生命及技職教育對矯正機關收容人生命歷程之影響

The impact of life and vocational education on the life course of inmates in correctional institutions

揆諸矯正機關之生命教育及技職訓練，前者係對收容人心靈與價値觀進行盤整，後者讓收容人依循個人意願及興趣來發展專業，均是為收容人重新出發之兩軌；外觀上看似兩種課程，其實均是以收容人為中心而進行的教化規劃，並以收容人與社會的正向互動為終點；因此，矯正機關之存在，儼然是積極的在扮演收容人順利回歸社會的中介角色與推手，其功能更是已由消極性／懲罰性之應報，朝向積極矯正之處遇發展，以教化／矯正之預防性工作取代威嚇／懲罰性之預防，更重要的是降低收容人再犯之可能性，使其順利復歸社會。因此，本文以某中部地區監獄施行生命與技職教育課程為例，經由質性訪談及焦點座談，驗證其對收容人生命歷程之影響及回歸社會所產生之助力與支持的成效，研究發現生命教育課程促使收容人重新省視自我定位並重置人我關係，技職教育之推動幫助收容人個人成長與謀生技能之雙向滿足，及兩種教育提供收容人生命歴程軌跡與轉變之雙因子的機會，並建議技職教育或可按社會脈動進行多元化調整，課程內容須與收容人需求之銜接並成為其社會支撐之力量，進而落實矯正人權精神之踐履。

The life education and vocational training in correctional institutions, the former is to consolidate the minds and values of the inmates, and the latter is to allow the inmates to develop their professions according to their personal wishes and interests, both are two tracks for the inmates to start anew. The two courses appear similar in appearance, but are both educational programs centered on the inmates, with positive interaction with society as the end point. Therefore, the existence of correctional institutions is actively playing the role of an intermediary and promoter for the detainees to return to society. The function of correctional institutions has evolved from passive/punitive retribution to active correctional treatment, replacing intimidation/punitive prevention with educational/corrective preventive work, and more importantly, reducing the possibility of recidivism among inmates so that they can smoothly return to society. Therefore, this article takes the implementation of life and vocational education courses in prison of central Taiwan as an example, and through qualitative interviews and focus groups, verifies its impact on the life course of inmates and the effectiveness of the assistance and support it provides for their return to society. The study found that life education courses prompted inmates to re-examine their self-identity and reset their relationships with others. The promotion of technical and vocational education also helps the inmates achieve both personal growth and livelihood skills. The two types of education provide dual factors for the life trajectory and transformation of the inmates. This article also suggests that technical and vocational education may be diversified and adjusted in accordance with social trends. The content of the courses must be connected with the needs of the detainees and become a force for social support, thereby implementing the spirit of corrective human rights.