Evaluation of Components of Adult Education On The Inmates' Welfare In Agodi Prison Yard, Ibadan, Oyo State, Nigeria
The purpose of this study is to evaluate components of adult education programmes on the inmates welfare in Agodi prison yard, Ibadan Nigeria. Survey research was utilized in order to carry-out the study. The respondents were divided into two groups: one hundred and seventy (170) inmates (awaiting trials and convicts) and twenty-five (25) facilitators were sampled. Four research questions were generated from the literature review. Questionnaire on adult education programmes in the prison and responses elicited from respondents were numerically, quantified, tabulated and analyzed using the Likert scale. The analysis showed that: basic literacy, vocational, computer and religious education programmes were the components/ types of adult education programmes provided for the prison inmates; there was inadequate welfare and vocational materials; non-existence of educational unit in the prison; coupled with unqualified resource persons or facilitator to impart the knowledge; and government were not funding adult education programmes adequately in the prison. Based on the findings, it is recommended that effort should be made towards providing adequate funds from all tiers of government (federal, state, local government) and non-governmental agencies for adult education programmes in the prison. It is high time educational unit is separated from welfare department to ensure effective delivery of educational programmes in the prison and, specially trained facilitators should be recruited whose salaries will be comparable with those in public institutions in order to realize the potency of adult education programmes in the prison. Keywords : Adult education programmes, Prison inmates, convicts, awaiting trial, crime.
Humanizing the Nigerian Prison Through Literacy Education: Echoes from Afar
Prison population has been on the increase in recent years reaching well over 70,000 in 1997, seventy percent of whom are functionally illiterate. Because of limited resource allocation for educational programs there has been little systematic educational provision for prison inmates in Nigeria since the inception of the prison service. A close study of colonial and post colonial laws seem to emphasise the custodial functions of the prison while silent on correctional functions of the modern prison. In view of the increasing emphasis on correctional education in most countries in Europe and North America, this paper focuses on the need to humanize the Nigerian prison system through educations provisions. This will no doubt help ex-offenders develop positive social skills. Due to the marginal nature of educations programs coupled with inhuman conditions in Nigerian prisons, there is an urgent need for a humanizing approach to penal administration via education and other socio-cultural activities. Such an approach is encouraged by the positive echoes from Europe and North America. Background
Prison Education: A Substantial Metaphor for Adult Education Practice
This study shows how education and training in prison is essentially accommodative, an adjunct to the overall apparatus of surveillance, regulation, and punishment. Further, prisons are presented as something more than just another relevant context for the deployment of adult education methods and materials. The analysis, informed by critical theory perspectives and on-site investigations with both inmates and prison educators, yields disturbing insights on how the kind of power relationships and coercive structures that impinge, with more immediacy, on prison education also shape much of the modern practice of adult education; in particular, that which is characterized as self-directed learning. Some alternative strategies to an accommodative practice of adult education in the prisons and on the outside are identified.