IN CORRECTIONAL EDUCATION, VARIOUS FACETS OF APPRENTICESHIP, ON-THE-J0B TRAINING, AND COOPERATIVE TRAINING OFTEN ARE MERGED UNDER THE TITLE OF ON-THE-JOB TRAINING. FORMAL TRAINING EXPERIENCES THAT ACCOMPANY WORK EXPERIENCES GENERALLY ARE LIMITED DUE TO SHIFTING PATTERNS IN THE PRISON POPULATION AND TO DEMANDS FOR MANPOWER BROUGHT ABOUT BY INSTITUTIONAL NEEDS. CORRECTIONAL EDUCATION AIMS TO PERFORM TWO BASIC FUNCTIONS THROUGH VOCATIONAL TRAINING. FIRST, AN ADEQUATELY TRAINED SUPPLY OF WORKERS FOR INSTITUTIONAL NEEDS MUST BE PROVIDED. SECOND, IT IS CRITICAL THAT REHABILITATION THROUGH THE ACQUISITION OF OCCUPATIONAL SKILLS BE INCLUDED IN VOCATIONAL TRAINING. THE VERY NATURE OF VOCATIONAL EDUCATION REQUIRES THE USE OF MEDIA AS A SUBSTITUTE FOR EXPERIENCES NEEDED BY STUDENTS BUT UNAVAILABLE TO THEM IN THEIR OWN SHOP OR LABORATORY. OF ALL USES OF MEDIA IN VOCATIONAL TRAINING, ITS UTILIZATION AS PART OF THE FORMAL LEARNING PROCESS IS MOST COMMON. VOCATIONAL EDUCATION IN THE CORRECTIONAL SETTING HAS A GREATER NEED FOR MEDIA THAN VOCATIONAL EDUCATION IN PUBLIC SCHOOLS. BECAUSE OF THE CONSTRAINTS IMPOSED ON CORRECTIONAL EDUCATION, IT IS DIFFICULT TO ENVISION A SUCCESSFUL TRAINING PROGRAM IN EITHER A FORMAL SETTING OR ON-THE-JOB SETTING WITHOUT THE USE OF A HIGHLY MEDIATED INDIVIDUALIZED INSTRUCTIONAL PROGRAM. THE ACQUISITION OF OCCUPATIONAL SKILLS MAY PROVE TO BE THE MOST EFFECTIVE REHABILITATION METHOD AVAILABLE TO CORRECTIONAL PERSONNEL. FIGURES AND TABLES PROVIDE INFORMATION AND EXAMPLES PERTAINING TO INFORMATION CONVEYED IN VOCATIONAL TRAINING, CASES WHERE MEDIA MAY BE SUBSTITUTED FOR TRADITIONAL VOCATIONAL EDUCATION METHODS, THE USE OF MEDIA FOR GROUP AND INDIVIDUALIZED VOCATIONAL METHODS, THE USE OF MEDIA FOR GROUP AND INDIVIDUALIZED INSTRUCTION, MEDIA AND ITS FUNCTION IN VARIOUS VOCATIONAL TRAINING SITUATIONS, MEDIA COMBINATONS, AND BASIC STEPS TO FOLLOW IN SELECTING OR PRODUCING MEDIA. A BIBLIOGRAPHY IS PROVIDED. (DEP)