For researchers in Aotearoa New Zealand who intend to conduct research with people, it is common practice to first ensure that their proposals are approved by a Human Research Ethics Committee (HREC). HRECs take the role of reviewing, approving or rejecting research proposals and deciding on whether the intended research will be completed in the 'right', rather than the 'wrong' way. Such decisions are based upon a system which is guided by universal ethical principles-principles that assume there is universal agreement about the ethically right way to conduct research. Increasingly, Aotearoa New Zealand is becoming more culturally diverse. Actions that are assumed as 'right' in reference to ethical norms endorsed in one culture or society may not always be considered 'right' in reference to ethical norms in another culture or society. In this article we first set out what is already known in the literature about the origins and applications of universal ethics in a research context. Next, we analyse how cultural values and beliefs bear influence on the process of ethical deliberation. Two case studies illustrate our own examples of how conducting ethical research projects following universal principles with cultural diversity operated in practice. We conclude that one size fits not quite all. Lastly, we propose that Aotearoa New Zealand HRECs may need to consider expanding their approach from universal ethical principles to include a more diverse interpretation of what is 'ethical research conduct'. Rather than advocating a radical approach, i.e. either universality or diversity, it is time for HRECs to

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This qualitative study explores how prison education can provide necessary work skills to prisoners to enable them to become employable, and hence reduce recidivism rates. The chapter addresses two research questions: What is the link between prison education and industrialisation? and How relevant is prison education in reducing recidivism among the Tanzanian prisoners? The data were collected through documentary analysis. The findings suggest that there is a close relationship between prison education and industrialization. The chapter also suggests that prison education is a relevant approach in reducing recidivism rates among prisoners. This chapter argues that providing prisoners with relevant educational programmes might equip them with proper skills to become productive in society, and hence become employable after their release. Thus, giving prisoners a chance to education is like killing two birds with a single stone – developing a skilled labour force for industrial development and reducing recidivism rates.