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Assessing the practices of prison education in selected prisons of Amhara National Regional State, Ethiopia

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dc.contributor.advisor Pretorius, Fanie Genet Gelana Kabeta 2017-09-14T06:00:31Z 2017-09-14T06:00:31Z 2017-05
dc.identifier.citation Genet Gelana Kabeta (2017) Assessing the practices of prison education in selected prisons of Amhara National Regional State, Ethiopia, University of South Africa, Pretoria, <>
dc.description.abstract Initiated by the lack of research in the area and curiosity of the researcher about practices, this study was intended to investigate the practices of prison education in selected prisons of ANRS, Ethiopia. The study was guided by constructivist paradigm. It also followed qualitative approach and employed constructivist grounded theory as a strategy. The study involved 30 participants selected through purposive sampling techniques from two prison institutions. Data were mainly collected through one-to-one interview. Focus group discussion and observation were also used to triangulate data obtained through one-to-one interview. Based on the nature of the strategy employed, constant comparative data analysis was followed to analyse data. In relation to international trends in providing correctional education in terms of objectives, curricular directions, activities and delivery mechanisms, the findings from the literature review showed that the objectives range from enabling inmates read and write to providing them the chance for lifelong learning. Inmates are also provided with various contents based on their needs which are geared towards their overall development. While learning, inmates engage in different activities which mean that the methods of teaching used during teaching learning are active. The study also revealed that prison education evolved in Ethiopia, with the issuance of criminal law. While the objectives of the provision of prison education in Ethiopia were found to be personal and social development, and avoiding boredom on the part of inmates, the programmes and contents provided were not diversified enough to accommodate the needs of all inmates. In addition, it was learnt that inmates have not been actively involved in the teaching learning as the teaching methods mostly used were teacher-centred. The findings also showed that facilitators and administrators came to work in the correctional institutions intentionally and got benefits out of working in the institutions as opposed to teachers who joined unintentionally and were frustrated working there. Various challenges affecting the provision of education in prisons were also identified. The finding generally showed that education provision in the sample correctional institutions was of low relevance and quality compared to what international literatures show. en
dc.format.extent 1 online resource (vi, 233 leaves : color illustrations)
dc.language.iso en en
dc.subject Prison education en
dc.subject Prison institutions en
dc.subject Education en
dc.subject Practice en
dc.subject Objectives en
dc.subject Programmes en
dc.subject Methods en
dc.subject Relevance en
dc.subject Inmates en
dc.subject Quality en
dc.subject.ddc 374.182692709634
dc.subject.lcsh Continuing education -- Ethiopia -- ʼAmāra kelel en
dc.subject.lcsh Prisoners -- Education -- Ethiopia -- ʼAmāra kelel en
dc.subject.lcsh Learning -- Ethiopia -- ʼAmāra kelel en
dc.subject.lcsh Corrections -- Ethiopia -- ʼAmāra kelel en
dc.title Assessing the practices of prison education in selected prisons of Amhara National Regional State, Ethiopia en
dc.type Thesis en
dc.description.department Educational Studies en D. Ed. (Comparative Education)

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