n Acta Criminologica: Southern African Journal of Criminology - Curriculation and methodology in relation to development programmes in prisons

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Development and education programmes in prisons and those outside prisons should be in relation to each other with regard to curriculation and methods of assessment. This article will explore how education is addressed within the prison environment. There is also a difference between curriculation for adult training and school training which forms part of the discussion in the article.

Basic teaching in prisons can form the basis for the continuation of certified courses that are developed for offenders, giving them the chance to achieve formal qualifications of the same standard as the courses available in the community. It is also aimed at obtaining a qualification, whether this takes place immediately or after secondary studies.
Holistically spoken, career guidance and educational efforts inside prisons are not always aligned. In some cases this alignment is according to traditional labour needs and practices. As a result of minimum consultation about career guidance courses and their contents, the contents are decided by the availability of resources or instructors rather than what is applicable to the labour market. Results showed that current trades such as shoe-making, carpet weaving and bicycle repairs do not fall under the offenders' areas of interests. Their interests are more in the line of modern technology such as television repairs, motor mechanics and electrics. It is therefore clear that the teaching programmes for employment that are to be developed in a prison must strike a balance between the skills required in the labour market and the offender's interests. Ownership of teaching programmes is of paramount importance in working with adults, as adults are inclined to work independently and at different pace. These aspects should always be kept in mind when programmes for offenders are being curriculated.


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