An exploration of educational experiences of incarcerated youth registered for the national senior certificate examinations in a correctional centre in the province of KwaZulu-Natal.

Abstract

The proposed study examines prison education by investigating the experiences of incarcerated youth who participated in the National Senior Certificate (NSC) examination programme in the KwaZulu-Natal province. It contributes to discussions on education as a form of rehabilitation and how the youth in correctional spaces navigate their experiences in preparation for the final NSC examination. The study focuses on factors that influence the educational experiences of incarcerated youths during NSC preparation, including limitations and enabling support. Situated in the critical paradigm, the study employed a qualitative design and a narrative inquiry methodological approach. Purposive sampling was used to recruit eight incarcerated youth registered for the NSC at the correctional centre in KwaZulu-Natal. Data were generated through in-depth semi-structured interviews and analysed using a thematic analysis approach. The study drew on Paulo Freire's (Pedagogy of the Oppressed) and critical theory as the conceptual framework that underpins the entire study. The findings indicated that the participation of incarcerated youth in the NSC examination programme was life-changing, as studying enabled participants to reconsider past decisions, imagine alternative futures, and think beyond correctional walls. Participants linked the normalisation of alcohol and drug use to their pathways into crime, which they claimed affected their judgment and reduced their capacity to foresee long-term repercussions. Preparation for the NSC has been shown to improve communication skills and conflict resolution, foster moral reflection, and restore dignity damaged by the stigma of imprisonment. However, limited subject offerings and gang-related violence also affected education. They went on to emphasise toxic masculinity, which was one of the causes of the escalation of violence and retaliation to prove one's manhood as a cause for their pathway to incarceration. The study argues that NSC examination in correctional centres can support personal transformation, but that its benefits depend on safe learning environments and sustained support in the relationship. In addition, participants perceived teachers as mentors and parental figures who provided both teaching and material support, while peer-learning groups and knowledge sharing reinforced motivation and resilience. The findings suggest that improving correctional education requires proper attention not only to curriculum but also to safety, dignity, and proper reintegration into society.