Ideas or technical standardization?

While i was making my road in the career of sociology, i felt that some assignments in some subjects tried to merge the technical knowledge that the subject tried to teach, with a sociological problematization that is supposed to be the center of our career. This always goes wrong. There are two habitual possibilities, that one makes a totally insignificant problem with a good technical formulation or that one makes a worked and significant problem with not a technical formulation that suits the subject matter. In this last case, the teacher or the assistants criticizes the result and make the students reformulate the assignment to fit in the subject way. 

This logic go an go in almost all the subjects in the career, where the technical standardization goes before a good idea of investigation or a significant sociological problem. A first step for understand this i think is that the sociological thought is holistic and crosses all subjects and topics, and the subjects are fragments of knowledge and sociological reflections that were done in the past. 

Is not that the technical knowledge or the investigation methods aren't important, they are necessary to do science, and a sociology student has to know this before graduate. The problem is the pedagogy, the process made for teaches us this techniques and method. Is a process that smother all the students holistic ideas and thoughts to make them fit in certain technique or subject approach, putting the technical standardization before the sociological creative thought. This makes professionals that are well methodologists but that have no ideas no research or do critical or creative investigations. An example of this are the final subjects were we have to do an entire research and we don't have a topic to do it, many students delay their thesis for the same reason that we don't know what to research! we don't know what to do with the sociological knowledge that we learn in the career!

Education in prison

A summary of a Guardian's article

The prison education in the UK have poor quality standards. This is something to worry about because finding a job after serving a sentence is a crucial factor to not reoffend, and education is necessary to develop skills for jobs. The reoffending levels are 50% for adults and 72% for juveniles, but being in a employment can reduce the risk of reoffending between 30% and 50%. So with these poor educational programs, most of the prisoners are leaving prison without employability skills.

Over half prisoners have no educational qualifications, and almost all have low literacy levels. A lot of them were expelled of school.

About no one prison got good qualification on their educational program, and the good examples of prisons that work with employees and educational providers are rare.

The director of further education and skills at the education watchdog Ofsted, Coffey, criticizes the focus just on the passage of time in the convictions, and not caring about the achievement of educational qualifications. 

The prison minister and probably the whole society is concerned about the high levels of reoffending that stay the same for so long, and because of the taxes money spent in prisoners, which stands at  £34,000 per year each inmate. He says that they doing significant reforms to the offenders were rehabilitated and managed in the community.