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06 April 2020

Activity Details (ID# 24571)  

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Title National training seminar for prison teachers on new prison education services and principles, gaps and needs 3 of 3 
Description Three national training seminars of two days for 300 prison teachers in order to discuss new prison education services and principles, gaps and needs, on the basis of the needs assessment study 
Status Completed 
Date 04/07/2011 - 05/07/2011 
Location cappadocia, Turkey
Countries CoE Members: Turkey
  Joint Programme Activity - Turkey- Pris.reform
Joint Programme EC/CoE
JP Turkey- Pris.reform - Dissemination of Model Prison Practices and Promotion of Prison reform in Turkey    (Logframe)  (Activities)
Project Purpose 1 - 2009/DG I/JP/1790   Dissemination of Model Prison Practices and Promotion of Prison Reform in Turkey
Expected Result 1.6 - The capacity of the General Directorate of Prisons and Detention Houses of the Ministry increased for further design and implementation of prison reforms
Council of Europe Programme of Activities
I – Rule of Law
Line of Action ⇒ II.1 – Ensuring Justice
Programme ☆ II.1.2  Prisons and Police

Working Method

Organisation of meetings - Seminar 
Directorate Directorate General of Human Rights and Rule of Law 
CoE Contact RAKUSIC-HADZIC, Tanja   email
Last Modified 22/01/2013 

Activity Synopsis (ID# 24571) (Hide Synopsis)

Output/Results According to the feedback forms filled in by the participants, they were highly satisfied on the relevance of the training program, course notes, supporting materials, teaching style and back-up. The national trainers trained in the April ToT session proved to be very good investment. They also confirmed that the Teacher’s Manuel was very useful for their preparation for the cascade training sessions and that they felt comfortable about delivering further training in their own institutions.

During those six days of training seminars, a lot of information was exchanged between experts, trainers and trainees, and positive behaviour and approach of trainers and trainees were quite impressive. Though their working conditions were not very favourable nor their salaries, they have shown to be very motivated to stimulate prisoners for a better self-development. Prison teachers seemed to keep looking for possibilities to improve the current situation of education in prisons although they sometimes had difficulties to co-operate with prison governors and other prison staff.

One of the exercises for small training groups was to draft a SWOT analysis of the custodial education. In total, the discussions were held in 12 groups on that subject matter and summary of the results of the SWOT analyses could be presented as follows:


- The MoJ supports education in prisons.
- The level of interest and motivation of specialists like teachers, social workers and psychologists seem to be satisfactory.
- Universities and other non-governmental organisations are willing to co-operate with prisons.
- Prison teachers are members of Disciplinary Boards, which mean they have influence in decision-making within the prison.
- Prisoners have respect for the prison teachers.
- Educational facilities in new prisons are suitable.
- There is a good co-operation with the Ministry of Education.
- Prisoners are often young and have a good memory.


- The co-operation with NGOs is not well organised, the contacts are mainly based on personal relations.
- Overcrowding is a real problem. It puts pressure on every aspect of life in prison. This problem results in overcrowding in classrooms which badly influence custodial education.
- There is lack of staff in many prisons. This causes prioritisation between security and educational activities, which mostly results in cancellation of educational activities as no supervision staff could be present in classrooms.
- There is a general lack of educational materials good quality, the budget is limited and resources are scarce.
- Very often there is no adequate support from prison management and lower grade staff; governors have often a negative attitude towards education in prisons.
- Prison teachers tend to work alone and therefore they are in a vulnerable position.
- Bureaucracy takes about half of the working time of prison teachers.
- Certain groups of prisoners like sex offenders are excluded from education.
- Personal relations with prison governors affect many decisions.
- Older prisons have inadequate educational facilities.
- There is a general lack of discipline among prisoners.
- Salaries of prison teachers are low.


- Trainers from external education centres can provide support.
- A better time management would enable prisoners to take part in educational activities.
- Most prison teachers report to their governors. Prison governors should be motivated to improve the current situation and position of custodial education.
- Further similar training seminars could help reinforcing the position of prison teachers.
- Prison governors could be the portfolio managers for custodial education.
- Lower grade staff could be motivated to support educational activities.
- Private companies might be interested in subsidising educational activities / vocational training.
- Modern education methods like remote education, distance learning and open training could be used.
- Prisoners should be respected.


- Libraries often function for multi-purposes, which mean they are not always available for educational activities.
- Prison administrations tend to deal more with “easy” groups like juveniles and women; attention should be equally paid to men and serious crime offenders.
- There is a lack of motivation among all prison staff including educators.
- Resistance against training among prisoners, staff and management could create problems.
- There is a limited co-operation between different specialist groups in prisons.
- There is a lack of communication between different specialist groups in prisons.
- Prison administrators engage teachers to do other activities than teaching.
- Overcrowding.
- Lack of organisation.
- Prison governors very have full understanding of importance of education in prisons and they tend to prioritise the working sector against education.
- It is not always clear what falls within decision-making remit of prison governors on one side and prison teachers on the other side.
- Hostility among different groups of prisoners.
Conclusions/Follow Up  
CoE Secretariat  
Total No. Participants 110 
Last Modified


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