A Race to the bottom – Prison Education and the English and Welsh Policy Context

This article examines prison education in England and Wales arguing that a disjuncture exists between the policy rhetoric of entitlement to education in prison at the European level and the playing out of that entitlement in English and Welsh prisons. Caught between conflicting discourses around a need to combat recidivism and a need for incarceration, prison education in England exists within a policy context informed, in part, by an international human rights agenda on the one hand and global recession, financial cutbacks, and a moral panic about crime on the other. The European Commission has highlighted a number of challenges facing prison education in Europe including over‐crowded institutions, increasing diversity in prison populations, the need to keep pace with pedagogical changes in mainstream education and the adoption of new technologies for learning (Hawley et al., 2013). These are challenges confronting all policy makers involved in prison education in England and Wales in a policy context that is messy, contradictory and fiercely contested. The article argues that this policy context, exacerbated by socio‐economic discourses around neo‐liberalism, is leading to a race‐to‐the‐bottom in the standards of educational provision for prisoners in England and Wales.

Analysing Police-Recorded Data

The quarterly bulletins on crime statistics in England and Wales are compiled from two sets of data: crime survey and police-recorded crime. Whilst the former is considered to give the most reliable trends, the latter has a greater level detail for a fuller spectrum of crimes types. This paper explores the advantages and problems of analysing police-recorded data for the insights they contain. This is illustrated by examples from an analysis of domestic violence.

Counting Crime: an explanation of falling crime rates

The current crime decrease is defying traditional criminological theories such as those espoused by Bonger (1916) who researched the relationship between crime and economic conditions and stated that when unemployment rises so does crime. In both the USA and the UK crime has dropped dramatically while unemployment has risen. Both the USA and the UK have been in a deep recession since 2008 but the crime rate has decreased dramatically in both countries. Over the past 20 years it has halved in England and Wales. So how do we explain this phenomenon? Crime is down across the West but more so in Britain (see Figure 1). In England and Wales crime has decreased by 8% in a single year (2013). Vandalism is down by 14% and burglaries and vehicle crime by 11%. The murder rate in the UK is at its lowest since 1978; in 2013, 540 people were killed. Some less serious offences are vanishing too; antisocial behaviour has fallen from just under 4million incidents in 2007-08 to 2.4million. (The Economist 20/4/13). According to the most recent annual results from the Crime Survey for England and Wales (CSEW), crime is at its lowest level since the survey began in 1981; the most recent annual figures from the survey, Latest figures from the CSEW show there were an estimated 7.3 million incidents of crime against households and resident adults (aged 16 and over) in England and Wales for the year ending March 2014. This represents a 14% decrease compared with the previous year’s survey, and is the lowest estimate since the survey began in 1981.

Trends in Crime

There appears to be a paradox in crime figures according to two reports issued recently by the Home Office in April 2015. The recent crime figures released by the Office for National Statistics (ONS) show a rise in crime in the UK triggered by a rise in violent crime while the figures released by the the Crime Survey of England and Wales (CSEW) (which is based on interviews with members of the public about their experiences of crime) estimated a 7 per cent fall in overall crime to 6.9 million incidents last year. The CSEW, which questions 35,000 people in England and Wales, estimates that crime is now at its lowest level since the study began in 1981.So why have we seen this apparent discrepancy in figures? In reality the ONS figures reflect new reporting practices by the Police and it stated it could no longer approve figures recorded by the police because they were unreliable, prompting major revisions of how each force handles its figures. The renewed focus on the quality of crime recording is thought to have led to improved compliance with national recording standards, leading to proportionally more crimes reported to the police being recorded by them. Improved compliance with recording standards is thought to have particularly affected the way the police recorded crime categories of violence against the person (up 21%) and public order offences (up 14%). These rises were largely off-set by falls in the number of recorded theft offences (down 5%). In contrast to the CSEW, there was a 2% increase in police recorded crime compared with the previous year, with 3.8 million offences recorded in the year ending December 2014 (see Figure 1)

Teacher education in the United Kingdom post devolution: convergences and divergences

This paper examines the roles of research in teacher education across the four nations of the United Kingdom. Both devolution and on-going reviews of teacher education are facilitating a greater degree of cross-national divergence. England is becoming a distinct outlier, in which the locus for teacher education is moving increasingly away from Higher Education Institutions and towards an ever-growing number of school-based providers. While the idea of teaching as a research-based profession is increasingly evident in Scotland, Northern Ireland and Wales, it seems that England, at least in respect of the political rhetoric, recent reforms and explicit definitions, is fixed on a contrastingly divergent trajectory towards the idea of teaching as a craft-based occupation, with a concomitant emphasis on a (re)turn to the practical. It is recommended that research is urgently needed to plot these divergences and to examine their consequences for teacher education, educational research and professionalism.