Education within correctional institutions is not a privilege but a fundamental necessity, one that transforms confinement into possibility. This principle, enshrined in international human rights frameworks, was reinforced in 2015 when the United Nations introduced the Standard Minimum Rules for the Treatment of Prisoners, known as the “Mandela Rules.” Central to these guidelines is Rule 104, which mandates that “all inmates who stand to benefit from education must have access to it, prioritizing illiterate prisoners and juveniles, all while ensuring that learning integrates seamlessly into national education systems to ensure continuity upon release.” More than a tool for instruction, education serves as a bridge to reintegration, equipping individuals with employable skills, fostering personal growth, and illuminating a path toward a stable future.
In Thailand, the Department of Corrections, under the Ministry of Justice, has long provided a range of educational programs for inmates, from compulsory (Grade 9) to basic education (Grade 12) in collaboration with the Department of Learning Encouragement (DOLE); from vocational certificate to high vocational certificate, designed by the Office of the Vocational Education Commission (OVEC) and even higher education, including bachelor’s degrees from Sukhothai Thammathirat Open University and Mahamakut Buddhist University, and master’s degrees from Sukhothai Thammathirat Open University and Rajabhat Maha Sarakham University.
Yet, significant barriers hinder the effectiveness of these educational initiatives, chief among them the requirement for official documentation—identification papers, academic records—impractical in the transient reality of prison life. Nor do rigid academic structures accommodate this instability; fixed enrolment periods and inflexible assessments disrupt inmates’ learning progress, leaving many without access to education. Equally challenging is the vast disparity in educational backgrounds. Ranging from no formal schooling to advanced qualifications, this diversity—compounded by age, health, and cognitive impairments—further complicates instruction. Urgently needed is a flexible, inclusive learning framework that adapts to the full spectrum of prisoners’ needs.
Insights from 40 learning units reveal essential principles for designing educational systems that cater to diverse needs, addressing not only the challenges faced by incarcerated individuals but also those encountered by out-of-school youth, who face similar barriers. A core finding from the “Development of Learning Opportunities for Out-of-School Youth” initiative (2023–2024) underscores that education cannot be separated from broader social factors. Family instability, cultural stigmas, entrenched norms, and school bullying play a far greater role in disengagement than financial hardship or disinterest alone. Rarely do students leave school by choice; rather, rigid, exclusionary systems push them out. Reform must begin with a shift in perspective: schools are not factories. Education must reflect the lived experiences of each learner, adapting to non-traditional settings like rehabilitation centers, where flexibility and inclusivity determine success or failure. Only through such transformation can all individuals gain the opportunity to learn, grow, and reintegrate back into society.
To address this, the Department of Corrections has broadened educational access through the National Education Act, integrating formal, non-formal, and informal learning pathways. Central to this initiative is a partnership with the Equitable Education Fund (EEF) Thailand. Together with the Central Juvenile and Family Court, the Department of Juvenile Observation and Protection, and youth detention centers, the Department of Corrections has introduced innovative models—such as Experiential Learning, Community-Based Learning, Mobile School, and Credit Bank. The success of these initiatives has been undeniable, with their impact leading to the Department of Juvenile Observation and Protection mandating their nationwide implementation in 2024.
Serving as a compelling example of flexible learning designed to meet the diverse needs of incarcerated individuals is Sweden’s prison educational system. It offers basic education up to a high school diploma and vocational training in areas like woodworking and farm management. Through a hybrid model of computer-based courses and in-person tutoring across 45 rehabilitation centers, students can transfer between facilities without disrupting their education. While higher education opportunities are limited by overcrowding and security concerns, some inmates pursue independent study through correspondence. This adaptable approach reflects Sweden’s commitment to improving post-incarceration outcomes. Similarly, the EEF’s Flexible Learning framework aligns with this vision, leveraging partnerships, data insights, and community engagement to craft sustainable educational solutions, ensuring equitable opportunities for all learners.
Ultimately, true educational transformation in correctional settings is not driven by frameworks or policies alone; it is fueled by an unwavering belief in education as a force for renewal, dignity, and opportunity. Learning must transcend rigid curricula, embracing individual passions and structuring them into flexible pathways that empower inmates to reclaim their futures. This flexibility is key to addressing the diverse needs and circumstances of incarcerated individuals, allowing them to learn at their own pace and according to their personal aspirations. Through collaboration with civil society and diverse implementation experiences, the Equitable Education Fund (EEF) Thailand is dedicated to supporting the Department of Corrections in reimagining correctional institutions as spaces of rehabilitation and growth. Yet, only when education is genuinely accessible—flexible, continuous, and responsive to the realities of those it aims to serve—can this vision be realized. By dismantling institutional barriers and aligning vocational training with real-world opportunities, we can equip individuals to not just reintegrate, but thrive as active, empowered members of society.
All For Education is all about people; only when all is in for education is Education For All. Join the movement to reduce educational inequality. Support the EEF by donating to fund research, partnerships, and assistance for children, youth, and adults in need of educational support. Click the link to contribute today and help create a society where education is open and equal for all. Together, we can make a lasting impact.
