This study investigates the impact of education programmes on the rehabilitation of prisoners. For the purpose of this study, rehabilitation of a prisoner is a stage reached when a person, after admission into prison, undergoes specifically planned programmes that will help him or her to fit well into society (social adjustment), be accepted by family and community and not to re-enter prison after release. This study acknowledges the fact that education on its own is not necessarily rehabilitative, but education helps to equip people with knowledge and skills that they may use in the outside world so that they may not resort to criminal practices as a result of unemployment. Methods of rehabilitation in different countries have been studied with the aim of comparing them with those in the South African context. Theories concerning the causes and treatment of crime and some ways of rehabilitating prisoners have also been examined. Questionnaires with personal, administrative and institutions items were given to programme facilitators, participants in programmes, nonparticipants in programmes and to ex-prisoners. Some questionnaires were given to family members of prisoners. Also, interviews with prison warders were conducted. This study has shown that educational programmes have a positive impact on the rehabilitation of prisoners. Sentenced prisoners and ex-prisoners that participated in educational programmes confirmed this. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, [2007]

The aim of this study was to investigate the effect of education and training in the rehabilitation of inmates and its probable curbing of recidivism at Rooigrond Management Area. The study determined the impact the community and other stakeholders has in placing back law abiding citizens into the community. Due to the complexity of the research two methods were adopted, viz. qualitative and quantitative methods. The research comprised of two types of respondents, sixty inmates and forty officials all from Rooigrond Management Area. The primary instrument in the study was a structured questionnaire. Instruments such as frequency distribution, cross-tabulation were utilised to analyse the data collected to this study. The chi-square was also employed to assess the statistical significance of the variables. The results of the study revealed that training facilities were inadequate and also the curbing of recidivism through rehabilitation programmes that are offered at the prison were investigated. Maintenance and sustainable policies of rehabilitation programmes as mandated by Department of Correctional Services were seen as a valuable instrument for curbing recidivism and it has also shown that it has what it takes to place back law-abiding citizens when applied correctly. The significant finding of the study is that correctional officials need to change their attitude towards inmates and to have access to the policy on Education and Training. Furthermore, it needs to be realised that rehabilitation is not the sole responsibility of the DCS but the Department of Labour, the community and other stakeholders. Inmates should also be enlightened and oriented with Education and Training programmes. Based on the study in meeting the DCS to be one of the best in the world, every member of the DCS need to know his/her duties and/or responsibilities, core values and to know exactly where the Department is heading. Therefore, every member of the DCS need to align himself or herself with the vision of the DCS that state, "To be the best in the world in delivering correctional services with integrity and commitment to excellence. / Thesis (MBA) North-West University, Mafikeng Campus, 2003

This study aims to explore the management of offenders’ education for optimum rehabilitation in a Correctional Centre in Gauteng. In this study the nature of correctional education management is explored in relation to the self-concept of offenders as learners, as well as their view and experience on their future position as released parolees striving for reintegration into the society. Methodologically, the study is located in the qualitative paradigm where a questionnaire was designed to gather the respondents’ demographic profiles, and to extract from them the factors that influence crime propensity and amenability to correction through correctional education. The questionnaire was targeted at all functionally literate participants who indicated their interest at the sampling stage. The research site was a Correctional Centre in the Gauteng Province. Respondents comprised sixteen offenders and five officials. The key findings of this research are that policy intervention is crucial to improve the management of offenders’ education, so to remove barriers that hinder the exercise of effective education. How offenders’ education is managed impacts on their receptiveness of education. This implies their fate as future ex-offenders and their prospects of employment after release as citizens are tarnished with the stigma of a criminal record. Their self-esteem seems to improve with the acquisition of well managed education, while on the other hand, propensity to recidivate is high where the management of their education has failed and hopelessness and lack of motivation in planning for a better future pervade. Thus, proper management of offenders’ education can go a long way to ensure their successful reintegration in the society. The research report concludes with recommendations that could have implications for future research in the context of correctional education management, as well as implementation and monitoring of such management via policy in order to achieve optimum rehabilitation of offenders. / Educational Leadership and Management / M. Ed. (Education Management)

This study aims to explore the management of offenders’ education for optimum rehabilitation in a Correctional Centre in Gauteng. In this study the nature of correctional education management is explored in relation to the self-concept of offenders as learners, as well as their view and experience on their future position as released parolees striving for reintegration into the society. Methodologically, the study is located in the qualitative paradigm where a questionnaire was designed to gather the respondents’ demographic profiles, and to extract from them the factors that influence crime propensity and amenability to correction through correctional education. The questionnaire was targeted at all functionally literate participants who indicated their interest at the sampling stage. The research site was a Correctional Centre in the Gauteng Province. Respondents comprised sixteen offenders and five officials. The key findings of this research are that policy intervention is crucial to improve the management of offenders’ education, so to remove barriers that hinder the exercise of effective education. How offenders’ education is managed impacts on their receptiveness of education. This implies their fate as future ex-offenders and their prospects of employment after release as citizens are tarnished with the stigma of a criminal record. Their self-esteem seems to improve with the acquisition of well managed education, while on the other hand, propensity to recidivate is high where the management of their education has failed and hopelessness and lack of motivation in planning for a better future pervade. Thus, proper management of offenders’ education can go a long way to ensure their successful reintegration in the society. The research report concludes with recommendations that could have implications for future research in the context of correctional education management, as well as implementation and monitoring of such management via policy in order to achieve optimum rehabilitation of offenders. / Educational Leadership and Management / M. Ed. (Education Management)

The new millennium saw the explosion of Information Communication Technologies (ICTs), coupled with the Internet as the way to communicate and gain knowledge. Traditional schooling has moved to open and distance e-learning and many educational institutions are offering these as alternatives. In correctional institutions the education centres have fallen behind in this regard. This dissertation is based on a participatory study that will show how open and distance e-learning can benefit inmates. The researcher has a unique perspective as he is himself, an inmate in a correctional centre in South Africa, and has first-hand knowledge and experience of the correctional institution environment. In-depth interviews with inmates and correctional officers were performed resulting in different views on the subject. A survey was conducted to ascertain inmates’ educational levels and their requirements. This study also determines what role the digital divide plays in the education of inmates or the lack thereof. The research indicates that education can reduce recidivism. With e-learning more inmates could receive education and become better prepared for life outside of the correctional institutions. This could result in them becoming productive members of society. The feedback obtained via interviews shows that the majority of inmates are eager to better themselves. The major problem is financing, and the struggle with communication with the distance learning institution. With e-leaning these two problems could easily be resolved. There are a good deal of educational resources available for free called Open Educational Resources (OER), and communication with the distance institutions can be exchanged via e-mail and/or video-conferencing. A major hurdle that would have to be overcome is to get the government of South Africa behind the drive to implement e-learning. The correctional institutions are the ideal environment to test whether South Africans will be receptive to e-learning. The research in other countries is overwhelmingly positive, and with a successful pilot project e-learning could be shown to be effective in bridging the digital divide / School of Computing / M. Sc. (Information Systems)

The new millennium saw the explosion of Information Communication Technologies (ICTs), coupled with the Internet as the way to communicate and gain knowledge. Traditional schooling has moved to open and distance e-learning and many educational institutions are offering these as alternatives. In correctional institutions the education centres have fallen behind in this regard. This dissertation is based on a participatory study that will show how open and distance e-learning can benefit inmates. The researcher has a unique perspective as he is himself, an inmate in a correctional centre in South Africa, and has first-hand knowledge and experience of the correctional institution environment. In-depth interviews with inmates and correctional officers were performed resulting in different views on the subject. A survey was conducted to ascertain inmates’ educational levels and their requirements. This study also determines what role the digital divide plays in the education of inmates or the lack thereof. The research indicates that education can reduce recidivism. With e-learning more inmates could receive education and become better prepared for life outside of the correctional institutions. This could result in them becoming productive members of society. The feedback obtained via interviews shows that the majority of inmates are eager to better themselves. The major problem is financing, and the struggle with communication with the distance learning institution. With e-leaning these two problems could easily be resolved. There are a good deal of educational resources available for free called Open Educational Resources (OER), and communication with the distance institutions can be exchanged via e-mail and/or video-conferencing. A major hurdle that would have to be overcome is to get the government of South Africa behind the drive to implement e-learning. The correctional institutions are the ideal environment to test whether South Africans will be receptive to e-learning. The research in other countries is overwhelmingly positive, and with a successful pilot project e-learning could be shown to be effective in bridging the digital divide / School of Computing / M. Sc. (Information Systems)

Thesis (MTech(Education))--Cape Technikon, Cape Town, 1999 / Imprisonment is imposed on increasing numbers of women. Women on trial are also spending time in prisons. It is accepted that crime must be punished but it should and can simultaneously be transformed so that human potential can develop into learning opportunities. Personal interest and empathy with imprisoned women served as motivation for this study; the starting-point being a further conviction that such women have already been punished when starting to serve their sentence and that imprisonment should from then on focus on rehabilitation. The question is what learning opportunities are created for women in prisons, and if insufficient as far as individual needs are concerned, what can be done to facilitate and/or contribute to rehabilitation and the subsequent re-admittance to society upon discharge. Two empirical studies were undertaken in order to obtain the data identified in a situation analysis. A national survey was undertaken in the first place with the aid of the Chief of Training, Department of Correctional Services, in order to determine the training available. The finding provided in Chapter Two of this thesis, shows such opportunities to be rare and unstructured. In comparison with that available to male prisoners, it is indeed quite insufficient and even ineffective. In addition to this general national survey, visits were made to Western Cape prisons where ladies were held. Interviews were conducted with the latter as well as with control officers. Specific needs were identified, which, together with the first survey, enabled the researcher to make meaningful recommendations. Chapter Three of this study was devoted to programme design, a curriculum model was implemented in order 10 provide structure 10 the above data, and aspects of human reality was utilised as criterium. A summary and recommendations for improved learning opportunities for female persons complete the study. Criteria for the design of training programmes are provided and specific mention is made of the role of the National Qualification Framework and accreditation of leaming outcomes in the form of unit standards. It is hoped that the above will make a difference, not only as far as the rehabilitation of women in prisons is concerned, but also with regard to the manager(s) of the learning opportunities as well as the women to enable them to make a positive change to their living environment upon discharge

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Management and Leadership / M. Ed. (Education Management)

In terms of Section 29 (1) (a) of the Constitution of the Republic of South Africa Act, No. 108 of 1996, everyone has the right to a basic education, including adult basic education. Notably, education is a basic human right even for those in conflict with the law (i.e. offenders). This study is geared towards investigating management of curriculum policy implementation at Correctional Centres in North West and Gauteng provinces in South Africa. It is therefore imperative for education managers in Correctional Centres to manage curriculum effectively and efficiently in order to avert criminal behaviour and relieve socio-economic hardships that citizens might experience. As the theoretical framework of this study, instructional leadership model would be engaged in order to foster the change required to make schools in Correctional Centres more effective and efficient teaching and learning environment. Instructional leadership is a critical aspect of school leadership. Instructional leaders should ensure that every student receives the highest quality instruction in line with management of curriculum policy implementation. The study seeks to outline the challenges faced by research participants towards management of curriculum policy implementation in Correctional Centres and to identify possible solutions to those challenges. The anticipated possible outcome would be a development of a model towards the proper management of curriculum policy implementation strategy in correctional centres. For the purpose of conducting empirical research, the qualitative methodology will be used. / Educational Leadership and Management / M. Ed. (Education Management)

This study focuses on the experiences of teachers in addressing the academic wellness of juvenile offender learners in the Correctional Centre. The main aim was to explore and understand the experiences of teachers in addressing the academic wellness of juvenile offender learners in a Correctional Centre School. In order to achieve this aim, the researcher used Bronfenbrenner’s eco-systemic theory (1977) and the Wellness theory by Hettler (1980) as a theoretical framework. The study was conducted at one of the Correctional Centres in Gauteng Province, South Africa. Purposive sampling was used, and two Correctional School teachers were selected. The study was qualitative in nature, embedded within an interpretive paradigm and used a phenomenological approach. After ethical measures were addressed, data were collected using the semi-structured interviews (Henning, Van Rensburg & Smit, 2004). The findings revealed that teachers implemented effective teaching strategies towards the enrichment of the academic wellness of the juvenile offenders in the Correctional Centre. Teachers indicated that there are barriers to learning in the Correctional School. Level of literacy and numeracy skills are low among juvenile offender learners. Some learners are not interested in learning and they have poor educational background. However, teachers revealed from the findings that indicate that effective schooling rehabilitates and could lower recidivism. An additional theme indicated that learning and teaching support materials (LTSM) are not adequately available. Moreover, teachers need empowerment and development in the Correctional setting and to be equipped or skilled adequately on necessary knowledge to handle special school environment and its challenges. Recommendation was made that to enhance and improve juvenile offender learners’ academic wellness, ample time spent during lock-up should instead be allocated to the Correctional School, be used efficiently and effectively. / Inclusive Education / M. Ed. (Inclusive Education)