Greener Journal of Educational Research Vol. 4(1), pp. 001-010, March 2014
ISSN: 2276-7789 © 2011 Greener Journals
Manuscript Number: 1218131037
Access and Inclusion of Inmates to Education through Open and Distance Learning Mode
Gilliet Chigunwe (Mrs)
Lecturer: Faculty of Applied Social Sciences, Department of Disability Studies and Special Needs Education, Zimbabwe Open University, P Bag 984, Bindura, Zimbabwe.
Email: gchigunwe @ gmail.com, Phone (263) 773 274 013
The objective of the study was
to establish the extent to which inmates in Zimbabwe access
education. Zimbabwe is signatory to the United Nations
Declaration Charter for human rights which regard education
as a basic human right that should be provided to all.
Inmates are a special group who has rights to equitable
access to all basic benefits that society offers. Our survey
revealed that prisoners in Zimbabwe are denied the
opportunity to study in conventional institutions during
their time of serving. This is because conventional
institutions do not have special education facilities to
reach out to people behind bars. Through focus group
discussions, interviews and literature reviews, the study
gathered that inmates in Zimbabwe’s major prisons such as
Chikurubi and Hwahwa receive primary and secondary education
as well as vocational training whilst small prisons like
Bindura ‘Chawagonahapana’ rehabilitate inmates in the form
of interprenural skills development. While this is so,
inmates are short changed in pursuing diploma and degree
qualifications or vocational trainings that are outside what
is offered by the Zimbabwe Prison Services. As part of
rehabilitation and empowerment processes, it is recommended
that, Zimbabwe Prison Services (ZPS) and other prison
services in Africa initiate collaborative approaches with
Open and Distance Learning Institutions (ODLI). Open and
Distance Learning mode has the potential of reaching out to
Keywords: Access, Inclusion, Inmates, Education, Open and Distance Learning.
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