Participation in some type of education and training during incarceration is a critical step for people preparing for release and reintegration into the community. Yet, people who are incarcerated do not always choose to participate in education and vocational programs. A broader array of programs could lead to greater participation. Establishing basic and cognitive skills programs that prepare people in correctional facilities for more advanced educational and vocational programming can help to engage those individuals who would otherwise be excluded. (See Policy Statement 14, Behaviors and Attitudes, for more on cognitive, faith-based, and peer-oriented programs that may serve as a stepping stone to other treatment programs.) People who are incarcerated may also be more likely to participate when they can be matched to programs that are consistent with their individual strengths and goals.

Some prisoners will not initially perceive the value of educational or vocational programming, and others may not be adequately motivated by that perception. Although training programs may have benefits even if enrollment is mandated, not all institutions require participation in vocational and educational programs. Corrections administrators should recognize the value of encouraging participation among even reluctant prisoners, and may wish to implement incentive systems to ensure as high a level of participation as possible. Incentives could include good conduct time, preferred living quarters, cash or commissary stipends, increased visits, certificates, or access to other services.

Example: Transitions Project, Oregon Department of Corrections

The Department of Corrections rewards individuals for positive performance toward the fulfillment of transition plan goals through the Performance Recognition and Award System (PRAS). Under PRAS, Oregon provides prisoners with monetary awards and other incentives to encourage them to improve their participation in educational classes, training programs, work assignments, behavioral programs, and substance abuse treatment.

Example: Correction Enterprises, North Carolina Department of Corrections and Department of Labor

The Correction Enterprises work program provides incentives for people in prison to participate in prison workforce training programs. Through a partnership with the Department of Labor, those who complete a classroom instruction component and then a period of work within a specific Correction Enterprises industry can develop advanced job skills and receive DOL certification as journeymen-laborers. In addition, participants may earn an incentive wage and quality and production bonuses of up to three dollars per day for their Correction Enterprises work.

Family members and other representatives of the community can be valuable resources for corrections administrators seeking to encourage prisoners to participate in work and educational programming. Some people who are incarcerated will resist programming that they feel is being forced upon them by corrections staff. Involving family and community members during the incarceration period can help prisoners to focus on the future and to recognize the value of these programs in preparing them for life after their release from the correctional facility.

For instance, during visiting hours, corrections officials might provide family members with printed materials about educational and vocational programs available to prisoners, as well as facts concerning the relationship between education, skills, job prospects, and successful, long-term re-entry. In such documents, or in meetings with transition planners, family members may be encouraged to then speak to their relative in prison or jail about the value of participation in such programming.