African Educational Research Journal Vol. 13(4) - Mind the gap! Bridging correctional settings with tertiary education for inclusiveness of detainees in the education system - a case study in Mauritius

Oct 15, 2026

Education functions as a core pillar for social participation, yet ex-detainees may be excluded due to socio-economic or demographic disadvantages, which can hinder reintegration and increase the risk of return to prison. This case study investigates an Open and Distance Learning (ODL) undergraduate programme delivered within a correctional facility in Mauritius. A Memorandum of Understanding between the Open University of Mauritius and the facility enabled selected detainees to study while detained, supported by in-facility learning resources and security protocols. Interviews after release indicate the degree supported successful resettlement through better job access and financial outcomes, strengthening post-release social capital via inclusion.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Abstract

Introduction

Prison, rights, and education

Social inclusion and social capital

Study context

Mauritius prison system and reoffending

MOUs and ODL delivery within detention

African Educational Research Journal Vol. 13(4), pp. 418-422, October 2025 ISSN: 2354-2160 Full Length Research Paper Mind the gap! Bridging correctional settings with tertiary education for inclusiveness of detainees in the education system – a case study in Mauritius Meera Gungea Academic Affairs Division , Open University of Mauritius, Mauritius. Accepted 7 October, 2025 | 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. | | --- | | [Email: m.gungea@open.ac.mu. Tel:](Email: m.gungea@open.ac.mu. Tel:) 403 8200. | INTRODUCTION The prison environment is fundamentally recognised asa facility where individuals are confined under legal authority due to their criminal actions. Incarceration inherently results in the forfeiture of certain fundamental human rights. What do those human rights encompass , though? While the right to freedom of movement is the biggest forfeiture, detainees still have some fundamental rights. For instance, the standard minimum rules determine that each country has to ensure that its prisoners get a decent education. As much as possible, the education options offered have to resemble the external offer (United Nations, 1955) . However, this might not be the case in all detention centres around the world. Pillera (2015) argue on the role of education and its link to offending and re-offending to draw the connection between education and decreased recidivism. And this can happen by accepting and including them in society. Social inclusion is the ability to"participate in the key activities in the society in which they reside" (Saunders, Naidoo and Griffiths, 2008) . This means including the disadvantaged populations equally so that they have equal access to opportunities and resources to participate in society. Achieving social inclusion fundamentally relies on the relationships and interactions, referred to as social capital that individuals cultivate within their communities. Education plays a crucial role by equipping individuals with the essential social capital needed to secure a livelihood and sustain a healthy social value. Education is thus believed to bea key element in addressing recidivism issues. With the restrictions governing the movement of detainees, the prison system precludes inmates from attending traditional colleges or universities to pursue their desired degrees. This is where universities that offer courses through the Open and Distance Learning (ODL) mode can bridge the gap. Such a

FAQs

What problem does the paper address for ex-detainees after release?

It addresses how vulnerable groups like ex-detainees may lack key tangible and intangible resources, which can undermine resettlement and contribute to returning to prison.

How was the ODL undergraduate programme implemented in the correctional setting?

Following a Memorandum of Understanding between the Open University of Mauritius and a correctional facility in Mauritius, selected detainees pursued a degree while detained, using learning materials and completing modules with required security protocols.

What outcomes were reported after detainees were released?

Post-release interviews indicated the degree significantly contributed to successful resettlement by improving access to good job opportunities and supporting financial success.

Oct 15, 2026

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