EDUCATION: CORRECTION'S VITAL LINK TO THE REAL WORLD (FROM CORRECTIONS AND HIGHER EDUCATION MONOGRAPH, P 2-6, 1993, ROBERT R BLAIR AND WES JONES, EDS. -- SEE NCJ-144914)

• NCJ Number: 144915
• Author(s): J M Quinlan
• Date Published: 1993
• Length: 5 pages
• Sale Source: Eastern Kentucky University
• Publication Type: Conference Material
• Language: English
• Country: United States of America
• Note: Paper presented at the National Conference on Corrections and Higher Education, 1991, Columbus, Ohio

Annotation

This article explores the reality of prison programming with respect to direct inmate education and the broader task of educating the public and policymakers about corrections.

Abstract

Low inmate literacy levels negatively affect the employability of inmates after their release. Without prospects for obtaining even a modest income, released inmates are more likely to revert to crime. In an environment of decreasing government resources, however, there is debate over whether to cut educational programs for inmates at the expense of the educational needs of law- abiding citizens. The public should be aware that prisons are not equipped to change inmates into law-abiding citizens, that prisons cannot produce the same results as community treatment programs, and that rehabilitation is a product of three separate elements (the institutional experience, community involvement in the offender's life, and the offender's personal actions and choices). Prisons do have some rehabilitative responsibility for providing inmates with basic program opportunities, such as literacy and vocational training, substance abuse treatment, and meaningful work assignments where inmates can learn a work ethic and functional job skills. The community's role in supporting prisons and inmates involves volunteer programs and the provision of employment and housing opportunities once inmates are released. Inmates have a responsibility to better themselves and to remain crime-free upon release. The Federal Bureau of Prisons requires that inmates attain a specified educational level, and similar mandatory literacy programs have been adopted in 17 States. Higher education services are also available to inmates in many correctional systems. Surveys continue to show the positive postrelease impact of prison education, training, and employment programs. The need for correctional administrators to develop innovative educational programs for inmates and to improve the public's view of prisons is stressed.