CORRECTIONAL EDUCATION PRACTITIONERS RECOGNIZE THE NEED FOR FORMAL AND INSERVICE TRAINING. THE IDEA OF FORMAL TRAINING FOR CORRECTIONAL EDUCATION IS ROOTED FIRMLY IN THE CRIMINAL JUSTICE SYSTEM. CORRECTIONAL EDUCATORS AND OTHER CRIMINAL JUSTICE PRACTITIONERS REALIZE THAT CORRECTIONAL EDUCATION IS AN AREA OF SPECIALIZATION WITHIN EDUCATION. THE FEDERAL BUREAU OF PRISONS CONDUCTS TRAINING WORKSHOPS AND SEMINARS FOR FEDERAL CORRECTIONAL EDUCATORS. STATE DEPARTMENTS OF CORRECTION PROVIDE BASIC CORRECTIONAL TRAINING FOR NEW CORRECTIONAL EDUCATION EMPLOYEES. ALL TRAINING EFFORTS, HOWEVER, AT THE FEDERAL, STATE, AND LOCAL LEVELS AND BY COLLEGES AND UNIVERSITIES ARE FRAGMENTED. ONE WAY TO INSURE THAT CORRECTIONAL EDUCATION TRAINING AND TRAINING PROGRAMS HAVE CONTINUITY, SIMILARITY, AND SINGULARITY IN WHICH EQUAL STANDARDS ARE APPLIED, DEMONSTRATED, AND MAINTAINED BY CORRECTIONAL EDUCATION PRACTITIONERS IS TO BEGIN FROM THE SAME FOUNDATION. PERFORMANCE COMPETENCY STANDARDS THEREFORE WERE DEVELOPED AT THE FIFTH ANNUAL CONFERENCE HELD BY THE NATIONAL ASSOCIATION OF BLACKS IN CRIMINAL JUSTICE IN 1978. IT IS RECOMMENDED THAT THESE CORRECTIONAL EDUCATION PERFORMANCE COMPETENCY STANDARDS SERVE AS THE FOUNDATION FOR CORRECTIONAL EDUCATION AND TRAINING PROGRAMS. THE STANDARDS ARE DELINEATED IN TERMS OF SIX MAJOR CATEGORIES: SECURITY, KNOWLEDGE OF PRISON CULTURE, CONTROL AND ORDER, SELF-AWARENESS, EDUCATION AND EXPERIENCE, AND COMMUNITY RELATIONS. (DEP)