Presentation given at Stormont by Dr John McCord at a seminar on Youth Justice hosted jointly by the UNESCO Centre and Opportunity Youth.

2. UNESCO Centre

3. ‘Reviewing the Provision of Education
for young people in Detention:
Rights, Research and Reflections
on Policy and Practice’

4. Rationale
 to identify the rights for children and young people in custody to
education in Northern Ireland;
 to analyse and review the legal and policy provisions for the educational
needs of children and young people in custody;
 to highlight research evidence and data in relation to the voice and
educational experiences of young people in custody and identify gaps in
existing provision;
 to explore new strategies of providing education in custody and make
recommendations for policy development and implementation.

5. Current arrangements fall short of international
standards
 Although progress has been made arrangements fall short of
international standards.
 Provision of education remains problematic.
 Provision of well-co-ordinated education, training and support is
fundamental to address offending and prepare young people for re-
integration to the community.
 Young people not taught in line with the NI Curriculum.
 In some circumstances young people not receiving adequate training to
prepare them for release.
 Overuse of custodial remand and undue delay in youth justice system.

6. Need for Improved co-ordination and information
 Poor transmission of key information and lack of continuity between
custodial-based education and provision in the wider community.
 Whilst there has been some progress in this area, evidence indicates
that it is still not fully realised in practice.
 There have been consistent calls for joint collaboration between
relevant government departments, agencies and community
organisations.
 Consideration should be given to statutory guidance with
comprehensive provisions for children and young people in a youth
custody setting.
 Welsh Assembly Government (2011) Learning for children and young
people in a youth custody setting in Wales: Statutory guidance for local
authorities in Wales.

7. Collaborative Partnerships are critical to improve
re-integration
 A collaborative approach between youth custody settings and external
agencies can support young people during and after their time in
detention.
 Education or work-based placement on release can be a significant
deterrent for reoffending.
 The lack of access to and support in securing such placements post
custody can have a detrimental effect on successful re-integration.
 There is a need to develop external relationships, for example, with
further education and work-based learning suppliers to make it easier
for young people leaving custody to reintegrate into mainstream
education and training.
 Also requires strong support structures to be put in place including
those for family support.

8. Data Collection can be improved
 Quality information and research that produce policy relevant
knowledge are crucial to inform policy.
 Good progress has been made in recent years.
 Difficulties remain with existing data on education in custody. Lack of
information or portfolio about educational gains made in custody.
 There is a need for comprehensive data systems, particularly
longitudinal and disaggregated data on young people in custody; data
on re-offending and pathways and outcomes post release.
 Need for longitudinal data which goes ‘Back to the Future’.

9. Dedicated Training and pedagogical approaches can
improve outcomes for Children and Young People
 Children in custody are rights holders and not merely recipients of penal
care.
 Role of professionals can influence the experiences of young people
and equip them with learning and skills to reintegrate into society.
 There are deficits in child rights training for staff in places of detention
for young people in Northern Ireland.
 Deficits remain in training on the complex and rehabilitative needs of
young people in custody.
 Alternative approaches to education can help re-engage young people
who are disaffected and improve teaching quality.
 Innovative pedagogy and technology can be used to improve learning.

10. UNESCO Centre