Comparing The GED And Vocational Training Courses

Last, in most prisons they have disciplinary credits. This is a system originally created as an incentive for good behavior. It gives inmates the opportunity to take educational classes, such as GED instruction, literacy education, and substance abuse treatment. There are also vocational programs that inmates can take to learn a trade or skill. Each class or program that is completed the inmate receives points or credits. Points can be used to shorted the inmates time spent behind bars. A lot of these degrees have nothing to do with future behavior, it 's just a way for the inmate to get out early. Inmates will pile up class after class, which when many are completed can take years off a long sentence. Inmates have been

Inmates can learn new job skills, obtain their GED, earn vocational certificates, receive substance abuse treatment, learn about how crimes affect victims and even assist in teaching youths about life in prison.” The Division of Programs and Services are broken into nine main subdivisions: crime prevention, inmate services, volunteers, the Palmetto Unified School District, the Division of Industries, shock incarceration, behavioral and substance abuse, and YOPRS intensive supervision. These main subdivisions are further divided into smaller programs aimed to better address the specific needs of the inmates.

The prison system realizes that an immense majority of inmates will be released; we need to prepare them for outside life. Without the efforts of educational programs, a prison can become a “revolving door, with inmates having nowhere to go but back” to the prison with no future (Young 1). A majority of the states offer a GED program, but North Carolina profits from a Community College system that offers classes in academics, auto mechanics, masonry, wiring, plumbing, and computer literacy. The Community Colleges offer two-year degree programs in many areas. The University of North Carolina at Chapel Hill offers business association classes to inmates over twenty-five years of age. Because of the excellent programs they have to offer, more than five thousand of about thirty thousand inmates are in the education program and these numbers continue to grow.

Although several educational programs are widely available, many inmates are unable to take advantage of them, do not complete them, or lack follow up in the form of ongoing support services once released from the correctional system. The following table displays this concern: Table 2. national and state data on inmate participation and completion . Approximate Numbers 1993-2007: Institution Type Total Number of Inmates System 165,000 167,717 Number of Inmates Enrolled in Education Programs 54,000 87,624 Rate of Attendance, At Completion of Course 50% 60% Rate of Completion

Once the offender is released from prison with still no understanding of how to re enter society they resort back to what they know. However, some state and federal facilities are offering rehabilitation programs within the prison systems. Some federal prisons offer GED programs, college classes, and apprenticeships. There are also many of prisons who offer drug classes such as nonresidential drug abuse programs as well as the drug education class, 500 hr residential drug program. Some also offer classes that will get an inmate mentally ready before they release. In the state prisons they offer college classes in some as well as apprenticeships, and a drug class. What I have seen is that federal prisons are still offering a good bit of programs threw the poor economy while the state is cutting programs from left to right. I witnessed this statistic in person January 2010,21 inmates at Greenville Federal Prison Camp completed a 500-hr residential treatment program out of 21 inmates who was released in the same three days only one has returned back to prison to this exact day. However the first three years out for an

During the past decade, there has been a newly found interest in prisoner reentry. This is due to a change in many of the factors surrounding the release of convicted felons and their reentry into to the community (Visher, C. A., & Travis, J. 2003). The number of people incarcerated in the United States prisons has quintupled and correctional facilities are working on getting them back into the community. Over half of the convicted felons that are released from prison return to correctional systems within one year of their release date. One of the most common reasons for their return into the prison systems is because many

The article "The Impact of Career and Technical Education Programs on Adult Offenders: Learning Behind Bars" by Howard Gordon and Bracie Weldon (2003) studies of how prisoners receiving educations in prison reduces the recidivism rate. Gordon and Weldon studied the inmates who were participating in the educational programs at the Huttonsville Correctional Center in West Virginia and claimed that inmates who participated in the educational programs were less likely to recidivate once released back into the population as compared to inmates who did not participate in these programs (Gordon & Weldon, 2003). This study provides valuable information as to the effectiveness of educational programs in prison and how they affect prisoner's lives

There are numerous programs available for inmates who are incarcerated, and the individuals who capitalize on these programs show subsequent improvement after being released. However, these programs only help those prisoners who are willing to change. While incarcerated in the Federal Bureau of Prisons, or BOP, there are numerous programs inmates can take advantage of that will help them in a variety of fields such as, “Education and Vocational Training, English-as-a-Second Language Program, Drug Abuse Education, Sex Offender Treatment Programs – Nonresidential, Skills Programs,” and more (Federal Bureau of Prisons, 2015). On the educational side, the BOP offers a program called the Bureau Literacy Program (Federal Bureau of Prisons, 2015).

Inmates need to be educated and rehabilitated in order to be released back into society. If prisoners receive a good education they are less likely to commit misconduct in the future. The Three State Recidivism Study

To support my assumption there is an immediate need for the implementation of a reentry plan; I have reviewed the opinions of other criminologist such as Reginald A. Wilkinson (2008). Wilkinson (2008) has written several articles on the need for incarcerated offender reentry plans. In one of his articles entitled "Incarceration and Beyond: A Personal Perspective” (2008), Wilkinson states, “the overarching idea is that prison reentry programming should commence upon each offender’s admission to the reception center” Wilkinson goes on to say that those released without a reentry plan will affect the percentage of those returning to incarceration and have a negative effect on a communities budget and security”. Consequently, I can assume that if a reentry plan is implemented immediately, the department will save and better spend its budget dollars and stop what I call “the swinging door effect”. I define the “swinging door effect” as the repeated return of offenders into incarceration within a short period of time such. Based on personal interviews along with release document reviews, I can assume a reentry plan was not implemented and likely created the “swinging door effect”. Consequently, I have found the repeated return of offenders into incarceration within a short period of time is a problem that keeps tax dollars from being spent wisely and will affect a community’s economy and security.

Many programs have been initiated to help the problems of overcrowding and negligence. These include education, rehabilitation programs, work-release programs, and other preventative measures. Numerous education programs are offered to inmates. Some prisons even mandate the completion of a GED if the offender never finished high school. Many colleges in the prison’s community partner together with each other to enable higher learning as a possibility for offenders to obtain college credit. These services help inmates succeed in an inmate’s preparation to reintegrate into society with less chances of being arrested again. Offenders that are more prepared to leave prison are not as likely to commit a crime which improves the safety of the public and also saves money from taxpayers. (Office of Vocational Adult Education, 2009)

Many criminals are sent to jail on a day to day basis. Once they have completed their sentence they are faced with many problems once they are “free”. These problems can be but are not limited to housing, employment, and substance abuse. The prisoner, once they are released, has a tendency to go back to their old ways and to continue the life of crime they were a part of prior to prison. To avoid this, while a prisoner is in prison, the staff creates a reentry program for the prisoner. The reentry program takes affect once the prisoner leaves prison. These programs are created within the community to help the offender from committing new crimes and to integrate them back into society. These programs are also created to help with

While in prison, education would provide a crucial key for inmate rehabilitation. Part of that rehabilitation can be in the form of education. Education in the prison system generally geared

This process often wastes resources because short prison stays do not last long enough for offenders to benefit from drug treatment and other rehabilitative programs. Moreover, housing low-risk inmates with high-risk inmates reduces the likelihood that low-level offenders rehabilitate and avoid crime after release. This will save the State of Illinois Billions of dollars which could be used to services, which could make a new taxpayer.

In this table, the authors are describing the characteristics (gender, race, age, priors, offense, and education) of the sample of Ohio inmates who completed the various correctional educational programs included in their study (college, GED, vocational, and high school) and those who did not participate in correlational educational programs (non-education).