Educational program priorities in looking toward the year 2000 are the development of institution-based delivery models that serve more inmates and prepare them for adjustment to the economic and social demands of the next century; development of pre-service and in-service training programs that prepare correctional educators to provide the instruction needed by offenders; and the development of effective programs that help inmates make the transition into the community. Effective programming must take into account the demographics of offenders, who tend to lack basic cognitive and job skills as employment opportunities are requiring ever higher educational achievement and skills. If offenders are to be prevented from recidivating they must be prepared to perform jobs that will bring them sufficient incomes without resorting to crime for survival. The education of offenders is made more difficult by the high incidence of learning handicaps and cultural diversity. It is time to develop new programs that use recidivism as the single most important measure of their effectiveness. One example of a creative program is the Correctional Teaching Community. The major components of this program are the placement of inmates in work-based vocational training related to assessed vocational abilities, participatory planning for each work-based vocational training area, a cognitive problemsolving skills program, and a workplace literacy program. Essential for every effective program is an element that facilitates transition from an institution into the community. A transition coordinator should ensure that each inmate's academic, vocational, and social skills are assessed and the appropriate program related to the assessment is implemented. 24 references