RT Article
T1 Teaching-Learning Process in a Juvenile Delinquents’ Correction Center: Challenges in Focus
JF International journal of offender therapy and comparative criminology
VO 69
IS 8
SP 1117
OP 1133
A1 Wolle, Getu Shiferaw
LA English
YR 2025
UL https://krimdok.uni-tuebingen.de/Record/1924109085
AB A case study was employed to explore the effectiveness of the teaching-learning process in the center. Active participants in the process and the head of the juvenile correction center were purposely selected as informants. Semi-structured interviews and classroom observations were used to gather relevant data. Data analysis and data collection were conducted simultaneously. The study revealed that teachers either use corporal punishment or are laissez-faire when students show misbehavior. They often use the lecture method. Neither teachers nor students are motivated to take part in curricular and extra-curricular activities. Lack of adequate meals, absence of different facilities, mistreatment from teachers and guardians, and lack of appropriate counseling service make students develop hatred for the center. Moreover, the curriculum rarely addresses students’ unique behavior and education needs. Thus, it is less likely to realize the intended objective of the center in such a situation.
K1 Challenges
K1 Interaction
K1 Correction center
K1 Delinquency
K1 Juveniles
DO 10.1177/0306624X231220007