The White Paper on Corrections in South Africa indicates that incarcerated individuals in the
correctional system generally possess lower levels of formal education compared to the general
population, despite the educational opportunities offered within correctional facilities. The South
African Constitution (1996) mandates that the Department of Correctional Services (DCS) must offer
formal and non-formal education as well as vocational training as part of the Correctional Sentence
Plan (CSP). Incarcerated offenders have the option to voluntarily participate in higher education.
This points out the need to study the motivations of incarcerated offenders to pursue education
within the South African context, since most research has focused on other countries and not the
direct perspectives of the South African incarcerated offenders. This qualitative, interpretivist
study, focused on incarcerated students’ experiences and perceptions of higher education. It aimed
to explore the participants’ motivations and the meanings they attach to higher education. Twelve
incarcerated male students were selected through purposive sampling. The data were collected
through semi-structured, one-on-one interviews and analysed using interpretive phenomenological
analysis (IPA). The study utilised theoretical triangulation, incorporating the concepts of locus
of control and the theory of andragogy, as the theoretical underpinnings for this phenomenological
study. The themes that emerged from the data analysis process are the importance of higher
education to incarcerated students, a second chance at life, managing time constructively and
profitably, we are more than our crimes, the experience of the law in court. This indicate that
offenders view education as an opportunity to empower themselves, break the cycle of reoffending,
and prepare for life after incarceration. The study had a few limitations. The study participants
were selected from the KMIICC male section, actively studying through CODeL at UNISA. Therefore,
the generalisability of the study findings may be limited to males and may not apply to their
female counterparts. Additionally, it excluded anyone studying at another institution of higher
learning. This study makes recommendations for further investigation into the factors that motivate and encourage offenders to engage in higher education, thereby helping reduce recidivism by empowering them to re-join society as law-abiding, productive and responsible citizens.
Die Witskrif oor Korrektiewe Dienste in Suid-Afrika dui aan dat gevangenes in die korrektiewe stelsel oor die algemeen laer vlakke van formele onderwys het in vergelyking met die algemene bevolking, ten spyte van die opvoedkundige geleenthede wat binne korrektiewe fasiliteite gebied word. Die Suid-Afrikaanse Grondwet (1996) bepaal dat die Departement van Korrektiewe Dienste (DKD) formele en informele onderwys sowel as beroepsopleiding as deel van die Korrektiewe Vonnisplan (KVP) moet aanbied. Gevangenesoortreders het die opsie om vrywillig aan hoër onderwys deel te neem. Dit wys op die behoefte om die motiverings van gevangene oortreders om onderwys binne die Suid-Afrikaanse konteks, na te streef, te bestudeer, anngesien die meeste navorsig of ander lande gefokus het en nie die direkte perpektiewe van die Suid-Afrikaanse gevangene oortreders nie. Hierdie kwalitatiewe, interpretivistiese studie het gefokus op gevangenes se ervarings en persepsies van hoër onderwys. Dit het ten doel gehad om die deelnemers se motiverings en die betekenisse wat hulle aan hoër onderwys heg, te ondersoek. Twaalf gevangenes se manlike studente is deur middel van doelgerigte steekproefneming gekies. Die data is ingesamel deur middel van semi-gestruktureerde, een-tot-een onderhoude en geanaliseer met behulp van interpretatiewe fenomenologiese analise (IPA). Die studie het teoretiese triangulasie gebruik, wat die konsepte van lokus van beheer en die teorie van andragogie as die teoretiese grondslag vir hierdie fenomenologiese studie insluit. Die temas wat uit die data-analiseproses na vore gekom het, die temas wat uit die data-analiseproses na vore gekom het, is die belangrikheid van hoër onderwys vir gevangenestudente, 'n tweede kans op die lewe, die konstruktief en winsgewend bestuur van tyd, ons is meer as ons misdade, die ervaring van die reg in die hof. Dui daarop dat oortreders onderwys as 'n geleentheid beskou om hulself te bemagtig, die siklus van herhaling van oortredings te breek en voor te berei vir die lewe na gevangenisstraf. Die studie het 'n paar beperkings gehad. Die studiedeelnemers is gekies uit die KMIICC-mansafdeling,wat aktief deur CODeL by UNISA studeer. Daarom kan die veralgemeenbaarheid van die studiebevindinge beperk wees tot mans en moontlik nie op hul vroulike eweknieë van toepassing wees nie. Daarbenewens het dit enigiemand wat aan 'n ander hoëronderwysinstelling studeer, uitgesluit. Hierdie studie maak aanbevelings vir verdere ondersoek na die faktore wat oortreders motiveer en aanmoedig om aan hoër onderwys deel te neem, en sodoende help om herhaling te verminder deur hulle te bemagtig om weer by die samelewing aan te sluit as wetsgehoorsame, produktiewe en verantwoordelike burgers.
Pampiri ye Tshweu ya Diphosollo ka Afrika Borwa e laetsa gore batho bao ba golegilwego ka tshepedisong ya phosollo ka kakaretso ba na le maemo a fase a thuto ya semmuso ge ba bapetswa le setshaba ka kakaretso, go sa setswe dibaka tsa thuto tseo di fiwago ka gare ga mafelo a phosollo. Molaotheo wa Afrika Borwa (1996) o laela gore Kgoro ya Ditirelo tsa Kgalemelo (DCS) e swanetse go fana ka thuto ya semmuso le yeo e sego ya semmuso gammogo le tlhahlo ya mosomo wa diatla bjalo ka karolo ya Leano la Kahlolo ya Kgalemelo (CSP). Basenyi bao ba golegilwego ba na le kgetho ya go tsea karolo ka boithatelo thutong e phagamego. Se se laetsa tlhokego ya go ithuta maikemisetso a basenyi bao ba golegilwego go phegelela thuto ka gare ga seemo sa Afrika Borwa, ka ge bontsi bja dinyakisiso bo lebisitse tlhokomelo dinageng tse dingwe e sego dipono tsa thwii tsa basenyi bao ba golegilwego ba Afrika Borwa. Thuto ye ya boleng, ya tlhathollo, e be e lebeletse kudu maitemogelo a baithuti bao ba golegilwego le temogo ya thuto ya godimo. E be e ikemiseditse go hlahloba dihlohleletso tsa batswasehlabelo le ditlhaloso tseo ba di kgomaretsago thutong ya godimo. Baithuti ba banna ba lesomepedi bao ba golegilwego ba ile ba kgethwa ka go tsea mehlala ka morero. Datha e ile ya kgoboketswa ka dipoledisano tse di sego tsa rulaganywa gabotse, tsa motho ka o tee ka o tee gomme ya sekaseka ka go somisa tshekatsheko ya phenomenological ya tlhathollo (IPA). Thuto e somisitse khutlotharo ya teori, e akaretsa dikgopolo tsa lefelo la taolo le teori ya andragogy, bjalo ka dithekgo tsa teori tsa thuto ye ya phenomenological. Dihlohlo tseo di tsweletsego go tswa tshepedisong ya tshekatsheko ya datha Dihlohlo tseo di tsweletsego go tswa tshepedisong ya tshekatsheko ya datha ke bohlokwa bja thuto ya godimo go baithuti bao ba golegilwego, sebaka sa bobedi bophelong, go laola nako ka tsela ye e agago le ka poelo, re feta bosenyi bja rena, maitemogelo a molao kgorong ya tsheko. Di laetsa gore basenyi ba lebelela thuto bjalo ka sebaka sa go imatlafatsa, go kgaola modikologo wa go dira molato gape, le go itokiseletsa bophelo ka morago ga go golegwa. Thuto e be e e-na le mafokodi a sego kae. Batseakarolo ba nyakisiso ba kgethilwe go tswa karolong ya banna ya KMIICC, ba ithuta ka mafolofolo ka CODeL go UNISA. Ka fao, go akaretswa ga dikhwetso tsa nyakisiso go ka lekanyeletswa go banna gomme go ka no se some go balekane ba bona ba basadi. Go oketsa moo, e ile ya kgapeletsa ntle le motho le ge e le ofe yo a ithutago setheong se sengwe sa thuto e phagamego.Thuto ye e dira ditshisinyo tsa nyakisiso ye nngwe ka ga mabaka ao a hlohleletsago le go hlohleletsa basenyi go tsenela thuto ya godimo, ka go realo e thusa go fokotsa go boela molatong ka go ba matlafatsa go tsenela setshaba gape bjalo ka badudi bao ba obamelago molao, bao ba nago le tsweletso le bao ba nago le maikarabelo
