The Benefits and Opportunities of E-Learning in Prison Isolation
Lars has been in a closed prison in Luleå since 2009. In February 2013, he decided to enroll in a course to learn how to manage personal finances. Currently, he is sitting in front of a computer, completing the fourth of five online modules. Upon his release in mid-2015, he plans to start his own business. While he’s unsure about the specific type, he hopes a subsequent career activity course will help him decide.
Bastien sits on his bunk in a cell in Nîmes prison, headphones on, listening to an Italian language lesson. He has always wanted to learn Italian to connect with distant relatives in Italy, and he dreams of visiting them someday. Though he has many years left to serve, he is determined to use this time wisely. The prison administration has made learning possible, and tomorrow he has a session with his teacher to address questions he encountered during his week of independent study.
In the Grochów Detention Center, Martyna’s teacher is helping her solve a math problem on the computer screen. She’s not yet adept at using a computer, but she’s improving daily. Martyna is a student at an e-learning high school. She resumed her education after leaving school at the primary level while free. Although her sentence won’t allow her to finish high school while incarcerated, she has decided to complete it upon release. She admits her son, soon to finish primary school himself, inspired her decision. She’s also motivated to catch up with his proficiency in technology.
These cases highlight individuals in correctional facilities who chose to spend their time learning. Each of them utilizes different technologies—Lars uses the Internet, Bastien relies on audio materials, and Martyna benefits from an e-learning platform—to support their education. This form of learning is known as “e-learning.” In this article, I aim to explore what e-learning entails, its advantages in the context of prison education, and examples of e-learning programs for inmates implemented in some European Union countries.
Education in Prisons
The renowned French writer Victor Hugo once said, “He who opens a school door, closes a prison.” This statement rings true even today. Social exclusion, whether economic, cultural, or physical, through incarceration, is one of the harshest forms of repression.
Education is a cornerstone of modern life and a vital element of rehabilitation during imprisonment, alongside opportunities for work. Socially excluded individuals, perhaps more than others, deserve access to proper education and opportunities to gain or deepen knowledge.
Poland, as a member of the European Union, adheres to EU norms, including those on prison education. One such guideline is the Council of Europe’s Recommendation No. R (89) 12, emphasizing access to comprehensive educational programs tailored to inmates’ aspirations and individual needs. Prioritized are those lacking basic literacy and numeracy skills, juveniles, and individuals with special needs. Education within the prison system is to hold equal status with work, ensuring no financial or other penalties for inmates who choose to study.
The EU estimates that over 750,000 individuals are currently incarcerated across its member states. While exact education statistics are unavailable, only about 5% of inmates are believed to qualify for higher education. Low qualifications significantly hinder post-release employment prospects, contributing to high recidivism rates. Addressing this gap through education, including vocational training, plays a crucial role in rehabilitation. However, across the EU, only about 25% of inmates participate in educational programs, often deterred by systemic or institutional barriers.
The Central Board of the Polish Prison Service reported in 2013 that the monthly cost of maintaining a single inmate was over 2,600 PLN. Investing in prison education could yield a dual return: better-qualified individuals contributing to GDP and reduced taxpayer costs for incarceration.
What is E-Learning?
If traditional education models fail to engage inmates, what alternatives might work in the context of prison isolation? Observations suggest that e-learning, offering flexibility and individualized approaches, holds significant promise.
E-learning, derived from “electronic learning,” encompasses any learning supported by electronic media. While often associated with computer-based learning, it includes a wide range of tools such as Internet platforms, intranets, satellite broadcasts, audio and video tapes, interactive television, CDs, DVDs, e-books, and podcasts.
The flexibility and variety of e-learning methods allow learners to tailor their educational experiences to their preferences and pace. This adaptability has made e-learning a standard across many institutions globally, and prisons are no exception. The closed nature of correctional facilities makes e-learning particularly suitable for inmate education.
E-learning’s advantages in prison settings include:
- Expanded educational offerings.
- Tailored approaches addressing individual needs.
- Continuity of learning despite the closed environment.
- Opportunities to acquire general, vocational, and digital skills.
- Motivation for younger inmates.
- Diverse formats, such as games, animations, and interactive programs.
- Reduced stigma associated with traditional classroom settings.
Challenges include initial implementation costs, the need for self-discipline, systemic barriers to online content, and public perception issues regarding prison education.
Examples of E-Learning in European Prisons
Several European countries have implemented innovative e-learning programs:
- Sweden: A decade-old intranet-based system allows inmates to study independently while receiving remote support from teachers. Over 150 courses are available, tailored to individual needs, ensuring continuity even when inmates are transferred.
- Turkey: Inmates access self-study materials, such as CDs, and take exams to earn state-recognized certifications. Internet use is restricted but permitted for educational purposes with approval.
- England: Integrated Digital TV (IDTV) provides inmates with educational content in their cells, supplemented by one-on-one mentoring sessions.
- Germany: The “Elis” platform offers over 160 courses across various subjects, enabling controlled access to online materials and fostering communication between inmates and educators.
- Poland: Experimental e-learning high schools in detention centers allow inmates to study under teacher supervision using digital platforms, with plans for expansion.
Open the School Doors
These examples demonstrate the potential of e-learning to transform prison education, aligning with modern rehabilitation strategies. By integrating digital tools into inmate education, we not only reduce digital exclusion but also empower individuals to reintegrate into society as skilled and responsible citizens.
Investing in e-learning for inmates benefits not only the learners but also society as a whole. If we cannot close all prisons, let us at least open the doors to education, making it an accessible and transformative resource for all.
Hubert Skrzynski
