Vocational education and training provision and recidivism in Queensland correctional institutions
This project investigates the nature of vocational education and training (VET) programs being delivered in correctional centres, including the factors assisting or hindering the delivery of these programs to prisoners. The research also statistically determines the factors most associated with reducing the rates of return to prison of offenders. A brief review of past research was undertaken and interviews with those involved in the corrections system were conducted. As well, various databases were examined to investigate the factors most associated with offender recidivism. The first part of this report provides a review of Australian and other research into the nature of offenders, and in particular, the links between reduced rates of offender recidivism and access to education, training and employment programs at the prerelease and post-release stages. This is followed by a discussion of the findings from 145 interviews with correctional staff, prisoners and trainers in several Queensland correctional centres. Interviews examined staff and prisoner perceptions of the factors facilitating or acting as barriers to the provision of VET programs in correctional institutions. The final section of this report uses quantitative methods to examine the characteristics of offenders who become involved in VET while in prison, and their recidivism rates. The research found highly motivated offenders engaging in and completing multiple VET programs which were not only providing them with technical skills, but which also improved confidence, self-esteem, and broader sets of generic skills. They were very positive about the role that prison staff and trainers were playing in assisting them to develop skills to help them to re-integrate back into the community upon release. The availability and access to dedicated training workshops in correctional centres as well as to outside trainers (and in some cases, tutors) who were highly professional and respectful of prisoner needs, and their often disadvantaged backgrounds, were further supports for the continued emergence of a throughcare approach to prisoner management. Significant evidence emerged from the analyses explaining the importance of pursuing a more integrated program which develops employment skills is that offenders involved in VET were less likely to return to the corrective system. On average, being involved in VET before initial release was associated with a decrease in the chance of returning.
The Female Criminal: An Overview of Women's Drug Use and Offending Behaviour
Women's drug use is believed to be a defining factor in their participation in crime and it is argued that the severity of women's drug use is more closely related to their criminality than it is for men, particularly for prostitution and property crime. Women's drug use and offending are different from men's. For instance, female offenders are more likely than males to be incarcerated for non-violent crimes, such as drug offences (14 percent of female prisoners, compared to 9 percent of males), whereas male offenders are more likely to be incarcerated for violent crimes such as assault (23 percent of male prisoners, compared to 14 percent of females). Women drug users, particularly those who have been incarcerated, experience higher levels of abuse, economic hardship and other adversity in their lives than men. This paper outlines Australian and international research on the links between women's drug use and their criminal behaviour. It first describes the common risk factors for these activities, then reviews key data and research on women's drug use patterns and women's offending patterns. Finally, it considers what we know about the interrelationships between these two issues. The paper identifies that there is currently no national survey of women inmates' experience of drug use and offending. It suggests a need for this type of information to be collected for policy purposes, for example, in the management of women through the criminal justice system and in drug treatment settings.
Inferring Learning Strategies from Students ’ Errors
Student models in an Intelligent Tutoring System (ITS) aim at representing both correct and incorrect knowledge of the student in a particular domain of learning. This data serves as the basis upon which the Tutor can dispense remedial feedback. This paper presents a framework in which learners’ errors are diagnosed, classified and linked to cognitive processes associated with learning. The cognitive processes we identify are those of generalization, misattribution and ignorance. Our system applies to the domain of Second Language Acquisition and our approach uses Chomsky’s linguistic theory of Principles and Parameters. We particularly concentrate on the acquisition of the Phrase Structure component.