This chapter examines international models of educational transformation within correctional and reintegration contexts. It analyzes how selected global approaches integrate dignity, learning, and human development within justice systems. The chapter reviews educational practices in diverse national settings, including open prison models, humanistic correctional philosophies, and faith-informed rehabilitation initiatives. It evaluates how these models promote agency, responsibility, and social reintegration through structured learning and ethical engagement. The discussion identifies shared principles across successful systems, including cultural recognition, relational pedagogy, and continuity between confinement and community life. Through the framework of Identity Restoration Theory, the chapter distills transferable lessons that inform contextually grounded educational reform in the Caribbean and other overpopulated or marginalized societies.