The model is based upon an analysis of the demographic, economic, social-relations, and quality-of-life characteristics of inmates. An educational program for inmates must have two basic purposes. First, instruction must provide inmates with the practical skills that can prepare them for a job or training for a job. Secondly, the education program must provide them with positive social values, so they can live in society without committing more crimes. There must be five objectives of any education policy for offenders: an increase in literacy among offenders, the training of offenders for gainful employment, the preparation of offenders to become taxpayers, a decrease in recidivism, and the making of offenders into good citizens. Cognitive learning involves improvement in and the acquiring of linguistic skills, math skills, survival skills, and career knowledge. Affective learning involves reduction in fear and suspiciousness, positive attitudes toward the basic normative institutions of society, greater self-motivation and self-confidence, the avoidance of escape mechanisms, self-knowledge, better health habits, and the constructive use of aggression and sexuality. The learning of psychomotor skills consists of the development of job- related skills, the development of artistic skills, and improvement in health and motor coordination.