For information





“Make Europe a reality. This is the motto of the European Commission, as set out in the Lisbon strategy, and followed by the European Agency for Education and Training in France, in its transnational programs.

The GRETA Nantes BTP (France), the E.P.E.A (Malta) and the non-profit making organization, the APRES (Belgium) have decided to engage together and thus to contribute, through the European mobility scheme, to the notion of Euro-citizenship.

The educational partnership Grundtvig (“It’s always the right moment to learn”), which began in September 2008, has enabled us to encounter other European citizens, professionals in the field of training and the professional reinsertion of prisoners. These exchanges enabled each participant to observe the practices of others and to share points of view and experience. Trainers, heads of training structures and the administrative personnel of these three structures were thus able to discover alternative ways of working in this field, and thus to reflect on their own practices and the means at their disposal.

The site visits, interventions from professionals, and the informal exchanges between participants, permitted each to contribute to the notion of European citizenship.

For those who would like to read more about this project please see the attached document.

Sharing Prisoners Experiences

The attached is a sample of the application form from the UK site.

Whenever you fill a page please remember to press VALIDATE.

Hope you find this useful



Objectives of the Course

Given that 1) prisoners/detainees are not a homogenous group of people 2) the social, economic and cultural baggage they bring with them to prison/detention centres may be widely different 3) life for prisoners/detainees becomes very complex once inside and for a large proportion it is so prior to conviction/detention 4) a prison/detention centre regime is rigid, complicated, at times uncomplimentary to education, strictly enforced and therefore unaccommodating 5)prisoners/detainees are adults or on the threshold of adulthood, sometimes including children as well and 6)for most of them their experience of school was negative the course aims to prepare teachers to teach in such institutions it is clear that teachers and educational officers working with such a group need specific training and preparation to work within such difficult environments.The course aims at providing/sharing such knowledge and understanding of what it means to work and educate in detention centres and correctional facilities.


The methodology involves the use of a training manual developed during a Grundtvig project specifically for this purpose of training teachers to work in prisons and detention centres. The methodology will involve a number of lectures by experts in their fields of research, visits to training centres including Corradino Correctional Facility and the Marsa Open Centre, dialogue and discussions, as well as a sharing of different experiences from the participating countries.

Preparation for the Course

Potential applicants are expected to be familiar and to prepare a presentation on the educational processes taking place in their country with regard either to education in prison or education in detention centres for illegal immigrants.


A network of people working in this field will be formed once the course is over. The idea is that participants will be able to share and support one another, as well as plan and apply for funds for projects in this area. Members will be encouraged to join the EPEA in order to continue their professional self development within a European Context.


Education, Human Rights, and Lifelong Learning Competencies
Outline of the Programme
Official Opening of the Training Seminar
A Training Programme for Qualified Teachers to Teach in Prisons Research on Education in Europe (TTIP)
The European Prison Education Association (EPEA)
Education, Human Rights and the Lifelong Learning Key Competences.
A Glimpse at the European Situation – Contributions from the Participants
Asylum Seekers: A Profile.
The Detainees
The Prisoner: A Profile
A)Worldwide analysis of the treatment of offenders I
B)The personality of the offenders.
Cultural visit of the Maltese islands.
The Role of Education Leaders in Detention Centres
A Glimpse at the European Situation – Contributions from the participants
Parole and Education.
A Glimpse at the European Situation – Contributions from the Participants
Worldwide analysis of the treatment of offenders II.
Education in Practice: The Context
Departure from Hotel
Detention Centre/Open Centre
Visit to Corradino Correctional Facility
Visit to YOURS
Education Methodologies
Connection between the need-system and the education of prisoners.
Teaching Adults in Prison
Education provision at Corradino Correctional Facility.
Problems and Issues in Teaching in Prisons/Detention Centres
Sharing and discussing: Problems and Issues
Presentation of Certificates
Official Closure

Dr. Anthony Vella President EPEA – Malta Branch (Methodologist)

Dr. Joseph Giordmaina, coordinator: The Programme for Education in Prisons University of Malta. (Researcher – Educ in Prisons)

Prof Peter Ruzsonyi (Police Academy University, Hungary. Researcher – comparative analysis

Mr. Joseph Vella Coordinator of Education in Malta’s prison.

Ms Joyce Damato (Expert – Parole Systems, Policy Development Officer, Ministry of Justice and Home Affairs)

Dr. Kevin Sammut Henwood (Forensic Psychologist)

Dr. Kristina Zammit (Expert – Immigrant detention centres)


Fee in € for accommodation and all meals: Euro 850

COURSE FEE: Euro 400

For more info see:


(Addottat mill-Kumitat tal-Ministri nhar it-13 ta’ Ottubru 1989 waqt l-429 laqgħa tad-Deputati tal-Ministri)

Il-Kumitat tal-Ministri, skond it-termini ta’ l-Artiklu 15.b ta’ l-Istatut tal-Kunsill ta’ l-Ewropa –

  • Meta wieħed jikkunsidra li d-dritt għall-edukazzjoni hu fundamentali;
  • Meta wieħed jikkunsidra l-importanza ta’ l-edukazzjoni fl-iżvilupp ta’ l-individwu u tal-komunità;
  • Meta wieħed jikkunsidra li parti kbira tal-priġunieri ftit li xejn kellhom esperjenza edukattiva ta’ suċċess, u għaldaqstant issa jista’ jkun li għandhom aktar ħtiġijiet edukattivi;
  • Meta wieħed jikkunsidra li l-edukazzjoni fil-ħabs tgħin biex il-ħabsijiet jirrispettaw il-bniedem u biex jitjiebu l-kundizzjonijiet tad-detenzjoni;
  • Meta wieħed jikkunsidra li l-edukazzjoni fil-ħabs hi mezz importanti kif jitħaffef ir-ritorn tal-priġunier fil-komunità;
  • Meta jitwettqu ċerti drittijiet u miżuri skond ir-rakkomandazzjonijiet t’hawn taħt, tista’ ġġustifikata d-distinzjoni bejn priġunieri miżmuma l-ħabs biex jgħaddu l-piena u priġunieri li huma miżmuma biss il-ħabs;
  • Fl-isfond tar-Rakkomandazzjoni Nu. R(87)3 fuq ir-Regoli Ewropej dwar il-Ħabs u r-Rakkomandazzjoni Nu. R(81)17 fuq il-Politika Dwar l-Edukazzjoni għall-Adulti,
    – tħeġġeġ lill-gvernijiet ta’ l-istati membri biex iwettqu politiki li jirrikonoxxu dan li ġej:
  1. Il-priġunieri kollha għandu jkollhom aċċess għall-edukazzjoni, li hi mistennija li tikkonsisti minn suġġetti ta’ l-iskola, edukazzjoni vokazzjonali, attivitajiet kreattivi u kulturali, edukazzjoni fiżika u sport, edukazzjoni soċjali u faċilitajiet ta’ librerija;
  2. L-edukazzjoni lill-priġunieri għandha tkun bħall-bqija ta’ l-edukazzjoni għall-gruppi ta’ l-istess età fid-dinja ta’ barra l-ħabs, u l-medda ta’ l-opportunitajiet għall-priġunieri għandha tkun wiesa’ kemm jista’ jkun;
  3. L-għan ta’ l-edukazzjoni fil-ħabs għandu jkun l-iżvilupp tal-persuna b’mod sħiħ, b’referenza partikulari għall-kuntest soċjali, ekonomiku u l-kulturali;
  4. Dawk kollha involuti fl-amministrazzjoni tas-sistema tal-ħabs u l-immaniġjar tal-ħabs għandhom kemm jista’ jkun iħaffu u jirfdu l-edukazzjoni;
  5. Fil-ħabs l-edukazzjoni għandha tkun stmata xejn inqas mix-xogħol, u l-priġunieri ma għandhom jitilfu xejn finzanzjarju jew mod ieħor ta’ kumpens għax jieħdu sehem fi programmi edukattivi;
  6. Għandu jsir kull sforz biex il-priġunieri jipparteċipaw b’mod attiv fl-aspetti kollha ta’ l-edukazzjoni;
  7. L-edukaturi li jaħdmu fil-ħabsijiet għandu jkollhom programmi ta’ żvilupp sabiex jaddottaw metodi ta’ l-edukazzjoni għall-adulti xierqa;
  8. Għandha tingħata attenzjoni speċjali lil dawk il-priġunieri b’diffikultajiet partikulari, u b’mod specjali dawk bi problemi fil-qari u l-kitba;
  9. L-għan ta’ l-edukazzjoni vokazzjonali għandu jkun l-iżvilupp ta’ l-individwu, fil-waqt li tintwera sensittività għall-ħtiġijiet tas-suq;
  10. Il-priġunieri għandu jkollhom aċċess għal librerija fornuta sew minn ta’ l-inqas darba fil-ġimgħa;
  11. L-edukazzjoni fiżika u l-isport għall-priġunieri għandhom ikunu emfasizzati u mħeġġa;
  12. L-attivitajiet kreattivi u kulturali jistħoqqilhom li jkollhom sehem importanti għax dawn għandhom potenzjal partikulari biex jgħinu lill-priġunieri jiżviluppaw u jesprimu ruħhom;
  13. L-edukazzjoni soċjali għandu jkollha elementi prattiċi li bis-saħħa tagħhom il-priġunieri jkunu jafu jqassmu tajjeb il-ħajja tagħhom fil-ħabs, bil-għan li jitħaffef il-proċess tar-ritorn fis-soċjetà;
  14. Sa fejn hu possibbli, il-priġunieri għandhom jitħallew jipparteċipaw fl-edukazzjoni barra mill-ħabs;
  15. Fejn l-edukazzjoni jkollha ssir fil-ħabs, kemm jista’ jkun għandha tkun involuta l-komunità barra mill-ħabs;
  16. Għandu jsir kull sforz biex il-priġunieri jkomplu l-edukazzjoni tagħhom ġaladarba jinħelsu;
  17. Għandhom ikun ipprovduti l-fondi, l-apparat u l-għalliema meħtieġa, sabiex il-priġunieri jirċievu edukazzjoni xierqa.

The translated text is not official.
For an official, juridical reference use the English or French version.


(adopted by the Committee of Ministers on 13 October 1989at the 429th meeting of the Ministers’ Deputies)

The Committee of Ministers, under the terms of Article 15.b of the Statute of the Council of Europe –

  • Considering that the right to education is fundamental;
  • Considering the importance of education in the development of the individual and the community;
  • Realising in particular that a high proportion of prisoners have had very little successful educational experience, and therefore now have many educational needs;
  • Considering that education in prison helps to humanise prisons and to improve the conditions of detention;
  • Considering that education in prison is an important way of facilitating the return of the prisoner to the community;
  • Recognising that in the practical application of certain rights or measures, in accordance with the following recommendations, distinctions may be justified between convicted prisoners and prisoners remanded in custody;
  • Having regard to Recommendation No. R(87)3 on the European Prison Rules and Recommendation No. R(81)17 on Adult Education Policy,

– recommends the governments of member States to implement policies which recognise the following:

  1. All prisoners shall have access to education, which is envisaged as consisting of classroom subjects, vocational education, creative and cultural activities, physical education and sports, social education and library facilities;
  2. Education for prisoners should be like the education provided for similar age groups in the outside world, and the range of learning opportunities for prisoners should be as wide as possible;
  3. Education in prison shall aim to develop the whole person bearing in mind his or her social, economic and cultural context;
  4. All those involved in the administration of the prison system and the management of prisons should facilitate and support education as much as possible;
  5. Education should have no less a status than work within the prison regime and prisoners should not lose out financially or otherwise by taking part in education;
  6. Every effort should be made to encourage the prisoner to participate actively in all aspects of education;
  7. Development programmes should be provided to ensure that prison educators adopt appropriate adult education methods;
  8. Special attention should be given to those prisoners with particular difficulties and especially those with reading or writing problems;
  9. Vocational education should aim at the wider development of the individual, as well as being sensitive to trends in the labour market;
  10. Prisoners should have direct access to a well-stocked library at least once per week;
  11. Physical education and sports for prisoners should be emphasised and encouraged;
  12. Creative and cultural activities should be given a significant role because these activities have particular potential to enable prisoners to develop and express themselves;
  13. Social education should include practical elements that enable the prisoner to manage daily life within the prison, with a view to facilitating the return to society;
  14. Wherever possible, prisoners should be allowed to participate in education outside prison;
  15. Where education has to take place within the prison, the outside community should be involved as fully as possible;
  16. Measures should be taken to enable prisoners to continue their education after release;
  17. The funds, equipment and teaching staff needed to enable prisoners to receive appropriate education should be made available.

European Prison Education Association – Malta Branch
1. Name
The name of the Organisation shall be the European Prison Education
Association (EPEA) Malta Branch
2. Aims
(a) The aims of the association shall be:
• To promote education in prison according to the Recommendation
No. R (89) 12 of the Committee of Ministers to member States of
the Council of Europe (1989).
• To support and assist the professional development of persons
involved in education in prison through European co-operation.
• To work with related professional organisations.
• To support research in the field of education in prison.
• To monitor and support the development of Prison Education in
(b) ‘Education in prison’ is defined as education provided for all persons
who are under the supervision of the judiciary, whether sentenced or
awaiting trial, and whether serving a sentence in prison or in the
(c) ‘Persons involved’ are defined as all those working in the field of
education in prison and in related disciplines.
3. Membership
(a) Full membership is open to individuals involved in the field of prison
education or in related disciplines with offenders, in Malta. Associate
membership is open to others.
(b)The Steering Committee (Malta Branch) shall have the right to accept or
reject applications for membership of the Branch.
(c) An annual membership subscription shall be charged for each category
of membership as determined from time to time by the Steering
Committee (Malta Branch).
(d) Voting at meetings shall be restricted to full members as follows:
individual member: one vote
(e) Postal ballots shall be restricted to full members as follows:
individual member: one vote
(f) The Secretary shall maintain an updated register of all members and
this shall be available on request to any member.
4. Elections
All the elections within the Branch shall be by secret ballot and by means of
the single transferable vote.
5. Organisation
The EPEA Malta Branch shall adhere to the rules and policies of the
European Prison Education Association.
The EPEA Malta branch shall elect two liaison persons to represent it on
the General Council, at least one of whom should be in daily contact with
The Annual General Meeting
(i) The Annual General Meeting shall consist of the officers of the
Branch and all registered members.
(ii) It shall be convened once every year.
(iii) It shall determine policy of the Branch in accordance with the
constitution of the EPEA.
The Steering Committee
(i) The Branch Steering Committee shall consist of officers elected by
the registered members.
(ii) Each person elected to officership of the Branch shall be elected for
a three year period.
(iii) Each officer shall be responsible to the Branch Steering Committee
for the proper discharge of his or her duties.
(iv) The Branch Steering Committee shall administer the Branch in line
with policies determined by the Annual General Meeting.
(v) The Branch Steering Committee shall meet at least two times every
(vi) Vacancies arising within the Branch Steering Committee during a
term of office may be filled for the remainder of the period by the
Steering Committee itself.
6. Notice and Administration of Meetings
(a) Annual General Meetings
(i) Three months notice shall be given of this meeting.
(ii) The meeting shall be called by the Secretary, or other member of
the Branch Steering Committee determined by the previous
(iii) Notices of motion shall be received by the Branch Secretary no
later than six weeks prior to the meeting and circulated to
participants no later than 21 days prior to the meeting.
(b) Steering Committee Meetings
(i) Two months notice of Branch Steering Committee meetings shall
be given to Steering Committee members.
(ii) Meetings of the Branch Steering Committee shall be called by the
Secretary or other Steering Committee member determined by the
previous meeting.
(iii) The quorum for Steering Committee meetings shall be 4.
7. Finance
(a) All monies raised by or on behalf of the Branch shall be applied to
further the aims of the Association and for reasonable expenses.
(b) The Branch shall keep proper accounts.
(c) Bank accounts shall be agreed in the name of the EPEA Malta Branch.
The Branch Steering Committee shall authorise, in writing, the Treasurer
of the Branch and the Chairperson to sign cheques on behalf of the EPEA
(d) The Treasurer shall maintain the financial records of this Organisation in
such a manner that will permit a successful audit by a competent
8. Alterations to the Constitution
(a) Alterations to this constitution shall receive the assent of no less than
two thirds of those present and eligible to vote at an Annual General Meeting
and the assent of more than half of those voting on a ballot of members.
(b) A proposal to change the constitution must be received by the Secretary
no later than two months prior to a General Meeting and be circulated one
month prior to the meeting.
9. Dissolution
If the Branch Steering Committee, by a simple majority of its full
membership, decides that it is necessary to dissolve the EPEA Branch it shall
call a General Meeting for this purpose, giving the normal notice (as in 6 (a)
iii above).
A motion favouring dissolution must be approved by two-thirds of those voting at
a General Meeting. Any remaining money shall be disposed of as decided by the