THE EVALUATIONS OF PRISON EDUCATION PROGRAMS WERE CONDUCTED IN SELECTED PRISONS (THE NUMBER OF PRISONS SURVEYED IS NOT GIVEN) IN THE THREE COUNTRIES, USING THE SAME QUESTIONS IN INTERVIEWS WITH INMATE STUDENTS DURING 1974-75. FINDINGS SHOW THAT THE BENEFICIAL EFFECTS OF UNIVERSITY LEVEL HUMANITIES AND SOCIAL SCIENCE COURSES ARE REAL AND LONG-TERM, BASED ON FOLLOWUP FROM THE INTERVIEWS. WHEREVER SCHOOLING WAS PART-TIME, EVENING OR DAY, THE MAJORITY OF STUDENTS PROPOSED LONGER HOURS OR MORE SESSIONS. THE USE OF PROGRAMMED INSTRUCTION AND INDIVIDUALLY PRESCRIBED INSTRUCTION MATERIALS AS THE PRIMARY MEANS OF INSTRUCTION IS SEVERELY CRITICIZED AS BEING EGO THREATENING AND DISCOURAGING. COMPULSORY PROGRAMS OR GROUP COUNSELING SESSIONS WERE GENERALLY CONSIDERED TO BE INEFFECTIVE. BASED UPON THE FINDINGS, PRISON EDUCATIONAL PROGRAMS SHOULD BE DESIGNED TO MEET PRISONER NEEDS ON A BROAD RANGE OF LEVELS. GENERALLY, PROGRAMS SHOULD BE DESIGNED TO MEET PRISONER NEEDS ON A BROAD RANGE OF LEVELS. GENERALLY, PROGRAMS SHOULD BE PROVIDED AT FOUR LEVELS: (1) LITERACY (GRADES ONE TO FIVE); (2) BASIC SKILL DEVELOPMENT (GRADES SIX TO NINE); (3) COLLEGE PREPARATORY (GRADES 10 TO 12); AND (4) POSTSECONDARY, COLLEGE, AND UNIVERSITY. COURSES SHOULD BE AS SHORT AS IS EDUCATIONALLY DEFENSIBLE, BECAUSE LEARNING IS PROMOTED BY KNOWLEDGE OF RESULTS AND FORMAL RECOGNITION OF PROGRESS. PROGRAMS AT ALL LEVELS CAN BE IMPROVED BY HAVING A CORE OF HUMANITIES COURSES; THEY PROVIDE A GENERAL EDUCATION THAT MOST INMATES HAVE MISSED BECAUSE OF EARLY SCHOOL DROUPOUT. THE APPENDIX DESCRIBES THE EDUCATIONAL SURVEY IN CANADA. REFERENCES ARE PROVIDED. (RCB)