Discusses the 1993 termination of postsecondary education programs in Canadian prisons. Contrasts this with a follow-up study of 654 released offenders, showing the effects higher education had on their successful post-prison lives. (SK)

Describes the Prison Education Program in British Columbia, the goal of which is to persuade prisoners/criminals to become students/citizens, a goal that is dependent upon the university program being perceived of as separate from the prison. (Author)

The author argues that prison educators should concentrate on "outcomes"--the desired behavioral and attitude changes in their students. He describes an educational program that has achieved considerable success. (Author)

A case exists for there being a moral dimension to prison education and a case against moral education programs in prison. The argument is made that prisoners are one part of a large group of citizens who suffer from uneven development in the cognitive and moral realms due to biographical and structural factors. (Author/CT)

Makes three arguments about prison education and its potential role in shaping the lives of students: (1) many criminals and most prisoners are different in some fundamental ways from their citizen peers; (2) education does not necessarily lead to change in behavior; and (3) prison education can have an impact on knowing, writing, and doing. (JOW)

A follow-up study was undertaken of the prisoner-students who were participants in a prison university liberal arts education program in Canada during the years 1973-1993. The objective of the study was to test the claim that the program had been effective in reducing the rate of recidivism of its students. Finding early on in the research that…

Argues that using recidivism as a measure of the effectiveness of prison education is politically necessary, theoretically appropriate, and methodologically practical. Describes the methodology of scientific realism, which attempts to answer why an educational approach works for some but not for others. (SK)

Documents the demise of the 20-year university education program in British Columbia prisons as a new national strategy stressed correctional goals and behavior change over the humanities/moral development thrust of the Simon Fraser University curriculum. (SK)

Male federal prisoners who had been students in the postsecondary prison-education program and released 1973-1993 were followed for three years (N=654). Extensive data were available. Subgroups were compared to Canada's Statistical Information on Recidivism risk-prediction scheme to test hypotheses regarding success rates. Conclusions regarding…

The University of Victoria program at Matsqui Institution is based on Kohlberg's theory of moral development. The replicability of the program is discussed, and analyzed in terms of relations with the institution, type of courses, program climate, and staffing. The necessity for developing student identity is emphasized. (MSE)

Predicted vs. actual recidivism of 119 high-risk offenders aged 20-29 who had completed postsecondary prison education was compared. Despite a low predicted success rate, they achieved higher grade point averages, acquired more postrelease education, and had less recidivism. Success factors included a culture of academic achievement and student…

Two divergent approaches to a prison educational program attempt to go beyond accreditation or amusement and address instead attitude change, human choice, judgment, and empowerment. The first, most obvious approach, focuses on the provision of knowledge. The second approach starts with a focus on individual development. Its aim is to facilitate…