THE BENEFITS AND LIMITATIONS OF ADULT EDUCATION PROGRAMS
This study’s primary objective was to determine the advantages and disadvantages of Adult Education Programmes in the Prison: A case study of Oko Prison, Benin City. A sample of ninety-four (94) respondents comprised of eighteen teachers and seventy-six inmates was utilized, along with certain assumptions and a summary of the difficulties.
As the study instrument, questionnaires were used, while statistical computations employing frequencies and simple percentages were performed for data analysis. According to the research, the benefits of adult education in jail include offering opportunities for convicts to gain skills and attitudes that enable them to contribute to society.
It enables offenders to become self-employed after receiving training in prison. Additionally, prison education helps long-term offenders cope with their sentences. And some of the obstacles include a lack of political will, inadequate funding, and insufficient manpower.
On the basis of the findings, the researcher also makes a number of recommendations that appropriate funding, personnel, and facilities be made available for the effective operation of the Adult Education Programme in prison.
1.1 CONTEXT OF THE STUDY
It takes little or no effort to convince Nigerians that the country’s prisons are overcrowded. However, it may be difficult to persuade the majority of Nigerians that jail sentences serving any good function, such as punishment and reformation prisons, may be accountable for the international be administration dispute.
The principal function of a penal institution is to provide detained individuals with secure confinement. Rusk (1967) claimed that education is a process by which an individual’s desires and attitudes are developed. To clarify the notion, the aspects of skills, knowledge, and their acquisition have been added.
When education is viewed as a process, there is typically contact between an educator and the educated. The education and criminal justice project developed at the 2002 Paris conference of the international council for adult education (IVAE) in an effort to increase adult education in prisons.
Several efforts were done in response to the interest displayed in Paris between 1989 and 1992. At the 2005 world assembly, an aim statement and suggested action plans were developed. The ICAE program advisory committee subsequently approved these changes. The program’s aims are as follows, and there are four of them:
To present, develop, and acquire approval for an educational strategy within the field of crime prevention.
To convince national education authorities to assume their natural role in these areas:
To convince the national government to implement criminal policies including the following:
a. Each person, regardless of his condition, will be considered as having inherent worth and self-respect.
b. Penal institutions must have as one of its primary objectives the development of the individual human prison.
c. Convince national government to request that the United Nations approve an ICAE draft resolution.
d. Amend the inadequate minimum standards for the treatment of inmates (IBE, 1988).
The prison cannot fund its own educational programs. Consequently, this was formed in prison by the previous civilian government of Kano State, Late Alhaji Barku Zuwo, in 1986, while he was serving a seven-year sentence in Oko prison in Benin City for this study effort. In addition, I describe the advantages and disadvantages of the adult education programs offered in Oko Prison, Benin City, and provide examples of prisoners who have profited from these varied adult education programs.
The prison education programs at Oko Jail, Benin City, are unquestionably excellent. However, when considering the effectiveness of the numerous adult education programs at the prison, given the financial limits, the following problems are highlighted.
a. Are these programs adequately financed? This pertains to who finances the program, whether the government or the convicts themselves, and whether the funding is sufficient to run the program.
b. Are these programs’ organizational structures efficient?
This study aims to determine whether there are educational possibilities at Oko jail in Benin City, as well as the numerous adult education programs available at Oko Prison. In addition to determining if these programs have had an effect on the moral life of prisoners, this study aims to inspire prisoners to participate in prison education in general.
1.3 OBJECTIVE OF THE RESEARCH The purpose of this research is to determine if there are educational possibilities at Oko Prison, Benin City, as well as the numerous adult education programs available in Oko Prison. This is to determine whether or not these inmates have a moral life. It is hoped that this research will inspire prisoners to participate in prison education in general.
1.4 RESEARCH QUESTIONS
On the basis of the problem definition, the following research questions were developed:
Exists a substantial correlation between the different adult education programs in Oko-Prison and the accessible workforce?
Exists a substantial correlation between the operation of the various adult education programs at Oko Prison and the availability of books?
1.5 IMPORTANCE OF THE STUDY
This research will aid all inmates in their educational endeavors and other adult education programs. The research will also be beneficial to ex-convicts and other researchers who seek to improve upon the same topic or serve as a foundation for comparable studies and research.
A study such as this encompasses all areas, but the researcher cannot cover all of the breadth, so the researcher focuses on the advantages and disadvantages of the adult education program in Oko Prison, Benin City, Edo State.
1.8 BASIC ASSUMPTION
For the proper completion of this study, sample percentages and tables of questionnaire responses will be utilized. Seven fundamental hypotheses, including the following, would be used for further research:
Are adult education programs available at oko prison?
Are the prison’s adult education programs adequately funded?
Exists sufficient qualified manpower for the program?
Are the books contemporary and pertinent?
Is the curriculum challenging and capable of altering the inmate’s disposition?
Has a random convict profited from the program?
Exist restrictions that impede nasalization of these programs?
1.9 DEFINITION OF TERMS
According to their use(s) in this study, the following terms are defined:
Prison is an institution where persons who have committed a crime are incarcerated and which serves as a reformatory for criminals.
Prison inmates are those who are confined within a prison.
Crime: An offense that carries severe penalties under the law.
Education is the act of developing a person academically, ethically, and physically. Education has multiple meanings, including learning, training, and raising. It is a desirable shift in human conduct (Babs Fafunwa, 1989).
Adult education is a form of education that entails the acquisition of skills and attitudes that aid in the individual’s development.
The word prison education refers to the development of knowledge by inmates to enable the improvement of his overall self as a prisoner, as well as the growth of knowledge of inmates as criminals.
THE BENEFITS AND LIMITATIONS OF ADULT EDUCATION PROGRAMS