Education First Program (EFP) should be adopted. The program prepares inmates for successful equivalency examination and provision of a comprehensive academic, vocational, and technology program curriculum that is appropriate and fit for an individual's risk and requirement of every inmate. The program's objective is to enable successful inmate entry, which has significantly proved to decrease reoffending and thus raise public safety levels. According to statistics of a Rand Corporation, inmates who took part in educational programs recorded a 43% unlikeness to reoffending (Camacho, 2017). Findings by Pew-MacArthur Foundation First Education Initiative (2014) also resolve that inmates participating in education saw an exhibited a 19.2% low crime rate (2017). The Department of Corrections (DOC) has, for a while, prepared inmates to undertake equivalency exams to enable them to achieve and pass the high school equivalency test.
The program components are designed to evaluate strong programmatic holds, assess weaknesses and spot areas where improvement is needed, and to come up with strategic priorities guided by the obtained findings. The EFP ensures full availability and access to educational services that prepare inmates to be presentable and qualified staff in a competitive job market, post-secondary learning, economic self-reliance, family responsibilities, and responsible patriots after being set free (ADC, 2019). The program is designed to not only enable inmates to pass the high school equivalency examinations but also be college and career ready. The EFP implementation focuses on comprehensive college and career preparedness, promoting long-term education and job competency (Kimball et al., 2019). The strategic program goals have also been re-designed to focus on the universal role of education. This role encompasses vocational training, post-secondary opportunities, and career guidance as basic techniques tools to lessen reoffending (2019). EFP program has probable average success, which also has the potential to rise depending on implementation methods. It is also cost-effective as compared to the GED Prep program considering that activities in both programs are the same, only differs on success rate outcomes, which can change depending on methods employed on individual programs.
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References
Arizona Department of Corrections (ADC), (2019). Rehabilitation and Reentry. Inmate E Education. Retrieved 18 June 2020, from https://corrections.az.gov/workforce- development.
Hasskamp, B., Kuehnel, A., Luther-Dolan, T., Rosman, N., & Kimball, G. (2019). THE M MINNESOTA STANDARD ADULT DIPLOMA: HOPE AND OPPORTUNITY FOR I INMATES. Essential education, 79.
Jamie Camacho, Director of Inmate Training and Education (2017). Retrieved 18 June 2020, f from https://www.mass.gov/doc/division-of-inmate-training-and-education-historical-o overview/download .
