This article aims to discuss findings from a recent study on how Malaysian prison officials understand the importance of education and its impact that will affect the entire policy of rehabilitating child and young offenders detained within the prisons settings in Malaysia. The study adopted a qualitative methodology approach applying face-to-face interviews with prison officials directly deal with matters related to rehabilitation programs for child and young offenders; looking for their views on the topic discussed. The data discover that, among others; first, the prison officials believe the provision of proper educational opportunities for child and young offenders throughout the imprisonment helps the entire process of transforming the youths become better persons and also after being released from the institutions; secondly, the element of education is always given priority by the Malaysian Prisons Department as an effective education rehabilitative approach aimed at restoring the confidence of the youths and helping them become more prepared to develop themselves before joining the community after the end of the imprisonment; and, several setbacks faced by the Malaysia Prisons Department when implementing policies related to the provision of education for youths pursuing learning activities whilst imprisoned have been identified; and the barriers can be well managed and resolved through a consistent understanding of the various Malaysian government departments pertaining to youth in Malaysia as well as the Prisons Department of Malaysia. In addition, efforts to reconnect the bond between the child/young offender-parent(s) need to be strengthened as positive impacts can keep the youths’ momentum to survive as useful and persistent persons from returning to the criminal world.
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In-Text Citation: (Taib, 2019)
To Cite this Article: Taib, R. M. (2019). Setbacks vs. Recommendations: A Clearer Stance of the Officials of the Malaysia Prisons Department to Rehabilitate Child and Young Offenders within the Prisons Settings. International Journal of Academic Research in Progressive Education and Development, 8(4), 1074–1087.
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