An evaluation of the roles of educators in correctional centres in Namibia
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Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Namibia
Abstract
In this study, the roles of educators in correctional centres in Namibia were investigated. At independence, the Namibian legal system with regard to prison services underwent drastic changes. There was a fundamental shift from a philosophy of punishment and isolation, to a correctional and community re-integration approach. Thus, the Government of the Republic of Namibia has shown a clear commitment towards rehabilitation of prisoners by educating functionally illiterate inmates through literacy and distance education. To achieve this objective, the new prison system established its own tailor-made educational treatment programmes with appointed educators (educationists and promoters) to provide oversight of the correctional education reform process. Against this background, this study was conducted to evaluate the roles of educators in promoting inmates’ acquisition of skills and behaviour change. A questionnaire was administered to a stratified sample of 603 educators. Some of the major findings based on the perceptions of educators were the following: - Educators carried out various roles and responsibilities under the identified four broad categories, namely: organization, personnel management, policy making and exercising control in their respective correctional centres. The majority of the educators were perceived to have been successful in the execution of their daily duties and responsibilities.
- All the educators (educationists and promoters) were also perceived to have been aware of the importance of possessing the qualities and abilities high lightened in this study.
- The majority of the educators concurred that they were also faced with the following multiple obstacles: lack of funds, lack of teaching and learning materials, lack of workshops and in-service training, and classrooms not conducive for teaching. These obstacles hindered the optimal performance of their duties.
Inmate learners who are confined to correctional institutions should have access to quality education. It is therefore imperative that the educators (educationists and promoters) are familiar with the current programme, practices and develop plans and set timelines to reach full compliance with the aims of the Namibian correctional education programme.
Description
A thesis of the submitted in partial fulfilment of the requirements for the Degree of Master of Education
Keywords
Correctional centres, Namibia