The coercive environment of prison makes it an especially difficult setting for educational services that aim to enable people to make decisions and have some control over their lives. Concern has grown at the international, national, and local levels to ensure that education of high quality and an appropriately broad range is recognized as an obligatory and integral part of prison activities. Incarcerated prisoners show common characteristics across countries and regions. These are closely interrelated with previous educational experience and present needs. Motivation is crucial to active educational participation and progress. Strategies for obtaining educational objectives in prisons include providing a positive experience, involving the student, using an individualized approach, involving students in needs assessment, and giving formal recognition to progress. The curricula of basic education in prisons include literacy, literacy extension, and social skills. Providers of prison education range from statewide authorities to voluntary agencies. Some countries provide no prison service funding for education. Evidence of the effectiveness of prison education is generally not kept. Effects of education are distorted by other elements of the prison system. (Appendixes include 162 references and a United Nations resolution and Council of Europe recommendation on prison education. (YLB)