Teaching-Learning Process in a Juvenile Delinquents' Correction Center: Challenges in Focus

Area of Science:

• Educational Psychology
• Criminology
• Sociology

Background:

• Juvenile correction centers play a critical role in rehabilitating young offenders.
• The effectiveness of the teaching-learning process in these centers is crucial for successful reintegration into society.
• Understanding the challenges within these environments is essential for improving outcomes.

Purpose of the Study:

• To explore the effectiveness of the teaching-learning process in a specific juvenile correction center.
• To identify factors influencing the educational experience of students in a correctional setting.
• To provide insights into improving the rehabilitative environment.

Main Methods:

• A case study approach was utilized.
• Purposive sampling selected active participants and the center's head as informants.
• Data were gathered through semi-structured interviews and classroom observations, with simultaneous data collection and analysis.

Main Results:

• Teachers predominantly use corporal punishment or a laissez-faire approach for misbehavior, alongside the lecture method.
• Low motivation was observed in both teachers and students for curricular and extra-curricular activities.
• Inadequate meals, lack of facilities, mistreatment, and insufficient counseling contribute to student resentment and hinder rehabilitation.

Conclusions:

• The current teaching-learning process and environmental factors in the center are suboptimal for achieving its rehabilitative objectives.
• The curriculum inadequately addresses students' unique behavioral and educational needs.
• Significant improvements in teaching strategies, facilities, student welfare, and curriculum are necessary to enhance the effectiveness of juvenile correction centers.