New research suggests that 81% of prison leavers state that they received no support preparing for their release from prison. This is one of the major challenges that incarcerated individuals face as they try to rebuild their lives on the outside and become an integrated part of society. The majority of prison leavers said that they felt their life was more stable inside prison. Access to services which also address the causes of homelessness such as mental health, substance misuse, and lack of employment is imperative. Post-release employment has been found to reduce the risk of reoffending by between a third and a half. However, a significant proportion of the prison population have no experience of stable employment. Further research recommends that employment programmes should be based on strong local partnerships with vocational training activities that have links to real employment prospects. Digital systems are crucial to enabling the delivery of high quality education to prisoners. If prisoners are, on release, to secure employment, continue to study, or otherwise contribute to society, they must be given the opportunity to use and improve their digital skills in prison. Augmented Reality will play a significant, integral part in the Offender Learning revolution. The methods developed are innovative for target groups and partner countries. Partnership and involvement with Shrewsbury Colleges Group and the AR approach to education in prison should give individuals the skills they need to unlock their potential, gain employment, and become assets to their communities. Project Objectives • Develop high quality resources using AR to engage learners, having access to specific resource topics, translated into their own native language. • Improve education results in offender institutions • Evaluate the effectiveness of using AR resources • Meet security and access requirements, ensuring that the resources are 'locked' from the outside world and access is monitored within security guidelines. • Extend and enhance the learner experience using an engaging tool that enables learners to access the content 'at the point of need' • Widening participation for offender learners in partner countries as a result of production, dissemination and embedding of the AR resources • Share good practice and adapt processes, resources and outcomes transnationally • Evaluation of the project with outcomes report Although some projects are being developed to implement digital e-prison services and some countries gaining confidence in moving forward towards digitalisation behind bars, none have focused on the use of AR as a means to provide and deliver personalised resources, information and digital process for access 24-7. Nationally and Internationally, the e-prison model is yet to be adopted at scale. This is reaffirming the Coates review and this will have greater impact across a wide range of offender institutions across Europe. This also build on the current project with European partners to introduce and develop AR to support youth offender learners. “They need to look at how they measure the success of prison education; the current levels of prisoners’ educational attainment; and what happens when education is assessed as not good enough by regulatory bodies such as the Office for Standards in Education” (Coates, 2016). To ensure sustainability, it needs to be extended to wider EU penal systems, including translation of resources, the differentiation for need as well as European system requirements . It will also enable the look at impacts of the AR across the pilot institutions with an in-depth evaluation, analysis and impact of Augmented Reality in improving the outcomes of Young Offenders. The current project can report on the use of the AR resources and evaluations from both learners and staff on the practical and long term views. Impact can only be suggested, but to fully investigate the full impact of the AR on offender learners needs to be looked at much later in the process. To understand the increase in attendance at lessons, increase of qualifications and results, reduction of re-offending rates as examples of impact.
To develop high quality resources using Augmented Reailty (AR), to engage staff and learners, having access to specific resource topics, translated into their own native language and to: • Improve education results in offender institutions • Evaluate the effectiveness of using AR resources • Meet security and access requirements, ensuring that the resources are 'locked' from the outside world and access is monitored within security guidelines • Extend and enhance the learner experience using an engaging tool that enables learners to access the content 'at the point of need' • Widen participation for offender learners in partner countries as a result of production, dissemination and embedding of the AR resources • Share good practice and adapt processes, resources and outcomes transnationally • Evaluation of the project with outcomes report • Raise attainment in prison support and learning learning transnationally The project team had the following needs listed as essential to support prisoner preparation for release, in the context of their labour market adaptation: • Job Skills: Inmates need to receive training in various vocational skills using digital tools and augmented reality. This equips them with practical abilities that can lead to employment opportunities upon release. • Digital Literacy: As the world becomes increasingly digital, having basic computer skills is essential for job-seeking and day-to-day life. Inmates need to learn to navigate digital environments, use productivity tools, and communicate effectively online. • Job Interviews and Workplace Scenarios: Augmented reality can simulate job interviews and workplace environments. This provides inmates with valuable experience and boosts their confidence in handling real-life situations, increasing their chances of securing employment. • Post-Release Resources: Digital tools are needed to provide information about resources available after release, such as housing assistance, job placement programmes, and addiction treatment resources. This helps inmates’ transition more smoothly back into society. • Stress Reduction and Coping Skills: AR resources would assist in offering therapeutic experiences that help inmates relax, reduce stress, and learn healthy coping mechanisms. This is particularly important for individuals who may face challenges in adjusting to life outside of prison.
Research suggested that 81% of prison leavers state that they received no support preparing for their release from prison. This is one of the major challenges that incarcerated individuals face as they try to rebuild their lives on the outside and become an integrated part of society. The majority of prison leavers said that they felt their life was more stable inside prison. Access to services which also address the causes of homelessness such as mental health, substance misuse, and lack of employment is imperative. Post-release employment has been found to reduce the risk of reoffending by between a third and a half. However, a significant proportion of the prison population have no experience of stable employment. Further research recommends that employment programmes should be based on strong local partnerships with vocational training activities that have links to real employment prospects. Digital systems are crucial to enabling the delivery of high quality education to prisoners. If prisoners are, on release, to secure employment, continue to study, or otherwise contribute to society, they must be given the opportunity to use and improve their digital skills in prison. Augmented Reality will play a significant, integral part in the Offender Learning revolution. The methods developed are innovative for target groups and partner countries. Partnership and involvement with Shrewsbury Colleges Group and the AR approach to education in prison should give individuals the skills they need to unlock their potential, gain employment, and become assets to their communities. Although some projects are being developed to implement digital e-prison services and some countries gaining confidence in moving forward towards digitalisation behind bars, none have focused on the use of AR as a means to provide and deliver personalised resources, information and digital process for access 24-7. Nationally and Internationally, the e-prison model is yet to be adopted at scale. This is reaffirming the Coates review and this will have greater impact across a wide range of offender institutions across Europe. This also build on the current project with European partners to introduce and develop AR to support youth offender learners. “They need to look at how they measure the success of prison education; the current levels of prisoners’ educational attainment; and what happens when education is assessed as not good enough by regulatory bodies such as the Office for Standards in Education” (Coates, 2016). To ensure sustainability, it needs to be extended to wider EU penal systems, including translation of resources, the differentiation for need as well as European system requirements. It will also enable the look at impacts of the AR across the pilot institutions with an in-depth evaluation, analysis and impact of Augmented Reality in improving the outcomes of Offenders.