LETTER FROM THE PRESIDENT - ACEA · · 2017-02-24rectional educators to guide the prisoner in the acquisition of the skills required to suc- ... ing accredited units for Indigenous

AUSTRALASIAN CORRECTIONS EDUCATION ASSOCIATION

I mentioned in the October news-

letter, we wanted to update both the ACEA website and the logo be-fore the end of the calendar year but things took a little longer than planned. My apologies for the de-lay but I am happy to announce that we have now completed both those tasks. We wanted to make sure the website could be used to assist with the conference business in Hobart in November and that is now possible. The website is ‘a work in progress’, we’ve populating it with information on research topics, recommended research readings, things to consider if do-ing research in prison, and will then introduce information on ac-credited resources for correctional education practitioners- be aware that for some of this information you will need to be a member of ACEA.

I just returned from attending the Reintegration Puzzle conference in Brisbane and it was well worth the trip! Reintegration Puzzle and ACEA have a very close association going back to the formation of their first conference, and we work together toward similar ends. We look for-ward to seeing the supporters of the Reintegration Puzzle Confer-ence in Hobart in November! While there, I and Stav Anderson, the Juvenile Justice representative on ACEA Executive, looked after an

ACEA table generously provided by Reintegration Puzzle. We fielded a number of questions about educa-tion in prison and the ACEA confer-ence itself. It was great to hear about the innovative programs being developed and delivered by providers across the country. I also heard some disturbing news from Debbie Glass, the Victorian Om-budsman, about violence occur-ring to both uniform staff, and be-tween prisoners, in Victorian pris-ons due to overcrowded condi-tions. Debbie also mentioned the fact that parole orders being ap-proved in Victoria, are just about the same as in WA- only 36-38%. The issue of parole order rejec-tions is a troubling trend national-ly, as it is a major contributing fac-tor for over crowded prisons in Australia. It impacts prison educa-tion because the large numbers serve to restrict the capacity of educators to meet the learning needs of the prisoner population. We are finalising potential keynote speakers for the Conference and I am sure we will provide those who are attending the conference a holistic and diverse group of pre-senters who will share their knowledge, experience and ideas on how we can make our efforts to assist our students both more meaningful and transformative. To date, we have three keynote

LETTER FROM THE PRESIDENT

AUGUST 2015

speakers ‘locked in’ and one other still to go. There will be a contin-gent of overseas speakers, as well as local Australian practitioners, administrators, researchers and academics. We are also finalising the selection of the abstracts for the presentations for the different streams for the conference; those selected will be advised the first week of September. We have re-ceived more for the Hobart con-ference than we received for the Sydney conference in 2013, so we’re really pleased with the num-ber and quality of abstracts that have covered areas like IT, juvenile justice, Indigenous, university study, reintegration and correc-tional research to name a few.

On behalf of the Executive Com-mittee and Conference Planning Committees, I thank you for show-ing so much interest in the upcom-ing conference, and we hope to see all of you there in November!

Ray Chavez

2 AUSTRALASIAN CORRECTIONS EDUCATION ASSOCIATION

THE BENEFITS OF VOCATIONAL EDUCATION AND TRAINING TO

CORRECTIONAL EDUCATION

While the basis for correctional education’s close ties with vocational education and

training (VET) in Australia is basically due to the interest and preference of prisoners to engage in practical contextual modes of learning when reengaging in education, some other significant factors serve to influence this important association. The VET system’s capacity to offer State and territory based correctional education sections and their practitioners, an opportunity to fully participate in a common nationally recognised system that meets both its professional and learner’s needs was not available from other educational sectors. While the VET sector requires a sometimes onerous adher-ence to essential conditions, standards and guidelines for training and assessment, it also offered quite significant benefits; a nationally recognised system of accreditation; it allows the innovation and flexibility to develop curriculum which met the unique needs of prisoner students; and quite significantly, offered a national forum where cor-rectional education can be heard and its issues and contributions recognised. Correc-tional education practitioners are able to have their works published nationally through the assistance and cooperation of the National Centre for Vocational Education and Training, and have these works made available internationally.

The association between correctional education and the VET sector has had a mostly

unrecognised but important impact on the relationship between corrections and the wider community. The working partnership between sectors has provided the founda-tion for the dismantling of the traditional isolation experienced by prisons and the wid-er community. With VET, came ongoing daily and weekly visits to prison sites by educa-tionalists, lecturers, employers and industry representatives. These visits ‘opened the door’ for more regular visits from community leaders, university staff, non for profit or-ganisation, artists and athletes, and to the scheduling of prison events such as educa-tional graduations, artistic events and functions, and NAIDOC Day celebrations where groups of Indigenous people could attend local prison festivities. It also helped support external visits by prisoners to community projects and activities. The approval to en-gage in external activities created the opportunity for prisoners to adjust to periods of time on the outside, where they could transition to community life by participating in real work while interacting socially with non-prisoners. These opportunities can prove quite valuable when preparing a prisoner for their reintegration to the community after serving a sentence in prison.


While the national VET system, industry and many politicians view VET success deter-

mined almost solely by the employment outcome of the student, correctional educators necessarily have a more holistic interpretation. While always supportive of achievements which lead to ‘economic self-sustainability’, professional correctional educators under-stand the key to that success is the ‘sustainability’ of that achievement. For sustainability to prevail, prisoners must be assisted to become better decision makers, so as to avoid coming in contact with the criminal justice system. This is where the importance of the aforementioned VET allowance for innovation and the development of a flexible curricu-lum, can combine with the skills, knowledge and teaching expertise of professional cor-rectional educators to guide the prisoner in the acquisition of the skills required to suc-cessfully reintegrate back into the community.

In prison, the education being developed and provided is correctional education. It uses

adult basic, vocational, developmental and higher education as the ‘carrots’ to motivate the learner to reengage with education while they are in prison. It is the combination of the correctional educator’s capacity to successfully engage the learner and to engender trust combined with the content of the subject and field of education that can help the prisoner embrace change and a new way of viewing their world.

The structural capacity available to provide training under the VET system that can assist

in providing positive outcomes which are required of most prisoners, like pro-social be-haviour, increased self-awareness and improved interpersonal communication is invalua-ble to prisoner education. Practitioners can achieve these aims by adapting or develop-ing accredited units for Indigenous prisoners such as, ‘Deadly Foods’; ‘Keep Your Culture, Keep Your Job’; ‘Explore Your Story’; ‘Indigenous Storytelling through Art’; ‘Indigenous History’ and ‘Noongar language and culture’, or courses like ‘Standing on Solid Ground’ an emotional and multiple intelligence course. These units can be included in a training program so they combine to meet both the acquisition of specific vocational skills re-quired by industry and the identified criminogenic needs of the prisoner. The vocational set can increase the opportunity to secure employment and self-sufficiency, while the correctional education skill set provides the transformative foundation which may help improve positive social and familial well-being. It is the professional skills of the qualified educators delivering the correctional education program which can provide the skills that facilitate the sustainability of positive change.

THE BENEFITS OF VOCATIONAL EDUCATION AND TRAINING TO

CORRECTIONAL EDUCATION


ISSUES AND FACTORS TO OVERCOME

DISADVANTAGED CHILDREN

An American study, "The Early Catastrophe: The 30 Million Word Gap by Age 3” from the United States has revealed that in the first four years of life children of professional parents will hear 30 mil-lion more words than children from families on welfare.

Children from families on welfare heard about 616 words per hour, while those from working class families heard around 1,251 words per hour, and those from professional families heard roughly 2,153 words per hour. Thus, children from better financial circumstances had far more language ex-posure to draw from. Even sadder is the finding that, the words a child from a low-income family has typically mastered are often negative directives, meaning words of discouragement. The ratios of en-couraging versus discouraging feedback found within the study, when extrapolated to age four, the average child from a family on welfare will hear 125,000 more words of discouragement than encour-agement. When compared to the 560,000 more words of praise as opposed to discouragement that a child from a high-income family will receive, this disparity is extraordinarily vast. The same research found that these startling discrepancies play out in later years when the children exposed to the extra 30 million words outstrip the others in vocabulary, reading comprehension and language develop-ment.

STRESS CAN BE TOXIC FOR KIDS LIVING IN POVERTY

Scientific evidence is now showing that growing up in adverse or stressful childhood situations can make a child focus on being hyper vigilant to threat. Experiences such as divorce, abuse, domestic vio-lence, homelessness and drug and alcohol usage can trigger this hy-peractivity of stress and vigilance. When you’re vigilant to threat, and regularly monitoring the environment for things that might happen that could harm you, it’s very hard to pay attention to things with long-term interest or long- term outcomes. Outcomes like doing well in school, or building a healthy, happy future. The prison experience can serve to reinforce the embedded focusing on survival over the formu-lation of a better future through the adoption of a positive law abiding lifestyle.

NEW DISABILITY DEFINITION FOR AUSTRALIAN STUDENTS

One in six Australian students has a disability that may require extra help in the classroom accord-ing to new official data. The new rate means that approximately 590,000 Australian students may now be classified with a learning disability. The increase in the estimates is due to the new defini-tion of disability which now includes children with learning disorders such as dyslexia, autism, symptoms of foetal alcohol syndrome and mental illness. South Australia in the first national audit of students with disabilities revealed a disability rate of 16.3%- double the Australian Bureau of Sta-tistics estimate of 8 per cent. Nearly two-thirds of the disabled students in South Australia had a cognitive disability, 21% a social or emotional disability, 12% a physical disability and 4% a sensory disability.

These preliminary statistics reveal what correctional educators have traditionally suspected, that there is a significant number of people with learning disorders who do not receive the appropriate assistance while in school and inevitably, struggle to live law abiding lifestyles from a young age.


YOUTH EMPLOYMENT DECLINING

The number of young people aged 15-24 in full time employment in Australia is now 28%; the lowest in approximately 35 years, it was 33% a decade ago; a decline of 70,000 people. The de-crease in the figures reflects the changing educational and industrial situation in the nation due to a slowdown in employment. The decline in manufacturing has meant that trades type jobs have decreased and so, this type of full time work is now no longer as available as it once was. Participation in part time work conversely has been increasing, with those 20 to 24 years old, who do not study, part time employment has risen from 8.3% to 19% between 1986 and 2012.

INDIGENOUS POPULATIONS

In the majority of countries around the world, there is an over representation of Indigenous or ethnic minorities in prison systems. Within the New Zealand prison environment in 2012 50% of prisoners were Māori, 34% European, and 12% were Pasifika (NZ Department of Corrections, 2013b). In com-parison around 15% of the New Zealand population identify as Māori, 67% as European, and 8% as Pasifika (Te Ara, 2013a; Te Ara, 2013b; Te Ara, 2013c).

Looking at different statistics, the pattern repeats in other western countries , with Aboriginal people making up about 4% of the Canadian population, as of February 2013, 23.2% of the federal inmate population is Aboriginal (First Nation, Métis or Inuit). In Australia, Aboriginal and Torres Strait Is-landers made up 27% of the prison population in 2012, but represent only 2.5% of the general popu-lation (Australian Bureau of Statistics, 2013); with American Indians and Alaska Natives comprising only 1% of the U.S. population the incarceration rate of Native Americans is 38% higher than the na-tional rate.

Australian Indigenous Youth

According to 2012-2013 figures, one in every 28 Indigenous boys aged 10 to 17 had spent time in de-tention, compared to one in 544 for non-Indigenous boys. Indigenous representation among girls in detention was even higher – one in 113 Indigenous girls aged 10 to 17 had spent time in detention, compared to one in 2,439 non-Indigenous girls.

The worst offending state was Western Australia, where Indigenous kids were 53 times more likely to be in detention than non-Indigenous kids – twice the national average rate.


http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCMfe9crEtMcCFWWUpgodNPUALQ&url=http%3A%2F%2Fwww.cliparthut.com%2Fdeclining-line-chart-clipart.html&ei=diTUVcfLD-WomgW06oPoAg&bvm=bv.99804247,d.dGY&p


GENDER

In just a couple of generations, one gender gap has closed, only for another to open.

In reading, where girls have been ahead for some time, a gulf has appeared. In all 64 OECD countries and economies, girls outperform boys. The average gap is equivalent to an extra year of schooling. Teenage boys are 50% more likely than girls to fail to achieve basic proficiency in any of maths, reading and sci-ence.

Girls’ educational dominance persists after school, as higher education has boomed worldwide; women’s enrolment has increased almost twice as fast as men’s. In the OECD, women now make up 56% of stu-dents enrolled, up from 46% in 1985. These women who go to university are more likely than their male peers to graduate, and typically get better grades.

One study has noted, that of the 30 occupations expected to grow fastest in the coming years, women dominate 20, including nursing, accounting, child care and food preparation. “The list of working-class jobs predicted to grow is heavy on nurturing professions, in which women, ironically, seem to benefit from old stereotypes. For the working class, the economy “has become more amenable to women than to men.”

Criminality remains an option for men of all skill sets; the world’s most dysfunctional people are nearly all male. Men have always been more violent than women, in most OECD jurisdictions today; they com-mit 90% or murders and make up 93% of the prison population. For many men the greatest obstacle to finding a job is that they have already fallen foul of the law.

Future impact on families

There is a visible disconnect between the traditional blue collar ideas of a man’s role and the reality of life today. University-educated men have adapted reasonably well to the feminist revolution but it “seems to have bypassed low-income men”. The ideas on male-female roles, combined with the fact that many blue collar men no longer have the sort of earnings or prospects that will make women want to marry them means that unskilled men have less to offer than they once did. While no single factor can account for the fragility of working-class families, economic and technological shifts have clearly affected social norms.


In most rich countries where the supply of eligible blue-collar men does not match demand, only half of women who earn the minimum wage wait until they are married to have children. While a study involving eight European countries found that the less educated a mother is, the more likely she is to have a baby out of marriage. The chronic instability of low-income families hurts women, children and men. Children who grow up in bro-ken families do worse in school, earn less as adults and find it harder to form stable families of their own. Boys are worse affected than girls, perhaps because they typically grow up with-out a father as a role model. Thus the problems of marginalised men becomes increasingly intergenerational in nature. With a significant majority of the men in prison coming from ‘broken families’ and having no father, this situation is becoming a nega-tive factor for the future of Australian communities.


With the abundance of issues which have been listed and could singularly or in com-

bination translate into the foundation for a continuance of large prisoner populations going into the future, what might exist that could help mitigate some of these nega-tive factors?

Teaching- learning and considering a new approach to recidivism.

In the wider community, education is the accepted process for facilitating learning,

introducing change and preparing students for socially accepted roles in the commu-nity. Education, and this includes correctional education, often uses different meth-ods and modes of teaching and learning, knowledge transfer and skill acquisition to support students in their efforts to complete their educational goals and become con-tributing members of the community. These methods and modes can include the use of practical contextual learning for the high number of undereducated prisoners, the use of team teaching to integrate vocational skills with literacy and numeracy, im-proved interpersonal communication to assist with personal, social and familial inter-action, and life and development skills training; all provided to assist the student ‘s life after the completion of their study; a holistic approach to assisting the student to become a better person.

The use of professional correctional educators to undertake a more primary role in

the overall rehabilitative process for the undereducated and increasingly diverse group of prisoners requiring re-socialisation, positive change and improved educa-tion, training and post release employment, would mirror the accepted learning and skill acquisition practiced in the community. This higher degree of responsibility for successful reintegration into the community of exiting prisoners would importantly serve to assist in ‘normalising’ the life experiences of the disadvantaged prisoner populations incarcerated in our prisons.

A greater dependence on correctional education requires the system to provide the

practitioner with the resources to adapt and develop further training courses to ad-

dress the needs of the prisoner population. Delivering training package units within a

prison environment can help engage prisoners back into the learning process but the

underlying communication, behaviour and attitudinal issues must be addressed as

well, if the prisoner is to be provided with the opportunity to introduce change into

their lives and become law abiding citizens of their communities. In mentioning re-

sources, it includes professional development opportunities for staff to learn how to

best address the diverse needs of the constantly changing prisoner populations.

WHERE TO FROM HERE?


It may be time to consider a wide intro-

duction of ‘earned time’ initiatives that recognise what research studies are re-vealing about education and its positive impact on recidivism. If appropriately structured, these types of initiatives earn prisoners time off their minimum sen-tence. A ‘skill set’ developed by correc-tional educators along the lines of the national vocational education and train-ing system training packages skill sets, which addresses an identified group of students’ criminogenic needs could, if completed, earn the prisoner a period of time off their sentence.

These earned time initiatives can trim corrections costs while maintaining com-munity safety. They can help serve to sta-bilise or reduce prison populations by ac-celerating the release of lower-risk pris-oners who have complete specific educa-tion, vocational training and work pro-grams.

In Western Australia, the education sec-tion is trialling such a set of skill sets for local Perth Indigenous prisoners. The skill set includes:

EARNED TIME

• Standing on Solid Ground – An emotional Intelligence course which works to

improve inter and intra personal communication skills and self-awareness

• Sound Way – An at-risk literacy and numeracy course

• Aboriginal Language and Culture – A course that increases cultural knowledge

and self awareness

• Horticulture – VET course that ties Aboriginal culture and the land with

skills applicable to two community projects that seek workers that have knowledge of local flora and their medicinal properties and familiarity with the local Noongar language and culture.

Many education centres are well situat-

ed to provide this type of training in a successful manner; they are profession-ally trained educationalist and a signifi-cant percentage of prisoners require a high degree of educational tuition. Edu-cation centres provide environments that offer the prisoner an opportunity to interact in a more ‘normalised’ fashion when compared to the rest of the prison site; the manner of interaction used by trained teachers with their student/prisoners enhances the student’s inter-nal motivation, while teachers are also well experienced in the use of positive reinforcement to encourage learning. Quite importantly, participation in edu-cational courses is voluntary, not man-dated and so, the motivation to partici-pate and potentially change is qualita-tively different.


Providing Correctional Indigenous Education in Western Australian Prisons

The Western Australian Department of Corrective Services Indigenous Education Program is a continuous work in progress due the distances, peoples, cultures, resources and infrastruc-ture involved in servicing the learning needs of the incarcerated population in the State. The Education and Vocational Training Unit (EVTU) of the Department has traditionally under-stood the importance of developing and maintaining professional community networks as sources of advice and guidance for the development of appropriate curricula. In 2003, it cre-ated a system of Indigenous Vocational Education and Training Committees (IVET) for each individual prison education centre. These committees are comprised of Indigenous depart-mental staff, local TAFE and other community based Indigenous representatives. These IVET committees discuss nationally accredited vocational training curriculum for the respective academic period but also make recommendations for the inclusion or development of train-ing in areas that might not be covered by national training packages. The IVET committee rec-ommendations combined with the information and professional advice from the Coordinator of Indigenous Education and the 6-8 prison-based Aboriginal Education Workers serve to help guide the EVTU’s dynamic and static curriculum for Indigenous prisoners. These collabora-tions have resulted in a curriculum which offers prisoners units such as; Deadly Foods; Keep Your Culture, Keep Your Job; Explore Your Story; Indigenous Storytelling through Art, Indige-nous History and the LIFE program (which teaches prisoners about living with chronic diseas-es.) These units were all either internally developed, or adapted by the EVTU and its partners to meet national standards, so that the participants could receive official recognition for their efforts. The EVTU also developed the Hands on Learning Program (HOLP) which uses a team teaching mode of delivery involving a vocational content expert and a literacy and numeracy teacher, who together, work to reengage the prisoner in education with an aim of encourag-ing them to further their education while in prison.

The process for the development and delivery of Indigenous curriculum is an example noted by the State and national vocational education and training systems as contributing to the EVTU’s training excellence and form the basis for its being twice awarded a national training excellence award for training initiative and innovation over all State and national public and private training providers. The innovation of the EVTU Indigenous education program is in no small way influenced by the ongoing and current information and data available to the EVTU as a result of the unfortunate high rate of incarceration among Indigenous peoples and also to their traditionally high rates of participation in education by incarcerated Indigenous peo-ples. The EVTU realises that the contact with such a wide spectrum of Indigenous peoples at both singular and ongoing periods of time, in the same locations, in significant numbers, does not regularly exist in the community very often, and the EVTU has a responsibility to try and collect, evaluate and action the information it receives from its work with its Indigenous stu-dents. It is this consideration which underlines much of the EVTU efforts to increase partner-ships with the university research sector.

10 AUSTRALASIAN CORRECTIONS EDUCATION ASSOCIA-

Providing Correctional Indigenous Education in Western Australian Prisons

Since 2014, EVTU has developed a forum with Indigenous staff from local Western Australian universities to provide information to their institutions and academic and social networks on the status of education in prison for Indigenous populations. While forming these local part-nerships with an aim to increase access to higher education for Indigenous prisoners, there still exists a significant need to address ‘foundation skills’ type training.

With education in prison a voluntary activity, prison educational staff must consistently work to encourage the educationally at-risk to address their learning needs. This situation requires staff to provide services and an environment which allows for the delivery of a flexible, inter-esting and non- threatening curriculum, and one which importantly engenders trust between teacher and student. The EVTU’s efforts in this area are exemplified by their continued provi-sion of Western Australia’s largest Indigenous adult basic education program; approximately 40% of the +2000 Indigenous prisoners daily incarcerated in the State’s prisons over the last 5 years have engaged in education.

Data on the flexible curriculum offered to encourage prisoners in WA to address their learning needs and help them fill the gaps in their education, reveals that it is the Indigenous and fe-male prisoner populations which appear to benefit the most from participation in correctional education.

VOCATIONAL EDUCATION AND TRAINING PROGRAMS

Prison Exits 2 years prior to 1 January 2014 to 31 December 2014

Returns within 2 years

RATE OF RETURN TO PRISON

Total Indigenous Prisoners (male and female) was 1331;

VETunit com-pletions

Indig Male (1150)

Indig Female (181)

All Male (2603)

All Female (322)

TOTAL ALL (2925)

0 Units 53.97%

45.54% 42.02% 41.77% 41.99%

1-4 Units 48.60%

43.14% 37.17% 33.33% 36.83%

5 + units 37.09%

27.59% 29.58% 21.25% 28.70%

Reduced rate of return 0 vs. 5+ units

16.88%

17.95%

12.44%

20.52%

13.29%


Western Australian Department of Corrective Services Announces the

Recipients of Staff Recognition Awards

The awards recognise outstanding achievement across 10 categories: Security, Safety of Staff, Safety of Offenders, Rehabilitation, Working with Aboriginal People, Working with Young People, Working with Offenders with Mental Health Issues, Working with Female Offenders, Staff Support and Innovation.

There were 65 nominations in total for this year’s awards. The Department as a learning organisation recognises the outstanding work of innovative individuals and teams so, we can acknowledge, share and learn from experiences that will help us all meet the challeng-es of the future.

Working with Aboriginal People

Caroline Ison for Education Centre – West Kimberley Regional Prison (Adult Justice Ser-vices Division)

The Education Centre at West Kimberley Re-gional Prison offers a holistic wrap around service model that positively benefits Aborigi-nal people in education, training and employ-ment. It has created an environment that is culturally sensitive and respectful. Using in-telligent risk management, well supervised male and female prisoners have engaged in mixed education classes.

Education and Vocational Training Unit Award Winners for 2015 Rehabilitation

Dagbjartur (Doug) Gavinsson – Prisoner Education Coordinator, EVTU Education Centre, Pardelup and Albany Prisons (Adult Justice Services Division)

Doug created a suite of original valid training and assessment Adult Basic Education re-sources for the EVTU that are contributing to prisoner rehabilitation and assisting offend-ers to lead law-abiding lives. Doug has achieved outstanding results in prisoner engage-ment through the courses he has developed.


Female inmates are engaging a four

week Civil Construction and Plant Opera-tion course which is supported by TAFE NSW and consists of 14 core units and five electives.

The training program is being introduced with the assistance of Senior Education Officer Kerry Joseph and the support of Regional Director Glen Scholes who is supportive of the centre-community links it helps develop and sustain.

Participants in the course gain skills to enable them to potentially enter the earthworks/construction industry with skills in plant operation; the learning provided is practical, which is the preferred learning mode of learning for most inmates; the skills acquired offer real po-tential employment opportunities, and the four weeks training includes both practical ma-chinery based and soft skills work-related training.

Inmates completing the training receive a White Card for drain and water, civil construction, site unit – especially useful for road works; experience hand tools; read and interpret plans and specifications; tickets to operate up to three of- backhoe, front end loader, skid steer, excavator or bobcat.

The training can prepare the graduates for work in industry areas such as civil construction and mining. Many female inmates are attracted to work in the non-traditional training areas. When in the commu-nity, engaging in this type of training is sometimes something they may not consider because it’s viewed as a male oriented employment.

The female inmates are very excited about partici-pating in the training and mentioned that the course was potentially a ‘life changing’ opportunity because it opened up doors for them in such a wide number of areas.

At the conclusion of the training the Centre will have approximately 45 inmates who have success-fully completed the training- 14 of whom are fe-male.

Wellington Correctional Centre


AUGUST 2015

ACEA

PO BOX 386 - BENTLEY WA 6982

ABN 77 652 087 085

President

Ray Chavez

Telephone: +61 8 6250 9210

Secretary

Angela Graham

Prisoner Education Manager—Metropolitan

Western Australian Department of Corrective Services

4 Welshpool Road, EAST VICTORIA PARK WA 6101

Telephone: +61 8 6250 9208

Facsimile: +61 8 9470 4276

E-mail: [email protected]

CURRENT OFFICE BEARERS

PRESIDENT Ray Chavez VICE-PRESIDENT Buktha Sathurayar TREASURER Anthony Becker SECRETARY Angela Graham RESEARCH OFFICER Joe Graffam JUVENILE JUSTICE Stavroola Anderson

Current State Representatives

VICTORIA Yvonne Russell NEW SOUTH WALES Janice Navin QUEENSLAND Barry Maguire NORTHERN TERRITORY SOUTH AUSTRALIA WESTERN AUSTRALIA Jane Stapel TASMANIA Ben Burbury AUST. CAPITAL TERRITORY Mark Bartlett

ABOUT ACEA

The ACEA is a network of academics, practitioners and policy makers committed to leadership and influence in the development and implementation of best practice education and training pro-grams for people under supervision within adult and juvenile justice systems.

The vision of the ACEA is to be recognised as Australasia's leader in the development and promo-tion of education and training for prisoners, detainees, and people on corrections orders in the general community.

ACEA is a not for profit organisation. Apart from donations and some specific-purpose research funding, it is a completely dependent on its members for its funds and activities. Membership is open to individuals.

(Membership forms are available online via our website)

http://www.acea.org.au/

Documents

LETTER FROM THE PRESIDENT - ACEA · · 2017-02-24rectional educators to guide the prisoner in the acquisition of the skills required to suc- ... ing accredited units for Indigenous