People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders. / UNISA / ABET and Youth Development

People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders. / Educational Foundations / D. Ed. (Socio Education)

People-against-the-law is a societal phenomenon that will never disappear, even in societies where law and order are effectively enforced and practised. Political, economic and social conditions contribute to reasons why some people end up in correctional facilities. This study investigated the perceptions of offenders enrolled in education and training programmes offered by three correctional centres in Pretoria. The study adopted a pragmatic qualitative methodology in which the perceptions of the offenders in the educational programmes, and officials were investigated on whether the programmes addressed their personal development and that of their communities. Interviews and observations were used to collect data during tuition activities. Sixty-five (65) males, females, youth offenders, ex-convicts and officials from Correctional Services and non-governmental organisations participated in the study. Bronfenbrenner’s systems and Knowles’ andragogy were used as the theoretical base to understand the dynamics of adult learning in challenging prison environments. The study concluded that educational programmes offered by the Department of Correctional Services must be needs-based and align to employment opportunities, self-esteem and proper rehabilitation of individual offenders. Adult education programmes grounded on andragogic principles and practices should be revisited in correctional centres’ contexts. Thus educational programmes within Correctional Services should not only be mandatory, but teaching and learning activities should be conducted by qualified adult educators, and address the social needs of the adult offenders. / Educational Foundations / D. Ed. (Socio Education)