This thesis examines the extent to which, and the reasons why, the government of Malaysia provides educational opportunities for children and young people who are being detained in the closed (penal) institutions on orders under section 91 (1) (f) and section 97 of the Child Act, 2001. This thesis presents a detailed analysis of the driving factor(s) that motivate the government of Malaysia in formulating and implementing policy and law in regards to providing educational opportunities for such young people. The thesis, therefore, examines the conceptualization by the Malaysia Prisons Department of children‟s rights, particularly their rights to education and offender rehabilitation. Analysis reveals that, educational rights in Malaysia have such priority because education is seen generally as the way to socialize (all) young people and to improve human capital and economic potential in Malaysia. Consequently, rehabilitation in Malaysian penal institutions is conceptualized almost entirely as education. The thesis argues that the Malaysian government has been using children‟s rights to education and also offender rehabilitation to improve the process of socialization of young people in prisons institutions to enable them to contribute to the achievement of the national goals.

Thesis (MEd. (Adult Education)) --University of Limpopo, 2014 / This mini-dissertation is about educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. It is a study of grade twelve (12) learners. The aim of the study is to get an insight into educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. This study has attempted to contribute towards solutions to educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The management of Kutama-Sinthumule and the Department of Correctional Services were made aware of the problems that young adult prisoners face while doing grade twelve (12) in that prison. In order to achieve the aims outlined above, I formulated the following main research question: What are the educational challenges facing grade twelve (12) young adult Prisoners at Kutama-Sinthumule Correctional Centre? I tried to answer the question outlined above by undertaking an explorative study which has elements of needs assessment and case study. I have decided to undertake an explorative study because very little is known about educational challenges facing prisoners prior to this research. Since the study has elements of needs assessment, the situation of grade twelve (12) young adult prisoners and values of an education system with desired outcomes was looked against. The needs are stated by grade twelve (12) learners; their educators; their facilitators; and the coordinator of the programme in relation to the system. I have decided to select grade twelve (12) learners at Kutama-Sinthumule Correctional Centre as my case. There are other educational programmes at Kutama-Sinthumule Correctional Centre, but I have decided to concentrate on a grade twelve programme. I have decided to undertake a case study because a case study promotes a better understanding of a practice or issue and facilitates informed decision making. Chapter two outlines the theoretical framework of the study. I began chapter two by defining important concepts. The concepts such as Prisoner; Prison; and Young Adult are defined thoroughly. I formulated assumptions about what could be educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. I read documents and conducted exploratory interviews with grade twelve learners, educators and other role players at Kutama-Sinthumule, hence I identified the following educational challenges facing grade twelve (12) learners at the Correctional Centre: lack of access to the internet; lack of resources; lack of motivation; communicating in the medium of instruction; shortage of better trained staff; overcrowded classrooms; insufficient study time; duration of the programme; shortage of staff; and insufficient time allocated to lessons. In chapter three, I describe the design of the study. The main focus of this chapter was to discuss the two routes of data collection. The first route had to do with reviewing relevant documents from the Department of Correctional Services and operational policies and procedures at Kutama-Sinthumule Correctional Centre. The second route has to do with the data that has been collected in the field using different data collection instruments. How data has been analyzed using a data matrix is also shown in this chapter. The chapter concludes by presenting ethical considerations. Chapter four begins by highlighting the setting of the study. It goes on to describe the town of Louis Trichardt where Kutama-Sinthumule Correctional Centre is situated. It further gives a brief history of the town. The Climate, Geography, Demography, Population, Key Statistics, Name change, and Economy are outlined in this chapter. This chapter also presents the findings of the study. I have also outlined in detail the views of the interviewees in relation to the critical factors of this study. A description of subjects offered for this grade twelve programme is done in this chapter. The chapter concludes by discussing the findings of this study. Chapter five presents the final recommendations, conclusion, and reflections of this study. This chapter harmonizes information from all the previous chapters in discussing educational challenges facing grade twelve (12) young adult prisoners at Kutama-Sinthumule Correctional Centre. The chapter also suggests possible solutions to these educational challenges facing grade twelve (12) young adult learners at Kutama-Sinthumule Correctional Centre. The chapter concludes by making recommendations for furtherstudy, as education and its related challenges in the prisons seems to be under-researched, particularly for grade twelve (12) young adult learners.