

laterthaninthemiddleofit,whentheyshallbeobligedtocompensatethescope

oftraininglostandsitexaminationinit(TheOrdinanceofTheMinistryofJustice

fromthe13^thofFebruary2004)�

TherearecertainmeasuresspecifiedinTheExecutivePenalCode,andother

legaldeeds,whichneedtobeundertakeninorderforaprisonertobecomeastu- dent�Thefirststepisdefiningtheconditionsofthesentenceexecution�Thereis

anorganinstitutedbyapenitentiaryunitdirector,calledpenitentiarycommittee,

comprisedofselectedofficersandemployeesofthepenitentiary,whichactswith- inthecompetencedescribedinarticle76,§1ofThePenalExecutoryCode�By

executingthetasksgiveninsection1,2and3oftheabovearticle,thecommittee

definestheconditionsfortheprisoner’ssentenceexecution:directsthemtoanad- equatepenitentiaryandaspecfiedprisonsystembutalso,ifnecessary,determines

individualinfluenceprogram�Theseconditionscorrespondtoclassificationgroup

andsubgroupcomprisedofpenitentiarytypeandnature,andsentenceexecution

system�PolishLawstipulatesfortypesofpenitentiaries(forjuvenilecriminals,

first-timeprisoners,persistentoffendersandtheremandedinmilitarycustody),

threegroupsofnature(closed,half-openandopen)andthreesystemsofsentence

execution(correctional,therapeuticandstandard)(Lelental,2010)�

Aftertheconditionsofsentenceexecutionaredefined,theprisonerinterested

incompletingeducationisobligedtosubmitapplicationtoenrollonacourseor

receiveschooleducation�

Aprisonerwhoisunderschoolobligationisautomaticallyselectedasacan- didatefortuition�Theyareintroducedtothepenitentiarycommittee,whichonthe

strengthofarticle76§1ofThePenalExecutoryCodequalifiesthemfortuition�

Thefollowingaspectsaretakenintoconsiderationinordertoarriveatadecision:



– documentededucation,whichisthebasisfortuitioninagivenschoolor

designatedsemester,



– motivationoftheconvict,



– correctionalindividualtasksandpsychologicalrecommendations(ifany

given),



– generalhealthcondition,



– dateofconditionalearlyreleaseandsentencetermination,



– professionalworkpracticeoftheinmate,



– conformanceofthechosenschoolandsemesterwiththeupdatedlistof

availableschools,programsandsemesters,



– purposeofthepenitentiaryaffiliatedwithaschool,



– theneedtoprovideorderandsafety(TheOrdinanceofTheMinistryof

Justicefromthe13^thofFebruary2004),

Additionally,acandidatewhoappliesforvocationaltraining,courseortech- nicalcollegeisobligedtoobtain“amedicalattestationfornohealthcontraindi- cationstobegintrainingforachosenprofession”(therein§22)�Itisworthhigh- lightingherethateventherapeuticdepartmentswereembracedintherecruitment

procedureinyear2010�Therewere28prisonersdesignatedtocommenceschool

education(anytypeofschool)and188enrolledoncourses(Tomaszewski,2011)�

Thereafter,theadministrationdepartmentofapenitentiaryunitsendsasum- marynamelistofcandidatestothemanagementofagivenschool�Afterthedate

ofcountry-widenamelistsubmission,therecruitmentcommitteeacceptscandi- datesinrespectiveschools,classesandsemesters�Duringitsworkthecommittee

followsthebelowassumptions:



– thenumberofstudentsinthefirstsemestermustequalatleast20,



– thenumberofstudentsinsubsequentsemestersmustnotbylowerthan10

(TheOrdinanceofTheMinistryofJusticefromthe13^thofFebruary2004),



– whenthenumberofcandidatestranscendsthenumberofvacancies,the

priorityistobegivenbasedupontheregulationsofTheExecutionPenalCode�

Ifaprisonerwasnotqualifiedasastudentofagivenschool,thedirectorof

hispenitentiaryunitshouldforwardhisapplicationtoanothereducationalestab- lishmentcapableofincludingtheprisoneramongtheirstudents�

Inthecasewhenitisobligatorytoacceptoneorseveralnewstudentswith

schoolobligation,tuitioncanbeprovidedonhourlybasis,whichisspecificfor

individualmode�

Aconvictwhowasgivenpermissionfortuitionbeyondthepremisesofthe

penitentiaryisobligedtocoverthecostofeducation,withtheexceptionofasitu- ationinwhichthereisnoprison-affiliatedschoolprovidingtheselectedsubjectof

education�Ifthisisthecase,thepenitentiaryisallowedtofullyorpartiallycover

theexpensesonhandbooks,studyaid,stationeryandtravels�Thedirectorofthe

penitentiarymayalsopermitaconvicttoparticipateintutorialandsitexamina- tionsinestablishmentslocatedoutsidethepenitentiary�



– TheOrdinanceofTheMinistryofJusticedeterminesalsothecircumstanc- esunderwhichthepenitentiarycommitteemayexcludeaninmatefromfurther

tuition�Thesearethefollowingconductwhichjeopardizesthesafetyofapeniten- tiary,



– refusaltoparticipateinclasses,



– declarationofpsychologicalcontraindicationstocontinueeducation,



– learningintervalofmorethan50%oftuitiontimeduetotransportbyorder

ofdisposingparty,



– learningintervalofmorethan50%oftuitiontimeduetofailuretoreturn

fromtemporaryrelease,



– healthconditionprecludingparticipationinclasses,



– no promotion to next semester with no possibility to repeat it (The

OrdinanceofTheMinistryofJusticefrom13^thofFebruary2014),

Inacademicyear2009/2010therewereintotal1014prisonersexcludedfrom

education,outofwhich233forsecurityreasons�

Informal aspect of Prison-affiliated schools operation

Inordertopresentinfulltheconceptofoperationoftheschoolsaffiliated

withpenitentiariesoneshouldnotoverlooktwoissuesextremelysignificantfrom

theperspectiveofsuccessfulrecruitment�Theseare:thephenomenonofprison

subcultureandprofitandlossaccountfromtheprisoner’spointofview�

Therehavebeenanumberofpublicationswrittenaboutprisonsubculture�

Itwasthemainthemeofmovies,thesubjectofbachelor’sandmaster’stheses�

However,theseworksarenotsufficientlyearnestinmanycases�Thereasonfor

thisisalackoftrustworthysourceofinformationandthefactofauthorsbeing

purposefullymisguidedbytheinvestigatedprisoners�Theworksfrequentlycon- tain fundamental errors and thus they are unreliable� Nevertheless, this article

doesnotaimtofathomthisproblem�Itisafact,however,thattheplaceofthe

inmateinprisonsubculturedeterminesmanyaspectsoftheirexistenceamong

peoplebereftoffreedom(Kolęda,1995;Kamiński,2006)�Thisincludesthevery

possibilitytocommenceeducationintheschooloftheirchoice,typeofeducation

andthedesirableprofession�

Anotheraspectisaresultofpolarizationoftheacademicsocietyassociat- edwithresettlementissuesinvestigationononesideandprisonpractitionerson

theother�Theoretically,everypersoninterestedincorrectionalactionsactivities

shouldbesatisfiedandhelpfulifaninmateturnstothemaskingforsupportand

acceptanceasastudentofagivenestablishment�However,everyprisonpracti- tionerwillinstantlysurmisewhatliesbehindthesuddenwillingnessofthepris- onertobequalifiedfortuitioninaparticularschool�Itisworthnoticingthatthe

choiceofanyspecificprofession,whichtheprisoneristobetaught,iscompletely

withoutsignificance�Thekeyfactortosolvethisproblemispenitentiarycourt’s

jurisdiction�Prisonersshareinformation,specific“prisonlegends”aboutwhereit

iseasiesttoobtainearlyconditionalreleaseandwhichjudgeismoreliberaland

whotheyshouldnotsendpetitionsto�Itisworthmentioningthattheprisoners

donotbaseonanyreliablestatisticalfactsheets,butonlythenumberofpetitions

approvedbythepenitentiarycourtregardingearlyreleaseandprisonsentence

breaks�Generatingthissortofmyth,theprisonersmakeabasiclogicalmistakeof

notincludingintheequationthepercentagefactorofrelease�

Anotherelementwhichencouragesinmatestobecomestudents,nottolearn- ingthough,isconfidencethatitiseasiertoberewarded�Theauthordidnotfind

anystatisticaldatatosupportsuchstatement,butheisoftheopinionthatifitwas

thecasethiswouldbeincontradictionwithteacher’sethics�Oneshouldbearin

mindthatstudentsparticipateinclassesinordertoachieveknowledgeandskills

andundergoescorrection�Inthiscase,theprisonerswhoattendclassesinprison- affiliatedschoolsshouldbetheoneswhoactuallywanttogainknowledge,are

reallymotivatedtochangetheirattitudesandlifeasaconsequence�

Theauthorconsidersitamistaketoqualifyasstudentsallapplyinginmates,

including those who cannot specify the intentions behind application, declare

openly their wish to change the surroundings or increase the chances of early

conditionalrelease�Undoubtedly,theoneswhoshouldserveasthemainsievefor

selectioninthiscasearepedagogues,prisonpsychologistsandpenitentiarycom- mitteeresponsiblefordecision-making�Nevertheless,inordertoenforcesuch

asolutiontheeffectivelawneedstobemodified�

Whatseemstobeanothermistakeisconsideringthecompletionofprison-af- filiatedschooleducationasanindicationoffullresettlementandapprovingearly

conditionalreleasebasingonsuchassumption�Certainly,thefactthataprisoner

isworkingonthemselvesandstrivestomeettheexpectationsofthepenitentiary

systemshouldbenotedandconsideredforassessmentoftheirbehaviourinthe

conditions of penitentiary isolation� It is, however, just one of many elements

constitutingapositivecriminalandsocialforecast�

Discussion

Afundamentalquestionwhichfrequentlyappearsindiscussionsofpracti- tionersaboutprisoneducationconcernsthesenseoforganizingthiskindofac- tivities� Even though, tuition is indisputably one of four aspects of interaction

betweentheprisonerandsocietyintheprocessofresettlement(Machel,2003),it

stillarousescontroversy�Thegroupofpractitionerscomprisesmanysupportersof

prison-affiliatedschoolsbuttherearenumerousopponentsaswell�Themostfre- quentargumentsmentionedbytheformerare:educationassuch,time-consuming

activity,gainingqualifications,includingvocational,workingonprisoners’regu- larity�Anotherargumentistheprosocialaspectwhichiswortheffortsevenifthe

resultisminimal�Theprocessofempathymaybeanexampleofit(Gulin,2006)�

Theopponents,however,allegethatthistypeofeducationimplicatesvastex- penditurewhichdoesnottranslateintorealbenefits,therearenoindicatorswhich

provethegainedknowledgeandskillstobeutilizedinprivateorbusinesslifeand

thatthereisnoevidencetosupporttheclaimofthelawmakerthattuitionisoneof

majorandmosteffectivemethodsofcorrection�

Inordertoevaluatereasonablenessofcontinuingprisonschooleducation,

oneshouldhavealookatthebenefitsandlossesresultingfromthistypeoftu- ition�Thisaspectshouldbeapproachbothfromtheperspectiveoftheprisoner

and societythrough consideringdifferentobjectives,standards, preferredrules

andqualities�

Themotivationforschooleducationwhichismostfrequentlymentionedby

theprisonersisactingagainstboredom,idlenessandconvictionthatitwillin- creasechancestobeapprovedforearlyconditionalrelease,whichwasmentioned

before�Thewilltogainknowledge,exploretheworldorlearningnewskillsis

mentioned extremely seldom�They imply dramatically rarely that science and

knowledgearevaluableassuch,asopposedtothemeansofobtainingtangible

goodsonly�Thiscanbedirectlytranslatedintotheattitudeofthelearninginmates

towardsstudiedsubjects�Accordingtoresearch,theirfavouriteactivityisphysi- caleducation(over92%ofrespondents)andpedagogue–PEteacher(88%of

respondents)(Michniewicz,Michniewicz,2006)�Argumentsusedbyfamiliesof

highpedagogicalefficiencyarealsoabsent�Thesearetypicallyusedbyparents

whomotivatetheirchildrentolearnmoreingeneralandmoreeffectively,refer- ringtosupremacyofknowledge,ambitionandchannelizingchild’sactivity�What

dominatesispurelyinstrumental,proximalattitudedeprivedofthegeneralso- cialaspect�Averytypicaltraitoftheprisonenvironmentisextremematerialism,

alackofpatience,claimingattitudeandexternalsenseofcontrolincaseofany

failures�Asaconsequence,therearerelativelyfewinmateswillingtoparticipate

instationaryeducationwhichrequires persistent work on oneself, regularity

and a sense of obligation� Excessive focus on oneself leads to preservation of

egoistictraits,whichresultsintheabove-mentionedextremematerialismassoci- atedwithgainingprofitevenifattheexpenseofanotherperson(Gulin,1994)�

Fromtheperspectiveofaprisoner,thesearethedisadvantagesofeducationwhich

discouragethemfromattemptingtocommenceeducation�Takingintoaccountthe

above,onecanconcludewhythereismuchinterestincourseeducationamong

prisoners�Investigatingthisaspect,onemayonlydistinguishtworeasonswhy

prisonersfailtoenrolincourses:nointerestorcapabilitiestowardsavocationor

theattitudeofdiscouragementtowardsanyactivitywhichwouldbreachthecur- rentstatusquo,whichisasymptomofprizonization(Badowska–Hodyr,2008)�

Prizonizationisaphenomenonrelatedtothefactofinmate’sadaptationtospecific

standardsofimprisonmentsuchasrules,attitudes,behaviour,languageandhabits

(Ciosek,2003)�Theadvantageofcoursetrainingoverschooltuitionis:



– shorttimeofduration(rarelyexceeding150hours),



– fewexams,



– possibilityoffullcostreimbursement�

Tosumup,theinterestinbothschooltuitionandcoursetrainingfrequently

deviatesfromtheoreticalassumptions,whichmusthavebeentheinspirationfor

thepeopleparticipatinginlegislativeprocess�Thestresslaidnowadaysupon

thenumberofstudentsorcourses,asopposedtochoosingonlythecandidates

presentingrightattitudeandmotivation,bringschaostotherecruitmentprocess

andallowstoolargeholesintheselectionsieve�Asaresultofsuchapproach,

theschoolsaffiliatedwithprisonsmay,paradoxically,quicklylosetheirstudents

expelledforreprehensiblebehaviour,experiencefallgeneralofdiscipline,and

thusmorefrequentlythesafetyinschoolsandpenitentiariesmaybeendangered�

Thesolutionproposedbytheauthorcouldbeadjustingtheplacesforstudentsin

schoolstothenumberofcandidatesapprovedforeducationintheirparentunits�

Certainly,suchapproachwouldimplyclosingsomeofthesubjectsorevenes- tablishments,butitwouldbejustifiedbybotheconomicalcalculationandcom- monsense�ThereisacontradictiveconclusioncomingfromTomaszewski,who

referstotheinvestigationofTheCentralBoardofThePrisonService,which

indicatesthatthisisinsufficientpedagogicalstaffproblemthatmaycomplicate

acceptingmoreprisonersforeducation(Tomaszewski,2011)�

Therequirementtojustifythewilltocommenceeducationwithacover

letter,constitutinganintegralpartofthepetition,correctbehaviourwhichwas

also required before, and promoting those attitudes which are not of claim- ing nature would preliminarily eliminate those students who would not have

achancetocompleteeducation�Maintainingtherightattitudeinthecourseof

tuition,passedsubjectsandcompletingeducationprogramwithinthescheduled

timeframecouldserveasprerequisiteforaleaveorearlyconditionalrelease�

Withthisregard,cooperationbetweenschoolstaffandofficersfromthepeni- tentiarydepartmentwould,forsure,increasethelikelihoodthatthosedesirable

traitscouldstrengthen�Consideringthepossibilitytousethetechniqueofper- sonalinfluenceandallowingfortheresearchconcludingthatapedagoguecan

betheauthorityforprisoners,onecanassumethatsuchasolutioncouldbring

positiveresults(Karaszewska,2008)�Ontheotherhand,negativebehaviour,

absence resulting from the prisoner’s malevolence or no will of cooperation

withteachersshouldimplynegativedecisionsasfortheaboveconclusionsand

proceedinginordertoenforcepartialortotalreimbursementoftheeducation

expensesfromtheprisoner�

Fromthesocietypointofview,tuitioninpenitentiariesandremandcent- erscarriesbenefitsaswellaslosses�Amongtheformeroneshoulddistinguish

decreaseofilliteracy,equalizedchancesofaccesstoeducation,increaseofthe

generaleducationlevelindicatoramongcitizens,probablydecreasedfactorof

formerprisonersreturningtocrime(althoughtheauthordidnotencounterre- liable statistics to prove this tendency), employment of people committed to

engageinprisoneducation�Anotherbenefitisadecreaseofthelikelihoodof

spontaneousaggressiveactionsamongprisonersthroughreductionofmonotony

andidleness�Thistranslatesintodecreaseddemandforemploymentofbudget

measures(Poklek,2008)�

Anothernegativeaspect,associatedwiththesubjectactivity,ispreservation

ofthesenseofsocialinequity�Atthemomentwhenthemajorityofsocietyex- pectsamorecoercivecriminalsystem(Pawela,2008),frequentlyrestorationof

deathpenalty,theinformationaboutpenitentiaryeducationactivity,inmostcases

fundedbythenationtreasury,maycausesocialdiscontent�Free-of-chargevoca- tionaltrainingsand,inmanycases,schoolaccessoriesmaycertainlyarouseobjec- tionsamongtheunemployedorlivingonminimalsalary�However,accordingto

Miłkowska,nosupportfromthenationfortheimprisoned,infactcausedbyfear,

resultsindeprivingtheprisonersofotheroptionsbutreturningtocrime,which

mayleadtoanothercrime(Miłkowska,2009)�Disadvantagesofthistypeofedu- cation are the expenditure related with the maintenance of establishments and

externalcompanieswhichrunthecourses,andintheauthor’sopinion,notfully

appropriateselectionofvocationalcoursesubjects�Tooextensive,country-wide

trainingsforwindowfittersortilersmayresultintheformerprisonersreturningto

crime�Demoralizedpeoplewhodonotconsidersocialstandardsingeneral,will

verylikelytakeadvantageoftheirpresenceinthebuyer’sapartmenttocommit

anothercrime�Itisworthnoticingthatcoursecertificatesandvocationalqualifica- tionsachievedinpenitentiaries,inaccordancewiththeanti-stigmatizationrule,

donotincludeanyinformationabouteducationbeingcompletedinapenitentiary

oraremandcenter�Asaresult,neitheremployernoranaturalpersoninsearchof

aprofessionalcannotbesureabouttrueintentionsofthepersoneducated,inthis

contextwithmoneyfromthenationtreasury�

summary

Taking into account global approach and objective arguments, one should

concludethateducationinprison-affiliatedschoolsandbycoursesystemiscer- tainlyaneffortofthestate,whichmaybringrealbenefitsintheshapeofdecrease

ofthepercentageofprisonersreturningtocrime�Unarguably,prisoneducation

systemrequiresmanychangesbothintherealmoflegalregulationsandorganiza- tion�Consideringfrequentmodificationsofeffectivelawandmulti-layerreform

ofThePrisonService,whichaimstoreducetheproblemsspottedwithintheor- ganizationbyitshighauthorities,interalia:overabundantbureaucracy,dehuman- izinginfluenceontheemployeeandalackofcapabilitytoperformcorrectional

tasks(Keller,Kopczuk,2006),onemayhopethatstresswillbelaiduponcommon

senseandeconomyasopposedtostatisticalreportsonly�

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