Mind the gap! Bridging correctional settings with tertiary education for inclusiveness of detainees in the education system – a case study in Mauritius

Meera Gungea

African Educational Research Journal
Published: October 14 2025
Volume 13, Issue 4
Pages 418-422
DOI: https://doi.org/10.5281/zenodo.17348983

Abstract

Education serves as a fundamental pillar enabling the settlement of members in a society. However, vulnerable groups like ex-detainees are sometimes left behind, owing to their socio-economic or demographic characteristics. Upon release, they need certain tangible and intangible resources, failing which they may return to prison. Empowering this vulnerable group with essential social capital, utilising a social inclusion approach, can equip them and decrease recidivism. This case study examines the implementation of an Open and Distance Learning (ODL) undergraduate degree programme within a correctional facility in Mauritius, making formal tertiary education a reality in the carceral setting. Following a Memorandum of Understanding (MOU) between the Open University of Mauritius (OU) and a correctional facility in Mauritius, this unique project enabled selected detainees to pursue a degree while being detained. With the support given inside the facility, they managed to complete the programme while abiding by all security protocols. Subsequent interviews conducted post-release revealed that the degree significantly contributed to their successful resettlement into society by opening doors to good job opportunities and contributing to their financial success. Thus, an education system that promotes the inclusion of vulnerable groups like detainees can significantly contribute to achieving a part of the social capital required post-release.

Keywords: ODL and detainees, social inclusion, inclusion of detainees, resettlement.

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