Inmate historical data were analyzed in terms of institutional history, level of schooling attained, and employment record over the 6 months prior to admission to Malmsbury. The lack of connection between school and work for many of these youths has contributed to their law-breaking behavior. For other youths, the length of their institutional history apparently interferes with their bond to either school or work. After addressing the similarities and differences between these groups of youths, the study proposes a model for strengthening the bond not only between school and work but also between schooling and society generally. The model suggests that education in a correctional setting should produce cultural competence, preparation for worthwhile work, and guidance for democratic decisionmaking. Each of these broad curriculum areas addresses the interaction between issues outside the institution and issues of the correctional environment. There is also an emphasis on interaction between people, especially through negotiation of curriculum and institutional management. 9 references.