NCJ Number
189043
Journal
Journal of Correctional Education Volume: 52 Issue: 2 Dated: June 2001 Pages: 58-61
Date Published
June 2001
Length
4 pages
Annotation
This article argues that one goal of literacy programs in prisons should be to assist literacy students in becoming lifelong learners, and it describes a Canadian correctional educational strategy that has been effective in achieving this.
Abstract
UNESCO's International Commission on Education in the 21st Century emphasizes the importance of being able to transfer the knowledge and skills learned in the classroom to life outside the classroom. The Commission has identified four pillars of education: learning to know (learning skills required to continue learning throughout life); learning to do (acquiring skills, especially those needed to earn a living); learning to live together (developing civic values and the capacity for understanding, teamwork, and respect for others); and learning to be (the overall development of the human person). These pillars feature lifelong learning and relate directly to correctional education. Realizing this, the Canadian Prairies Region (Alberta, Saskatchewan, and Manitoba) have adopted Cognitive Enrichment Advantage (CEA) as the teaching method of correctional education literacy programs. CEA has two emphases: the role of the literacy teacher as mediator and the CEA "Building Blocks" and "Tools" to focus thinking on learning. CEA focuses on the student's potential to become a lifelong independent and interdependent learner, not on his/her inabilities or deficits. 9 references