Structure and components of successful educational programs

Educational programs have been a mainstay of rehabilitation since penitentiaries first opened. A large number of offenders participate in correctional education while they are in facilities or in the community. There seems to be a general acceptance by the public and policy makers that education has benefits in its own right. Encouraging is the fact that education programs include many of the components of effective correctional treatment. Furthermore, research demonstrates that education programs such as basic education, [General Education Development] GED, postsecondary and vocational are effective in reducing later recidivism and increasing future employment. In contrast, life skills programs have not been found to be effective in reducing recidivism. Questions remain about the effect of life skills when embedded within a multi-modal or holistic program. Research on education programs fails to untangle the issues of what works for whom, when, why and in what circumstances. Educators in facilities face tremendous difficulties in normalizing the experiences of student-inmates. Lockdowns, transfers facilities, and restricted movement in facilities limits the time students spend in classrooms. Security concerns prohibit use of the internet by students, thus limiting their ability to access information or use online library resources. Unless education programs are specifically designed to assist in re-entry there is little contact between educators within facilities and in the community meaning few offenders receive assistance in continuing their education upon release.

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