NCJ Number
85692
Date Published
1982
Length
11 pages
Annotation
This essay reviews the basic characteristics of Federal correctional education, identifies some misconceptions that impede progress toward a balanced program of correctional education, and suggests characteristics of a new model for correctional education.
Abstract
The current Federal correctional education program has (1) adult basic education designed to bring inmates to a minimum of sixth grade level in reading, writing, and computation; (2) adult secondary education designed to help inmates complete a high school program; (3) postsecondary education for inmates desiring to progress beyond the high school level; (4) occupational education; (5) social education; and (6) recreation. Some popular misconceptions that hamper correctional education's playing a realistic role in the battery of inmate services are that education is a panacea that will modify criminal behavior, that incarceration should be punitive, that incarceration is totally evil, that treatment is the exclusive goal of corrections, that career education is the answer to inmates' problems, that offender employment is the ultimate aim of corrections, and that meeting inmates' needs is more crucial than helping them fulfill their interests. A model for correctional education should view education as but one part of a comprehensive approach for providing an offender the opportunity to develop a more positive and rewarding life. Goals should be realistic and achievable, and participation should be voluntary. Further, educational programs should be based on known inmate interests and should maximize intrainstitutional cooperation and community involvement. One reference is provided.