In all three centres, formal educational programmes were provided on a daily basis, although at varying levels of operation. Formal education was provided at Adult Basic Education and
Training (ABET) level in all the centres, as offenders attended regular classes from Levels 1 – 4 (Grade 9). Further Education and Training (FET) level started with Grade 12 learners doing self- study at set hours in the mornings until 13h30, as a matter of routine. Tertiary education was provided for students who were studying in institutions such as UNISA and others studying through distance education. At formal education level, of the 50 inmates interviewed, 30 were enrolled in formal education programmes as illustrated in the table below.
Table 6.2: Participation in formal education programmes
Centre Literacy ABET Levels
1 - 4
Grade 12 Tertiary Ex-
convicts
Male 3 2 3 8 3
Female 0 1 1 4 0
Youth 0 2 3 0 0
Total 3 5 7 12 3
At the MCC and YCC, educational activities are a routine where the participating offenders know the rules of attending school activities. The views from the FCC emphasised the slow pace at which things were done there. There were times when female offenders would assemble for classes, but there were no tutors/educators, or the programmes had changed for the day without prior notice to the learners. As one female offender lamented;
Sometimes you only hear from others that there is cell inspection without being told that. Female warders treat us like children; they just order us around without high regard for our educational activities.
Dissel (2000) reckoned that female offenders were usually less regarded in terms of resources and educational programmes because they were treated as a minority grouping.
A question was asked on why some offenders were participating in educational programmes, and why others were not participating. The purpose of that question was to investigate their perceptions on participating in educational programmes.
About 75% of those interviewed (36 out of 50 interviewed) generally agreed that learning kept them busy. It took their minds off drugs and other mischief that was happening in correctional centres. The five (100%) that participated in lower levels ABET levels 1 – 4 said they were motivated to register for Grade 12 and beyond, because they saw the benefits of having a
qualification and a profession as a gateway to finding employment and being self-sufficient. From the 30 participants in the formal education category, 22 (73%) said no one forced them to enrol and register. Twelve of the 22 (55%) said that studying in a correctional setting was a challenge but they were prepared to overcome it by continuing to study until they finished their courses or sentences, regardless of the hardships, and sacrifices of studying in correctional centres. They agreed their centres were under-resourced (especially the women in FCC), but for them it was better than not doing anything.
It is good to have knowledge; education provides such knowledge no one can take away from you. If you are educated you will be able to survive regardless of one’s employment status.
The eight participants (27%) had various reasons such as; • fighting boredom (4);
• meeting conditions for parole (3);
• keeping their minds off other criminal acts happening in the facilities (5); and • being forced to participate (2).
The five learners participating in ABET levels 1 – 4 perceived education as key to their personal development. Those who came without knowledge and skills would leave the correctional centres with something to start their lives with. Of those interviewed, 80% wished to start small income generating activities or utilise their skills in small and medium business ventures. The remaining 20% were not too sure that education alone could provide employment opportunities for them given their criminal records. They were sceptical about the high unemployment rate in South Africa and that the country was not making good progress to curb unemployment. Asked why they were participating then, one offender said he was aware that many ex-convicts faced challenges with employment, as they had to be screened and their criminal records followed them wherever they went. Of the five young offenders interviewed, four said they still had hope that they could be employed if they qualified for jobs, but 25 older offenders made reference to their limited chances of ever finding jobs upon their release. However, one offender said that he believed the educational opportunities and adult education programmes provided by the DCS were generally good and agreed that the educational programmes offered would be beneficial
upon their release, as some may find employment and others to be able to operate their small businesses.
At ABET levels 1 – 4, enrolment is subsidised by the Department of Correctional Services, and learners attend for free. The youngest learner from YCC was 14 years old and the oldest learner at MCC was 70 years old. The subjects offered at this ABET category were:
• ABET Level 1 - Subjects covered: English, Mathematics; • ABET Level 2 – English, Maths, Life-orientation;
• ABET Level 3 - English, Maths, Life-orientation, Integrated Studies – Human & Social Sciences, Natural Sciences; and
• ABET Level 4 – English, Mathematics, Life-orientation, Small & Medium Enterprise, Human & Social Sciences and Travel & Tourism + external examination.
One adult inmate at the male centre had this to say about his perceived achievements after ABET level 4 since he was serving a long sentence; he hoped to go up to a tertiary level:
When I leave this place, I want to become an engineer and a motivational speaker. I can see myself achieving all my goals, after my term. (M12).
The offenders are attending formal education programmes for various reasons, but mostly to be able to improve their lives. Some look at formal education as a bridge towards their further education through to tertiary level. They perceive formal education as an enterprise which would give them a second chance in life. It is obvious that they yearn for a better world beyond their incarceration. They have rehabilitated themselves and look up to other educated people as their role-models.