As illustrated by the involvement of the United Nations in the comprehensive development of standards for educational programs for offenders, there is a growing international emphasis and focus on the education and rehabilitation of offenders. The education of offenders should form an integral part of rehabilitation for a number of reasons. First, offenders typically have lower levels of education than nonoffenders, and secondly, rehabilitation should occur with a needs-based aim, identifying low levels of education. This article explores the various mechanisms, agreements, and standards that have contributed to service delivery furthering the development and education of offenders all over the world. It focuses on elevating the importance of education as part of rehabilitation in prisons. The importance is derived from various international instruments, regional directives, and local influences. Those discussed in this article include: the United Nations resolutions and human rights framework, the United Nations Standard Rules for the Treatment of Offenders, the United Nations Standard Minimum Rules for the Administration of Juvenile Justice, and the United Nations Educational, Scientific and Cultural Organization (UNESCO). Regional role players and their varied implementation of education and rehabilitation in prisons are discussed in the countries of Africa, Latin America, Europe, and North America, as well as Islamic countries, Asia, and Pacific countries. An overview is provided on the growing importance of the role of nongovernmental organizations (NGOs) in Africa, as well as prison education and the South African Correctional Services Act. References