This essay discusses that the British prison educational system has many challenges to overcome if it desires to address its mandate of rehabilitating prisoners. The British government must deal with the fact that the vast majority of the people it incarcerates have tremendous learning problems, including suffering from high levels of illiteracy and innumeracy than the general population. As a result, education in prisons is filled with many obstacles that the British government, staff, and prisoners must overcome. In order to ascertain the efficacy of its educational programmes in prison, the British government provides tests and diagnoses to seek if it can remedy the problems of prison learning. The issue of evaluating inmates remains a central concern for the prison educational system because of the particular characteristics of inmates that impact their learning, including the fact that some serve shorter sentences versus longer sentences, the lack of funding for classes, the absence of a system of transferring school records to the next prison, the lack of a uniform educational system for all, the constraints of prison life, the lack of access to the Internet and library, the lack of high level courses, etc. All of these factors and more militate against inmates learning in the prison educational system. However, in giving these tests, the thesis of this dissertation argues it has uncovered even more problems in terms of making these prisoners take them over and over again, which is called repetitive assessment diagnosis. Finally, it makes recommendations on how to address this problem. The construction of the syllabi design and implementation should not have any items that will cause monotony, such as repetition. Major academic theories of syllabi design and the implementation argue that the learning environment of learners may be definitive of the actual outcome of the learning. Repetition serves as a particular problem of the prison educational system with compromising syllabus implementation for inmates. One of the problems that plague the prison educational system is the routine practice of the relocation of prisoners and their subsequent successive subjection to diagnostic assessments. On the other hand, it underscores plausible solutions with respect to the prison educational system in the United Kingdom. With the collaboration of A4E (Action for Employment), adult education system, and prison’s setting training are carried out. The concept of assessment in the learning process and its coordination in successive procedures are important in facilitating education among students. The learning experience of students should to be facilitated with the use of assessment techniques that encourage active participation. Repetition in assessments could result in alienation and loss of interest from students. A well designed assessment should facilitate self-evaluation and progression in personal development rather than be punitive and repetitive. This study examines the problems in the prison educational system of the United Kingdom in regards to the assessment failures in its tests, especially in regards to repetitive evaluations of transferred prisoners. In order to understand the impact of successive
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The questions that this study seeks to ascertain is: 1). What is the repetitive problem that the learning process faces upon repetitive assessments of transferred prisoners is made? 2). What are the problems in the prison educational system of the United Kingdom in regards to the assessment failures in its tests…
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