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I I P VI 0 the I QU LITY a QU NTITV of VDC~ I N L UC I N I in R Eta 5 I I I I I I I

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I I P VI 0 the I QU LITY a QU NTITV of VDC~ I N L UC I N I in R Eta 5 I I I I I I I If you have issues viewing or accessing this file contact us at NCJRS.gov. ~'I <f • leadership Training Series No. 53 I I P VI 0 THE I QU LITY A QU NTITV OF VDC~ I N L UC I N I IN R eTa 5 I I I I I I I I I ~ \\ I ~\'\ I ~ TIDNAL CDNFER CE DN DC rlNAL DUCATION I IN CDR ECTIDNS I MAY 1& .. 18, 1977 I HDUSTDN. TEXAS I .1 it ~ 'b •• • _____~_. ____ ~ ___::r: - I I I THE CENTER MISSION STATEMENT The Center for Vocational Education's mission is to increase the ability I of diverse agencies, institutions, and organizations to solve educational problems relating to individual career planning, preparation, and pro­ gression. The Center fulfills its mission by: I • Generating knowledge through research I {O Developing educational programs and products iii Evaluating individual program needs and outcomes I fill Installing educational programs and products e Operating information systems and services I • Conducting leadership development and training programs I I I I I I I I I --- -- -----~------- ----- I I Leadership Training Series No. 53 I I NATIONAL CONFERENCE ON VOCATIONAL I EDUCATION IN CORRECTIONS I Improving the Quality and Quantity of I Vocational Education in Corrections I I I I Compiled and Edited by I F. Patrick Cronin Mark Newton I NCJRS I NOV 141977 I ACQUISrrlONS I The Center for Vocational Education The Ohio State University 1960 Kenny Road I Columbus, Ohio 43210 I June 1977 .1 J I I I I I I I I, I I I The material in this publication was funded by an Education Professional Development Act {EPDA}, Part F, Section 553 Grant, administered through the Vocational Education Personnel De­ velopment Division, BOAE/USOE, Region V Office, USOE, and the Division of Vocational Educa­ tion of the Ohio State Department of Education. Contractors undertaking such projects under I government sponsorship are encouraged to express freely their judgment in professional and tech­ nical matters. Points of view do not, therefore, necessarily represent official BOAE, USOE, or State of Ohio position or policy. I Duane Nielsen, Chief I Vocational Education Personnel Development BOAE/USOE Washington, DC I Darrell L. Parks, Project Monitor Daryl Nichols, Program Specialist Division of Vocational Education Vocational and Technical Education I Ohio State Department of Education United States Office of Education Columbus, Ohio Region V, Chicago, Illinois I ii I I I I I FOREWORD I The National Conference on Vocational Education in Corrections was a historic occasion. The diversity of participants, the wide range of commitments, both by individuals and organizath::ms, spoke well for its success. It also said something of the significance of our mission-to improve the I quality and quantity of vocational education in corrections. Indeed, the diversity of perspective reflected a creative and hybrid vigor. A review of the vocational education amendments and the keynote address by Senator Claiborne I Pe!l provided convincing evidence to participants of the emergence of a concern for a national policy or posture with respect to corrections. Vocational education is perhaps the first of a number of bills that might address the correction's population. Hopefully, a coherent policy will emerge in the future I and tie together the various elements of vocational education, CETA, elementary and secondary edu­ cation, and other bills. I A vehicle now exists (the comprehensive planning provision of the Education Amendments of 1976) for representation by corrections on state and national vocational education advisory coun· cils. The implication is one of full participation and the emphasis is on data-based planning and decision-maJ<ing. Certainly Vle can now begin to move toward improving the quality and quantity I of vocational education in corrections. Indeed there is a wide range of policy and program issues. Obviously we are dealing with multi­ I delivery systems. Education is but one element of the multifaceted solution. While vocational education recognizes and accepts the challenge inherent in the new legislative provision and emphasis, it too is torn between the needs of the preventative dimension (which can I provide programs for mainstreaming people and hopefully insure economic placement toward the end that they are not a part of the criminal justice system), and the need to work on the correc­ tional side. Fiscal resources, however, are limited. Th~refore, the persuasiveness and leadership of I persons like Senator Claiborne Pell is vital. The National Conference emphasized the need for better facts and figures concerning those I elements of programs that are successful with various kinds of individuals; better data on recidivism; better data on follow-up; better data all around. Sound data bases could well lead to a research and development agenda. Such an agenda could provide mechanisms for the development and testing I of useful innovations. As professionals concerned not only with education in corrections, but also other areas of fjub· I lie policy, we need to begin to seriously address the preventative dimension. The Center for Vocational Education stands firmly committed to working and expanding its efforts in the areas of corrections and criminal preventation. This National Conference facilitated The Center's and nation's development of a sharpened sense of purpose, a better fe~JI for successful I interventions, and an agenda of what research and development activities are needed. This, in part, was the result of a significant amount of interagency cooperation-something of which we need a I great dea I more. I iii I I The Center remains concerned about the exchange of information on problems, programs, and ideas. It is concerned about providing decision makers with good information that will facilitate I planning, implementing, administering, regulating, and assessing vocational education in corrections. We want to facilitate the dissemination of products that have been produced through ~echnical as­ sistance and we want to stimulate more interagency cooperation. I The National Conference was outcome oriented. It featured a cadre of nationally recognized leaders who functioned as both presenters and resource persons. Their major contributions are con­ tained within this document. I Special recognition is due F. Patrick Cronin, personnel development specialist, for his efforts in directing the seminar. Additional appreciation is extended to Charles Whitson, personnel develop· I ment specialist, and Lorraine Furtado, personnel development specialist who co-coordinated the con­ fvrence. Graduate research associates, Rosetta Gooden, Mark Newton, Robert Wheatley, and project secretary, Dorothy Cameron provided much assistance prior to and throughout the conference. Fur­ ther, the assistance of the National Planning Committee is gratefully acknowledged as are the Voca­ I tional Education Personnel Development Division, BOAE/USOE, Region V, USOE, and the Ohio Division of Vocational Education. I I would be remiss if the fine hospitality, technical, and support services provided by the Texas Education Agency in general and the Windham School District in particular were not acknowledged. Their efforts will long be remembered by all who participated in a most successful endeavor. I I Robert E. Taylor Executive Director The Center for Vocational Education I I I I I I ------- ------- I I I I HISTORICAL PERSPECTIVES I The National Conference on Vocational Education in Corrections was the third component of a three-phase project conducted by The Center for Vocational Education. The overall project was funded by an EPDA, Part F, Section 553 Grant and administered through the Vocational Education I Personnel Development Division, Bureau of Adult Education, United States Office of Education, Region V, and the Ohio Division of Vocational Education. Phase ( of the project included a workshop for selected states and was conducted November I 14-16, 1976 at The Cente:- for Vocational Education. The purpose of the workshop was to assist leaders in both vocational education and corrections to cooperatively plan improved vocational education programs for offenders. Participant states included: Alabama, Florida, Indiana, Maryland, I Massachusetts, Ohio, West Virginia, and Wisconsin. Phase II of the project involved technical assistance services. Special on-site attention was given I to meeting correctional education needs in those states that participated in Phase I. Phase III was the National Conference on Vocational Education in Corrections. It resulted, in great part, from significant efforts expended by the national conference planning committee. Partic­ I ipation was encouraged at all levels in both the fields of vocational education and corrections. That which was learned and developed during Phases I and II was shared with the participants attending I the National Conference. I I I I I I I I v I I I I I I I J I I I I I I I "I I I / I I I I I I PURPOSE AND OBJECTIVES OF THE NATIONAL CONFERENCE I ON VOCATIONAL EDUCATION IN CORRECTIONS Purpose I To disseminate, on a nationwide basis, practical information about and alternative solutions to complex problems facing those concerned with the quality and quantity of vocational education in I corrections. Objectives I 1. To provide decision makers with information designed to foster the continued dElvelop, ment of essential attitudes and skills in planning, implementing, administering, regulating I and assessing vocational education in corrections. 2. To provide a forum for the exchange of information about problems, programs, ideas, and activities in vocational education in corrections. I 3. To facilitate the dissemination and use of products, practices and services related to voca­ tional eduration in corrections developed through technical assistance efforts in selected I states. 4. To provide information about new vocational education legislation and its ramifications I for vocational education in corrections. 5. To stimulate and increase interagency cooperation for improving vocational education in I corrections. I I I I I I vii I I I I I I I I.
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