The Contribution of Libraries to Education and Social Rehabilitation of Prisoners

Abstract

"Equal opportunities" presuppose the provision of the same opportunities regardless of the social group, gender or class to which one belongs. The protection and enforcement of this right constitutes one of the most basic principles. Today there is still inequality, among other things, in the provision of education. The creation of libraries in prisons is based on the right of prisoners to be educate, to experience, albeit incarcerated, a dignified life and to be treated with dignity during their imprisonment. Reading therefore, not only has an entertaining role, but a deeply educational and social one. "Equal opportunities" presuppose the provision of the same opportunities regardless of the social group, gender or class to which one belongs. The right to education is fundamental and guaranteed by the Universal Declaration of Human Rights (UN, 1948) and can be enjoyed by all citizens, including those incarcerated in prisons (Krolak, 2019). All people should enjoy the right to be educated regardless of race, ethnicity, gender, their abilities and characteristics. The protection and enforcement of this right constitutes one of the most basic principles of the 2030 Education Action Plan and the Sustainable Development Goal (SDG). 4. This obliges Member States to “ensure open and equal quality education. and promote lifelong learning opportunities for all ”(Krolak, 2019). Today there is still inequality, among other things, in the provision of education, on the one hand because not everyone has access to education and on the other hand, because neither the content nor the quality of education is common to all (eg minorities, people belonging to low socio-economic strata, people living in rural communities, children in insecure conditions, people in need of special education, people unable to attend highlevel universities). Many people around the world encounter obstacles to equal access to education, which prevents them from enjoying various goods in addition to the education itself (Lazanby, 2016). According to Unesco, 758 million people, both children, adults, and the elderly remain illiterate. Of these, older people, who have difficulty escaping illiteracy, are the most problematic group. People are unequal to each other because they have different genetic characteristics, different abilities and different cultural stimuli. In particular, in the case of cultural deprivation or inadequacy initially associated with the social class to which the students belonged (eg children of the working class) while today it is more closely linked to family culture (eg ethnic / ethnic minorities), it is considered to be an impediment to school performance and students' academic success. Education can act as a kind of equalizer, helping marginalized and sensitive social groups (people from low socioeconomic backgrounds, minorities, children with disabilities, the elderly, incarcerated, etc.) to overcome disadvantages and fully participate in society, as long as they have access to it (Bender, 2018; Krolak, 2019).People must enjoy the right to acquire knowledge and skills, to cultivate their skills, inclinations and talents, to succeed in the labor market and to progress. Most importantly, however, they should maintain a high level of health and prosper. All of the above is only possible through education. All relevant research confirms that the level of education is proportional to the level of health and well-being of individuals. In short, the higher a person's level of education is, the higher his or her health and financial level will be. Nevertheless, education does not only benefit individuals but societies as well. When a society is made up of productive and educated citizens, it is proven to be more benefited, both economically and productively as well as in the quality of its democracy (Lazanby, 2016). The education system can and should function as a remedy for those with disadvantages both inside and outside of education. 1 Medical Librarian in Hospital Library of University General Hospital of Thessaloniki AHEPA, Greece 112 Journal of Library and Information Sciences, Vol. 8, No. 1, June 2020 In cases of children with different cultural backgrounds and children belonging to non-privileged groups of the population, the programs of remedial teaching in schools or integration classes that aim to deal with failure (failed adjustment) or difficulties in adapting can act effectively. As a solution to the inequalities that arise in the context of multiculturalism and with the aim of providing equal opportunities for all, the adaptation of school curricula is promoted, in order to be in accordance with the "multicultural and gender-fair" principles. In short, multiculturalism topics are introduced in curricula, so that they are representative of the different cultures of the students. (eg teaching morals and customs of foreign countries, using books by minority writers) (Rosenfelt, 1994; Levine and Cureton, 1992). As far as the elderly are concerned , strategies have been developed in recent years to address barriers to learning related to age and the prejudices surrounding it. The programs provide the opportunity for the elderly to participate in educational processes aimed at their personal development and expression. One of these programs implemented in order to raise awareness, engage and encourage older people is MATURE. (Mature, 2013). For inmates in adult penitentiaries estimated at 11 million worldwide education can serve as a means of redefining and rehabilitation, which is why it is internationally referred to as Correctional educational. According to research in recent decades, educated imprisoned adult are less likely to relapse when they are released, thus making them safer for society. (Erisman and Contardo, 2015). Given that 95 out of 100 prisoners are reintegrated into society and that 7 in 10 will resort to new offenses, or even crimes, it is of paramount importance to develop means in order to reduce their chances of recurrence, which will consequently ensure a reduction in crime rates (Gorgol and Sponsler, 2011). These tools can be provided by education, and can take the form of:  educational programs in prison (vocational training, apprenticeship or specialization programs)  schools operating inside or outside the prison  distance education (eg Open University in England, Open University in Greece)  attending colleges and universities (eg Pilot Second Chance Pell in the United States) (Gorgol and Sponsler, 2011). According to article 35 of the Greek Penitentiary Code (Law 2776/1999), the training of prisoners is provided with the aim of "obtaining or completing training at all levels, as well as in their professional training". In Greek prisons, there are, where possible, primary schools, while in secondary schools or universities, inmates receive special educational permits to attend classes. At the same time, within prisons in cooperation with competent bodies, professional education, apprenticeship or specialization programs are organized in cooperation with competent bodies, It is worth emphasizing that,as provided by Greek law, "the qualifications provided are equivalent to those of the schools of the same level of education, without their text iplying that they were acquired in a detention center.", as well as that "in case of successful completion of a complete cycle of studies of at least three months, the prisoner is entitled to receive a beneficial calculation of days of punishment, under the conditions of article 46" (Law 2776/1999). Education of adult prisoners has multiple positive effects, as it leads to their personal empowerment and self-improvement. This becomes possible as it changes the way inmates "see" themselves and face their future. Education boosts their self-confidence and maturity and motivates them to set goals, which in turn boosts their self-confidence and hope for the future. It pushes them to think optimistically and to fight, to grow and succeed in all areas (Thompson, 2019) Participation in prison education programs is a creative and constructive activity in the free time of inmates that improves the process of their stay in prisons, reducing the boredom and stress caused by their incarceration. This has positive effects on their coexistence with other detainees and with prison staff (improving their sociability). In addition to psychology, education also promotes the quality of their later life, as it increases the likelihood of finding work after their release from prison. Research in the United Kingdom and the United States shows that inmates who participate in educational programs during their incarceration are 43% less likely to return to prison and mor likely to find work. In short, they are given a new opportunity in life (Thompson, 2019). Research in the United States shows that those who are involved in educational programs have a 46% lower rate of recurrence than those who do not attend such programs, which, among other things, enhances public safety. This confirms the close link between education and public safety and that recurrence is exacerbated by the low level of education (Gorgol and Sponsler, 2011; Bender, 2018). Prison education aims to give inmates new skills, such as learning to read and write, if they are illiterate, using computers, and doing basic math. In England, for example, the programs offered are individualized, in the sense that they meet the needs of each prisoner who participates in them in the form of courses and training (Gorgol and Sponsler, 2011; Bender, 2018). Education can break the cycle of poverty and lift social exclusion, both of which are situations that are blamed for increasing