Bridging the gap: Evaluating the divide between legal obligations, policy and practice in adult prison education in England

Abstract With legal rights to prison education for adults well-established under domestic and international standards, this narrative review explores the historical and contemporary policy frameworks and legal obligations guiding provision in public prisons in England. Addressing an international readership of practitioners, academics and policymakers, it scrutinises the implementation and delivery of prison education following years of government and parliamentary reviews reporting poor outcomes. It draws on publicly available documents to identify key issues, including chronic under-resourcing, insufficient digital infrastructure, inadequate systems for identifying and monitoring learning needs, poor basic skills outcomes and insufficient support for prisoners with additional educational needs and learning disabilities. The analysis reveals persistent access inequalities compared to community further education, deficits in legal entitlements and systemic challenges faced by education providers and prison governors. It notes that difficulties in enacting effective change are compounded by limited empirical research exploring the mechanisms and conditions that enable meaningful learning outcomes. A case for reform is presented, advocating for a holistic approach that aligns with international guidance on values-based approaches to prison education, and elevating the value of education as fundamental to the prison regime.