University Distance Education in Prisons as a Tool for Rehabilitation and Social Inclusion

Abstract

Many countries use the deprivation of liberty as a punitive strategy to ensure citizen security. Nowadays, a rehabilitative perspective has also been included to promote social inclusion. University education is a potential tool for achieving this goal. The aim of this article is to gather the opinions of twenty students and ten professors concerning the realities of university education in an Ecuadorian prison. This study uses an onto-epistemological approach and concentrates on the perception of individuals, employing a qualitative methodology. The results show that these educational programs have positive effects on the students, improving their life projects, their behavior inside and outside jail, and their digital knowledge and ICT skills, reducing recidivism and promoting labor market reintegration. The conclusions suggest that university distance education is a tool for rehabilitation and social inclusion and that greater involvement is required on the part of the State, companies, and the community in general to facilitate the graduates’ labor reintegration, as well as follow-up and social support services for ex-offenders and their families.

1. Introduction

In the last 20 years, many countries have experienced alarming growth in their prison populations, which is overwhelming the system and jeopardizing one of the main objectives, which is the social integration of inmates. The 14th edition of the World Prison Brief’s World Prison Population List (Fair and Walmsley 2024) shows that more than 10.99 million people are held in penal institutions throughout the world. Since the year 2000, this population has grown by 27% overall and by 39% in the Americas. Particularly large rises have been recorded in South America (224%), including Ecuador, which had 30,804 prisoners in 2023.

Great strides have been made on an international level to solve this problem of overcrowding, focusing on rehabilitation and reintegration. Public policies have been implemented that uphold the human right to education within prisons (Gray et al. 2019). The goal of prison services is to discourage prisoners from breaking the law again, not only through punishment but also by facilitating social integration through assistance, treatment, and monitoring. To safeguard society from crime, detention needs to be combined with tools for the treatment and rehabilitation of prisoners, such as education and training (Berro et al. 2020). The right to education for the incarcerated and nonincarcerated is a crucial component in the support structure that enables humans to flourish and fulfill their potential (Utheim 2023). As Conway (2022) notes, “college-in-prison programs have been found particularly beneficial in allowing incarcerated students to pursue instrumental aims (such as earning credentials toward building meaningful careers post-release), while simultaneously offering opportunities for mentorship and camaraderie, the cultivation of personal interests, and engagement with non-coercive reflective practices”.

There is controversy about the effects of university education on the recidivism rate in persons deprived of liberty (the term PDL is used to describe the human aspect of those who are imprisoned, avoiding the negative connotations that come from the concept of prisoner or inmate). Some studies comment that their ratios are not altered (Nelson 1995), while others do note a reduction (Savvas and Kutieleh 2015; Stickle and Schuster 2023). The benefits for PDL during these studies are related to their stay in the center and include greater possibilities of securing release, less routine and time in suffering, reduced overcrowding, and the avoidance of transfers from one center to another (Iturralde Durán 2018). In general, the benefits of university programs are personal and social, as they improve self-esteem, self-compassion, social skills, communication, and community awareness (Baranger et al. 2018). Other potential benefits are linked to the promotion of democratic dialogue, the generation of opportunities, and transformative learning that would help form better citizens (Grady and Hamilton 2019).

The main reasons why PDL join such programs are usually (Aygül et al. 2019) to make life more bearable in prison, catch up with life, opt for a second chance, increase employment expectations, use their time efficiently, and settle outstanding debts with society and family. Following this approach, some prisons have incorporated university programs to implement initiatives offering the possibility of studying toward university degrees to facilitate a change in life prospects, providing other options for the future of the PDL and their families (Earle et al. 2021).

In Latin America, Argentina, Mexico, and Ecuador are reference countries for university education in prison using distance education (DE) (Ponce de León et al. 2021). Nowadays, with virtual learning environments and information and communication technology (ICT), educational institutions have diversified their programs, the organization of their learning resources, and the provision of inclusive education. Some authors consider DE, e-learning, and learning management platforms as essential tools for teachers and students as they favor the democratization of access to education and education for all, facilitate autonomous study, and offer flexibility. Learning management platforms allow information to be transmitted and updated quickly, virtual support communities to be established, and educational materials to be made more accessible. In addition, self-learning is enabled, the students’ diverse needs can be met, and social exclusion is reduced (San Jose et al. 2017).

In Ecuador, the Constitution of the Republic of Ecuador (2008) recognizes the right to education for persons deprived of liberty (PDL) and provides for the implementation of educational plans as tools for social rehabilitation and reintegration (Constitution of the Republic of Ecuador 2008). In 2013, the government initiated reforms in the criminal justice system and allocated funds to construct new prison infrastructure, leading to the establishment of 53 prisons by 2015.

In 2014, Ecuador’s Secretariat of Higher Education, Science, Technology, and Innovation (SENESCYT) and the Ministry of Justice, Human Rights, and Cults (MJDHC), together with universities and institutes, promoted the pilot project for higher education in prisons. The Catholic University of Santiago de Guayaquil (UCSG) and the State signed Inter-Institutional Agreement No. 20150040 for higher education for prisoners. Among the commitments were equal conditions for applicants, scholarships for the financing of studies, and management and control for the safety of teachers within prisons. The UCSG designed a special pedagogical model that would be taught in distance mode and with face-to-face tutorial sessions. The students would carry out their work autonomously in class, supported by digital teaching materials and other support materials provided by the university. The project was launched in May 2015 for courses in Law, Social Work, Marketing, Tourism, Business Administration, and Accounting and Auditing through the Distance Education System (SED). The university invested in classroom equipment, appointed coordinators, and installed its Academic Support Centre at the Social Rehabilitation Centre. The presence of a study facilitator and an assistant with a daily presence at the detention center would reinforce the face-to-face classes at the beginning, in the middle, and in the week before the examinations.

In May 2015, 102 students began studying within the framework of the UCSG project after a selection and grading process. A special pedagogical model was designed by the university, a support center and information center were established within the prison, and teachers were appointed for the education project. Students can access classes, study materials, assignments, and other resources through the university’s Moodle platform. During class hours, students are able to access the Internet for homework or consultations but only have limited access to the university network, allowing them to use virtual libraries. Before semester tests, teachers provide face-to-face tutoring, and academic support center coordinators liaise between the university and the prison. The admission tests led to students receiving bridging classes in communication, language, office skills, and areas where they had low levels of knowledge. Every semester, the university authorities go to the prison to award scholarships to students who have achieved the highest average.

The Inter-Institutional Cooperation Agreement allows students who are released from prison to continue studying with a university scholarship until their studies and graduation are completed. In 2022, the project had benefited more than 150 students in detention. Today, more inmates are benefiting from this project. Today, more inmates are benefiting from this project. In 2023, there were 51 students, followed by 25 students in 2024 and 2025

This unpublished and original study presents the experience of the Catholic University of Santiago de Guayaquil (UCSG) in the university education project taught at the Regional Social Rehabilitation Centre-Guayas (the largest prison in Ecuador), exploring the experiences of a group of students and professors and leading to critical reflections on the importance of the rehabilitation and social reintegration of persons deprived of liberty, the commitments to be assumed by various societal actors in these processes, and the mechanisms to achieve these goals.

2. Objectives and Hypotheses

The aim of this study is to ascertain the views of the participants on the importance of university distance education in the rehabilitation of prisoners and the relevance of this educational project for the employment of graduates. The hypotheses for this research were as follows.

University education in prisons improves social rehabilitation by promoting intellectual and professional training for students.

Attending university studies benefits prisoners by modifying their life and family prospects, improving their behavior inside and outside prison, and reducing the rate of recidivism.

Employability is a key element of effective social reintegration after university education. The employment of graduates aids in their rehabilitation and social inclusion.

The main questions posed by this study are as follows. Does university education in prison produce positive changes in inmates? What kind of changes? Do university studies reduce recidivism? Does it consolidate and facilitate rehabilitation processes? Does the participation of prisoners open the door to commitment and cooperation, creating new life prospects? Would the participation of the State and other actors in society facilitate reinsertion processes? How could we improve access to employment after university studies?

3. Materials and Methods

3.1. Sample

For the present study, semi-structured in-depth interviews were conducted with twenty student inmates and ten teachers involved in the UCSG project. Due to security constraints at the prison, it was not possible to interview all students involved in the project. We did not have access to the students held in maximum security and those with disciplinary sanctions or other restrictions. However, the sample used corresponds to twenty students of the 2015 cohort, with continuity from the beginning of the project and close to graduation, which was very valid for our study. The Director of the Social Rehabilitation Centre (SRC) granted permission to approach the students and discuss the intended study. The students were surveyed and interviewed at the SRC during an academic event at the university in 2022. They were informed of the exclusively academic nature of this study and how the results would be used and were assured that their anonymity would be preserved. The difficulty in accessing the sample is highlighted. We were only able to access twenty of the students (all men) who participated in the educational project, including one who was between the ages of 18 and 25, six who were between the ages of 25 and 35, nine who were between the ages of 36 and 45, and four who were over 45. Their areas of pre-prison work were administrative, restaurant, cleaning, factory/workshop, and informal trade activities. As for the years they spent in these pre-prison work activities, five spent 1 to 5 years, three spent 6 to 10 years, two spent 11 to 15 years, five spent 16 to 20 years, and five spent more than 20 years. The university degrees they were studying were law, marketing, accounting/auditing, tourism, social work, and business administration.

It was, however, easier to access the teachers. We were able to interview ten teachers, five female and five male, whose highest education levels were lawyer, business administrator engineer, marketing engineer, graduate, certified public accountant, and engineer in tourism. The classes they teach are law, company administration, marketing, social work, accounting/auditing, and tourism.

3.2. Survey and Procedure

This study uses an onto-epistemological approach and concentrates on the perception of individuals, employing a qualitative methodology. This approach allows for the analysis of prisoner evolution through their own knowledge and experiences, as well as those of their teachers. The experiences analyzed under this approach constitute an exploratory study, which allows us to identify elements for more experimental or quantitative ex post studies.

The interviews were semi-structured and contained open-ended questions to allow students and professors to provide their individual views on the relevance of the project, as well as their most important experiences that would contribute to this study. To analyze these data, a research technique was followed that enabled the decoding of these semi-free and apparently mixed statements: content analysis.

Table 1. Interview objectives, issues, and questions to the participants (students and professors).

Objectives	Categories	Open-Ended Questions
Hear their views on the importance of university education in the rehabilitation of prisoners	- Benefits for rehabilitation and employment	Do you consider that university education contributes positively to the rehabilitation of prisoners?
	- Relevance of the project for the employment of students	Will the UCSG project facilitate the employment of students after graduation? What challenges do they face?
Explain their perceptions about the relevance of the project in terms of employment insertion	- Important project conditions facilitating the employment of graduate students	What suggestions would you make to help facilitate the employment of students in the project?

Source: UCSG project. Prepared by the authors.

presents the interview objectives, categories, and questions.

The duration of the interviews with the students did not exceed fifteen minutes. The interviews with the teachers were conducted at the university and a longer time was taken to learn about their experiences with the students and other valuable information that would contribute to the results of this research.

4. Results

The results were arranged into three categories according to the hypotheses of this study: general data, benefits, and employment.

4.1. General Data About Rehabilitation

Students and teachers were asked about the importance of university education as a resource for the rehabilitation of prisoners. All teachers and 70% of students agreed with the idea that university studies in prisons facilitate social rehabilitation. This was the perception, at least, of most of the participants in this study. Associating rehabilitation with the labor market after university education, 70% of teachers and 53% of students said that the training carried out would be relevant to finding work. They all (students and teachers) agreed on the need to provide graduates with employability support once they finish their studies. These results confirm the first hypothesis: “University education in prisons improves social rehabilitation by promoting intellectual and professional training for students”.

4.2. Benefits of the UCSG Project

Overall, the responses suggest that the university experience has changed the behavior of the incarcerated students. The teachers stated that at the beginning, the students were skeptical, but as the classes progressed, their attitudes changed: they took on the challenge of studying with responsibility, they showed high motivation and a strong commitment to learning, there was a cordial atmosphere among classmates, fights and violence ceased, and they liked to stay in the classroom. The following are the most relevant responses.

As for the students: “I am grateful for how practical the project has been, I am en route to success, rejecting from my thoughts any notions of limitation on my prosperity in the future”. (Student 001); “The university project is excellent. They are all helping us to improve. The professors are an example for us. It is a very good opportunity to undertake university studies while we are in prison”. (Student 002); “The project improved my self-esteem, gave me hope for a new life and work”. (Student 012); “The university should help us with more information and general culture, so that we are always up to date and have good student performance”. (Student 013); “They provide a video library with themes such as history, development of thought and personal growth”. (Student 015).

As for the professors: “The project is relevant. Given the experiences of other countries, recidivism is lower if we take the strategies implemented as a guide”. (Professor 004); “Initially, the students entering did not believe in the project, the others discouraged them, saying it was just politics. Later, seeing them in class and witnessing their progress and change of attitude, they enrolled in the university. The project gives definite support for the students’ rehabilitation. Their improved self-esteem and behavior are evident”. (Professor 007); “Based on my experience, I am convinced that the project will give very good results. You can’t think of social rehabilitation without education”. (Professor 008); “The students have assumed a strong commitment to their learning. They like being in the classroom, they carry out tasks and exams with great dedication, their academic performance is very satisfactory, which is not far from the academic performance of regular students”. (Professor 009); “I can confirm that the ‘university people’, as they are called, have significantly changed their lifestyle. Since they have been present, the violence level has reduced, there is now more cooperation and more motivation to get on with autonomous study. They eagerly await their classes and hope for a different future”. (Professor 010).

These personal statements confirm the second hypothesis: distance university studies in prisons have multiple benefits, such as modifying students’ life and family prospects, improving their behavior inside and outside prison, and reducing the rate of recidivism. It should be noted that the data collected through interviews are based on perceptions of change, not actual changes. The decrease in the recidivism rate could be linked to improved living conditions, which could help reduce the possibility of re-offending. Increased opportunities to improve their lives and find employment could also be linked to the improvement in their academic training and qualifications.

4.3. Relevance of the UCSG Project to the Labor Market Integration of Student Inmates

Employability is a key element of effective social reintegration after university studies. The students who were interviewed believed that obtaining a university degree would guarantee a better job and improve their living conditions. They agreed that State intervention was necessary to facilitate their integration into the labor market. The most relevant opinions are presented below.

As for the students: “We need Internet access to have information about the world. Work practice is needed to obtain employment. The university could connect us with companies that could take us on afterwards”. (Student 006); “They should prepare us for reinsertion, help us get jobs to support our families”. (Student 011); “Education helps us in terms of rehabilitation. We also need psychological help in prison and when we regain our freedom. We very much need to prepare ourselves for returning to our communities, where they will look askance at us. That is our punishment for having been in prison”. (Student 014); “We want sources of work and for our criminal records to be erased as they are an obstacle to getting a job”. (Student 005); “Including us in professional practice in companies is fundamental to achieve our aspirations and to practice our career”. (Student 008); “As well as humanitarian work and being well treated as students, the university should help us, providing assistance when we are professionals and experience difficulties when applying for jobs. I must not let my family down”. (Student 009); “The project should not end on completing the course; we need the support of the university and government to gain employment. They should not abandon us when we complete the course. The university degree will be a guarantee of work. We will leave well prepared by the university as professionals”. (Student 010).

As for the professors: “Regaining employment is another of the challenges of the project. The incarcerated students will gain their degree, regain their liberty and confront some obstacles. Society stigmatizes them, being unready to employ ex-prisoners. The support of the State and professional groups is needed for their acceptance”. (Professor 003); “From my perspective, the organizational culture of companies in Ecuador stigmatizes these actions of hiring people with criminal records, unless strategies or public policies are promoted to motivate them to hire people with criminal records”. (Professor 007); “We cannot guarantee that on leaving prison with a university degree they will gain employment. In society, there are prejudices and strong social stereotypes regarding ex-convicts; nevertheless, I am convinced that they will have sufficient tools to permit them to perform as independent professionals. The university can help them to contact companies”. (Professor 008); “Job placement is assured as long as the project actors are committed to supporting students in completing their studies and placing them in companies”. (Professor 010); “One possibility would be that the government, by way of the central bank, authorize lines of credit for the creation of small businesses. The UCSG project should disseminate information to make society aware of the need for the students to regain employment once they graduate”. (Professor 001); “They can implement tax-break policies for companies that take them on, thus facilitating their re-employment. It is important that the State formulate policies favoring the employability of ex-prisoners with professional training”. (Professor 004); “The State could emulate what has been implemented with people with special abilities, where the policy is to hire according to the number of workers in companies”. (Professor 006); “Tax exemptions for companies that employ former prison graduates”. (Professor 007).

The interviewees agreed that a criminal record is a very heavy burden that causes discrimination, which generates concern and fear among students. Workforce integration can reintegrate a person socially and achieving this requires having a job. The teachers propose that the project should include entrepreneurship or self-employment, using business plans with the help of the university and in agreement with the local chambers of commerce.

Entering the labor market is an essential part of social reintegration, which is hindered by the shortage of employers willing to hire people with criminal records. The participants agreed that it is important to have links between the State and the business sector to facilitate the labor market integration of project graduates, thus ensuring their employability. They recognize that Ecuadorian companies stigmatize people with criminal records, which constitutes an obstacle unless actions are promoted by the university or the State for their recruitment. They propose the establishment of inter-institutional alliances, as well as public policies that promote and motivate their recruitment.

The participants recommend implementing post-prison follow-up and psychological assistance policies, given the difficulties in adapting to a new way of life following their release. With all these arguments, we can confirm the third hypothesis: the need for support measures to guarantee the employability of graduates.

5. Discussion

The testimonies of the students and professors involved in the Higher Education UCSG Project revealed, among other aspects, that rehabilitation can be achieved through university education. The results are consistent with a review and analysis of various studies noting that university education in prisons is a potential element of social, economic, and cultural transformation for inmates, with positive results regarding the development of integrated, skilled, and autonomous citizens (Conway 2022; Iturralde Durán 2018; Ohayon 2016).

In general, the benefits of university programs are personal and social, as they improve self-esteem and self-compassion (emotional intelligence is connected to this and can aid individuals in enhancing their self-esteem and psychological well-being). Inmates have the ability to improve their attitude toward others, recognize their mistakes, and accept them as a way to learn something better, as well as enhance their perception of achievement and merit, social skills, communication, and community awareness (Baranger et al. 2018). Other benefits are linked to the promotion of democratic dialogue and the generation of opportunities and transformative learning that would form better citizens (Grady and Hamilton 2019). The findings of this research indicate that students believe that a university degree will allow them to secure a job, practice their profession, and obtain income for their families, enabling them to visualize a new life away from crime and delinquency. The teachers stated that the students changed their behavior: they were disciplined and motivated and actively participated, there was no evidence of negative attitudes, and they occupied their time better and improved their digital and communication skills.

Numerous studies have shown a correlation between university studies and variables measuring personal growth (Runell 2018; Kallman 2020). Participants of another study noted that this kind of program offered the much-needed space to participate in a community of mutual respect and mentorship, develop skills and explore personal interests, and regularly engage in non-coercive, non-prescriptive practices of self-reflection and inquiry (Conway 2023a).

The benefits for the PDL during these studies are related to their stay in the center, such as greater chances of securing release, less routine and time in suffering, less overcrowding, and the avoidance of transfers from one center to another (Iturralde Durán 2019). The evidence shows that participation in education programs reduces recidivism, improves employment outcomes, and reduces correctional spending; college in prison is encouraged to offer educational and transformative experiences that can be therapeutic, rehabilitative, and liberating for prisoners (Aseltine 2023; Conway 2023b).

There is controversy about the effects of university education on the recidivism rate (Savvas and Kutieleh 2015; Stickle and Schuster 2023). In our study, the professors felt that it would prevent recidivism, but this is only an opinion. Further studies of this kind would be desirable in the future to clarify the effectiveness of university programs in reducing recidivism.

Effective rehabilitation requires a post-criminal reintegration process to construct a new life, with work, social, and family relationships as important elements of the intervention. The university should act not only as a training space or networking facilitator for its graduates but also as a mediator for employment and a potential employability proposition in the field of higher education (Quach et al. 2022). The community should be informed about the benefits and outcomes of educational programs in prisons to dispel unreasonable fears and erroneous perceptions about inmates (Dewey et al. 2020).

Although prison is a hostile environment and the rehabilitation process is difficult, the students were empowered by the UCSG project, their self-esteem improved, and they found an opportunity to change in order to create a new life away from criminal activity. The project also generated considerable expectations among the families, who supported the students in finishing their university studies and obtaining a degree that would enable them to practice a profession following their release from prison. The pedagogical model implemented is relevant as it provides the students with new tools and skills that are useful for their work performance. Students and teachers emphasized that employment, income generation, and commitment to their families were determining factors in staying away from crime. Labor market reintegration is their main concern, as discrimination and stigma constitute major obstacles. Universities need to implement post-prison social support programs and agreements with companies to facilitate students’ integration into the labor market to create new opportunities and avoid recidivism. An example of such initiatives is the Educational Transition Coordination Program at Wayne State University. This pilot intervention is aimed at increasing the well-being and economic mobility of formerly incarcerated individuals who confront both structural and functional difficulties navigating community re-entry (Harwell et al. 2024). Another example is the Reincorpora initiative in Spain, where 69% of inmates have been successfully reintegrated (Montero Pérez De Tudela 2019). State support is required through the implementation of public policies that promote and encourage companies to hire graduates from the UCSG project.

On 19 December 2023, the National Assembly of Ecuador approved the Organic Law for Economic Efficiency and Employment Generation, providing tax exemptions. It is hoped that this measure will constitute an incentive for companies to hire people who have been deprived of their liberty. In this respect, it would be pertinent to promote future research on the results of this incentive for the employability of former prisoners, as well as to analyze recidivism rates in the Ecuadorian prison system, which are one of the main indicators for measuring the effectiveness of policies, strategies, and other restorative actions being implemented in prisons to foster the social reintegration of inmates.

San Jose et al. (2017) corroborated that distance education and e-learning constitute an opportunity for inmates to acquire digital knowledge and improve their ICT skills, in addition to studying a profession. On the subject of “more information and general culture”, Atuase and Filson (2024) emphasize that Internet access is vital if student inmates are to study and do meaningful research. However, Internet access for learners in prisons around the world has been restricted for security reasons. A recent study found that facilities and information resources in prison do not meet the learning and research needs of inmates in higher distance learning programs. Engagement is therefore required in terms of both policy and curriculum development within higher education in prison.

Patricia Volpe (2022) confirms that introducing university courses in prison offers persons in detention a new opportunity to realize their untapped potential, both intellectual and relational, and to redeem their future in accordance with their rights, breaking many stereotypes. University education programs highlight the effectiveness of the reintegration model (Sumba et al. 2019), enabling the development of skills for the improvement of social networks and links with social institutions (Pelletier and Evans 2019). In addition, university studies have better results in terms of recidivism and employability than basic adult education, secondary education, or vocational training: training for employment and preparation for employment (Schuster and Stickle 2023).

In the last twenty years, many countries have experienced an alarming growth in the prison population, overwhelming the system and putting one of the main objectives at risk, which is to ensure the social integration of inmates and prevent recidivism. This objective is achieved by incorporating educational programs in prisons, with better results if they are university-level studies. Ecuador, alongside other countries, decided to take this route with a new model of prison management that includes distance university education in prisons, namely the UCSG project. In addition, conducting these studies remotely using new technologies enables students to develop new technological skills and connect with the outside world. In the future, it would be of interest to give prisoners access to technology and internet resources to make studying easier.

Our outcomes are consistent with this affirmation. Our research, however, presents methodological limitations, mainly associated with the size of the sample due to access difficulties in prisons. The results are determined by how each person perceives the topics presented in the interviews. Although the outcomes cannot be generalized, this qualitative exploratory study could offer valuable insights for future research.

6. Conclusions

Ecuador, along with other Latin American countries, has experienced serious issues with its prison system for decades, characterized by outdated infrastructure, overcrowding, and the absence of policies that promote the effective rehabilitation of inmates. In the 21st century, countries have been creating measures to foster reintegration, such as the recognition of the right to education for PDL and encouraging the implementation of curricula. The possibility of taking university courses is part of this.

The benefits of university education in prisons are many and go beyond a lower recidivism rate from a quantitative perspective. Taking into account the qualitative studies referenced, we can say that it improves prisoners’ mood, behavior inside and outside prison, skills, socialization, social networks, self-esteem, communication, and self-compassion, as well as changing the way they see and are in the world as better citizens.

The changes experienced by university-educated prisoners are largely reflected in the design of new life projects, allowing them to distance themselves from crime, with undoubted benefits for their families. The project generates expectations among inmates’ families, who encourage them to finish their degrees so that they can exercise their profession after their release from prison. Students and teachers stress that employment, income generation, and commitment to their families are determining factors in withdrawing from crime. It is worth repeating that the data given in this study are based on assessments and interpretations of the changes expressed but are not based on actual changes. It is evident that better academic training has a direct impact on the quality of life of prisoners and their families, particularly by enhancing their reflexive capacity and their chances of finding work.

University education for incarcerated persons and employment after their release from prison therefore constitute key tools for their rehabilitation and social reintegration. Measures are, however, required to overcome the obstacles to labor market access for former inmates, such as stigma, discrimination, and the lack of institutional involvement in signing agreements and contracts with companies. Labor inclusion is their main concern, and discrimination and stigma are their greatest impediments. The solutions proposed include post-prison support programs, State policies, and agreements with companies to facilitate their labor integration.