This policy statement addresses the educational and vocational aspects of the overall programming plan that was discussed in Policy Statement 9, Development of Programming Plan, and expands on ways to effectively use the educational and vocational assessment information described in Policy Statement 8, Development of Intake Procedure. When a person is incarcerated, a tremendous opportunity exists to provide him or her with basic reading, writing, and math skills; a trade that is useful in the marketplace; and, sometimes, an advanced degree. Too often, this opportunity is lost because the class slots available are limited, not varied, or poorly timed; because programming does not correspond to the person's skill levels; or because the individual is not sufficiently interested in participating in the programs. When vocational education is offered, the training often does not correspond to high-demand jobs or to those employment sectors that are forecasted to provide new job opportunities in the community to which the prisoner will return. The research and recommendations that follow outline ways to improve the quantity and quality of vocational and educational programs available to people during their incarceration, so that they are best prepared to return to the community.

Recommendations:

1.

Most people in prison or jail have low levels of educational achievement, have limited job skills, and report low earnings prior to their incarceration.

A.

Develop programs that will enable inmates to be functionally literate and capable of receiving high school or postsecondary credentials.

B.

Analyze the job market in the area to which people in prison or jail will be returning.

2.

Involvement in educational and vocational programming is low, given that the majority of those in prison or jail would benefit from additional education and training.

3.

Research indicates that prison educational and vocational programs can improve behavior, reduce recidivism, and increase employment prospects upon release.

C.

Ensure that vocational and education classes target the needs of the job market.

D.

Encourage inmates to participate in educational and job training programs.

E.

Engage community-based agencies, such as volunteer and faith-based organizations, to provide institutional job-skills programs.

F.

When appropriate, provide prisoners with opportunities to gain occupational competence through postsecondary education.

G.

Prioritize the allocation of education and training resources when resources are limited.