European Interaction Guidelines for Education Professionals when working with Children in Prison Learning Contexts

The EIGEP project comprises organisations from Lithuania, Portugal, Romania and United Kingdom and aims to help practitioners working with children in custody (prison, detention and alternative detention). These practitioners will participate in intensive training and will then receive technical assistance to implement this approach with learners. The existence of specialised staff training on child matters is an integrated indicator in the “Manual for the Measurement of Juvenile Justice Indicators” developed by UNODC and UNICEF 92006).

The goal of the project is to reduce crime and delinquency and improve positive educational outcomes for youth in the juvenile justice system. This initiative will help jurisdictions improve outcomes for juvenile offenders through a process of research-based decision-making, improved risk reduction, and program improvement through the implementation of evidence-based practices and more cost-effective use of scarce resources.

The partnership will work to:

  1. Define what is a learning context, for a child within the juvenile justice system.
  2. Map professionals who are responsible for the education of children in juvenile justice, to identify what kind of specific training they receive to work with these vulnerable young people, from which agencies, and what on-the-job preparation they receive.
  3. Identify a list of common competencies needed by these professionals; research and identify how these competencies are promoted in Europe through education staff training policies.
  4. Develop a European key competency profile from this research and a training package of common modules to match the profile. This work, informed by research as above, is likely to focus on communication and teamwork with children in prison & detention, working with vulnerable groups (foreign language usage/non-native speakers), dealing with learning and understanding difficulties, physical and psychological deficiencies and understanding and managing bullying behaviour in juvenile justice.
  5. Pilot the modules in the partner countries and adjust the initial content to meet the national contexts.
  6. Develop and distribute to relevant stakeholders the Program Toolkit containing the piloted modules and the training methodology for teachers, to prepare them for working in juvenile learning contexts.

The training will be disseminated to mainstream it within the juvenile justice system; sustainability will be ensured by the engagement of, and information for, a wide range of policy makers. The program will be evaluated to measure the effectiveness of the training in changing practices and policies in the participating states.

Visit the project website for more information or contact us.