Role of Education in Prisons for Rehabilitation of Inmates of Prisons

Transcription

1 Role of Education in Prisons for Rehabilitation of Inmates of Prisons Tahir Aziz Ph. D Scholar University of Wah Tahiraziz65@gmail.com Professor Dr. Muhammad Javid Iqbal Director Mass Education Department Sarhad University of Science and Information Technology Dr.Sadaf Zamir Ahmed Chairperson, Department of Education University of Wah dr.sadaf.zamir@uow.edu.pk INTRODUCTION Today prisons are considered rehabilitation and correction center and the task of the rehabilitation and correction of inmates of prisons is carried out by education. But prison education is not a simple issue. Anne Reuss (1999) says: The functions of education in prison, not unnaturally, mean different things to different people. The penal reformer may see it as a mean of softening a harsh regime. Prison Service staff may see it is a means of keeping prisoners occupied, security staff in a prison may see it as a risk, prison education may see it as avocation, whilst for many prisoners, it can bye one of the strategies adopted simply to pass the time,

2 Anne Reuss after having five years research claims that studying a course of higher education in prison can effect change or transformation in prisoners, it become apparent that any course of learning in a prison context could be said to be effective if assessed in such a manner, that is where the emphasis lay on what it is that works and from what point of view. RELIGON AND REHABILITATION Thomas (2002) explains that the religious involvement of inmates in prisons of South Carolina was varied and extensive. He found that during one year 49% of the incarnated men (779 out of 1,579) attend at least one religious service or programme. Michael (2002) concluded that religion can be an important factor in the process of inmate s rehabilitation. Almost in all prisons of the world, religious education and training have been offered to inmates. Religious programs for inmates are not only among the oldest but also among the most familiar types of rehabilitative programs found in prisons today (Johnson, 1997). According to a report of U.S. Department of Justice (1993) after admission to prison, 69 percent of inmates repot having working assignments, 45 % report participating in some form of academic education, and 31 %report attending vocational training. Among all other kinds of personal enchantment programs offered in prison, religious activities attracted the most participation: 32 % of the sampled inmates reported involvement in religious activities such as Bible studies and church services. Evans (1995) concludes in his study that among our religiosity measures, participation in religious activities was a persistent and non-contingent inhibitor of adult crime. This finding held even after controlling for secular constraints, religious networks, and social ecology. PRISONS IN ISLAMIC PERSPECTIVES About 3980 years ago Hazrat Yousaf Alehe-s-Salam was detained in a prison on face of earth as under trail inmate by Egyptian Chief (Aziz-e-Miser). (Holy Quran Surah Yousaf) Second example came directly from the life of our Holy Prophet (S.A.W) who used Masjid-e- Nabvi for confinement of inmates to be released on condition of educating ten Muslims illiterate (Musnad Ibn-e-Hunbal). It is not permissible in Islam to arrest or imprison a person before it is proved that he or she is guilty. Likewise, no citizen is to be arrested or imprisoned for offences committed by others. The Quran assert this fact by saying, (No bearer of burdens can bear the burden of another) (Al-Israa, 17:15).

3 Imprisonment, as Islamic Shari ah sees it, is not confining the person in a narrow place, however, it is limiting his freedom and preventing him for exercising his rights in a house or a mosque. (Ibn Taymiyah, Majmu Al-Fatawa, vol. 35, p. 398) Ibn Hazm defines it as preventing the imprisoned person from harming the people or from running away with rights due to people while he is able to pay their rights. (Ibn Haz, Al-Ihkam fi Usul Al-Ahkam, vol 2, p. 462) In the hadith of Prophet Muhammad (peace be upon him), there if no direct reference to prisons, except within references to the story of Prophet Yusuf, as I Abu Huraira s narration I Bukhari, Muslim, Tirmidhi, Ibn Hibban, and Ibn Majah, in which Prophet Muhammad (peace be upon him) praised Prophet Yusuf s persistence in prison. However, there are various narrations about the companions and caliphs, Umar and Ali, who started using prisons with robbers, abusers, and indirect participants in crimes of killing e.g. Al-Baihaqi s collection, vols 6 and 8, ibn Abi Shaibah, vols, 2, 3, and 5, Ibn Abdur-Razzaq, vils 7-10, Musnad Ahmad, vol.2, and similar references on prison (al-sijn). There are many incidents of imprisonment during the caliphate of Umar, Ali and Uthman (may Allah be pleased with them all), Umar ibn Al-Khattab was the first to dedicate a special place for imprisonment when he bought a house in Makkah and made it for the purpose of imprisonment. Ali Ibn Abi Talib was the first to build a prison I Islam and it was in Kufah. INMATE EDUCATIONAL LEVEL Over one half of inmates in the UK have below national average literacy and numeracy skills (Basic Skills Agency, 2000; Home Office, 2003). The position in USA, Ireland, Canada, Australia and New Zealand is not dissimilar (Morgan and Kett, 2003; Noonan, 2004). It is not uncommon for inmates with low levels of educational attainment to have had irregular school attendance (Home Office 2001, Dodd and Hunter, 1991) for a variety of reasons, such as school refusal, truancy, parental coercion, ill health, suspension and exclusion due to bad behavior (Carlen, et al. 1992; Reid, 2005). As a result, half of UK inmates do not have the skills required by 96% of jobs and only one out of five can complete an application form (Social Exclusion Unit, 2002; Metcalfe, et al. 2001). The lifestyles and backgrounds of inmates may also contribute to their disaffection with education, including aspects of social exclusion such as poverty, poor health (including drug and alcohol misuse), living in areas of high unemployment

4 and crime, and familial factors such as living in care, absent parents and parents with low educational attainments. OBJECTIVES OF THE STUDY The objectives of study were: i) to find the intentions of inmates for further education in prison. ii) To find out the educational facilities already available in the prisons. RESEARCH QUESTION i) What are the perception of inmates of prisons for education? ii) What are the educational facilities already available in the prisons of Punjab? iii) What is the existing level of education of inmates of prisons of Punjab? POPULATION OF THE STUDY The population of the study consisted of inmates of two jails (Central Jail Rawalpindi and District Jail Lahore) were SAMPLE Cluster sampling technique was used for selection of sample.the inmates having middle level education available at the time of survey were 306 and 153 were taken as sample i.e. 50% METHODOLOGY The study was descriptive in nature;therefore, survey approach was considered appropriate. After the review of related literature, a questionnaire as research tool was developed and validated with05 items. The permission was obtained to enter in the prisons for research therefore the questionnaire was personally distributed among the inmates available at the time of survey and received back by the researcher. DATA ANALYSIS: For data analysis mean and percentages were used. Data which was collected through questionnaire was tabulated and descriptively on the basis of percentage and mean score using SPSS ANALYSIS OF DATA AND DISCUSSION

5 Table 1 Interest of inmates in further education Statement Response Frequency Percent Are you interested in further education? Yes No Total Table 1 shows that majority of inmates of middle level education (83%) was interested in further education. Only 17 % were not interested in further education. It means there is dare need to extend educational facilities in prisons for inmates Table 2 Availability of time to inmates for reading in jail Statement Level Ƒ % Mean score Sufficient time is available in the SA jail for reading. A U DA SD Table 2 depicts that 74.5% (114) students agreed with the statement that they have sufficient time in jail for reading, 3.3% were uncertain while 22.2% disagreed. Mean score is 4.06 which showed the agreement of students. Therefore, there should be educational facilities for inmates like books and magazines to utilize their time positively. Table 3 Facilities in the jail to enhance the educational level of inmates Statement Level ƒ % Mean score

6 The facilities are available in the jail to enhance the educational level. SA A U DA SD Table 3 reveals that 65.3% respondent agreed that the facilities are available in the jail to enhance the educational level, 12.4% were uncertain while 22.2% disagreed with the statement. Mean score 3.87 showed that the facilities are available in the jail to enhance the education. 100 inmate out of 153 were satisfied with facilities available in jail fore education therefore jail administration should motivate the inmates for further education so that jail become correction center for inmates. Table 4: Interaction of inmates with each other Statement Level ƒ % Mean score There are opportunities in the jail SA to interact with educated inmates A for educational guidance. U DA SD Table 4 shows that 55.6% of the respondents agreed with the statement there were opportunities in the jail to interact with educated inmates, 23.5% of the respondents were uncertain while 20.9% disagreed. Mean score 3.53 showed that opportunities were available in the jail to interact with educated inmates. It is good that jail administration allow the inmates to meet each other for educational guidance. Therefore there should be educational groups lead by more educated inmates to guide the less educated.

7 Table 5: Reintegration of inmates in society through more education Statement Level ƒ % Mean score More education can help me to SA get a respectable place in the A society. U DA SD Table 5 depicts that 84.3% respondents agreed that more education could help them to get a respectable place in the society, 12.4% were undecided while only 3.3% disagreed. High mean score4.54 showed high level of agreement. It means that inmates understand the importance of education in their life. Therefore it is responsibility of the government and society to provide the education to inmates for their rehabilitation in the society CONCLUSIONS On the basis of data analysis it is concluded majority of inmates were interested in further education and only few inmates were not interested in further education. They were also agreed upon that they have sufficient time in prison for reading. Further majority of inmates were also admit that there are sufficient facilities to enhance their education. Only 34 inmates out of 153 reported that educational facilities are not available. More ever they also accept that they can meet each other for educational guidance. A vast majority of inmates understand the importance of education in their life only 5 inmates out of 153 were not agreed upon the importance of education. RECOMMENDATIONS i) It is recommended for government to extend the educational facilities in prisons by allocating grants for educations for the inmate so that the prison can play the role of correction centers.

8 ii) iii) Non-governmental Organizations may avail the opportunity to deliver the education in prisons. Allama Iqbal open University and other institutions which are providing non formal education can extend their efforts in the premises of prisons. REFERENCES Anne Reuss (1999) The Howard Journal of Criminal Justice Prison(er) Education (pages ) Thomas, P.O. & Nathened, J.P. (2003). Religion, the community and the Rehabilitation of Criminal Offenders. New York: The Haworth Press. Tahir Aziz (2014), Turkish Online Journal of Distance education October 2014 Correctional Service of Canada (1999). Adult Basic Education. Ottawa: Correctional Service of Canada. (Retrieved on April 15, 2010 from

9 Correctional Service of Canada (1999). CSC Directives: Rehabilitation Programmes and Services. Commissioners Directive Number 720: Education of Offenders. Eastmond, N. & Du, P. (2000). An Incremental Approach to Implement a Web Course. Tech Trends,44(3), Erro, Oh., Terrence, G. Kai, Y.T. & Mary, A.H. (2005). The Journal of Correctional Education, 56(4), European Journal of Criminal Policy and Research, Vol.12, No.1, March 2006, (Retrieved from accessed on Government of Pakistan (2007). Statistics of Prisoners in Islamabad: Bureau of Justice Statistics Prisoners. Government of Pakistan. ( and ). Educator Sector Reform: Action Plan. Islamabad: Ministry of Education.