“Empowering Young Inmates through Lifelong Learning Programs In Malaysia:

Prospects and Challenges”

ICLLL 2011, Seri Pacific Hotel, Kuala Lumpur

14 – 15th November 2011

by: Rosfizah Md Taib

1

Introduction

This paper reports some of the data from a recent study, adopting a qualitative

methodology; exploring the views of the prisons officials regarding the educational

empowerment of the institutionalized children and young people through lifelong learning

programs.

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Background

“Child and Young Offenders”

“The Implementation of Lifelong Learning Programmes for Young People within the

Malaysian Prisons Institutions”

“The Development of Lifelong Learning Programmes Provided for Young People within

the Malaysian Prisons Institutions”

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“Advanced Approved Schools” 1. Prisons institutions & 2. Henry Gurney Schools

“ Who are Child and Young Offenders?”

A closed institution

Under the administration & management of the Malaysia

Prisons Dept. (“MPD”)

More serious crimes & more rigid security

An open institution

Under the administration & management of the Department

of Social Welfare

“Approved Schools” 1.Tunas Bakti Schools2. Taman Seri Puteri etc.

Less serious crimes & less rigid security

Institutional Treatments

14 ≤ Young People ≤ 21 

1 2

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“The Implementation of Lifelong Learning Programmes for Young People within the Malaysian Prisons Institutions”

“PUTRA MODULE”

REHABILITATION MODULE

HUMAN DEVELOPMENT PLAN (“PELAN PEMBANGUNAN INSAN”)(blue print of the Malaysia Prisons Department)

A rehabilitation program for

Young People

A rehabilitation program for other group of offenders e.g. adult prisoners, drug addicts, & etc.

OTHER MODULES

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“PUTRA MODULE”

underlying principles : a holistic rehabilitation programme stresses on physical, clinical & psychological aspects.

to make the YP realize of their past wrongdoings & to encourage YP becoming better persons.

a guideline for the MPD – to provide rehabilitation programmes for Young People.

through a range of educational programs; these YP are educated and trained to positively progress towards becoming better persons.

aims to help YP revealing their real potentials and capabilities as to concentrate in academic programs and/or skills and/or sports or other fields.

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“The Development of Lifelong Learning Programmes for Young People within the Malaysian Prisons Institutions”

AS AT 2008

There were 12 young inmates in the Kajang Prison who have been pursuing their higher studies in various fields through LLL Programs managed by 2 institutions

namely; OUM and Association of Business Executive.

IN ADDITION

Many YP from the Henry Gurney School, Malacca, [as recorded since 2005 – 2008], have been pursuing their studies in a variety of higher learning institutions, namely; Kolej Komuniti, OUM, Politeknik Malaysia and other private institutions.

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1. How do the prisons officials in Malaysia perceive

regarding the concept of lifelong learning programs as implemented for young people within the prisons

institutions?

2. How do the prisons officials in Malaysia observe the relationship between the

implementation of lifelong learning programs and the

rehabilitation of young people?

Aim of the Paper

Whether attitudes of prisons officials towards understanding the concept of lifelong learning programs would give more

empowerment to young inmates in gaining educational opportunities during their imprisonment?

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Discussion Outline

THE ROLE OF LIFELONG LEARNING

PROGRAMS (“LLL”)

THE RELATIONSHIP BETWEEN THE LLL &

THE REHABILITATION OF OFFENDERS

“Attitudes of Prisons Officials on the Importance of the Concept of Lifelong Learning Programs for Young

People within the Malaysian Prisons Institutions”

ATTITUDES OF PRISONS OFFICIALS

1 2

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Attitudes of Prisons Officials on THE ROLE OF “LIFE LONG LEARNING

PROGRAMMES”

Include any formal and informal learning activities during the detention period.

Imprisonment is no hindrance for young inmates to develop

themselves through educational opportunities.

One suitable approach that could encourage continuous process of learning amongst YP.

Provide necessary means for young inmates to pursuit knowledge & education.

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2

3

4

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Attitudes of Prisons Officials on THE ROLE OF “LIFE LONG

LEARNING PROGRAMMES” (Cont.)

The nature: flexible & accessible for everyone – would enhance young inmates gaining skills & qualifications during imprisonment.

The implementation - vital - provides a second chance for young

offenders to continue and/or repeat halfway schooling (or academic) activities.

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7

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5Beneficial for YP to gain adequate knowledge without major

restrictions.

THEREFORE,

The MPD is committed towards providing adequate accessibility to educational rights for institutionalized youths during the imprisonment.

The MPD intends to bridge possible educational gaps between institutionalized young persons and youths outside the institutions.

1

2

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Attitudes of Prisons Officials on THE RELATIONSHIP BETWEEN THE LLL and

THE REHABILITATION OF OFFENDERS

There is a close relationship between the implementation of lifelong learning programmes for young people and

the aims of the MPD to rehabilitate the youths.

One good platform for the youths to gain knowledge & skills that could guide them becoming better persons.

The implementation of LLL is useful – would encourage YP to improve their qualifications as well as their self development.

1

2

3

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Attitudes of Prisons Officials on THE REHABILITATION OF

OFFENDERS (Cont.)

It is the responsibility of the MPD to provide a helpful medium – to achieve the objectives of rehabilitating the institutionalized young

persons during the imprisonment.

The accessibility nature of LLL Programs facilitating all people of all ages and backgrounds - receive education through formal and informal

learning approach - essential for institutionalized young persons to utilize similar educational opportunities during incarceration.

The MPD regards offenders are still valuable resources to the country – LLL would assist to develop these offenders towards producing better

citizens who could socially contribute to the nations upon their reintegration into the society.

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5

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14Attitudes of Prisons Officials on THE RELATIONSHIP BETWEEN THE LLL and THE REHABILITATION OF OFFENDERS (Cont.)

15Recommendations & Suggestions

The data would suggest the prisons officials opine:

LLL Programmes play a great role in helping to develop young offenders during incarceration.

Educational attainment should be given a priority in terms of rehabilitating young offenders.

The implementation of LLL Programmes within the prisons institutions should be widened so as to encourage the youths receiving education as much as possible they could.

By empowering more educational opportunities for these youths; they would be more aware of the intention of the prisons management towards rehabilitating them becoming better persons.

Recommendations & Suggestions (cont.)16

Institutionalized young persons should enjoy LLL Programmes whilst imprisoned since the management understands the nature of the learning programs is flexible and accessible to everyone of all ages and backgrounds.

The implementation of LLL Programmes shows the commitment of the MPD in realizing the fulfilment of educational rights for young offenders as per enshrined in the Convention of the Rights of the Child.

The implementation of LLL Programmes imply the MPD comprehends its duty to fulfil the objectives of democracy in education as per contained in the “Education for All” policy.

The collaborations involving between the MPD and the MoE; and, the MPD and the OUM towards providing more flexible and accessible educational opportunities for the youths inside the institutions should be commendable.

Recommendations & Suggestions (cont.)17

The seriousness of the MPD towards bridging the gaps in terms of mind development between the institutionalized YP and the youths outside the institutions; would also inspire the institutionalized YP becoming better persons during imprisonment and after released.

More similar collaborations involving the MPD and oth. organizations is vital towards making further educational empowerment for YP within the prisons institutions feasible.

The forms of collaboration should also cover the encouragement to open more research opportunities and studies for the members of public particularly higher learning institutions and academics.

By gaining more educational empowerment during incarceration, the youths would learn to adapt good behaviour and life styles towards changing the negative perceptions of the society against them – therefore, possible social stigma would be gradually demolished.

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ConclusionThe current study sought to examine whether the attitudes of the prison officials influence the educational empowerment of young inmates in gaining educational opportunities through LLL Programmes during the imprisonment period.

The prison officials’ perceptions towards empowering more educational opportunities through LLL Programmes for the youths within the prisons institutions denote their stance believing it is possible for these YP to become better persons once they are given adequate educational opportunities to do so.

The prison officials were positive when demonstrating how effective LLL Programmes could assist the MPD achieving its objectives towards rehabilitating the youths becoming better persons upon their reintegration into the society.

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Conclusion (cont.)

The government, private sectors and NGOs through various related departs. play a major role in fulfilling the responsibility supporting the MPD to provide more educational opportunities through LLL Programs for the institutionalized children and YP in Malaysia.

Finally, the author suggests - more empirical studies should be carried out to investigate what are possible constraints and challenges that the MPD should face by the implementation of LLL Programs within the prisons institutions in Malaysia?

THANK YOU