TRAINING, INDUSTRIES AND EDUCATION

2y ago
34 Views
2 Downloads
3.03 MB
37 Pages
Last View : 15d ago
Last Download : 2m ago
Upload by : Azalea Piercy
Transcription

If you have issues viewing or accessing this file contact us at NCJRS.gov.(I/ UCORRECTIONAL,TRAINING, INDUSTRIES AND EDUCATION ::::- :"'i ",., Zj---/fJl/ frO()Q-A Cooperative Publicationof theCorrectional Education AssociationandCorrectional Industries Associationin conjunction with Department of Correctional ServicesTraining Resource CenterEastern Kentucky University.\\

Correctional Training, Industries and Education.--- ---Edited byJohn F. Littlefield, Ohio Department of Rehabilitation and CorrectionsSharon Crook West, Ohio State UniversityPublished byCorrectional Education AssociationCorrectional Industries Associationin cooperation withDepartment of Correctional ServicesTraining Resource CenterEastern Kentucky UniversityPublication StaffProject DirectorTechnical EditorDesktop PublishingBruce Wolford, Eastern Kentucky UniversityPam Lawrenz, Eastern Kentucky UniversityNorma Bowlin . Eastern Kentucky UniversityPrinted ByKentucky Corrections Industries Print ShopCoffee Tree RoadFrankfort, Kentucky 40601Phone: 502-564-4980

Correctional Training, Industries and EducationAbout this PublicationIn 1984, the Johnson Foundation and The Brookings Institution sponsored a series of meetings on prison industriesat the Wingspread Center in Racine, Wisconsin and in Washington, D.C. The attendees included leaders in the field ofcorrections, business, law, labor, media, and academics. These meetings led to the formation of the National Task Force onPrison Industries. With the encouragement of Chief Justice Warren Burger and The Brookings Institu te a list of principles andrecommendations were published. The goal of the Task Force was to focus attention on prison industries and to start anational dialogue for improvement of the "factories within fences."The first national conference on the concept of Training, Industries, and Education was held in Chicago, Illinois thefollowing year, under the combined sponsorship of the National Institute of Corrections and the Illinois CorrectionalAssociation. Participants came from all sectors of the correctional, business, and legal communities for the first time to discussthe future of education and industry in the American prison systems. The dialogue had begun.The second conference on Training, Industry and Education was held in November, 1988 at Cincinnati, Ohio. Thepresentations and workshops gave methods and examples of creating and fostering the partnerships between industry andeducation within the walls of correctional institutions around the United States and Canada.This monograph includes 7 articles selected from manuscripts/presentations that were delivered at the SecondTraining, Industries and Education conference which was held in Cincinnati, Ohio in November, 1988. The conference wasa ttended by over 350 Correctional professionals from the United Sta tes and Canada and was co-sponsored by the CorrectionalEducation Association and the Correctional Industries Association.This monograph and the two preceeding conferences have attempted to focus the attention of correctionalprofessionals on the importance of and benefits that can be derived from cooperative efforts among correctional education,industries and training programs. The articles included in this publication represent an overview of cooperative effortsamong correctional training, industries and education programs.If corrections ever is to achieve its goal of creating productive prisons that provide a positive atmosphere for changethen there will need to be a cooperative TIE developed. We hope this publication provides correctional professionals witha useful tool to begin to establish a new TIE in corrections.The overriding assumption of the integration and diversification of Training, Industries, and Education (TIE) withinprison walls is best expressed by Chief Justice Warren Burger: "To put people behind walls and bars and do little or nothingto change them is to win a battle but lose a war. It is wrong. It is expensive. It is stupid."The EditorsJohn F. LittlefieldSharon Crook WestTranslating T.I.E.T.Training includes vocational education, apprenticeship programs, on-the-job training, mentoring, inserviceeducation and other employment skill enhancement efforts.I.Industries includes correctional manufacturing and production and all institutional inmate work assignments,such as, maintenance, food, safety and sanitation services, agricultural and other support services.E.Education include literacy, social/life skills, adult basic education, technical and post-secondary programs, aswell as pre-employment education for inmates.

----- -------Correctional Industries AssociationDear Reader:It is with great pleasure that I am able to endorese the T.LE. concept. I am equally pleased to join ourdistinguished colleagues from the Correctional Education Association in supporting the integration oftwo extremely important correctional programs. The combined advantages of training, industries, andeducation provide invaluable benefits to not only program staff, correctional managers and taxpayers,but most importantly to the incarcerated offender.I encourage you to thoughtfully read these manuscripts and presentations presented here in order tograsp the true scope and total possibilities of implementing the T.LE. concept.I am sure you will join me in expressing our appreciation for both these comprehensive and informativearticles and for the excellent production work that went into this publication. I want also to encourageyour own comments as they relate to T.LE. and urge you to attend the upcoming 1990 T.LE. Conferencein San Francisco in November, 1990.Melvin L. Johnson, PresidentCorrectional Industries AssociationCorrectional Education AssociationDear Reader:The Correctional Education Association is pleased to join with the Correctional Industries AssociaHon inbringing you this collection of readings on T.LE., the integration of training, industries, and education incorrectional programming. T.LE. symbolizes the cooperative efforts necessary to maximize both resources and the positive impact of programs on the offender.As you read through the thought-provoking and informative articles included in this publication, wehope they will help you better understand and apply the principles of T.LE.Again, CEA is pleased to join with CIA in promoting greater cooperation and the T.LE. concept.Thank you.Gayle Gassner, PresidentCorrectional Education Associationii

Correctional Training, Industries and EducationIndexTitleAuthorsThe TIE Concept-Moving FromTheory to PracticeRobert C. Grieser1Proposals for Prison Education andTraining in Prison IndustriesWilliam C. Norris3Implementation of TIE: SomeLegislative AspectsNeal Miller8Federal Prison IndustriesT.I.E. An UpdateWilliam R. Muth10Vocational Assessment and theRole of Vocational Programmingin the Prison SettingJohn S. Platt, Richard V. Briscoe14A Review of Federal Support of TIE:Yesterday and TodayNeal Miller20Illiteracy and the Workplace:Implications for the Educationand Training of OffendersOsa D. Coffey24PageCorrection Education AssociationApplication Form28Correctional Industries AssociationApplication Form30Correctional Training, Industries and EducationMonograph Order Form32What is !?The T.LE. (Training, Industries, Education) concept is based upon the principles of cooperation, integration andcoordination. The T.I.E. approach provides opportunities for incarcerated offenders to work and to improve theiracademic, social, and vocational skills. Cooperative ventures which integrate educational programming with work andindustry assignments require coordinated efforts with additional components of the correctional operation includingclassification, security, mental health and housing.The goal of T.I.E. progranuning is to increase the skills and productivity of the inmate work force and to enhancethe offenders employability. The provision of comprehensive education and work programs should help to facilitate theoffender's successful transition to the community.This definition was originally developed for the National Academy of Corrections, Prison Industry, Educationand Work Seminar (July, 1988).iii

duced in those classes are then either sold by industries orused in prodUCing other products. Industry retains the profitsfrom the venture; the instructor's salary may be paid for byeithe.r the vocational education program or by industries. NewYork State has experimented with a variation on this approach, whereby industries actually subcontracts with a vocational shop to take on production work on an overflow or asneeded basis.North Carolina has a cooperative arrangement betweenthe women's prison and a local technical college that trainsinmates in reupholstery; inmates spend a minimum of 3months in training priorto placement in the industry-run shop.The state of Nebraska runs a comprehensive pre-employment training program for industry workers. Nebraska'straining course includes orientation, industrial mathematics,measurement, reading blueprints, and safety considerations.Th.e program is described in detail in an article published in theWinter '87 newsletter of the Correctional Industries Association.In Michigan and Maryland, inmates employed in industries can enter apprenticeship programs to qualify as skilledworkers and for union membership. Maryland has the largestprogram of this kind, with more than 150 inmates involved.The Michigan program includes additional training after working hours.Job qualifications for Maine and a numberof other states'prison industries include vocational training. In WashingtonState all job classifications have academic and vocationalrequirements. These are established in accordance with theDictionary of Occupational Titles published by the U.S. Bureau of Labor Statistics.Finally, some states like Ohio and New York, have movedtoward the Federal model of integrating the management andfinancing of vocational and industry programs under oneumbrella. While the particular model that is appropriate foryour state may vary, the integration between education andindustries is a workab!e concept that has grown rapidly andmerits serious attention.The Tie Concept-Moving FromTheory to PracticeRobert C. GrieserAbstractThis article presents Innovative programs In the UnitedStates, specifically within UN/COR. Current state programs wlJl be addressed and state funded examples ofTIE program Integration will be given. The evaluation ofTIE within the Federal system will also be discussed.I am pleased to have the opportunity to share with yousome of the innovative programs taking place across thenation, and more specifically within UNICOR. My presentation today will be given in two parts. First, I will draw on someof my past experience working with the states to discuss a fewof the state programs; and second, I will elaborate on theevolution of TIE within the Federal system. Let me begin witha brief background on the TIE concept for those of you whomay be new to this area.I. History of the TIE ConceptSince the late-1970's, correctional industries has reemerged as a critical aspect of corrections. More recently, increasing emphasiS has been placed on the importance of inmateeducation programs (as evidenced by Sen. Specter moniesfor education and Gov. Baliles "no read-no release" programin VA). With limited funds available for programs, a movementbegan to coordinate education and work programs ratherthanhaving them compete with one another as was often the casein the past. Competition among programs is both shortsighted and costly. Crowding, scnJtiny by ihe courts, limitedresources, and other realities of modern corrections have allcontributed to the development of the TIE concept-theintegration of training, industries, and education. Two yearsago tile first national TI E conference was held in Chicago; withits program devoted exclusively to the application of thisconcept.III. UNICOR's Implementation of the TIE ConceptWith this overview of the various programs operational inthe states, I would like to turn my attention toward the TIEconcept that has evolved in UNICOR.The Bureau of Prisons believes that a productive inmateis much less likely to be a problem inmate, a philosophy thathas a direct impact on UNICOR's approach to the TIE concept.In working within this framework, UNICOR plays an increasingly important role in the overall operation of the Bureau'scorrectional programs. As of July 1, 1988, the total inmatepopulation within the Bureau of Prisons was 44,215. Of thatnumber 15,203 were employed by UNICOR. To give you anidea of the growth rate of the Federal prison system thesenumbers are expected to increase to 65,000 and 24,000,respectively, by FY 1992, an increase of nearly 50 percentoverthe next five years. UNICOR currently employs nearly 45percent of the working population of the Bureau of :risons.The working population is defined as the number of Inmatesavailable for work assignment of any kind.II. State-Funded Examples of TiE Program IntegrationThere are a number of examples of TI E program integration in the states. Several of these programs are grant-funded;but many are not. They vary in degree from formalized jointventures to the most common type of interaction betweenindustries and correctional education programs, i.e. the informal coordination of efforts. In nearly all cases, the principal"TIE", or linkage with industries, involves vocational education.In several states, including California and South Dakota,joint ventures function in some institutions. These joi t effortsinvolve industries providing raw materials for use by Inmatesin vocational education classes. The finished products pro-1

-- - - ---In recent years there have been marked changes withinthe Bureau of Prisons in the relationship between industries,education, and training. Industries operated for many yearsalmost independently of other institution programs. Workrelated tra.ining for inmates was mostly in the form of on-thejob-training. Education programs were structured more tomeet departmental needs and goals. Inmate training wasusually in the form of vocational training, again seldom relatingto other programs or inmate work assignments within theinstitution.In 1983 with the long-range goal of more closely coordinating the efforts of the three areas, the education and inmatetraining programs were placed under the direction of theAssociate Commissioner of UNICOR. This set the stage fora concerted effort to direct education and training programstoward a closer alignment with industries.UNICOR's goal is to offer a pre-industrial training programfor each of its 78 operations located in 43 different institutionsthroughout the country. Currently there are such programs in35 factory locations-all funded by profits from UNICOR.These programs are developed jointly by the UNICOR andeducation department staff and geared to addressing thebasics of industrial work habits as well as basic educationalrequirements relating to the inmate's future UNICOR assignment. The training program is designed to provide basic workskills through instruction and hands-an-application. Neartheend of the training "live" work is peliormed by the inmates.TI E programs, as with most new ideas or processes withinthe Bureau of Prisons, are first approved as a pilot programusually at the institution from which the idea or plans aresubmitted. The results are carefully documented over aspecified time period, typically several months. If the desiredresults are indicated the program is usually approved forsystemwide application.In May 1983, the 6.0 sat requirements for UNICORworkers to progress beyond the entry pay level was implemented.L'l that same year, a small number of UNICOR job classifications were earmarked to require an education level ofGED. These were the higher paying jobs in UNICOR thatrequired a more knowledgeable individual to insure successful performance. Some examples might be tool and die makeror certain quality assurance inspectors in our electronics operations.In 1985 a new pay grade was established to compensatethose inmates enrolled in pre-industrial training programs.The rate is 1/2 of the lowest standard pay rate for UNICORworkers or about 22 cents per hour. The training is usually fora period of two to four weeks after which the inmate isassigned to a job in UNICOR.In July 1986, the 6.0 sat requirement for advancement inpay grade was raised to 8.0, following the successful conclusion of a pilot program. Last year this concept was expandedfurther-with one location establishing the attainment of ahigh school diploma or GED as a pre-requisite for an inmatepromotion to a Grade 1 (which is the highest level) assignment.Through tying the inmate's ability to move into the betterpaying jobs in UNICOR directly to their educational accomplishments, an achievable and real incentive has been cre-ated. These programs have resulted in higher enrollmentsand a higher completion rate in the Bureau's adult basiceducation courses.The most recent enhancement to the TIE program hasbeen the establishment of an Associate Warden (Industriesand Education) at selected institutions. Under this program,the position (which was formerly Superintendent of Industries)has full responsibility for the industrial and educational programs, including inmate training, at their location. This concept, now operating in 18 sites, has made for even moreclosely coordinated integration of these functions.These are but a few of the training and incentive programsoffered to inmates working or planning to work in UNICOR.Suggestions for new and innovative programs from both staffand inmate workers is encouraged. In order to foster the productivity and quality standards essential to the continuedsuccess of UNICOR, it is necessary continue to search outavenues that can be successfully integrated into the industrialprogram.While UNICOR has come a long way toward integratingthe training, industries, and education components of its correctional program,it is important to mention a few words aboutthe financing of these programs. UNICOR has experiencedsome cashflow difficulty over the past several months. Thishas primarily been due to problems of strained financialresources as they attempt to keep pace with the rapid need forexpansion. In 1987, a total of 7.2 million was allocated tofund pre-industrial, vocational, and experimental trainingprograms. Presently there is some discussion among Corporate management and the Bureau leadership as to whetherand to what degree past levels of financing for educationprograms can continue. Whatever the outcome, the benefitsof coordination of training and industries have been clear,insuring that Federal support for the TIE concept will continuewell into the future.BiographyRobert C. Grieser is currently Internal Programs Managerwith UNICOR Federal Prison Industries. Mr. Grieser has had13 years of research and management experience at thefederal, state, and local levels. As Director of Operations forthe Institute for Economic and Policy Studies, he directednumerous studies on prison industries, jails, and correctionseducation. He was the Project Director on a multi-year NICstudy to document and evaluate a 4 million Congressionalfunding initiative in corrections education.Formerly the National Program Coordinator for the Department of Justice TA program on Strategic Planning forIndustries, he has served as a consultant to the TennesseeDept. of Correction on a court-ordered job evaluation, andcompleted industry marketing studies for the states of NewYork and Maryland. Both the New York and Tennessee workinvolved recommendations for linking educational programswith industry. He has published numerous articles on prisonindustries, and has been a member of the Board of Directorsfor the Correctional Industries Association since joining UNICOR in 1988.2

Proposals for Prison Educationand Training and PrisonIndust

Training, Industries and Education conference which was held in Cincinnati, Ohio in November, 1988. The conference was a ttended by over 350 Correctional professionals from the United Sta tes and Canada and was co-sponsored by the Correctional Education Association and the Correctional Industries Association.

Related Documents:

games, etc. Includes businesses operating in non-digital industries according to the ONS, such as wholesale and retail trade, education, etc. Digital Tech Industries Traditional (non-digital) Industries Digital job in digital tech industries (Front-end developer in a software company) Non-digital job in digital tech industries

How benefits are generated by education and training 8 2.1. Introduction 8 2.2. Education and training: developing human, social, cultural and identity capital 8 2.3. Education and training: cause or effect? 11 2.4. Benefits of general education versus vocational education and training 12 CHAPTER 3 Benefits of vocational education and training .

2 Industries Council Education and Training Fund as a service to the Piping 3 Industry as represented by Local Union No. 72, the Mechanical 4 Contractors Association of Georgia, Inc. and contributors to the 5 Mechanical Industries Council Education and Training Fund. 6 7 JOINT

Consumer industries touch people's lives in a way that few other industries can match. Every day, 2 billion people - almost a third of the world's population - use the products of just one global consumer products company. Digital innovation is shaking up consumer industries: shifting power from brands to consumers, shifting value from

after this is done, ICT industries employing large numbers of people emerge as intensive users of the remaining creative occupations. On this alternative scenario, the software-related industries still contribute 213,000 jobs to the creative industries. The non-software creative industries are also very important employers of ICT labour.

1. Know what training manual is. 2. Explain Crucial contents of Training manual 3. Design Training Manual 4. Prepare training budget Training manual of any organization consists of following information about training. Training Policy: Policy is a written Statement expressing company's vision mission regarding training. Policy is guideline .

funding, pitching ideas to investors and getting the right branding etc. Why training at SFS is the BEST thing you could do for your career Industrial Training 6 Months Industrial Training 6 Weeks Summer Training B.Tech/MCA/BCA Internship Training Up skilling Sales & Marketing Professional Training Corporate Training Entrepreneurship .

Aliens' Behaviour Connectives Game This game was originally developed in 2006 for Year 5/6 at Dunkirk Primary School in Nottingham. It has also been used at KS3. We have chosen this topic because we hope it will encourage children to produce their own alien names (a useful use of phonically regular nonsense words!), portraits and sentences .