BASED ON STUDIES INDICATING THAT 75 TO 90 PERCENT OF JUVENILE OFFENDERS HAVE LEARNING DISABILITIES, 20 TO 50 PERCENT OF THE ADULTS INCARCERATED IN FEDERAL AND STATE PRISONS ARE ILLITERATE, AND UP TO 90 PERCENT OF THE ADULT CLIENTS OF THE PENAL SYSTEM ARE SCHOOL DROPOUTS, IT IS CONCLUDED THAT EDUCATIONAL DEFICIENCIES ARE A MAJOR BLOCK TO REHABILITATION AND REINTEGRATION OF OFFENDERS. EDUCATION IS VIEWED AS ESSENTIAL FOR EQUIPPING OFFENDERS TO COMPETE IN THE JOB MARKET AND FUNCTION WITHIN THE INCREASINGLY COMPLEX POLITICAL, SOCIAL, AND ECONOMIC STRUCTURES OF NORMAL SOCIETY. PERSONS DETAINED IN JAILS AND THOSE ON PROBATION AND PAROLE ARE ALSO CITED AS PRIME CANDIDATES FOR IMPROVED EDUCATIONAL SERVICES. EXISTING PROBLEMS REVEALING THE INADEQUACY OF CURRENT EFFORTS CORRECTIONAL EDUCATIONAL PROGRAMS INCLUDE A LACK OF COORDINATED APPROACH IN THE PROVISION OF EDUCATIONAL SERVICES BY CORRECTIONAL SYSTEMS, THE ABSENCE OF A FORMAL STRUCTURE FOR EDUCATION OF OFFENDERS IN MOST JURISDICTIONS, POORLY PAID AND INADEQUATELY TRAINED TEACHERS, AND IRRELEVANT CURRICULUMS. RECOMMENDATIONS FOR IMPROVING EDUCATIONAL SERVICES TO OFFENDERS INCLUDE: (1) GIVING GREATER BUDGETARY PRIORITY TO REHABILITATION SERVICES IN GENERAL AND EDUCATIONAL SERVICES IN PARTICULAR; (2) IMPROVING DIAGNOSTIC WORK TO DEFINE LEARNING PROBLEMS; (3) DESIGNING PROGRAMS IN THE COMMUNITY AND CORRECTIONAL FACILITIES THAT RELATE TO THE SPECIFIC NEEDS OF OFFENDERS OR CLASSES OF OFFENDERS; (4) IMPROVING TRAINING OF CORRECTIONS STAFF TO SUPPORT LEARNING PROCESSES; (5) DEVELOPING EDUCATION AND TRAINING PROGRAMS THAT DO NOT ALIENATE OFFENDERS AND STAFF, BUT TEND TO BRING THEM TOGETHER. A TABLE COMPARING THE EDUCATIONAL LEVELS OF THE GENERAL POPULATION AND INSTITUTIONAL INMATES IS INCLUDED.