University of Nigeria Virtual Library

Serial No

Author 1 AJOGWU Margaret Nwakaego

Author 2

DIKE Virginia W.

Author 3

Title

The Role of Prison Libraries in Promoting Literacy For

Reformation, Rehabilitation and Restoration of Inmates in Two Nigerian Prisons

Further

Description

Conference Paper

Category

Education

Publisher

Publication Date August 6 – 10, 2007

Signature

THE ROLE OF PRISON LIBRARIES IN PROMOTING LITERACY FOR REFORMATION, REHABILITATION AND RESTORATION

OF INMATES IN TWO NIGERIAN PRISONS

PROF. VIRGINIA W. DIKE DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

UNIVERSITY OF NIGERIAN, NSUKKA

MISS. MARGARET AJOGWU DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

UNIVERSITY OF NIGERIA, NSUKKA

A paper presented at the st' Pan African Reading for All Conference Held in Accra Ghana August 6-10,2007.

THE ROLE OF PRISON LIBRARIES 1N PROMOTlNG LlTERACY FOR REFORMATION, REHABILlTATlON AND RESTORATION

OF INMATES IN TWO NIGERIAN PRISONS

Virginia W. Dike and Margaret N. Ajogwu Department of Library and Information Science

University of Nigeria, Nsukka, Nigeria

Literacy, traditionally defined as the ability to read and write, is seen as a basic life skill and essential tool for learning and self-realization in the modem world. Other defmitions accentuate this relationship by specifying the purposk of literacy. For instance, Davies, Lewis, Byatt, Purvis and Cole (2004) define literacy as the ability to read and write (and listen and speak) "at a level necessary to function and progress at work and in society in general". More expansively, Lipschltz (2006) defines literacy as "the ability to use printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential." Literacy is therefore an essential tool for lifelong learning, since these uses are part of a continuing process that extends beyond the school years. In recognition of this, literacy receives emphasis in Nigerian educational policy documents, which are based for lifelong learning. The lmplementation Guidelines for the Universal Basic Education (UBE) Programme (Nigeria, 2000) includes literacy among the five specific objectives of UBE, a programme that stresses education for all people, including prisoners. Likewise, the National Policy on Education (Nigeria, 2004) puts literacy first among the objectives of adult non-formal education. Literacy therefore should play a crucial role in improving the ability of prisoners to develop their knowledge and potential and thereby better function and progress in society upon release. That is, literacy should promote the reformation, rehabilitation and restoration of prisoners.

Unfortunately, prison populations throughout the world are characterized by lower than average levels of literacy. Low levels of literacy are associated with poverty and limited employment opportunities, a cluster of factors that leads some individuals into criminal activity and thereafter prison. Moreover, prison itself interrupts the education of those in school or job training and limits inmates7 access to adult literacy classes and the information and reading materials available in the wider society. The result is that individuals emerge from prison with the same low level of literacy anda-ills and the likelihood of returning to crime (Paul, 199 I, cited in Kerka, 1995). 'The high rate of recidivism represents a failure of the prison system to fulfill its correctional role. At the same time, literacy and other. educational programmes have been found to significantly reduce the rate of recidivism in many countries of the world (Lehmann, 2003; Report on correctional education, 2007). How then might litenicy education enhance the lives of Nigerian prisoners, and what role might libraries play in pronwting literacy and its attendant benefits?

This queslion must begin with a consideralion of the pcrceivd functions of prisons. Originally, prisons in Europe and North America had a purely cuslodial rolc, keeping

individuals in custody to await trial or punishment. With time, being in prison itself became a punishment (an pternative to exeiution, whipping, etc.), and this raised the possibility of correction (Rothrnan cited in Enuku, 2001). The time in prison could be used to reform and rehabilitate individuals to take their place as positively contributing citizens (Wilhelmus, 1999). Reformation would improve the outlook and character of prisoners, getting them to adopt a more acceptable way of life and mode of behaviour. Rehabilitation would provide the training, therapy and other help they need for productive life in society. Together reformation and rehabiliaion would help restore offenders to full citizenship. This was seen as a more effective approach to criminal justice than the purely custodial or punitive, because it prepares offenders for a better future and so reduces the problem of crime. Moreover, the United Nations Universal Declaration of Human Rights declared education, information, and humane treatment to be rights of all people, including prisoners. People saw education, along with religion, as the means of effecting positive change, and this turned attention to the prison library as 'an essential resource for support of educational, recreational and rehabilitative programmes (Lehmann and Locke, 2005). '

The above range of functions is also expressed in prison policy statements in Nigeria. A Government White Paper in1971 stated the functions of the prison service to be custody, diagnosis, correction, training and rehabilitation (Enuku, 2001). According to the Federal Ministry of Internal Affairs Annual Report of 1984, the Nigerian Prisons Service has responsibility for "ensuring the safe custody of offenders, their reformation and rehabilitation." The Service also aims at identifying "the sources of the anti-social behaviow of offenders" and teaching and training them "to become useful citizens in a free society" (Civil Liberties Organization, 1991).

. I--.- In spite of such expressions, practice in N~gerian prisons enlphasizes their custodial and punitive rather than correctional functions (Enuku, 200 1 ; Womboh, 199 1 ; Civil Liberties Organization, 199 1). This can be attributed to several factors. In part this is due to overcrowding of prisons with persons awaiting trial (ATPs) (Vanguard, 1998, in Enuku, 200 l), a factor also cited by Igwilo (2007) in his welcome address to judges visiting Nsukka Prison. The responsibility of the prison system regarding ATPs is purely custodial. Officially, ATPs are not eligible to benefit from any educational, vocational or library programmes because they are only meant to be there for a short period. In practice, many of them stay for years (sometimes for longer periods than the convicts), but their uncertain tenure impedes planning of continuous educational and vocational programmes and makes prison authorities reluctant to cater for them. Yet in light of the numbers and the similarities between convicts and ATPs, no meaningful reformation programme can take place without including them. ATPs also need reformation, rehabilitation and restoration.

Two other related factors inhibiting rehabilitation programmes are lack of interest or sympathy from government and the'general public and consequent inadequate resources due to lack of funding. Lehmam (2003) observed that the IFLA working group set up to revise the Guidelines for Library Services to Prisoners quickly realized that many countries supported only minimal provision for prisoners. "In many developing countries", she continued, "the idea of offering education, rehabilitation, and meaningful employment is still not widely accepted, let alone the concept that offenders have rights, not only to decent and

, J

humane treatment, but also to read and to fieely access information!" This is true of Nigeria, where the prevalep of poverty and violent crime allows little sympathy for prisoners, who are generally presumed to be guilty. In a situation of such great need across the population, why waste precious resources on criminals! This mentality leads to inadequate funding. In Nigeria as in the United States and other countries, little money is provided because "spending on prison education is not popular or a priority" (Report on correctional education, 2007). Educational programmes, including literacy classes and libraries, are supposed to be provided by the Nigerian prisons service; instead, they are largely left to voluntary agencies such as non-governmental organizations (NGOs) and religious groups (Ajogwu, 2005). Scanty vocational training is restricted to a few convicts, perhaps a handful working in the carpentry workshop. The result is that prisoners come out in worse condition than they went in. Jobs or education have been disrupted and they have gained no additional education to enhance their employability; rather, they may have perfected skills insrime. Family and community ties have also been broken and many suffer isolation and stigma. All these lead to frustration and a likely return to crime, where crimemay be seen as the only option.

Given these circumstances, how might prison libraries help prisoners develop the ability to use literacy to function in society, achieve their goals, and develop their knowledge and potential? Prison libraries can contribute to the lives of prisoners in many ways (Medina, Purifoy, Knudson and London, 2000). First and foremost in this instance, libraries provide the reading materials for developing literacy. They also take on the varied roles of public libraries--providing information, resources for educational programmes, recreational reading materials, resources to promote culture and stimulate creativity, materials to foster personal, moral and spiritual growth (Dike, 2002). In addition to these, prison libraries offer a small area of freedom and choice within a highly restrictive environment (Singer, 1999; Davis, 2000). In this way the library serves as a humanizing influence within prison life. Moreover, because these libraries are often operated by people beyond the walls, prison libraries offer inmates a vital link to the outside world. Libraries then can offer a powerful means of developing literacy for the reformation, rehabilitation and restoration of prisoners. However, in order to develop services that will realize these aims, it is necessary to find out more about the prison population, their characteristics, needs, wishes, and problems. In furtherance of this, the researchers set four objectives for this study:

I . To identify prisoner characteristics relating to literacy; 2. To determine the literacy-related needs and interests of prisoners; 3. To ascertain prisonersf perceptions of the value of reading and libraries; 4. To identify strategies for improving the capacity of prison library services to support literacy for reformation, rehabilitation, and restoration.

Methodology The study was conducted in prisons in the university town of Nsukka in Enugu State

and Awka, the capitol of Anarnbra State, both in the Southeast Zone of Nigeria. Both are old, established prisons of medium size, having 327 and 398 inmates respectively (as of May 2007). Both are overcrowded, having approximately 150 over their capacity. The vast majority of the inmates are awaiting trial, with 307 ATPs and only 20 convicts at Nsukka, 34 1 ATPs and 57 convicts at Awka. A formidable entrance area with reception and the main

offices opens into a large yard containing eight to ten cells measuring 32 by 20 feet and housing up to 54 i v a t e s each. Other structures include a sizable chapel, a sick bay, small storerooms and offices. In each prison a small office or storeroom in the yard has been converted to the library; the rooms measure 10 by 14 feet (Nsukka) and 7 by 23 feet (Awka). Any educational programmes take place here or in tPTezhapel. The library furniture and small collection of books and magazines have been donated by various voluntary organiptions and individuals. A prison warder, assisted by an inmate, has charge of the library, with occasional guidance from librarians from the University of Nigeria Children's Centre Library, a project of the University Women's Association and the teaching laboratory of the Department of Library and Information Science, which spearheaded the establishment of both libraries.

Infornlation was obtained from a questionnaire administered to inmates at both prisons. 'The researchers aimed to reach the whole population but had to rely on the prison staff to distribute and collect the questionnaire, a factor that influenced the return. In addition, a number of inmates declined to complete the questionnaire, due to lack of literacy skills or interest. In the end, there were 226 usable completed copies, 161 from Nsukka and 65 from Awka. A small number of inmates, both ATPs and convicts, were interviewed, as were the heads of the two prisons and library warders. Information was also obtained from borrowers' records and circulation stittistics, as well as observation.

Findings

Projie ofthe Inmates The prison population at the two institutions is all male and generally young. As

mentioned earlier, the vast'majority are supposed to be temporary residents awaiting trial or bail; relatively few have been convicted and are serving a specified sentence. Four questionnaire items concerned the charge against prisoners, the,years spent in prison, and prisoners' educational and employment background. While respondents at Awka did not answer the first two questions and some from Nsukka also declined to do so, 136 of the 161 respondents at Nsukka did answer, giving a fair indication of the population as a whole. The highest nunlber (45) were charged with robbery, while 36 were in for murder. Next came the related charges of burglary (I 1) and stealing (1 0). Six had been accused of rape and six of assault, while between two and four were in for threat to life, cultism, accident, malicious damage, fighting, unlawful possession of firearms, and 4 19 scams. Of the 136 who indicated the time they had spent in prison, 55 had spent less than one year; 36 had spent 1-2 years, eight 2-3 yeas, eighteen 3-4 years, sixteen 4-5 years, and three more than 5 years.

A question of great relevance to this topic is the prisoners' level of education. Enuku (2001) stated that 70% of Nigerian prisoners were illiterate. while Womboh in 1991 found prisoners to be more educated than warders. It was difficult to get an overall picture of this, since it is presumed that the more literate inmates completed the questionnaire (which may have also been true of Womboh's study). The head of Awka Prison estimated that about half of the inmates had finished primary school or highei,-Ehile half have virtually no formal education (personal communication from Theodore Ndukwu in May 2007). It was clear we were not reaching the lower half of the population, and this must be kept in mind when

considering the total picture. What can be seen from the table below is that the prisoners' level of education r,anged fiom no formal schooling to university, indicating a wide range of educational and library needs to be met Moreover, many began but failed to complete the various levels of education, such as primary, junior secondary and senior secondary school.

Table 1 - Level of education of prisoners

lnterviews indicated that inany inmates did not complete their schooling, even if they got to the exam classes (JS3, SS3). For instance, two inmates interviewed at Awka had dropped out in JS 3 and one attempted but did not pass the exam. Another completed SS3 but did not take the exam due to lack of a sponsor. Two others dropped out of SS I and 2 for the same reason, in one case because of the death of his father. The education of the four in polytechnichniversity was interrupted by their case. All these indicate the need for continuing education in prison.

Level No schooling Primary 1-5 Primary 6 Jr. Sec. 1-2 Jr. Sec. 3 Sr. Sec. 1-2 Sr. Sec. 3 PoIy/NCE University Total

In terms of previous employment, 8 1 (40% of those who responded) had worked before entering prison, while 123 (60%) had not, the results being almost identical for the two prisons. 'The former jobs of some of those interviewed at Awka included selling goods in the market, barbing hair, and playing professional football. Other previous jobs included driver, conductor, barrow pusher, carpenter, labourer. 'That is, those who were employed prior to incarceration held unskilled jobs or were stiRin training, a situation indicating the need for further education.

Literacy-related nee& and interests of prisoners Prisoners required literacy in prison to meet several needs, but the most important of

these was writing letters to family and fiiends (98 responses). This is an area where illiterate prisoners regularly enlist the help of more educated cellmates. Other areas concerned their cases and the requirements of prison life. These included reading court depositions (69), writing appeals (30), filling forms (27), reading prison documents (26), and writing signature (22). Educated A ~ P S at Awka reported how fidvourably less educated inmates received informal literacy ii~struction they carried out in the cells, a recognition of its value.

F Nsukka 1 13 30 25 2 1 19 31 J

9 12 16 1

Respondents also identified areas of life for which they require literacy. Foremost was educational advancement, with 107 responses. Next came religious life (70), welfare

E Awka 0

5 19 6 3 7 8 10 4 63

Total 1 18 49 3 1 24 26 3 9 19 16 224

'YO .45 8.04 21.88 13.84 10.71 11.61 17.4 1 8.48 7.14 99.56

matters (47), legal information (39), and recreation (12). The high response for educational advancement is not syrprising, since a large number (1 50 out of the 167 who answered the question) hope to continue their studies. When asked to indicate the activities the prison could cany out to assist them educationally, respondents emphasized provision of library materials to support their stiidies and classes of various types. Responses can be seen below.

able 2 - Activities prisons can employ to promote education Activity Provide library materials to support studies

' Of those interested in preparing for certificate examinations, 17 were interested in an adult literacy certificate, 13 in the common entrance examination into secondary school, 29 in junior secondary school examination, 3 1 in senior secondary school examination, and 12 in trade tests. At Awka Prison about 40 inmates have registered to take various outside examinations, for which they are preparing in prison.

Conduct literacy and adult education classes Help prepare for certificate examinations Provide vocational training to learn a trade

Inmates were also asked to indicate their reading interests in term of subjects and formats. Responses were weighted (3 points for high interesthery much, 2 for some interesthomewhat, and one for low interesthot at all)ar~-d put in descending order of rank as .shown on Table 3 below.

Nsukka 52

Table 3 - Reading Interests and Preferences of Prisoners bv Subiect and Format

4 1 3 6 2 1

I Subjects 1 Rating I ( Format I Rating 1

Awka 26

Total 7 8

23 22 10

64 58 3 1

English language Religion Health Literature (ex.. novels) Sports Law and lcgal materials Natural kislorv/Science

395 296 24 1

People and places Current affairs

In terms of subjects, by far the highest rating went to English language, an indication of the prisoners' recognition of the importance of literacy. In fourth place was the reading of novels, which answer diverse needs, including literacy development as well as persona1 growth and self-understanding. Religion had the second highest interest rating; this is understandable considering their plight and the emphasis placed on religion by the authorities and outside visitors. Other subjects of great interest were health, sports (another type of facility craved by prisoners) and law. It was observed by the researchers that there is high interest even in areas receiving lower ratings. Magazines like National Geographic (which

236 234 218 2 13 2 10

L

Politics Art and entertainment

Novels Text books General information books

1 94 181,

240 I

294 288 255

Magazines Dooks full of pictures

226 15 1

Newsoa~ers 249

focuses on natural history and science) and Time, Newsweek, Nigerian news magazines and newspapers (stressipg current events and politics) are among the most popular materials. This is confirmed by the last two columns on preferred formats.

In terms of format, novels received the highest number of responses overall, being especially popular at Nsukka. The lower rating at Awka may result partly from the weakness of the collection, a complaint of several inmates interviewed. High interest was expressed in 'home' (i.e. Nigerian) novels (e.g., Chike and the River, Director, Things Fall Apart, Our Husband Has Gone Mad Again, to mention only a few) and foreign authors like James Hadley Chase. The high rating of textbooks and general information books w n f m s strong interest in educational advancement. Newspapers are desired but usually denied to prisoners on security grounds. Also very popular are magazines, -- especially news and general interest .

magazines from Nigeria and overseas, National ~ e & a ~ h i c , and devotional literature. Circulation statistics indicate a higher preference for these than is indicated by the questionnaire responses.

Prisorrem' perceytiorrs of the value of readirtg and libraries To ascertain their interest in prison library services, inmates were asked how often

they visit the library. Their responses can be seen on Table 4 below. A little under 40% of those who responded visit the library as often as possible, while over 40% use it sometimes. Many of those who made little use of the library attributed this to the inadequacy of the available materials or to difficulty in gaining access to the library.

Table 4 - How often inmates visit the librarv

Respondents found a number of benefits in reading and using the library. Some of these relate directly to literacy and educational development. A number commented that the library helps in teaching them how to read and write. Others, especially at Awka where the library serves as the focal point for classes, value the library because it helps prepare them for writing external exams. As one inmate at Nsukka put it, "The library is good to me because it made me to grow well in my study. It gives me joy whenever I come to the library to read a book." This brings us to other, more personal uses of the library. A number felt reading kept them busy and so helped them avoid bad company, suicide thoughts and criminal behaviour in prison. Others mentioned that religious literature helped them repent of the crime that brought them to prison and turn them to a better way of life. Some of the strongest comments concerned the ability of reading library materials to help liberate their thoughts and alleciate their sufferings. As one expressed it, "Since I got myself in prison I have been lying down thinking how I managed to be here, but when it is time for that, I will come to bring a book to make me have something doing, so from that I start thinking of something to be in future." Another recurrent sentiment was that reading "refreshes" their minds, keeps then1 from going stale. Reading both takes their minds off their problems and

Option As often as possible Sometimes

17.2 10 15.9 36 16.8 15 1 . 100 63 100 214 100

Nsu kka 5 5 70

YO 36.4 46.4

Awka 28 25

YO 44.4 39.7

Total 83 95

YO 38.8 44.4

broadens their outlook by giving them new thoughts and knowledge. Another theme was that the library helps them keep in touch with the outside world, through reading of newspapers and magazines for example. Said one inmate at Nsukka, "The library has helped me a lot in knowing what is happening outside this yard and beyond our nation Nigeria." In summary, the library offers prisoners materials for literacy and further education; diversion from their problems and unhealthy thoughts and behaviour; liberation, enlightenment, and inspiration to aim for something higher in the future.

Problem and sfrafegies/br improving prison library services Respondents made a number of suggestions regarding the problems they face in using

the library and the corresponding strategies for improving prison library services. Both were open-ended questions, allowing the inmates to respond freely with their own ideas. In terms of problems, inadequate library materials was the most pressing. Inmates at both prisons emphasized the lack of adequate library books, textbooks and current magazines and newspapers. Other materials they mentioned as lacking were inspirational books, religious and sports materials, dictionaries, and elementary level texts. In all, 90 out of 165 responses related to inadequate materials. This is not surprising considering that both library collections, especially the newer one at Awka, are the result of haphazard donations of less than choice materials. Both collections are very small and there is no mechanism in place for a regular budget and played collection development.

Inmates also complained of pow facilities, especially lack of space (24). Both libraries are in small rooms converted from another use, in one case an ofice and in the other a storeroom. 'They can seat between 10-and 16 people at a time, with the result that inmates have limited chances to use the library. This introduces a third problem mentioned by respondents, inadequate time to use the library (18). Optimally, a schedule is worked out whereby eight to ten inmates have a two-hour period to use the library once a week. However, at times prison warders have been reluctant to release prisoners from their cells, preferring to keep them locked up. As a matter of course, any unrest in the prison leads to lengthy closure of the library. Related to this issue is the complaint of many ATPs that they are not always allowed to use the library. The rationale, as set forth above, is that the ATPs are not properly the responsibility of the prison system and that educational and welfare programmes are only meant for the convicts. Another argument is that the ATPs can go at any time, disrupting classes and carrying borrowed library books away with them. In both prisons ATPs were generally allowed to use the library, but it was always an issue that could be raised. Convicts were favored in terms of any educational programmes.

Personnel was mentioned as another problem-Some cited the irregularity of library stiff as another factor limiting access to the library. At times, a warder in charge has been negligent about opening the library; at others a reliable staff has been removed from library duties or frequently sent on other assignments. A number compIained of the lack of anyone to tutor them in-use of the library. This is understandable since neither the warders in charge of the library nor the inmates assisting them have any library qualification or training. A final problem listed by a few respondents concerned the behaviour of users. They complained of noise in the library and careless handling or mutilation of library materials.

As solutions to these problems, the inmates suggested twelve strategies for improving prison library servicw. These include the following:

1. Provision of more materials in the library; 2. Donation of textbooks in different subject areas and at different levels; 3. Provision of elementary textbooks for more educated prisoners to teach their less advantaged mates in the cells. 4. Provision of dictionaries in the library or cells to help those who borrow novels to read; 5. Collection of more religious and inspirational books; 6. Acquiring of more cy,vnt materials, especially newspapers and magazines; 7. Rehabilitation and enlargement of the library building; 8. Allowance of more time for library use; 9. Regularity of the library wardedattendant;

' 10. Employment of a tutor to guide library users; 1 1. Holding of extratnural classes; 12. Arrangement made to take certificate exams inside the prison;

Conclusion This study has demonstrated that prison libraries have great potential for reforming,

rehabilitating and restoring offenders. Because of inmates' restricted circumstances, libraries can play a greater role in the lives of prisoners than of almost any other group. However, at present programmes for literacy, education and libraries in Nigerian prisons are almost entirely the initiative of voluntary agencies and non-governmental organizations, acting with the personal support of a few enlightened prison oficials. For prison libraries to live up to their potential and further literacy for reformation, rehabilitation and restoration of prisoners, government must live up to its responsibilities and carry out the full range of prison objectives. Until government fully acknowledges the failure of the current system to reform and rehabilitate individuals, and thereby reduce crime,-wd commits itself to realization of the corrective and restorative functions of incarceration, prison libraries and related educational progranlmes supporting literacy will continue to be meager and haphazard, and therefore linrited in their effect. The role of the Nigeriau Priso~rs Service and the Federal Ministry for Internal Affairs in providing adequate library resources, personnel and facilities is crucial. The Universal Basic Education Conlmission and State governments can also help by supporting public libraries to carry out their mandate to serve prisoners. International foundations and non-profit organizations can equally play an important role in promoting larger scale and better financed programmes throughout the prison system. The potential is there, small efforts are being made, but we still face many challenges in promoting literacy and libraries for reformation, rehabilitation and restoration of prisoners. The affirmation of one prisoner indicates the possibilities--"Library is very good because it teaches us a lot of things in our life so far. So I love the library!" Let us work to bring this light into the lives of all prisoners.

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PRISON LIBRARIES AT NSUKKA AND AWKA, NIGERIA

Nsukka Prison Library

Awka Prison Library