SUMMARY OF THE RESEARCH PROCESS

Of the four research questions, this study successfully managed to yield substantive evidence on the three questions. The three questions and the methods used to collect data provided valid and reliable data. Data collected through observations and interviews were supported by other previous studies and literature selected for the study. The researcher concludes therefore that based on the empirical evidence reported, the study has achieved its purpose and objectives. However, the research methods used did not yield much evidence regarding the fourth question on the curriculum. This is because perceptions on curriculum need specialised knowledge and skills. Curriculum embraces many complex variables, and the decision on whether the curriculum offered is desirable or not does not lie only with one person, institution, system or

department. For this reason, the researcher identified curriculum issues as an area of research that can be further explored.

Through the use of selected approaches, strategies, methods and techniques in data collection and analysis, the study was able to obtain diverse perceptions and views from different participants mainly the offenders, officials and ex-convicts. The case studies of three correctional centres provided a broad spectrum of ideas and a diversity of issues in the implementation, management and administration of educational programmes. From the voluminous data generated during the fieldwork from the three centres, the researcher was able to give an overview of all issues raised during the interviews and observations.

7.3 SUMMARY OF THE MAJOR FINDINGS FROM THE LITERATURE

This section looks at the major findings from various literature used for the study. The literature was divided into main sections:

• How the assumptions of the study were validated by the literature • Summary of theories and the trajectory on contemporary issues 7.3.1 Major Findings on the Assumptions of the Study

In chapter 1 this study made two assumptions as outlined again below:

• Adult education programmes have various forms and connotations. Three correctional and development educational programmes as espoused by correctional services are of adult education nature, namely the correctional and development programmes or plans as outlined in the Correctional Services Sentencing Plan (CSSP). The underlying assumption within the andragogy theory is that teaching, learning and participation of offenders in these programmes should embrace adult education principles as espoused in Knowles’ theory of andragogy.

• By exploring the theories of the eco-system and other theories in correctional behaviour (incapacitation; recurrence; retribution and restoration, and rehabilitation and reintegration), it was found that offenders who participate in adult education programmes in correctional facilities can make a significant contribution towards effective correctional education if a favourable environment, support and resources for learning are provided.

UNESCO’s definition of adult education is an embodiment of what constitutes adult education (UNESCO, 1976; Nafukho, Amutabi & Odunga, 2006). Various studies conducted in developed as well as developing countries epitomised correctional education as one among many different forms of adult education. Based on these previous studies, this current study confirmed the assumption that correctional education is a lifelong learning process for those who are incarcerated. Whether they are below the age of majority in terms of their own social, biological and other adulthood determinants, by virtue of being in correctional centres, they have to take on adulthood status (Bruyns & Nieuwenhuizen, 2003; DCS, 2005; Hall & Killacky, 2008; Johnson, 2015).

The second aspect of the first assumption is that “The underlying assumption within the andragogy theory is that teaching, learning and participation of offenders in these programmes should embrace adult education principles as espoused in Malcolm Knowles’ theory of andragogy and its principles”. The two theories of pedagogy and andragogy work in a cycle or continuum. Teaching and learning can effectively happen in terms of both theories, depending on methods that educators and teachers apply. They are complementary. We should not forget that adult learners were also school children at some stage. Andragogy comes into play in learning later with adults’ own past experiences which can either enhance or inhibit their learning as adults. There are also different learning styles, where some children within the pedagogical sphere could be self-directed like adults, and vice versa (Sandlin, 2005; Wade, 2007; Merriam, Caffarella & Baumgartner, 2007; Quan-Baffour, 2011).

In correctional settings, teaching and learning happens, either within pedagogic or andragogic dimensions. Offenders learn whenever they are ready or forced to learn. But having said that, this study strongly argues for andragogic principles to be applied and practised when teaching adults, especially offenders. In previous studies and literature (Schoeman, 2002; Manger, Eikeland, Diseth, Hetland & Asbjornsen, 2010; Quan-Baffour & Zawada, 2012), strong recommendations were made to the effect that qualified adult educators should be engaged in correctional education centres. Similarly this study adds its voice to that clarion call. Qualified adult educators will apply andragogic principles of adult teaching and learning and for that reason, the assumption is acceptable.

The second assumption was on the effects of the eco-systems theory and other four theories (incapacitation; deterrent, retributive and rehabilitative/reintegration) on offending and

correctional behaviour. The eco-systems theory posits that offenders in correctional facilities are a miniature sub-society displaying characteristics and the complexity of the larger societies. All societies in developed and developing countries experience crime and none are immune from deviant behaviour of some of its members. The importance of all five tiers of society working in harmony may give rise to a holistic, integrated and meaningful criminal justice system, a phenomenon discussed in the study.

7.4 SUMMARY OF THE MAJOR FINDINGS THROUGH INTERVIEWS AND