Unlocking Enterprise Research Report

Unlocking Enterprise Understanding the BeneďŹ ts, Impact and Value of Enterprise Learning & Training in Prisons

SFEDI GROUP 1

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Foreword It is good to read a report that examines the transition from prison to employment and how training can make a difference.

Rightly, the report highlights the importance of a stable home life for ex-offenders. For many the sentence really starts when they leave prison and can face a range of personal problems from debt to homelessness.

The statistics tell a stark story - 61% of people leaving prison reoffend within 2 years a figure that drops to 19% for those that have a job.

At Timpson, we first became aware of the problem in 2002, when my son James, our Chief Executive, visited Thorn Cross a prison near Warrington.

One of the inmates impressed James so much he handed over a business card saying “Get in touch when your get out and I’ll find you a job”. We then learnt that there were then (and still are) over

Sir John Timpson CBE Chairman & Owner, Timpson

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85,000 people in prison and no-one was actively looking to recruit ex-offenders.

Since then we have set up several prison workshops and actively encouraged prisoners to start full time work in our shops before they are released from prison. This day release (ROTL - Release on Temporary Licence) gives inmates all the training they need to be fully qualified by the time they leave prison.

We currently have about 650 colleagues who joined us straight from prison (over 10% of our work force). They are proving to be some of the most loyal and hardworking members of our team and many have been promoted to senior roles.

This report demonstrates how much difference training can make to the rehabilitation of people leaving prison and our experience shows the need for many more employers to offer exoffenders a full time job.

Executive Summary Over the last ten years, there have been a number of reviews of the challenges and opportunities facing the prison system in United Kingdom. Whilst the overall prison population has remained at a somewhat similar level since 2010, after large increases in the 1990s and 2000s, there has been a reduction in the number of prisons, budget cuts, a reduction in overall staff numbers since 2010 and a rise in re-offending rates after release from prison. As the Coates Review (2016, p. 50) noted: “Current outcomes for offenders on release, which pre-date the introduction of recent rehabilitation reforms, are not good. 46% of all prisoners will reoffend within a year of release – this rises to 59% for short-sentenced prisoners�

In part, some commentators have suggested that the recent rise in reoffending rates reflects the changing nature of support programmes for prisoners whilst in the prison system. A range of different education and training programmes have been introduced over the last ten years to support learning and skills development including basic literacy, employability skills and enterprise and entrepreneurial skills.

However, available statistics would suggest that fewer prisoners are engaging with, and completing accredited courses which may provide them with the knowledge and skills required to engage with positive outcomes upon release from prison.

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Introduction A recent report from the Institute of Government highlighted that the number of prisoners completing ‘accredited programmes’, largely designed to support behaviour change and improve thinking skills, fell 22 per cent between 2014/15 and 2017/18.

A number of different aspects of the education and training provision for prisoners have been reviewed, most recently within the Coates Review published in 2016.

However, there are a still a number of gaps in understanding related to enterprise and entrepreneurship education.

For example, whilst there are a small number of articles within academic and professional literature which suggest that enterprising and entrepreneurial skills may be important to individuals making the transition from prison into employment and self-employment, there is less evidence on the value of formal and/ or informal learning and skills development and its link to supporting progression and resettlement post release.

This summary report reflects on the outcomes from research undertaken by the Small Firms Enterprise Development Initiative (SFEDI) and the Institute of Enterprise and Entrepreneurs

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(IOEE) with both individuals who have completed an enterprise qualification whilst in prison and staff involved in the delivery of enterprise learning and training.

The report unpacks the motivations of learners to undertaking an enterprise qualification whilst in prison, their learning experience and the impact and value added of the qualification on their plans for the nearterm. The report concludes with a series of implications for supporting the enterprise learning and skills development of individuals within prisons and post-release.

It is an opportune time to review the benefits, impact and value added of enterprise education given recent changes to the procurement of education and training provision, particularly the devolution of responsibilities to prison governors.

Therefore, the report will not only be of interest to staff exploring ways of enhancing the effectiveness of current programmes but also those groups of stakeholders, such as governors, seeking to understand the type of enterprise education required in prisons.

Successive governments in the United Kingdom have struggled with the challenges posed by the increase in reoffending rates.

In the latest statistical data release by the Ministry of Justice, April 2019, we can see that although there has been a consistent percentage of those released from custody who reoffend within the first 12-month period, they remain at a level which impacts on societal and economic health.

The rehabilitation journey of an individual prerelease includes many forms of support to both engage the individual back into playing their part in a healthy and prosperous society whilst noting that the impact of the original offence and the potential to re-offend does not just impact on the individual but on those around them and the wider community.

Figure 1: Re-offending rates April 2017 to June 2017 70 60 50 40 30 20 10 0

Overall Reoending Rate

Adult Oenders

Juvenile Oenders

Adults released from Adults released from custody or custodial sentences of court orders less than 12 months

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‘...Living with immediate family post-release, and being in paid employment, appeared to be protective factors...’

A substantial part of the rehabilitation of individuals is the provision of meaningful education. Sapouna et al. (2015, p. 7) noted that: “Given that offenders often face challenges in a number of areas, such as drug misuse or educational deficits, some researchers suggest that holistic interventions that address multiple criminogenic needs are more likely to be effective in reducing reoffending”.

This was further explored in the Coates Review (2016, pi) who suggested that: “Education should be at the heart of the prison system…. If education is the engine of social mobility, it is also the engine of prisoner rehabilitation”.

A mix of meaningful educational development whilst in custody leading to meaningful progression post-release can be seen as protective factors when considering the reasons for the reduction in re-offending rates.

As seen within Ian Brunton-Smith et al (2013, p18, p19, p20):

they had been in paid employment at some point since release from prison. Thirty-nine per centre of those who reported being in employment went on to re-offend within a year….’

A supportive environment starting with personal and professional development whilst providing targeted ongoing support both pre and post release to support the reduction in reoffending is why SFEDI and the IOEE became involved in the educational provision across the prison estate.

Since 2012, SFEDI and the IOEE have worked with the prison establishment across England and Wales supporting over 15,000 individuals to build both enterprise and entrepreneurial behaviours, knowledge and skills.

This work recognises that for many ex-offenders, mainstream employment may not prove a viable option for them on release and so selfemployment is a supportive mechanism in providing a stable future reducing the need and/ or want to reoffend.

‘Slightly fewer prisoners who participated in educational programmes went on to re-offend within a year of release compared with those who were not enrolled….’

For those that do go into employment, the development of transferable enterprise behaviours, knowledge and skills may support them in having a competitive advantage in the labour market and securing sustainable employment.

‘….Just over one in four respondents reported that

The importance of the development of these

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behaviours, knowledge and skills has been noted by many including the Lord Young Review (2014) and Bacigalupo et al. (2016) who commented that: “Entrecomp defines entrepreneurship as a transversal competence, which applies to all spheres of life: from nurturing personal development, to actively participating in society, to (re)entering the job market as an employee or as a self-employed person, and also to starting up ventures cultural, social or commercial�.

In particular, the report explores why individuals in prisons engage with enterprise learning and training, their experiences in completing an enterprise qualification and the impact and value added of those qualifications.

The report concludes with a series of implications for supporting the enterprise learning and skills development of individuals within prisons and postrelease.

Whilst there are a number of reports which suggest that enterprising and entrepreneurial skills may be important to individuals making the transition from prison into employment and self-employment, there is less evidence on the value of formal and/or informal learning and skills development and its link to supporting progression and resettlement post release.

This summary report reflects on the outcomes from research undertaken with both individuals who have completed an enterprise qualification whilst in prison and staff involved in the delivery of enterprise learning and training.

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Method

The Learner Experience

To explore the benefits, impact and value added of enterprise learning and training, a structured survey was undertaken by SFEDI and IOEE during February and March 2018 with:

Individuals in prisons who had completed an enterprise and/or entrepreneurship qualification

Learner Characteristics

Staff in prisons who are involved in the delivery of enterprise and/or entrepreneurship qualifications.

The survey with learners had three key sections: Personal characteristics of the learners Experiences in completing the qualification(s) Benefits, impact and value added associated with completion of the qualification(s).

The survey with staff explored:

Motivations for involvement in the delivery of enterprise and/or entrepreneurship learning and training

Experiences of delivery of enterprise and/ or entrepreneurship learning and training in prisons Perceptions of the impact and value added of enterprise and/or entrepreneurship learning and training.

In total, there were 211 responses to the two surveys - 176 responses to the learner survey and 35 responses to the staff survey.

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The majority (75 per cent) of the respondents were aged between 25 and 44 (see Table 1).

The majority of the respondents were White British although there were a range of respondents from different ethnic groupings (e.g. Asian Pakistan, Black African, Chinese). Finally, 10 per cent of the respondents noted that they had some form of disability.

Table 1: Personal characteristics of the surveyed learners

Age

Number of Learners

18-24

48

25-34

50

35-44

40

45-54

33

55-64

7

Total

178

Ethnicity Asian White

2

Asian Bangladesh

2

Asian Indian

1

Asian Pakistan

12

Black African

9

Black Caribbean

8

Chinese

3

White & Black African

2

White & Black Caribbean

6

White British

95

Other

38

Total

178

Disability Yes

16

No

162

Total

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Uptake of Qualifications All of the learners who responded to the survey had completed a SFEDI and/or IOEE qualification.

A range of qualifications had been completed ranging from regulated provision at Levels 1, 2 and 3 and professional qualifications issued by the IOEE. The majority (88 per cent) had completed one qualification whilst in prison but 12 per cent had completed two or three qualifications.

The survey highlighted that the choice of qualification reflected not only the plans of the learner post-release but also their previous experiences in employment and starting and running a business (see below).

Motivations A range of motivations emerged in terms of why respondents engaged with an enterprise and/or entrepreneurship qualification whilst in prison.

These motivations can be grouped into two broad groupings – push and pull motivations. Within each of these groupings, there are a number of specific motivations (see Table 2).

The majority of the respondents expressed positive motivations for completing the qualification(s).

The two most frequently expressed motivations were: A desire to start a business upon release and the qualification supporting that journey - As one learner noted ‘I had a business idea which I wanted to pursue further, and this course was the best opportunity for me to develop my business plan’ A need to develop existing business abilities and skills - A number of respondents stated that they had run their own business before finding themselves in prison and the qualification provided an opportunity to review these experiences and develop abilities and skills needed to ensure sustainability of the business in the near to mid-term. One learner commented that ‘I have a business already and I wanted to learn more about how to run and market it’.

Table 2: Motivations for completing an enterprise and/or entrepreneurship qualification

Push Pass the time/ Something to do Boredom Part of Sentence Plan

Pull Desire to start and run a business upon release Develop existing business abilities & skills Develop understanding of business skills required to start a business Self-satisfaction/ self-betterment The use of the qualification to gain employment upon release 10

In comparison, far fewer respondents stated that they had been pushed into doing the qualification through being bored or wanting to spend time out of the cell. These motivations were summarised by two learners who commented that: ‘I was in jail and didn’t have much to do’ (Learner) and ‘Nothing else worth doing in here at the time’ (Learner).

Research by Stone (2012) highlights that it is important to understand the motivations of individuals engaging with enterprise learning and training as it will not only influence their experience of completing the programme but also the way in which they reflect on the impact and value added of the programme and the way in which they communicate this to others.

Experiences For the majority of the respondents, the qualification either in part or completely met their needs. As highlighted in Figure 2, 62% stated that the qualification completely met their needs.

There were a number of aspects to the experience of completing the qualification that learners found useful. These included:

Understanding the finances and managing the money Marketing and raising awareness of the business Development of enterprising skills – e.g. networking, negotiation, dealing with uncertainty. In terms of networking, one learner commented that they had enjoyed learning ‘how networking and peer mentors help one another in business and how to utilise these myself’ The importance of planning and the time it takes to develop an informal/formal plan for the business. This was summarised by one learner: “I learnt how to do a business plan and also understand why a business plan is so important to running a business’ Communication skills – e.g. through presenting a business plan to others Understanding of how to set up the business – e.g. business structures, legislation and regulation.

Figure 2: Levels of satisfaction with enterprise qualifications

70 60 50 40 30 20 10 0

Score

1 (not at all)

2 (unlikely)

3 (likely)

4 (completely)

Score

11

12

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In addition, a number of respondents identified that they had enjoyed the approach and knowledge of the trainers/tutors.

A number of potential areas for development were identified. These included: More information on available support for start-up businesses Greater depth to certain aspects of the materials – There were a number of individual perspectives/differences on where greater depth was needed which reflected or was shaped by the motivations of the learner (e.g. greater emphasis on marketing, greater emphasis on skills development vis-à-vis understanding of business structures). For example, there were a number of comments which suggested that there was a need for more depth to parts of the learning programme such as: ‘more in-depth in some aspects with possibly looking at creating a full business including research on competition’ Opportunity to do research on a computer/ tablet and access to other supporting resources (e.g. materials from the prison library) More resources to review between workshops and/or after completion of the programme – e.g. access to further learning materials More case studies – It was suggested that it would be useful to have access to ‘live’ case studies and/or paper-based case studies within the learning materials to assist in embedding learning in practice. As one learner suggested it would have been good to have ‘more entrepreneurs come in and give talks [as] some people learn by practical, some by theory [so] a mixture is good’.

Those with less positive experiences tended to be those who were pushed into completing the qualification. For example, one of the learners who stated that they were ‘forced’ to do a qualification commented that their experience

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had led to them learning ‘honestly nothing’ about starting a business. This raises an issue about the importance of reflecting on motivations to completing a qualification as part of the induction onto the learning programme.

Impact and Value Added The key aspects of behaviours, knowledge and/or business abilities and skills developed through completion of the qualification map onto elements of the programme which the learners enjoyed. These included: Understanding finances and managing the money - e.g. cashflow forecasts and budgets Development of enterprising skills - e.g. negotiating with others Marketing and raising awareness of the business Planning Being able to communicate the business idea to others Focus – this related to the importance of business planning and expectations around what was involved in starting a business. As one learner reflected ‘It gave me back focus I thought I had lost long ago’ Confidence in own abilities to start a business after release from prison. The majority of the respondents perceived self-employment as an important option for ex-offenders (see Table 3). Similarly, the majority of the respondents perceived the development of enterprising skills as important in managing day-to-day life situations after release and managing the journey from idea to action in starting a new business. In comparison, fewer respondents perceived enterprising skills as important in securing sustainable employment after release from prison (see Table 3).

Table 3: The Importance of different outcomes — the perception of learners

Number of Learners Day-to-Day life

85.4%

Self-Employment

94.8%

Sustainable Employment

50.0%

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The majority of respondents would recommend undertaking an enterprise and/or entrepreneurial qualification. For example, 74 per cent stated that they would completely recommend the qualification to others.

To complement the analysis of the impact that enterprise and/or entrepreneurial learning has on individuals in prisons, further interviews were conducted with nine individuals who had undertaken SFEDI and/or IOEE qualifications and who were either within Category D establishments on ROTL or who had been released. The interviews explored how the qualification(s) had impacted on their success in progressing to a meaningful outcome and how they feel it may have decreased their chances of reoffending.

Each of the individuals interviewed found the education and training provision worthwhile with one commenting the programme had: “Helped me to build my business idea and look at marketing and selling techniques including price points and the use of the business model canvas and PESTLE to plan better to take advantage of the business opportunity while understanding the business environment I would be working in”.

All but one respondent was looking to take their business ideas forward with this individual deciding not to start their business but noting how the behaviours, knowledge and skills they had developed as a result had helped them to find work as a plumber: “I was able to get the job through promoting my skills and knowledge of plumbing and how tricky it is for businesses to find new customers and make sure we keep them happy”.

This perceived impact of enterprise/ entrepreneurial qualifications identifies the transferable nature of understanding and/or skills acquired through the qualification and the ways in which they can be applied in different contexts, one of which is self-employment.

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As noted within Bacigalupo et al. (2016): “Entrepreneurship as a competence applies to all spheres of life. It enables citizens to nurture their personal development, to actively contribute to social development, to enter the job market as employee or as self-employed, and to start-up or scale-up ventures which may have a cultural, social or commercial motive.”

All nine interviewees noted the importance of continual support from family members, education providers, government agencies and other business people in applying learning both whilst in prison and post-release. For those that noted barriers that they have faced since release, access to finances to support the starting of their businesses or being able to balance their home needs with the potential benefits of work were raised highlighting the need to work on postrelease support mechanisms.

74%

Stated they would recommend the qualification to others

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Overall Experiences Upon completion of the survey, respondents were asked to provide any other comments about their experiences of completing the qualification(s) and its impact and value added.

At a general level, there were a number of comments from respondents about enjoying the experience of completing the qualification(s) in itself (e.g. the challenge of engaging with a learning experience). More specifically, the respondents enjoyed the understanding of what is involved in starting a business and/or the skills required to manage the journey from idea to action.

A number of respondents commented that greater availability/use of computers would assist in researching the market for an idea for a new venture and that higher-level qualifications should be offered, as a way of encouraging an investment in learning upon completion of Level 1 and Level 2 qualifications.

In part, this observation may reflect the changing nature of the prison population and the diversity of motivations for completing enterprise and entrepreneurship qualifications whilst in prison.

The Staff Experience As part of the research, a survey with staff involved in the development and delivery of enterprise learning and training in prisons was undertaken.

In total, there were 35 responses from staff who were involved in a range of qualifications from Level 1 to Level 3 and also professional qualifications issued by the IOEE.

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Motivations A range of motivations were expressed by the surveyed staff for being involved in the development and delivery of enterprise learning and training. These ranged from it being part of duties working at the education provider to a desire to change the choices and lives of others. Amongst this diversity, four key groups of motivations emerged: It was part of their roles and responsibilities as a member of staff. As one respondent noted: “It was a requirement of my job role” An interest in the topic of starting and developing a business and the perceived value of this topic to individuals in prisons.

This was summarised by one staff member who commented that:

“For 23 years being in education as a teacher or manager now, I realised from all those years that students wanted self-employment because all I heard from them was ‘no-one is going to give me a job” The perceived quality of the qualification(s) and/or SFEDI and IOEE as providers of learning which would assist in adding value to their activities A desire to make a difference to others who faced a number of challenges in engaging with the labour market.

Experiences Staff were asked to reflect on what they found useful about the qualifications and what they perceived as key areas for development.

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A number of different strengths were identified by the staff members ranging from the alignment of the topics to the needs of the learner to the flexibility within the assessment process. The key strengths could be grouped into four categories relating to: The value of the qualification in raising awareness of the enterprise journey and the associated mindset required. As one staff member noted ‘It gives people a chance to think about themselves, their plans and their business within a clearly defined and structured framework’ The focus on the importance of planning and managing the money in the early stages of starting a business. This was perceived as important given the challenges that the learners may face when looking to acquire resources to manage the journey from idea to action post-release The structure of the learning process and materials which enables learners to use frameworks to reflect on previous experiences, motivations and needs. This was summarised by one staff member who noted that ‘each unit has an information section that learners can also refer to once they have received the theory of the subject matter’. Another staff member reflected that ‘most of the units provide opportunities for learners to gain knowledge that could be related to real life business solutions’ The flexibility of the assessment process – Staff members noted that the assessment process was appropriate to the needs of the learners (e.g. a focus on ‘enterprise for’ as opposed to ‘enterprise about’ (QAA, 2018) and there was scope to add additional requirements depending on the previous experiences of the learners. This flexibility is important given the diversity of learner experiences. The survey highlighted that a number of the surveyed learners have some experience of starting and running their own business.

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In terms of key areas for development, there were three key themes underpinning the comments of the surveyed staff members. First, it was suggested that further case studies would be useful. These could either be ‘live’ guest speakers or written case studies within the learning materials. This supports the comments from the learners about the value of case studies in understanding some of the key “how to’s” in starting and managing a new business.

Second, there were a group of comments related to the need for more interactive content (e.g. links to online assessment and diagnostic tools, learning resources and case study videos). In turn, this raises an issue about access to different online technologies for learners whilst in prison. As one staff member noted: ‘if at all possible, allow the learners to have better internet access for research purposes’.

With security implications for the access to resources within the prison estate, it is often the case that those available to those within prison are inferior to those available to those undertaking the same learning and development programmes external to the prison.

The digitisation of prisons agenda can support this with the development and implementation of new technologies allowing for on-demand learning and access to new interactive tools developed through partnerships which can support the provision of high-quality learning and development resources within the prison estate whilst ensuring security measures are not compromised.

Finally, staff members suggested it is important that learners who are supporting others through their journey, both in terms of staff members and other prisoners, would benefit from recognition of those behaviours, knowledge and skills in the completion of CPD and qualification opportunities afforded to those within the wider business support sector.

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Impact Staff involved in the delivery of the enterprise and entrepreneurship qualifications in prisons identified a number of areas of impact and value. In terms of understanding, the research identified that the qualifications added value in terms of developing knowledge of different aspects of starting a business, particularly in terms of business planning, managing the money and raising awareness of the business.

In addition, the qualifications were perceived to add value in: Developing an awareness of what is involved in starting a new business Assisting the learner to reflect on their own abilities and skills - One staff member suggested that the qualifications provide the learner with the ‘ability to identify and acknowledge their own strengths and areas for development as part of the skills scan’ Developing skills required to start a business including planning the development of the business, developing financial forecasts, communicating with others and working in teams. This supports a number of the skills that learners identified when questioned about the impact of the qualifications.

As highlighted in table 4, staff members perceive the development of enterprising skills as highly important for learners in a variety of different contexts, both in preparation for release and postrelease.

Table 4: The importance of different outcomes - The perception of staff members

Number of Staff Members Pre-Release

23 (66%)

Post-Release

24 (69%)

Self-Employment

23 (66%)

Employment

17 (49%)

Total

35 (100%)

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Summary and Implications This summary report has unpacked the key findings to emerge from an extensive research project undertaken with individuals in prisons engaged with enterprise learning and training and staff involved in the delivery of enterprise qualifications. The report has highlighted: There is engagement with a variety of different enterprise and entrepreneurship qualifications, with individuals in prisons undertaking more than one qualification and/ or looking for progression from a qualification to another learning experience There are different groups, or segments, of learners ranging from those with no or minimal experience of self-employment and starting a business to those who have run their own business and looking to make sense of these experiences (e.g. the business ceasing to trade) There are different motivations for both learners and staff engaging with enterprise and entrepreneurship qualifications. It is important to understand these motivations as they not only influence how individuals reflect on their experience but also how they manage the learning experience The experience of completing an enterprise and entrepreneurship qualification is generally perceived as positive, particularly in terms of having an opportunity to understand what is required to start and manage a new business and reflect on own abilities and skills The engagement with enterprise learning has a positive impact pre and post-release and also in the development of the individual and their plans for progression whether through employment or self-employment There is a need for more engagement with different types of case study to support learners in making sense of their experience

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Access to technology would add value to the experience of learners and support staff in delivering an effective experience There is evidence that completing an enterprise and entrepreneurship qualification impacts not only on awareness of the start-up journey but also develops an understanding of what is required (e.g. planning, managing the money) and the skills needed to manage the journey from idea to action (e.g. communicating with others, teamworking).

The findings from the research raise a number of challenges in terms of understanding and supporting enterprise learning and skills development in prisons. These include: Further research into motivations and the impact of these motivations on subsequent experiences and perceived impact Use of learner journeys to identify progression routes between different levels of qualification and/or types of enterprise learning and training programme Assessment of how learners can access secure online technologies within prisons to support the learning experience Development of relationships between enterprise learning and training programmes in prisons and external sources of business and enterprise support to assist the learner in managing the journey from idea to action Greater engagement with owner-managers and entrepreneurs at different stages in the development and delivery of enterprise learning and training programmes (e.g. opportunities for co-creation of programmes).

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References & Resources The following references and resources have been used in the development of this summary research report.

Bacigalupo, M., Kampylis, P., Punie, Y. and van der Brande, G. (2016) EntreComp: The Entrepreneurship Competence Framework, Office of the European Union, Luxembourg.

Centre for Entrepreneurship (2016) From Inmates to Entrepreneurs, Centre for Entrepreneurs, London.

Coates, D.S. (2016) Unlocking Potential: A Review of Education in Prison, Ministry of Justice, HM Government, London.

Cooney, T.M. (2012) Reducing Recidivism through Entrepreneurship Programmes in Prisons, International Journal of Entrepreneurship and Innovation, 13, 2, pp. 125-133.

Keena, L. and Simmons, C. (2015) Rethink, Reform, Re-enter: An Entrepreneurial Approach to Prison Programming, International Journal of Offender Therapy and Comparative Criminology, 59, 8, pp.

837-854.

Lord Young (2014) Enterprise for All - The Relevance of Enterprise in Education, HM Government, London.

Patzelt, H., Williams, T.A. and Shepherd, D.A. (2014) Overcoming the Walls that Constrain Us: The Role of Entrepreneurship Education Programs in Prison, Academy of Management Learning and Education, 13, 4, pp. 587-620.

Sapouna, M., Bisset, C., Conlong, A. and Matthews, B. (2015) What Works to Reduce Reoffending: A Summary of the Evidence, Scottish Government, Edinburgh.

Brunton-Smith, I., Hopkins, K. (2013) The Factors Associated with Proven Re-Offending Following Release from Prisons: Findings from Waves 1 to 3 of SPCR, Ministry of Justice Analytical Series Ministry of Justice (2019) Proven Reoffending Statistics Quarterly Bulletin, April 2017 to June 2017

Further Information For further information please contact: Sarah Trouten, CEO, Institute of Enterprise and Entrepreneurs, sarah.trouten@ioee.co.uk, 0845 467 4928

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SFEDI GROUP