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The intention is that the learners should feel that they, too, " o w n " the course and take it with them w h e n they m o v e from one institution to another or are released. The importance of this has been recognized in the introduction of joint "sentence planning" between the prison system and the offender in the United Kingdom, which assures s o m e consequentiality in an individual's programme of education, training and work, within the limits of what is available either in the host institution or in an establishment to which the offender might be transferred.

There can indeed be a link between prison labour and education, on the one hand, and security, on the other. O n e of the t w o main justifications for the emphasis on work in the Ohio Plan for Productive Prisons is that meaningful work programmes contribute to a safer, better controlled, positive prison environment and improve the efficiency of institutional operations ([71], p. 4 ) . Under the Ohio Plan, as soon as those inmates w h o are d e e m e d to need literacy training have completed their course, they are assigned with others to mandatory work programmes within the prison: laundry, furnituremaking etc.

Physical activities are frequently omitted from the presumed content of basic education. T h e lack of any perceived connection between education and physical exercise, which is prevalent in m u c h practice and literature on the subject, is o d d , given the conventional acceptance of the triangulation between mental, physical and spiritual health. In a study from Sri Lanka [237], which reports in detail on the collective assessment of needs in selected correction centres for w o m e n , physical activities are indeed s h o w n to be important.

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