Examining the enablers and constraints of correctional students’ access in higher education: A case study

Abstract

This study examines the factors that facilitate or hinder the ability of incarcerated inmates in a Namibian prison to pursue higher education. A total of twelve student inmates, who were specifically chosen based on their registration status, were interviewed to obtain a deeper understanding of their experiences. The selection criteria ensured that all participants were currently enrolled in higher education, thereby meeting the eligibility requirements for the study. The data, obtained from tape-recorded interviews, was transcribed word for word by a skilled transcriber. The researcher subsequently examined these transcripts, employing an interpretive framework to comprehend the actualized encounters of the inmates. This methodology enabled the researcher to thoroughly analyse the aspects that either supported or impeded the inmates' educational endeavors during their time in prison. It was found that correctional inmates experienced a lack of support, either from family, lecturers, or the institution, as a significant barrier to their educational progress. The study illuminates the distinct difficulties and possibilities faced by incarcerated students, adding to the wider discussion on educational access in prisons. Targeted interventions and support programs aimed at prison students particularly in the critical transition periods leading up to and during the application process for tertiary education should be the mitigating strategies used to help prison students to overcome the constraints in accessing higher education. Economic inequalities, such as poverty and scarcity of resources, also have a substantial impact by restricting access to educational materials, technology, and other necessary forms of assistance.

Keywords

• educational opportunities
• incarceration challenges
• access to learning
• higher education
• prisons
• barriers to education