CAVENDISH UNIVERSITY ZAMBIA

DEPARTMENT OF ARTS, EDUCATION AND SOCIAL

SCIENCES

NAME : ESNART HAGWANAMA

COMPUTER NUMBER : 002-366

PROGRAMME : BSW Y4 S2
PROJECT TOPIC : CHALLENGES EXPERIENCED DURING THE
REHABILITATION PROCESS OF JUVENILE
OFFENDERS IN ZAMBIA – A CASE OF NAKAMBALA
APPROVED SCHOOL AND KATOBOMORA
REFORMATORY SCHOOL.

SUPERVISOR : ALVIN NCHEMBA

 Table of Contents

List of Figures .............................................................................................................................................. vi

CHAPTER ONE ........................................................................................................................................... 1

1.1 Introduction ......................................................................................................................................... 1

1.2 Background to the Study ..................................................................................................................... 1

1.3 Problem Statement ........................................................................................................................ 4

1.4 Research Objectives ............................................................................................................................ 5

1.5 Research Questions ............................................................................................................................. 5

1.6 Scope of Work .................................................................................................................................... 5

1.7 Justification of the Study .................................................................................................................... 5

CHAPTER TWO .......................................................................................................................................... 7

LITERATURE REVIEW ............................................................................................................................. 7

2.1 Introduction ......................................................................................................................................... 7

2.2 Historical Background of Child Justice in Zambia ............................................................................. 7

2.3 Child Justice in Zambia ...................................................................................................................... 9

2.4 The Zambian Legal Instruments Applicable to Child Justice ........................................................... 10

2.5 Juvenile Criminal Behaviour ............................................................................................................ 11

2.6 Causes of Juvenile Criminal Behaviour ............................................................................................ 11

2.6.1 Family background .................................................................................................................... 11

2.6.2 The Socio-economic factors....................................................................................................... 13

2.6.3 The Media .................................................................................................................................. 14

2.6.4 Urbanization ............................................................................................................................... 14

2.7 Rehabilitating Juvenile Offenders ..................................................................................................... 15

2.7.1 The transition to rehabilitation centres....................................................................................... 16

2.7.2 Rehabilitation process ................................................................................................................ 16

2.7.3 Resettlement and post resettlement ............................................................................................ 17

CHAPTER THREE .................................................................................................................................... 18

THEORETICAL AND CONCEPTUAL FRAMEWORK ......................................................................... 18

3.1 Introduction ....................................................................................................................................... 18

3.2 Theoretical framework ...................................................................................................................... 18

3.2.1 William Glasser’s Psychological Reality Theory on Maladaptive Behaviour ........................... 19

3.3 Conceptual Framework. ................................................................................................................. 20

CHAPTER FOUR....................................................................................................................................... 21

RESEARCH METHODOLOGY ................................................................................................................ 21

4.1 Introduction ....................................................................................................................................... 21

4.2 Research Design.......................................................................................................................... 21

4.3 Study Population ......................................................................................................................... 21

4.4 Data Collection ................................................................................................................................. 21

4.5 Data Collection Instruments.............................................................................................................. 22

4.6 Sampling Size and Technique ........................................................................................................... 22

4.7 Data Analysis .................................................................................................................................... 22

4.8 Ethical Considerations ...................................................................................................................... 23

CHAPTER FIVE ........................................................................................................................................ 24

DATA ANALYSIS, PRESENTATION AND INTERPRETATION ........................................................ 24

5.1 Introduction ....................................................................................................................................... 24

5.2 Questionnaire response rate .............................................................................................................. 24

5.3 Juvenile Data Presentation ................................................................................................................ 24

5.4 Demographic Information of the Juvenile Respondents ................................................................... 25

5.4.1 Ages of the juveniles .................................................................................................................. 25

5.5 The court process .............................................................................................................................. 26

5.5.1 Period of the court process ......................................................................................................... 26

5.5.2 Explanations for Arrest .............................................................................................................. 27

 5.5.3 Understanding of the Cases levelled against the juveniles ........................................................ 28

5.5.4 Legal representation ................................................................................................................... 28

5.5.4 Freedom of expression ............................................................................................................... 28

5.6 Perceptions of the Juveniles of their Rehabilitation Centres - Living arrangements ........................ 29

5.6.1 Availability of enough accommodation facilities in the institutions.......................................... 29

5.6.2 Availability of enough basic needs for the juveniles ................................................................. 30

5.7 Perceptions of the Juveniles of their Rehabilitation Centres - Learning Environment ..................... 31

5.7.1 Availability of classrooms/workshops for learning/teaching ..................................................... 31

5.7.2 Availability of enough learning/training aids within the classrooms/workshops ...................... 31

5.7.3 Children’s rating of the staff ...................................................................................................... 32

5.7.4 The juveniles’ perception about the qualifications/requirements for the staff ........................... 32

5.8 Level of family involvement in the rehabilitation of Juvenile Offenders ......................................... 33

5.8.1 How parents/ guardians knew of the juvenile’s arrest ............................................................... 33

5.8.2 Parents/ guardians support during the court process .................................................................. 33

5.8.3 Parents/ guardians visits to the juvenile ..................................................................................... 34

5.8.3 Number of times parents/ guardians have been to visit the juvenile offenders .......................... 34

5.8.4 Impact of parents/guardians/family on juvenile offenders change of behaviour ....................... 35

5.9 Reasons Given for Criminal Behaviour by Juveniles ....................................................................... 36

5.10 Staff Responses Data Presentation .................................................................................................. 38

5.11 Staff duration of working in the Juvenile Rehabilitation Process ................................................... 38

5.11 Level of staff competence ............................................................................................................... 39

5.11.1 Qualification of the Staff.......................................................................................................... 39

5.11.2 Staff opinion on the effects of their qualifications for the juveniles’ rehabilitation process ... 39

5.13 Environmental setting of the rehabilitation school ......................................................................... 41

5.13.1 Capacity of the institution ........................................................................................................ 41

5.13.2 How the population influences the rehabilitation progress of the juveniles ............................ 42
 5.13.2 How the environmental setting/ infrastructure of the schools affected the delivery of the
programs ............................................................................................................................................. 42

5.14 Staff responses on the challenges in rehabilitation process ............................................................ 43

CHAPTER SIX ........................................................................................................................................... 45

SUMMARY OF FINDINGS, DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS ......... 45

6.1 Introduction ....................................................................................................................................... 45

6.2 Summary of Findings ........................................................................................................................ 45

6.3 Discussion of findings....................................................................................................................... 46

6.3.1 Guidelines in the children’s court and its influence on rehabilitation........................................ 46

6.3.2 Level of staff competence and its influence on rehabilitation ................................................... 47

6.3.3 Environmental settings of the school and its influence on rehabilitation................................... 48

6.3.4 Influence of family involvement on rehabilitation..................................................................... 48

5.4 Conclusions ......................................................................................................................................... 1

6.6 Suggestions for Further studies ........................................................................................................... 4

References ..................................................................................................................................................... 5

Books ........................................................................................................................................................ 5

Journals ..................................................................................................................................................... 6

Reports ...................................................................................................................................................... 7

Appendix 1 - Juvenile Research Questionnaire ............................................................................................ 8

Appendix 2 - Staff Research Questionnaire ................................................................................................ 12

List of Tables

Table 1: Sample population and Response rate .......................................................................................... 24

Table 2: Age bracket of Juveniles ............................................................................................................... 25

Table 3: Duration of stay in the institution ................................................................................................. 26

Table 4: Period of the court process............................................................................................................ 26

Table 5: ANOVA Analysis on the Period of the court process .................................................................. 27

Table 6: Explanations for Arrest ................................................................................................................. 27

Table 7: Understanding of the Case ............................................................................................................ 28

Table 8: Legal representation...................................................................................................................... 28

Table 9: Freedom of Expression ................................................................................................................ 29

Table 10: Availability of enough accommodation facilities according to schools ..................................... 29

Table 11: Availability of enough basic needs ............................................................................................. 30

Table 12: influence of availability of basic needs on rehabilitation ........................................................... 30

Table 13: Availability of classrooms/workshops ........................................................................................ 31

Table 14: Availability of Learning aids ...................................................................................................... 31

Table 15: Children rating of the teachers’, welfare officers’ and vocational instructors’ level of
competence ................................................................................................................................................. 32

Table 16: Knowledge on arrest by parents/guardians ................................................................................. 33

Table 17: presence of parents/guardians in court........................................................................................ 33

Table 18: Parents visitation ......................................................................................................................... 34

Table 19: Number of times parents/guardians/family had visited they juveniles since they started their
rehabilitation process .................................................................................................................................. 35

Table 20: Impact of family involvement on the Juveniles rehabilitation Process ...................................... 35

Table 21: Duration of been involved with juvenile rehabilitation .............................................................. 38

Table 22: Qualification of the staff ............................................................................................................. 39

Table 23: Abridged Staff responses on the court process ........................................................................... 41

Table 24: Adequacy of the School capacity................................................................................................ 42

List of Figures

Figure 1: Conceptual Framework ............................................................................................................... 27

 CHAPTER ONE

1.1 Introduction

This chapter presents the fundamental elements of the study. It begins by providing the context
of the study in the background followed by the statement of the problem, the purpose of the
study, objectives of the study, research questions, scope of study and the significance of the
study.

1.2 Background to the Study

Approximately, children make up a third of the world population. Africa has the highest
percentage of children in the world (Mumba, 2011 pg. 4). Inherently, the mere fact that a human
being is a child makes them vulnerable. This certainty demands that every society has to think
deliberately of how it will protect its children. Normative standards may shape how members of
a community may choose to protect children and the choices made may affect the very nature of
childhood (Wulczyn et al., 2010 pg. 05). This means that the normative standards in each society
should have the best interest of the child as the guiding principle at all times.

According to UNCRC (1989), with respect to child justice, the deprivation of liberty of a child
shall be used as a last resort and for the shortest appropriate period of time (United Nations
Convention on the Rights of Children. However, it has been established that worldwide, law
enforcement bodies detain over one million children (UNICEF; 2007). This is an indication that
despite other alternatives/diversion options, children in conflict with the law still end up
incarcerated. Amon & Todrys (2011 pg. 12) state that despite such a high number of children
being incarcerated worldwide, little research particularly from Africa has addressed their
experience of incarceration. Despite the number of countries that have become Party to the
UNCRC and African Charter (Zambia included), children all over the world are still not a top
priority in the justice system (UNICEF; 2007).

Juvenile Law breaking is a major concern worldwide. Juvenile Crime is one of the major issues
relating to causes ranging from war and unemployment to parental incapacity (UN, 1950).
Statistical data in many countries show that criminal behaviour is largely a group phenomenon.
Between two-thirds and three-quarters of all offences committed by young people are committed
by members of gangs or groups, which can vary from highly structured criminal organizations to
less structured street gangs. Even those young people who commit offences alone are likely to be
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associated with groups (United Nation).

Juvenile Criminal behaviour is widely considered a complex problem that exacts a substantial
and continuing toll on the society (Mulvey et al., 1997). It occurs in both simple and complex
societies and is often a result of affected relationships between a group of individuals leading to
maladjustment and conflict (Haque, 2012). Abotchie (1997) posits that, for societies with
accepted modes of conduct, deviance is predictable. Juvenile Criminal behaviour is a serious
challenge to the family, public safety, the lives of young people themselves and law enforcement
agencies at large. This means that the country would have to bear a lot of cost in dealing with
issues of crime. It is a major challenge that most children go through regularly, this to a large
extent affects their physical, psychological, and societal needs at large (Brown, 2005). According
to UN Centre for Societal Development and Humanitarian Affairs (2000), criminal behaviour
has increased because of political, social and economic instability across Africa. To this end,
juvenile crime is a situation every country tries to curb not losing sight of the fact that if young
offenders are not nurtured well; they may grow to become criminals (Hess and Drowns, 2010;
Kuanliang et al., 2008; Austin et al., 2000; Johnson, 1999).

A more worrisome aspect of this is that, despite the apparent desire and effort towards mitigating
criminal behaviour, for example, the punishment of juvenile offenders, the phenomenon has
continued unabated (Boakye, 2013).

A look at the Zambian situation indicates that the country has a total 86 prisons nationwide
(Muyabala, 2017). Despite one of these prisons being dedicated exclusively for the incarceration
of children, it is evident that children are incarcerated with adult populations at other institutions
(Amon & Todrys, 2011 pg. 13). During an assessment of prison needs in Zambia conducted by
Tkachuk et al., (2005 pg. 79), it was established that despite the legal provision and the
subsequent ratification of international protocols (except for Katombora Reformatory School
which is a boy’s facility), the Zambia Prison Service has little capacity or no capacity at all to
separate juvenile offenders from adult prisoners. In most instances juvenile offenders are made to
reside side by side with their adult counterparts. Further, in congested prisons where separation
occurred, the spaces allocated to the juveniles are similar to adult males, and were extremely
limited, at one instance fifteen boys shared the space of three and half metres by three and half in
size. With such crowding, the capacity to provide programmes including basic education was
virtually non-existence for the juveniles.
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In April of 2010, Zambia held 414 child inmates (a category under Zambian law encompassing
inmates aged 8-18 years representing 2.5% of all Zambian inmates). Just half of these inmates
were detained awaiting trial (Muyabala, 2019) since Zambia has no dedicated juvenile system
and children in conflict with the law face trial in the adult court systems.

The goal of child justice is to ensure that children are better served and protected by the justice
system. Internationally, it specifically aims at ensuring full application of international norms
and standards for all children who come into contact with justice systems as victims, witnesses
and alleged offenders; or for other reasons were judicial intervention is needed for example
regarding their care, custody or protection. Justice for children goes beyond juvenile justice that
is, working with children in conflict with the law – to include all children going through the
justice system for whatever reason (victims, witnesses, care, custody and alleged offenders,
(UNICEF, 2008 pg. 4). Incarcerating children and separating them from their families and
communities seriously damages their physical, mental and social development. Detention leads
to lifelong stigmatisation, which hampers reintegration of children into communities (Mumba,
2011 pg. 8).

The African Union has noted that children occupy a unique and privileged position in the
African society and that for the full harmonious development of their personality, the child
should grow up in a family environment, in an atmosphere of happiness, love and understanding,
(ACRWC; 1999). Even though African children form a fairly small portion of overall prison
population, the numbers of children expressed as percentage of the prison population in the
African region ranges between 0.5% and 2.5% (Sloth-Nielsen, 2008 pg. 117). Conversely, most
governments especially in Africa have also failed to adopt and implement policies, legislations
and programmes that ensure the rehabilitation and reintegration of incarcerated child offenders
into society. Several jurisdictions have explicitly expanded their theory of child justice,
downplaying the role of rehabilitation (Saine, 2005 pg. 14).

Basing on the above, this study will explore the challenges of rehabilitating juvenile offenders in
Zambia. The study will also provide a platform for gaining an understating of the crimes leading
to incarceration of juvenile offenders. Lastly, the study will provide recommendations about
curbing these challenges that are experienced during the rehabilitation process of juvenile
offenders. The only studies available on child justice are those from the law field indicating that
there are no recorded studies on the phenomenon from the social work discipline. This implies
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that the research study will fill in the gap.

1.3 Problem Statement

Criminal behaviour among juveniles constitutes a problem, which the research was intended to
address. In their families and communities, juveniles who come into conflict with the law burn
peoples‟ houses, rape women and defile young females, steal peoples’ property and ever
malingering which all constitute a threat to the communities. On the street, juvenile who come
into conflict with the law take drugs, rape women; kill people at night rob, involve themselves in
criminal gangs to threaten the public at night. They also associate themselves in drug trafficking
and associate with vultures to get food from the dustbins. Their existence in their homes and
streets has threatened their families, communities and the government since in most cases is
fertile ground for recruiting rebels and child trafficking.

In Rehabilitation Centres, juveniles who come into conflict with the law are taken with such
characters with hope that when given psychotherapy, criminal behaviour will stop. While in
Rehabilitation Centres, the caretakers, guided through religious services, given free food, water,
shelter and accommodation, counsel juveniles who come into conflict with the law, they are
given comfort, taken to schools and given skills to use for their future life. However, on
reintegration into their families and societies, one wonders whether they learn too much and
forget so fast from the Rehabilitation centres. After few days of reintegration, some juveniles
resume fighting, defilement, raping of females and arson activities. At zenith, juveniles who
come into conflict with the law kill their family members and once again end up on streets if not
prisons. Since most of juveniles who come into conflict with the law are taken to Rehabilitation
Centres (RCs) with the hope to get pro-social behaviours, one wonders what is the intricacy
involved in bringing pro-social behaviours among them. The threat is that once they have
returned to criminal behaviour, they become more dangerous and unruly than ever before and the
prior respect completely wanes away. Although many documents have been written about
juveniles who come into conflict with the law, the challenges involved in rehabilitating them has
never been documented yet their existence has remained a threat to the community. This has
been so because researchers have neglected them without knowing that their existence on streets
is a harvesting ground to agents of conflicts in the world. It was from such background that the
study was thought to examine the challenges of rehabilitating juvenile lawbreakers in Zambia,
using the case studies of Nakambala Approved School (NAK) and Katombora Reformatory
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School (KRS).

1.4 Research Objectives

The general objective of the study was to examine the challenges of rehabilitating juvenile
offenders.

Specific objectives include:

 To examine the causes of lawbreaking among juveniles

 To establish the extent to which RCs influence behavioural change among juvenile
offenders.

 To examine the role of modern courts of law towards juvenile offenders.

 To analyse the challenges affecting RCs in rehabilitating juveniles who come into
conflict with the law

1.5 Research Questions

1. What are the causes of criminal behaviour among juveniles?

2. Is there a relationship between RCs and behavioural change among juveniles who come
into conflict with the law?

3. What role do modern courts of law play in rehabilitating the juvenile lawbreakers?

4. What are the challenges affecting RCs in rehabilitating juveniles who come into conflict
with the law?

1.6 Scope of Work

The scope of the study will cover NAK and KRS concentrating mainly on the juveniles and will
cover the caregivers as well.

1.7 Justification of the Study

It is hoped that the study shall contribute to the existing body of knowledge about rehabilitating
juveniles who come into conflict with the law and stimulate further researchers into the field of
criminal behaviour. Besides that, the policy makers shall be enabled to address the lacuna in
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rehabilitating juveniles who come into conflict with the law so that long lasting and complete
behavioural change can be visibly realized among the lawbreakers once they are reintegrated into
their families and communities.

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 CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction

This chapter looks at what various authors have said on the subject matter at hand. It presents an
overview of Zambia’s Child Justice; it further presents the causes of juvenile criminal behaviour,
challenges experienced during the rehabilitation process of juveniles and presents the various
processes employed in the rehabilitation process of juveniles.

2.2 Historical Background of Child Justice in Zambia

The historical background of the Zambian criminal justice system with regard to children starts
with the consideration of the country in its historical context. Before independence, Zambia was
a British protectorate and the laws that were applicable to the country were those of the British
government. The country only became independent after a period of 70 years of colonial rule by
the British government, (Permanent Human Rights Commission, 2013 pg. 08).

It has been reported that the legislation that the colonial masters enacted was mainly suppressive
to the indigenous people. Moreover, the infrastructure that was left for the general administration
of criminal justice left much to be desired. Nevertheless, with regard to child criminal justice, the
law that was legislated contained provisions that were ostensibly appropriate for the special
treatment of children in conflict with the law. However, what was deficient were the satisfactory
infrastructure and mechanisms for the execution of the law. For example, little attention was paid
to the construction of infrastructure that would be used specifically for the administration of
justice to children in conflict with the law. This led to children ending up to be mixed with adults
at almost all stages of the criminal proceedings, (Mumba, 2011 pg. 12).

The deficiency in satisfactory infrastructure over the years has had a correlation with the
population growth of the country. By 1964, the population of Zambia was at 3,500,000 people
and by 1969 the population had increased to 4,056, 995 people. The increase was by an annual
average growth rate of 3.1%, (Central Statistical Office, 1990:10). Consequently, the
infrastructure and other facilities that were in existence before or immediately after independence
were mainly intended to accommodate for 3,500,000 people. Today however, the population of
Zambia is at about 13,092,666 people which is more than three times what it was in 1969,
(Central Statistical Office, 2012 pg. 02). Like many other countries with increasing crime, young
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persons who comprise the larger proportion of the population, (Kabwe, 2013 pg. 13), mainly
commit the criminal activities in Zambia. The 2010 census of population and housing estimated
that of the 10 million people in Zambia, 4.6 million were persons aged below eighteen, (Mumba,
2011 pg. 14).

Similarly, the Zambia Demographic and Health Survey (2001 – 2002) indicated that persons
below 19 years constituted 57 per cent of the total Zambian population. A study conducted by
Mumba (2011 pg. 20) on “The criminal juvenile justice system in Zambia” indicates that despite
this phenomenal rapid increase in population, there has been no corresponding infrastructural
development and improvement of existing facilities intended for the protection of children’s
rights especially in the criminal justice system in the country. The infrastructure and ‘detention’
facilities that existed in the pre-independence era are still there with very little or no
improvement at all.

Mutingh (2008 pg. 42) further report that The Juveniles Act (Cap. 53) currently been used in
Zambia was enacted in 1956. It has then undergone insignificant amendments. It has therefore
been submitted that the child justice system in Zambia is regulated by an out-dated piece of
legislation, which is a replica of the British legislation of 1933. It should nevertheless be
appreciated that in the last two decades the world has witnessed substantial changes in dealing
with young persons who come into conflict with the law as a result of the adoption of the United
Nations Standard Minimum Rules for the Administration of Juvenile Justice commonly referred
to as the ‘Beijing Rules’ and the UNCRC, (UNICEF, 2007). At regional level, the Organization
of African Union (AU) adopted the African Charter on the Rights and Welfare of the Child,
which will be discussed in the next chapter (Zambia Law Development Commission, 2008 pg
20).

The above stated legal instruments have set standards to which States Parties such as Zambia
should adhere. It has been widely contended that in spite of these positive developments, the
implementation of the law as well as procedural practices mainly remain unchanged resulting in
failure to provide the desired protection to children in conflict with the law in the context of the
internationally accepted norms, standards and the best practices, (Mumba, 2011 pg. 13).

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2.3 Child Justice in Zambia

The department of social welfare in Zambia is the principal agency in the promotion and
protection of the rights of children in the criminal justice system. When child offenders are
involved, social welfare officers are usually brought into the child justice system as law
enforcement agents, as cases are referred to them for the purpose of conducting social
investigations and submitting reports and recommendations to the courts (Chitembwe, 2006).

Zambia signed the UNCRC in September 1990 and ratified it on 6 December 1991. This
provides an important framework for the government and its partners to work together to
improve the living conditions and promote the wellbeing of children in Zambia as well as create
greater awareness of children's rights (Child Justice Forum, 2012). This objective becomes even
more important when it relates to criminal proceedings affecting children who come into conflict
with the penal law and face criminal prosecution in the courts of law. In addition to being a state
party to the UNCRC, Zambia has also enacted its own legislation that deals with child offenders
in the criminal justice system, such as the National Child Policy (2006) and The Constitution of
Zambia (Amendment) Act 2 of 2016.

A look at the Zambian situation indicates that the country has some 86 prisons. One of these
prisons is dedicated exclusively to the incarceration of children, but it is evident that children are
imprisoned with adults at other institutions (Todrys et al., 2011). During an assessment of prison
needs in Zambia it was established that despite the legal provision and the subsequent ratification
of international protocols, the Zambia Prison Service has little or no capacity to separate juvenile
offenders from adult prisoners. In most instances, juvenile offenders were made to reside
together with adult offenders. It was further observed that in congested prisons where separation
did occur, the spaces allocated to the juveniles were similar to those for adult males, and were
extremely limited; in one instance 15 boys were sharing a space of three and half by three and
half metres in size. With such overcrowded conditions, the capacity to provide programmes to
the juveniles, including basic education, was virtually non-existent (Tkachuk et al., 2005).

In practice, the procedures and infrastructural facilities for administering the law are
fundamentally the same for both adults and children, despite an acknowledgement that children
deserve special care and treatment. Again, it seems that the theory does not tally with the
procedures and infrastructural facilities as explained above. This made it imperative to examine

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and analyse the challenges experienced by the welfare service providers in the rehabilitation of
incarcerated child offenders.

Based on the above, the aim of the study was to explore the challenges experienced by social
welfare officers in the rehabilitation of child offenders, as it was established that there is a lack of
research in Zambia with regard to this issue. The only studies available on child justice are those
in the field of law and there are no recorded studies on the phenomenon from the social work
perspective.

2.4 The Zambian Legal Instruments Applicable to Child Justice

Zambia is a member State of the United Nations as well as the African Union; it has thereof
appended its signature in ratifying the provisions of the international and regional instruments.
However, it has been observed that although Zambia has ratified a number of both international
and regional human rights instruments, there has been very little domestication of these
instruments because of the dualist system of law Zambia inherited from Britain. This means that
treaties ratified by the country do not automatically become part of Zambian laws unless they are
specifically incorporated through an Act of parliament, (Human Rights Commission, 2011 pg.
5).

However, despite Zambian law requiring that international human rights laws be incorporated
into domestic legislation in order to be directly enforceable in national courts, these laws
nonetheless impose binding obligations on Zambia. As indicated by the African Commission on
Human and Peoples’ Rights noted in ‘Legal Resources Foundation versus Zambia’ (2013:08),
“international treaties which are not part of domestic law and which may not be directly
enforceable in the national courts nonetheless impose obligations on State Parties”. According to
the ACRWC Preamble (1999 pg. 1), Zambian courts must therefore recognize international
treaties, which impose obligations on the State to protect the rights of juveniles, and should look
to them for guidance when interpreting Zambian laws. Remarkably, as a Party to the ACRWC,
Zambia has reaffirmed its “adherence to the principles of the rights and welfare of the child
contained in the declaration, conventions and other instruments of the AU and the UNCRC.

Zambia has enacted a number of domestic laws, which provide for the overall legal framework
and procedure for the administration of child justice in Zambia. As noted earlier in the study,
Zambia does not have one comprehensive statute that addresses issues of the care and protection
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of children but rather has it strewn in other statutes. Among the principal pieces of legislation
that apply to children in conflict with the law are the Constitution of Zambia (Cap. 1), the Penal
Code (Cap. 87), and the Criminal Procedure Code (Cap. 88), the Probation of Offenders Act
(Cap. 93) and the Juveniles Act (Cap. 53).

2.5 Juvenile Criminal Behaviour

According to Michael (1995), lawbreaking among juveniles is a result of social pressure from
delinquent peers and parental responsibility. While parental responsibility starts from the time of
pregnancy, social pressure from the delinquent peers starts when juveniles have grown up.
Though social pressure from the delinquent peers and parental responsibility are held important
by Ronald and Robert (1966), Michael Rutter (1995 pg. 432) believes that criminal behaviour
among juveniles is a result of troublesome environment, which juveniles encounter in their early-
age.

Modern psychologists agree with Michael Rutter about the source of juvenile criminal behaviour
by asserting that when troublesome environment changes; criminal behaviour among juveniles
also changes. If the troublesome environment changes forever, criminal behaviour among
juveniles reduces and later ceases forever. However, if the troublesome environment changes for
a short time and resume, criminal behaviour also stops for a while and later resumes. From such
background, Michael Rutter (1995 pg. 435) concludes that criminal behaviour that extends to
adult-hood is inherited from parents and not as a result from troublesome environment. He goes
on to elucidate that inheritance is a source of criminal behaviour to most juveniles whose early-
age environment seems to have been peaceful.

2.6 Causes of Juvenile Criminal Behaviour

Various scholars have advanced a number of reasons in attempt to explain the increased number
of juvenile criminal behaviour and these reasons include the following:

2.6.1 Family background

This has been held a potent factor for the growth of criminal behaviour among juveniles in that
the norms, values and morals from the family unit create an internalized blueprint for juvenile
personality, beliefs and attitudes. Psychologists believe that healthy and nurturing families
instruct juveniles on how to interact using functional norms, whereas unhealthy families instruct

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juveniles on how to interact using dysfunctional norms.

Gorman-Smith et al., (1998 pgs. 5, 26) give families with marital instability as fertile grounds for
dysfunctional norms. He goes on to observe that when marital instabilities exist within a family,
the observable outcomes are seen through juveniles. These marital instabilities include; stress,
estrangement, fighting of parents, coldness, and unhealthy boundaries. That is why Albert
Bandura in the Social Learning Theory believes that an environment surrounded by a culture of
conflicts, decay and insufficient social organization is a major source of criminal behaviour
among juveniles. According to Albert Bandura, juveniles who observe aggressive models will
later be aggressive. Gorman-smith et al., (1998 pgs. 5, 26) noted that, families that disintegrate
into divorce exhibit a high incidence of criminal behaviour more than families that remain
united. Gorman-smith et al believe that after divorce, fathers normally concentrate on second
wives and the supervision of the children dies away. Such weakness in supervision becomes a
source of criminal behaviour. However, Wallerstein and Kelly (1996 pgs. 11 and 15) assert that
it does not mean that all single-parent homes are likely to produce lawbreakers; the key factor is
whether the family unit is healthy or not.

Besides that, psychologists believe that juveniles residing in step-families have got high risk of
becoming lawbreakers due to stress associated with the lack of resources and social-economic
needs.

Justin (1969 pg. 61) gives inheritance as a determinant factor for the growth of juveniles. He
believes that the characters that juveniles inherit from their parents continue to stimulate their life
because hereditary code works for life. Such characteristics include aggression, volatile nature,
theft, murder and smoking. According to Albert Bandura’s Social Learning Theory, such
characteristics are learnt through observation by juvenile lawbreakers.

Troublesome families with scarce resources also influence juveniles to criminal behaviour.
Fathers and decay of parent-juvenile interaction that would have barred criminal behaviour
manifest this through failure to pay school fees. Due to troublesome environment, juveniles start
ant-social activities such as stealing their fathers‟ money in disguise to pay school fees, take
drugs and alcohol to release stress. It is from such circumstances that Simmons et al., (1987)
believes that home environment is fundamental to the growth of criminal behaviour.

In conclusion, Michael and David (1995 pg. 450) observe that a family as a source of criminal
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behaviour has four paradigms: the neglect paradigm, conflict paradigm, divergent behaviour,
values paradigm, and disruption paradigm. The neglect paradigm has two distinct aspects and
these include; lack of supervision and interaction between parents and juveniles. The conflict
paradigm is important in explaining the conflicting issues between juveniles and the parents.
Michael and David (1995 pg. 450) believe that because aspects to child development are lacking
within a family, indiscipline starts among juveniles which result into criminal behaviour.

2.6.2 The Socio-economic factors

The status of the working-class families is an important factor for the growth of criminal
behaviour (Martin, 2005 pg. 66). Using a historical analysis from Child-Saving Movement
(CSM), Martin illustrates how urban working families (middle-class) can have delinquent
juveniles. In the middle-class families, Martin believes that parents put a lot of pressure on
juveniles due to involvement in peer groups and the nature of lifestyle portrayed by juveniles.
Juveniles never like such pressure and in order to set themselves free from the parents‟ pressure,
juveniles resort to criminal behaviour.

On the other hand, Martin believes that the poor and under-class people have more chances of
producing lawbreakers. This group is commonly found in urban-centres with chronic cycle of
poverty that does not please juveniles. Because of poverty, juveniles lack opportunities to go to
school and parental attention. Scholars have observed that in suburbs where such groups are
living, cultural norms, family ties continue to weaken overnight, and this increases
permissiveness among juveniles, which is associated with criminal behaviour.

Education is an influential factor for the development of criminal behaviour among juveniles. It
has been observed that in an ideal environment, educational opportunities should be availed to all
juveniles. Unfortunately, Alwin and Thornton (1984 pgs. 6 & 49) observe that educational
opportunities available for the poor and middle-class juveniles are different from the educational
opportunities available to rich juveniles. Such difference in educational opportunities creates
stigma among juveniles from the poor and low-income earners families and in order for juveniles
to free themselves, they resort to acts of criminal behaviour such as robbery, drinking alcohol
and taking drugs, which constitutes delinquent acts.

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2.6.3 The Media

The media has also been held important to the growth of criminal behaviour among juveniles.
All over the world, Television and movies have popularized heroes who promote justice through
physical elimination of their enemies. Researchers have concluded that young people who watch
such movies tend to behave in volatile manner when provoked in order to eliminate their
offenders. This is common among juvenile males between 8- to 12-years old. Besides that, the
Media brings individual violence by demonstrating violent acts to the spectators, and such
violent acts are transferred to juvenile spectators. The influence the media according to scholars
is temporary and can last for several hours and days.

However, using the Bob Doll experiment, Albert Bandura theorized that juveniles who watch
such violence are influenced by the models to become volatile and such acts can lead to criminal
behaviour. It has been observed that where television portrays ordinary violence committed by
parents or peers, juveniles are influenced to use violence from different situations and as the
number of violent acts on television increases, the tendency to criminal behaviour increases
among juveniles.

2.6.4 Urbanization

The ongoing urbanization in developing countries is a contributing factor to juvenile criminal

behaviour. Urbanization has fostered new forms of social behaviours among juveniles due to
weakening of primary social relations in families. Evidence from documented literature shows
that juveniles who receive adequate parental supervision are less likely to engage in criminal
activities compared to those who receive just a dose of parental supervision. In urban areas,
dysfunctional families are characterized by conflicts: inadequate parental control, weak internal
linkages and integration. It has been observed that many of the urban poor live in slum and
squatter settlements with overcrowded, unhealthy housing and a lack of basic services. In the
Urban Management Programme report (2000) it was reported that it is here that the majority of
urban youth and children live and it has been a serious source of the street and orphaned
children, but above all lawbreakers.

According to the UN-Centre for Social Development and Humanitarian Affairs, criminal
behaviour is on the rise in the whole world and its trend is linked to the rapid and dramatic
social, political and economic changes that have taken place in Africa. According to the 15

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United Nations, Centre for Social Development and Humanitarian Affairs report (1993) the
principal offences committed by juveniles are theft, robbery, smuggling, prostitution, the abuse
of narcotic substances, and drug trafficking. In Asian countries, criminal behaviour is largely an
urban phenomenon while in Europe it is due to the nature of the families. Scholars have asserted
that juveniles constitute the most criminally active segment of the population and the most
noticeable trends in Africa are drug-related offences, which are marked among the male
lawbreakers.

2.7 Rehabilitating Juvenile Offenders

Attempts to rehabilitate juveniles who come into conflict with the law started in Europe with the
meeting in 1947 of experts to trace the causes of criminal behaviour and the nature of
psychotherapy to be administered in the RCs. In the Geneva 2000 meeting, delegates discussed
the relationship between war and juvenile criminal behaviour on one hand and the relationship
between the family and criminal behaviour on the other. The major conclusion was that though
the wars cause criminal behaviour on a large scale, family background was held the major source
of criminal behaviour among juveniles. The International Union for Child Welfare (1947 pgs.
49-52) has it that the delegates concluded that family breakdown, loss of parents, abandonment,
lack of educational opportunities, spiritual starvation and absolute breakdown of moral guidance
were the major causes of juvenile criminal behaviour at that time.

Geoffrey Steven Kyeyune (1999 pg. 24) asserts that juveniles that develop lawbreaking and go to
the streets have many reasons stemming from the family background. He believes that many
families live in terrible conditions that influence juveniles into acts of crime. It is from such
background that Geoffrey (1999 pg. 26) believes that rehabilitation of juvenile lawbreakers
should start from families and the streets.

Scholars have observed that since the creation of humankind, the basic needs for life have been
essential for his living in the world. These include shelter, water, health care and food. It is from
such background, that Geoffrey (1999) emphasizes to give juveniles basic needs of life while
they are in their homes in order to stop the growth of criminal behaviour. Unfortunately, the
basic needs are not given to them and this makes them to go to the streets where conditions are
more pathetic than in their homes. Scholars have observed that once you see a rat running
towards the fire, then know that what is behind it; is hotter than the fire.

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2.7.1 The transition to rehabilitation centres

Geoffrey (1999 pg. 27) observes that transition to RCs is one of the most difficult things in the
process of rehabilitating juveniles. According to him, this starts from the streets for the street
children where they should be initiated to basic needs of life before informing them the intention
to transfer to RCs. This is intended to create good and friendly environment that can attract them
to the road to RCs.

Though Geoffrey (1999) aim at creating an environment that can attract street children to go to
RCs, parents and communities should work to provide a solution to sop juveniles from going at
the streets. To those whose parents died, African sociologists observe the importance of the
community ties in upbringing such juveniles. In this, they emphasized the role of elders and
relatives.

2.7.2 Rehabilitation process

Documented evidence has revealed that neither juvenile was born lawbreakers or indiscipline. In
rehabilitating juveniles therefore, one needs to be aware that juveniles were normal human
beings before criminal behaviour. Geoffrey (1999 pg. 25) observes that when juveniles are taken
to rehabilitation centres, counselling is a major technique to be applied in the initial stages and it
must go on until juveniles who come into conflict with the law have realized their mistakes and
when they have opted for the way forward. Counselling is done to determine the level of
psychosis to the lawbreakers particularly those of drug abuse and prostitution.

Psychologists have noted that the environment in rehabilitation centres starting from the facial
expression should be attractive to juveniles from the thoughts of the streets and poor attitudes.
Scholars have noted that recreational activities are fundamental in the process of rehabilitating
juveniles. These include football, netball, chess, draft and athletics. Besides that, open debates
are also fundamental in rehabilitation process whereby juveniles are shaped to talk in the public.
Geoffrey (1999 pg. 27) observes that debates build confidence and trust not only to the social
workers who are charged with the role of looking upon juveniles but they all create confidence
and raise awareness among juveniles who come into conflict with the law as juveniles express
some of the advantages and disadvantages of their former life experience. Documented evidence

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reveals that training is yet another activity in rehabilitation of juveniles. The most training to
juveniles who come into conflict with the law in RCs is vocational training. This is done to
enhance talents and to impart skills into juvenile offenders as a way to make them self-
sustainable individuals in future. Major subjects in training include resource management,
teamwork and development, saving and investment with great emphasis on discipline.

Polytechnic training is also fundamental in training. Here researchers have identified carpentry
and tailoring as a major work to be done in RCs. Formal education is yet another service
provided during the rehabilitation process. This is intended to provide literacy to juveniles in
RCs. Those who excel in primary education, they are facilitated to secondary education and
tertiary institutions.

2.7.3 Resettlement and post resettlement

This is a process of returning juveniles back to their families and communities. According to
Geoffrey (1999 pg. 40), it starts with building of bridges between juveniles and their relatives or
their families. It has been recorded that most parents and relatives get surprised to hear that their
children have been street children, juvenile lawbreakers.

Before the process of resettling juveniles who come into conflict with the law, the court
proceeding must take place first. After that, RCs’ wardens then approach the probation officers
in the district of juveniles and those in the county for resettlement. This passes through the local
leaders such as the chiefs, headmen and the LCs to return juveniles home. The above scholar
believes that through such links, difficulties in environment that led to criminal behaviour are
discovered and related to the causes given by juveniles to the caretakers.

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 CHAPTER THREE
THEORETICAL AND CONCEPTUAL FRAMEWORK

3.1 Introduction

This chapter presents the theories that was used in this paper and it is from these theories that the
conceptual framework of the paper was developed and adopted to give guidance on the direction
that this paper took.

3.2 Theoretical framework

A multitude of factors exists that contribute to the understanding of what leads one to engage in
delinquent behaviour. Youth Alive! Kenya (2006) postulates that while biological and
psychological factors hold their own merit when explaining crime and criminal behaviour, social
factors can best explain juvenile criminal behaviour. The social causes are set out in a wide array
of theories by criminologists and sociologists ranging from social learning to rational choice
making, functionalism, society conflicts, labelling, social control, strain and cultural deviance.

Le Roux (1993) observed that majority of the children result to crime and criminal behaviour due
to social-economic and other factors within the family or immediate environment. Such include
addiction to alcohol and drugs, financial problems and poverty, family relationship, parental and
sexual abuse, parental absence from home and collapse of family structure, collapse of extended
family and emergence of vulnerable modern families in urban areas.

Tutt (1974), conducted studies on factors leading to criminal behaviour and found that poverty
creates a constellation of factors, which contribute greatly to criminal behaviour that is poor
homes characterized with quarrels and violence and the fathers not taking up their roles of
bringing up the children. These children then become emotionally anxious, feel insecure, and
express these feelings by engaging in reckless and delinquent acts, they establish identity with
peer group through gangs.

In traditional African societies, juvenile criminal behaviour was virtually unknown (Wakanyua
1995). This was mainly because there was a stable and integrated way of living with social,
moral and legal laws supporting each other. Today, rapid social change has brought about new
social economic values that have led to the disintegration of the traditional cultural values.
Within this scenario, the problem of child criminal behaviour crime as a social problem and the

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mechanisms to cope with it has emerged.

3.2.1 William Glasser’s Psychological Reality Theory on Maladaptive Behaviour

William Glasser (1957) developed the reality therapy theory because he became convinced that
psychiatry was based on mistaken assumptions. He believed that when people behave in an
inappropriate manner (maladaptive behaviour); they were doing so because they were unable to
satisfy their needs. He believes that people, regardless of their culture or location striving to meet
their basic psychological needs, motivate all human behaviour. There are two basic
psychological needs according to this theory thus: the need to love and be loved and the need to
feel that one is worthy of esteem to himself and to others. These two psychological needs have
been incorporated into one, which Glasser calls identity. Reality therapy is based primarily on
this one psychological need of identity, which is present throughout one ‘s lifetime. Glasser
considers identity in terms of success identity versus failure identity. In the development of one
‘s identity, other people, parents and siblings play an important role in helping one to see him/her
as a success or failure. Glasser (1957) sees personal suffering (abnormal or maladaptive
behaviours) as responding to change in one ‘s identity. This happens when an individual effects a
change on how he feels lives and behaves; for example, if a person feels others esteem him,
he/she gains confidence. If there is a feeling of being unwanted by the society, an individual may
become aggressive in order to be noticed. We conclude that, a person can be what he decides to
become because he is a self-determining creature.

This theory is related to the present study in that juvenile delinquents have a number of unmet
needs. The need to love and to be loved is crucial. If they feel that teachers, parents and the
society do not meet this need, their maladaptive behaviour will show this. It is therefore,
important to pay special attention to the psychological needs of the children. Parents and staff at
the rehabilitation schools should make the children feel appreciated and wanted because a vast
majority of young people move through the adolescent years without experiencing major
difficulties but some encounter serious psychological and behavioural problems that disrupt not
only their lives but also the lives of those around them. Ignoring the children and being harsh to
them may cause problems such as drug abuse, depression, suicide, crime, and criminal behaviour

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3.3 Conceptual Framework.

In this study, guidelines existing in children’s courts, environmental settings of rehabilitation

schools, staff competence levels and relationship between level of family involvement are the
independent variables while rehabilitation of juvenile delinquents is the dependent variable as
presented in figure 1 below.

Figure 1: Conceptual Framework

Independent variables Dependent variable

Guidelines existing in children’s courts

 Best interest of the child
 Freedom of expression
 Child rights protection

Rehabilitation of juvenile
Level of staff Competence: offenders:
 Training skills and training
 Role modelling  Positive character change
 Low rate of recidivism

Environmental setting of rehabilitation

schools: Intervening variables
 Nature of rehabilitation school
 Education and vocational training
Beliefs or attitudes that support
offending and offence history
Level of family involvement:
 Visitation
 Social support


The researcher conceptualizes that effective rehabilitation of juvenile delinquents in the Zambia
rehabilitation schools may be influenced by the guidelines existing in children’s courts and if
they are followed or not. Effective rehabilitation of the juveniles might be further affected by the
environmental settings of the rehabilitation schools, staff competence level and level of family
involvement. However, effective rehabilitation of the juvenile delinquents cannot be achieved if
the juveniles do not change their attitude (beliefs) towards criminal behaviour, which may be
worsened by the juvenile’s offence history.

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 CHAPTER FOUR
RESEARCH METHODOLOGY

4.1 Introduction

This chapter describes the research methodology of the study. Research methodology is the
procedural plan that will be adopted by the researcher to validly, objectively, economically and
accurately answer the research questions. A detailed explanation of the procedures and
techniques was used in collecting processing and analysing data.

4.2 Research Design

A case study research design will be used since it accepts multiple methodologies including
quantitative, qualitative and participatory approaches. These were used to supplement and
complement one another. Each method used has advantages and disadvantages but it was
planned that their use in the field of research would help one another. Besides that, studies on
juvenile lawbreakers have been dominated by quantitative analysis but in order for the researcher
to understand the concepts better; both qualitative and quantitative methods were used. While
quantitative methods were used to correlate the social-economic circumstances that led the
lawbreaking among juveniles, qualitative methods became necessary to elucidate why
lawbreaking occur among juveniles.

4.3 Study Population

The target population of the study will be looking at 115 juvenile offenders and 20 caregivers in
charge of rehabilitating these juveniles in these RCs.

4.4 Data Collection

The study used both primary and secondary data. Secondary data was from what other authors
have written and said in regards to challenges experienced during the rehabilitation process of
juveniles in Zambia and looking at the factors causing criminal behaviour amongst juveniles.
The drop and pick method was used to collect primary data. The structured questions will be
used in an effort to conserve time and money as well as to facilitate an easier analysis as they are
in immediate usable form.

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4.5 Data Collection Instruments

Primary data was collected using structured questionnaires. The questionnaire consisted of both
open and closed ended questions. According to Creswell (1994), data collection methods for
primary data include; structured questionnaires, interviews, observation, and focus group
discussions. Questionnaires are the most commonly used methods when respondents can be
reached and are willing to cooperate and they provide an easy scale of ranking options provided
to respondents according to mostly used and to the least used.

4.6 Sampling Size and Technique

With the term Sample, we refer to a representative subset of the population which is selected for
research purposes in order to draw conclusions for the whole population. According to Kothari
(2008), a sample is part of the target (or accessible) population that has been procedurally
selected to represent it. The study used simple random sampling, as the study population was not
homogeneous. The questionnaires where sent via electronic form (e-mail) and in printed form to
employees and organisations. Consequently, the sample was convenient, because the
questionnaires were sent directly to the selected organisations, this was the best possible access,
as colleagues, acquaintances, and friends are working on them. What was the sample size? How
was it drawn from the population? Show justification, with formula used to arrive at the
representative sample

4.7 Data Analysis

An appropriate statistical data analysis tools were used. These are; descriptive, inferential and
test statistics before analysing the data. Collected raw data was cleaned and edited for
completeness and consistency. Then it was systematically organized to confirm if it represents
the target population and to facilitate objective analysis at a later stage. The responses were also
screened for correctness and accuracy and then they were assigned numerical values, which
represented various attributes being measured. Data was analysed by use of the linear regression
model.

Statistical Package for Social Sciences (SPSS, v. 16) was used to aid in quantitative data analysis
in this study. The results were presented in charts, graphs and tables. Qualitative data from the
open-ended questions was analysed through content analysis. The output for this study was
presented using descriptive statistics like the mean score and standard deviation. Graphs, bar
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charts and pie charts were used for further representation.

4.8 Ethical Considerations

Consent to interview the respondents was sought and privacy as well as confidentiality was also
provided. Questionnaires were carefully assessed to see if they toe the line of accepted ethical
considerations. Respondents that took part in the study were all willing and those that refused to
disclose certain sensitive information were not forced to do so. Participants were free to drop out
of the research at any time they felt like.

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 CHAPTER FIVE
DATA ANALYSIS, PRESENTATION AND INTERPRETATION

5.1 Introduction

This chapter contains the findings on the factors influencing rehabilitation of juvenile
delinquents in the juvenile justice system in Zambia. The chapter included findings and
discussions on the demographic information of the respondents, existing guidelines in the
juvenile courts, competence level of staff members’ environmental settings of the rehabilitation
school and the level of family involvement.

5.2 Questionnaire response rate

The study was conducted in Southern Province of Zambia at Nakambala Approved School in
Mazabuka and Katombora Reformatory School in Livingstone, which are both for boys only.
The sample size for the study was composed of all juveniles at both of these facilities and all
key informants (Social Welfare Officers, class teachers and vocational training instructors). The
sample size was classified as 110 juveniles (60 the interview guide and 50 for the focused group
discussions), then 30 key informants summing up to 140 respondents. 90 of the juveniles
participated in the study at a response rate of 81.2% while 25 of the key informants participated
in the study at a response of 83.3% as presented in table 1.

Table 1: Sample population and Response rate

Category Target Response rate Rate of response in

%

Juveniles 110 90 81.2

Key informants 30 25 83.3

Total 140 115 82.1

Source: Researcher (2020)

5.3 Juvenile Data Presentation

This section presents all data collected from the juveniles during the time of conducting the
research.

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5.4 Demographic Information of the Juvenile Respondents

This section presented data on the juveniles’ ages at the time of admission and the duration of
time they have been in the institutions. These were presented as follows.

5.4.1 Ages of the juveniles

The juveniles were asked to state their ages at the time the study was been conducted. The
responses are as presented below in table 2.

Table 2: Age bracket of Juveniles

Juvenile Age Brackets Frequency (n) Percent (%)

11 to 12 8 9%
13 to 14 15 17%
15 to 16 22 24%
17 to 18 35 39%
Other 10 11%
Total 90 100%
Source: Researcher (2020)

From table 2 above majority of the juveniles represented by 39% stated that they were between
17 and 18 years, 24% of the respondents stated that they were between 15 and 16 years, 17% of
the respondents stated that they were between 13 and 14 years old, 11% of the respondents
stated that they were in another age bracket which could mean they are either below 11 years
old or are above 18 years and 9% of the respondents indicated that they were between 11 and
12 years old.

5.4.2 Duration of stay in the institutions

The juveniles were asked to indicate the period they had stayed in the institutions since
admission. The response was presented in table 3 below.

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Table 3: Duration of stay in the institution

Duration of stay at the institution in Years Frequency (n) Percent (%)

Less than or equal to 1 year 27 30%
2 to 3 years 41 46%
4 to 6 years 22 24%
Total 90 100%
Source: Researcher (2020)

The study found out that majority of the juveniles represented by 46% had stayed in the
institutions for the recommended period of between 2 to 3 years, 30% of the respondents had
just stayed in these institutions for less than one year and 24% had stayed in the rehabilitation
centres between 4 and 6 years and these it was due to the severity of their cases that they had to
stay this long in the schools.

5.5 The court process

This section presented information on the existing guidelines in the children’s court such as
period of the court process which puts in perspective the best interest of the child, freedom of
expression and legal representation which ensures children’s rights are protected and see
whether they were observed. These were presented as follows;

5.5.1 Period of the court process

The study sought to find out how long the court process was for the juveniles and how it
influenced the rehabilitation process. The response was presented in tables 4 and table 5 below.

Table 4: Period of the court process

How long was your court process? Frequency (n) Percent (%)
Less than 1 month 22 24%
2 to 3 months 27 30%
4 to 6 months 41 46%
Total 90 100%
Source: Researcher (2020)

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Table 5: ANOVA Analysis on the Period of the court process

Period of the court process (in weeks) N Minimum Maximum Mean Std. Deviation

Period of the court process (in weeks) 90 1 156 15.42 28.649

N (listwise) 90

SSP vr 16 (2020)

The study revealed that the average period of the court process was between 4 to 6 months with
about 46% having gone through the process within that time. The shortest period of the court
process indicated by the study at 24% of respondents was less than a month.

According to the Zambian constitution (1956), children are given the right to parental care, not
to be detained, except as a measure of last resort, and when detained, to be held for the shortest
appropriate period. The study showed that some of the children were held in remand homes or
police cells for as long as between four to six months.

5.5.2 Explanations for Arrest

The study also sought to find out if the juveniles were given reasons for their arrest and their
responses are represented in table 6 below.

Table 6: Explanations for Arrest

Did anyone explain to you the reasons for your

arrest? Frequency (n) Percent (%)
Yes 31 34%
No 59 66%
Total 90 100%
Source: Researcher (2020)

Majority of the respondents (66%) indicated that reasons for their arrest before the start of their
cases were not explained to them and only 34% of the respondents indicated that their cased
were explained to them when they were under police custody before the start of their cases.

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5.5.3 Understanding of the Cases levelled against the juveniles
Table 7 below illustrates the juveniles understanding of the cases levelled against them and if
they understood all the questions they were been asked during the court process.

Table 7: Understanding of the Case

Did you understand the questions addressed

to you? Frequency (n) Percent (%)
Yes 23 36%
No 67 74%
Total 90 100%
Source: Researcher (2020)

From table 7 above majority of the respondents represented by 74% indicated that they did not

understand neither the charge against them nor the questions they had been asked during the

court process and 36% of the respondents indicated that they understood both the charge and

the questions they were been asked during the court process.

5.5.4 Legal representation

Specifically, the juveniles were asked if they had, legal representation, which is a guideline,
provided in the CRC which Zambia has ratified. The study revealed the following findings as
presented in table 8.

Table 8: Legal representation

Did you have a legal representative? Frequency (n) Percent (%)

Yes 28 31%
No 62 69%
Total 90 100%
Source: Researcher (2020)

The study results showed that about 69% of the respondents which was the majority did not have
a legal representative and only 31% of the respondents had legal representation.

5.5.4 Freedom of expression

The juveniles were asked to state whether they were given a chance to give their side of the story
and the findings are represented in table 4.7.

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Table 9: Freedom of Expression

Were you given a chance to give the side of

your story? Frequency (n) Percent (%)
Yes 22 24%
No 68 76%
Total 90 100%
Source: Researcher (2020)

From table 10 above majority of the respondents represented by 76% indicated that they were
not given a chance to give their side of the story with only the lesser proportion (24%) given the
chance to do so. When asked what can be done to improve the court process most of the
respondent were of the opinion that the court should give them a chance to give their side of the
story as such there should be no time limit on the case hearing. Other respondents indicated that
court process the can be improved through provision of legal assistance and a similar
proportion felt that the courts should not remand children in cells.

5.6 Perceptions of the Juveniles of their Rehabilitation Centres - Living arrangements

5.6.1 Availability of enough accommodation facilities in the institutions.

The juveniles were asked whether there were enough accommodation facilities in the
institutions. The response was presented in table 10.

Table 10: Availability of enough accommodation facilities according to schools

Are there enough accommodation facilities

within the institution for all the children? Frequency (n) Percent (%)
Yes 28 31%
No 62 69%
Total 90 100%
Source: Researcher (2020)

The study found out that all the rehabilitation school was lacking enough accommodation
facilities. This was the present situation despite the fact that the school is one of the oldest
among the juvenile rehabilitation schools in Zambia which was established in 1956.

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5.6.2 Availability of enough basic needs for the juveniles
The study sought to find out if the juveniles were getting enough basic needs. Their response was
presented in table 11.

Table 11: Availability of enough basic needs

Do you get enough basic needs? Frequency (n) Percent (%)

Yes 23 26%
No 67 74%
Total 90 100%
Source: Researcher (2020)

From table 11, 74% of the respondents indicated that they did not get enough basic needs that
ease their learning and reforming and 26% of the respondents indicated that they get enough
basic needs as such the experience easy learning and reforming. They juveniles were further
asked how availability of the basic needs affect their rehabilitation process and their responses
were represented in table 12.

Table 12: influence of availability of basic needs on rehabilitation

Please explain how this has affected your ability

to learn and reform Frequency (n) Percent (%)
Positively 23 26%
Negatively 67 74%
Total 90 100%
Source: Researcher (2020)

From table 12 above the following were listed as the positive and negative impact on the
availability of basic needs on rehabilitation; ease in learning and reforming, they encourage good
behaviour, they feel at home and are comfortable, It gives the juveniles hope for a better
tomorrow, Lack of basic needs makes the child feel worthless and not important as a result
makes the child feel hopeless, Lack of basic needs makes the respondent borrow from others
affecting the emotional state of the respondent, the caregivers are few hence education is a little
bit of a challenge, there is inadequate food causing children to be less attentive in class and they
juveniles indicated that we feel hungry because we eat early but less food.

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5.7 Perceptions of the Juveniles of their Rehabilitation Centres - Learning Environment

5.7.1 Availability of classrooms/workshops for learning/teaching

The juveniles were asked whether there were classes and workshops for learning/teaching in the
schools. The response was presented in table 13.

Table 13: Availability of classrooms/workshops

Are there enough classrooms/workshops for

learning/trainings? Frequency (n) Percent (%)
Yes 25 28%
No 65 72%
Total 90 100%
Source: Researcher (2020)

From the results presented in table 13. Majority of the respondents represented by 72% said that
the classrooms/workshops for learning/training were inadequate with some further indicating that
some classes were missing, there was congestion in the rooms and some went on to say that the
vocational training workshops are inadequate. 28% of the respondents indicated that the
classrooms/workshops for learning/training where adequate to meet their needs. Kikuvi’s (2011)
in his study findings showed that none of the schools had all classes leading to non- continuity
even in the counselling process and subsequent rehabilitation process.

5.7.2 Availability of enough learning/training aids within the classrooms/workshops

The juveniles were asked whether there were enough learning / training aids within the
classrooms and workshops. The response was presented in table 14.

Table 14: Availability of Learning aids

Are there learning/training aids within the

classrooms/workshops? Frequency (n) Percent (%)
Yes 25 28%
No 65 72%
Total 90 100%
Source: Researcher (2020)

From table 14 above majority of the respondents represented by 72% indicated that they did not
have learning/ training aids within their classroom/ workshops the reason for this was that they

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did not have either books or machines and 28% of the respondents indicated that the
learning/training aids in their classrooms/workshops were enough to meet their needs.

5.7.3 Children’s rating of the staff

The children were asked to rate the competence levels of the staff that handle them while in the
institutions. The response was presented in table 15.

Table 15: Children rating of the teachers’, Social Welfare Officers’ and vocational
instructors’ level of competence

How do you rate your teachers, Social Welfare

Officers and vocational training instructors in
delivering rehabilitation programs? Frequency (n) Percent (%)
Excellent 15 17%
Very good 24 27%
Good 33 37%
Fair 14 16%
Poor 4 4%
Total 90 100%
Source: Researcher (2020)

From the results presented in table 15. Majority of the respondents represented by 37%
indicated that the teachers, Social Welfare Officers and vocational training instructors were
good in delivering rehabilitation programs and their explanation for this was that they were
concerned about the welfare of the respondents and they are responsible, helpful and are as
good as parents. 4% of the respondents rated the teachers, Social Welfare Officers and
vocational training instructors as poor in delivering rehabilitation programs citing harsh
punishment, not being empathetic and not listening to them as the explanation.

5.7.4 The juveniles’ perception about the qualifications/requirements for the staff
The juveniles were asked to indicate what they think about the qualifications of the officers
serving them based on the rehabilitation process. They said that the officers ought to be friendly
to the children, accommodative and co-operative with children. They needed to be trained in
dealing with the children and necessary competencies in their areas. They should have
competencies and knowledge in the field of vocational training courses e.g. dress making, hair
dressing among others. Be experienced in dealing with difficult children especially those in
conflict with the law and learn to listen to their needs.

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5.8 Level of family involvement in the rehabilitation of Juvenile Offenders

This section provides findings and discussions on how family involvement and support
influences the rehabilitation of juveniles.

5.8.1 How parents/ guardians knew of the juvenile’s arrest

The juveniles were asked how their parents/ guardians knew about their arrest and their
responses are as presented in table 16.

Table 16: Knowledge on arrest by parents/guardians

How did your parents/guardians/family

know about your arrest? Frequency (n) Percent (%)
Present when picked up from home 10 11%
Friends and Neighbours 24 27%
Informed by the Law Enforcement i.e.
Zambia Police and / other security wings 36 40%
Myself by calling them from the police
station 20 22%
Total 90 100%
Source: Researcher (2020)

The study showed that on how the parents/guardians/family knew about their arrest, 44%
indicated that the family members facilitated the arrest and 22% were informed by police
officers. Some of the guardians knew after the children were through with their cases and were
taken to the rehabilitation schools. This showed the guardians did not participate in the court
process and possibly never knew where their children were.

5.8.2 Parents/ guardians support during the court process

The juveniles were asked if their parents or guardians were present during the hearing of their
cases and the responses are presented in table 17.

Table 17: presence of parents/guardians in court

Were your parents/guardians/family

present in court to hear your case? Frequency (n) Percent (%)
Yes 66 73%
No 24 27%
Total 90 100%
Source: Researcher (2020)

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From the results presented in table 17. Majority of the respondents represented by 73%
indicated that their parents/guardians/family members were present in court to hear the
respondents’ case. 27% of the respondents indicated that their parents/guardians/family
members were not present in court to hear the respondents’ case.

5.8.3 Parents/ guardians visits to the juvenile

The study sought to find out if parents or guardians of the juveniles visited them while at the
institution. The results are shown in table 18 below.

Table 18: Parents visitation

Have your parents/guardians/family

visited you since you started your
rehabilitation process? Frequency (n) Percent (%)
Yes 52 58%
No 38 42%
Total 90 100%
Source: Researcher (2020)

From table 18 above 58% of the juvenile respondents indicated that their
parents/guardians/family had since visited them since they started their rehabilitation process
and 42% indicated that their parents/guardians had not visited the respondents since they started
their rehabilitation process. The table below further goes on to illustrate the number of times
that their parents/guardians/family visited them since they had started their rehabilitation process.

5.8.3 Number of times parents/ guardians have been to visit the juvenile offenders
As shown in table 19 below 36.54% of the respondents indicated that their
parents/guardians/family had visited them every after five to six months. 34.62% of the
respondents indicated that their parents/guardians/family had only visited after one year of
serving their sentence., 15.38% of the respondents indicated that their parents/guardians/family
had visited them every after two to four months and 13.46% of the respondents indicated that
their parents/guardians/family had visited them every after one month from the time they started
serving their sentence.

For those who had not been visited by the parents/guardians/family the following are the reasons
they gave as to why possibly their parents/guardians/family did not visit them: distance barrier
from their place of residence and the rehabilitation schools, insufficient funds to allow their
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families to travel to see them, the respondent is not in good terms with the guardian, possibly
their parents/guardians/ family did not just bother to visit them during their rehabilitation process
and other respondents simply indicated that they do not know why their parents/guardians/
family did not visit them.

Table 19: Number of times parents/guardians/family had visited they juveniles since they
started their rehabilitation process

How many times have the visited you

if yes Frequency (n) Percent (%)
Every after one month 7 13.46%
Every after two to four month's 8 15.38%
Every after five to six month's 19 36.54%
After one year of my detention 18 34.62%
Total 52 100.00%
Source: Researcher (2020)

5.8.4 Impact of parents/guardians/family on juvenile offenders change of behaviour

Table 20 below presents the juveniles responses with regards to their parents/guardians’ visits
and what impact it has on their change of behaviour.

Table 20: Impact of family involvement on the Juveniles rehabilitation Process

Do you think you

parents/guardians/family are
contributing enough to your change of
behaviour? Frequency (n) Percent (%)
Yes 23 26%
No 67 74%
Total 90 100%
Source: Researcher (2020)

From table 20 majority of the respondents represented by 74% indicated that during their time
in the rehabilitation process their parents/guardians were not involved in their rehabilitation
process, as they felt as viewed, as mere criminals as result this did not greatly affect their
change of behaviour. 26% of the respondents indicated that during their time in the
rehabilitation process their parents/guardians were involved in their rehabilitation process as
result of this did there was a change of behaviour.

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5.9 Reasons Given for Criminal Behaviour by Juveniles

Various reasons were given by the respondents as to why they indulge in criminal behaviour
such as theft, disrespect of elders, drug abuse, attempted murder, prostitution, treason,
defilement, possession of firearms, idleness and disorderly. Juvenile delinquent respondents in
both KRS and NAS stressed group influence as a major cause that led them to criminal
behaviour. They noted that groups are formed at schools and at their homes. At schools, some
juvenile lawbreakers noted that they started slowly by stealing pens, pencils and books to use
them. In order to defend themselves from the rest of the students, they developed aggressive
characters by identifying with certain symbols such as the cross (which means danger) that
become a threat to the rest of the school members.

Respondents mentioned desire for good things as another cause for criminal behaviour. These
include clothes, perfume, going out with their friends, holding mobile phones and drinking
alcohol. Such desires lead juvenile offenders to steal and in the process, they are caught and find
their way to prisons or RCs. During the research study carried out in KRS, one of juveniles
revealed that he stole his father’s money to buy a mobile phone which resulted into his way to
RC.

Some juvenile respondents mentioned desire to fornicate as another cause of criminal behaviour
among juveniles. Male juvenile delinquents noted that in order to entice young females, they
must steal money from their fathers, mothers and relatives since they do not have sources of
income.

Besides that, respondents noted that they steal because they would like to pay school fees. With
that said, some respondents highlighted that they are living with their step-mothers and fathers
but the circumstances at home are full of trouble. They are not allowed to express themselves,
their rights as children are abused and sometimes can take a month without going to schools due
to lack of school fees and this has pushed some to stealing in order to go to school but would not
get away with the law.

Respondents also identified careless parents as a major cause of criminal behaviour. To them,
their fathers are fond of coming home late in the middle of the night and leave early in the
morning to work; and the same to their mothers. In order to keep themselves busy, they start
visiting their friends where they end up watching pornographic movies that entice them into
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criminal behaviour. One of the male juvenile respondents in NAS noted that due to careless
parents, he could always have time to go to night video-halls to watch pornographic movies that
are basic avenues for criminal behaviour.

Respondents identified separation and broken families as a cause for criminal behaviour. It was
revealed that juveniles start permissive life immediately after their parents have separated from
each other. Because of separation their fathers opt to marry second wives whom the young
generation do not owe respect. They become unruly at home and always abuse their stepmothers
and the reaction of their fathers is to take them to RCs.

Mistreatment by parents, guardians and relatives remain a major cause of criminal behaviour
amongst juveniles. They noted that at home they are denied food, beaten and isolated from the
rest of the children. At times they are forced to sleep outside the houses and this led juveniles to
resort to street life and its associated ills where they were got by the city council to the RCs.

Absolute poverty was also mentioned as a cause of criminal behaviour among juveniles and this
makes male juveniles to resort to stealing. Some of the Juveniles noted to have stolen people’s
money, parents and guardians because of poverty. One of the juvenile respondents was quoted
saying; “I was caught stealing K50.00 from the neighbours’ house since at home neither my
mother nor my father could afford to buy me scholastic materials to go to school.”

Respondents mentioned loss of parents as a major factor leading to criminal behaviour. After the
death of their parents particularly due to HIV/ AIDS, some juveniles found themselves without
care or without someone to comfort them for life. They began permissive life and join the once
barred groups by their parents. In such groups, they began taking drugs such as marijuana, take
alcohol which all constitute criminal behaviour.

Besides that, respondents noted that they are sometimes neglected by their parents particularly
their fathers. They noted that after reaching in the adolescent stage their fathers neglected them,
refused to give them school fees and later tell them to leave their houses. Due to this, the juvenile
offender felt isolated and the only option is to join the street children where they are got by the
police and taken to RCs.

Pornographic films were listed common as causes of criminal behaviour among juveniles.
Majority of the juvenile respondents mentioned that most of the films they watched enticed them

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to commit crimes such as defilement and rape. It was discovered that in order for the juvenile to
defile or rape a female counterpart, they first took drugs and alcohol such that they could be
strong, remove shyness from their face, and lessen the burden of feeling guilty. They also
claimed that some drugs where mixed up with alcohol to act as stimulants for easy defilement
and rape.

Juvenile offenders who participated in this research mentioned bandwagon effect as another
common cause for criminal behaviour. This to the respondents interviewed is a result from their
fathers and peer group. They mentioned a situation where their fathers have been stealing radios
and they too wished to steal such commodities. They also mentioned that their parents are good
smokers and in most cases, parents give them chances to smoke. On top of that, some juveniles
noted that their fathers are fond of beating their mothers, an act that attract them to fight with
their neighbours’ children or have no respect for their elders in their communities.

5.10 Staff Responses Data Presentation

5.11 Staff duration of working in the Juvenile Rehabilitation Process

Table 21 below presents the amount of time the various officers have spent in the rehabilitation
of juvenile offenders.

Table 21: Duration of been involved with juvenile rehabilitation

How long have you been involved in the

rehabilitation process of juvenile offenders? Frequency (n) Percent (%)
Less than 1 year 2 8%
1 to 3 years 3 12%
4 to 6 years 8 32%
Other, (please specify) 12 48%
Total 25 100%
Source: Researcher (2020)

From table 21 above majority of the respondents represented by 48% have spent more than six
years in the rehabilitation of juvenile offenders, 32% of the respondents have spent between 4
and 6 years in the rehabilitation process of juvenile offenders, 12% have spent between 1 to 3
years in the rehabilitation of juvenile offenders and 8% have spent less than one year in the
rehabilitation process of juvenile offenders.

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5.11 Level of staff competence

The study sought to examine the level of staff competency and how it influences the
rehabilitation of juvenile delinquents.

5.11.1 Qualification of the Staff

The staff members were asked to indicate their qualifications and the results were presented as
follows on table 22.

Table 22: Qualification of the staff

What are your qualifications as a welfare,

class teacher and vocational training
instructor in this institution? Frequency (n) Percent (%)
Grade 12 Certificate - with Prison's service
training 9 36%
Vocational Training Certificate – TVET 4 16%
Psycho social counselling - Certificate 6 24%
Diploma in Social Work 4 16%
Degree in Social Work or other relevant Degree
Qualifications 2 8%
Total 25 100%
Source: Researcher (2020)

From the above findings in table 22. Majority of the respondents represented by 36% of the
indicated that the hold a grade 12 certificate and the only training they have undergone is the
prison’s service training, 24% of the respondents indicated that the hold a Psycho social
counselling – Certificate, 16% of the respondents indicated that they either hold a Vocational
Training Certificate or a Diploma in Social work and 8% of the respondents indicated that the
hold a Degree in either Social work or other relevant degree programmes.

5.11.2 Staff opinion on the effects of their qualifications for the juveniles’ rehabilitation
process
The staff members were further asked to show how their qualifications had affected the
rehabilitation progress of the juveniles. They said that their qualifications and experiences had
helped them a lot in the service given to the children. They also felt content with the work
offered to the children and satisfied with the responses given by the children when they reform
from bad habits. The qualifications helped them to work better, were able to assess and classify
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the children based on their risk levels and needs. They were able to counsel the children and
observed their progress of rehabilitation process.

5.12 Staff responses on the court process

The staff were asked to provide feedback on the court process as summarized in table 23 below.
Based on the results collected all the staff responded that before the start of trial hearing the
offenses are explained to the juvenile offender. The staff were further asked as to how exactly
explained these offenses to the juveniles, 36% indicated that it was other government security
agencies who explained these cases to the juveniles, 28% indicated that it was the social welfare
officers who explained the cases to the juveniles, 20% of the respondents indicated that it was
the legal Aid board representative that explained the cases to the juveniles and 16% of the
respondents indicated that it was the police officers that explained the cases to the juveniles.

The study further went on to probe on the duration of the court process before the juveniles were
found guilty by the courts of law majority of the respondents represented by 48% indicated that
the court process took less than one month, 28% of the respondents indicated that the court
process took between 4 to 6 months and 24% of the respondents indicated that the court process
took between 2 to 3 months. With that said some of the respondents indicated that they had not
attended any court hearing.

The staff respondents were further asked as to whether the juveniles were given an opportunity
to give their side of the offenses they had being accused of committing and from the results 64%
of the respondents indicated that they juveniles had been given an opportunity to give their side
of the story and 36% of the respondents indicated that they juveniles had not been fully given an
opportunity to give their side of the story

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 Table 23: Abridged Staff responses on the court process

Before the start of their cases, does anybody explain to

Frequency (n) Percent (%)
them the reasons for their arrest?
Yes 25 100%
No 0 0%
Total 25 100%
If so, who explains the case to the juvenile Frequency (n) Percent (%)
Police Officer 4 16%
Other Government Agencies such as DEC or Juvenile
9 36%
Court's
Social Welfare Officer 7 28%
Government Legal Representation - Legal Aid Board 5 20%
Total 25 100%
How long is the court process for the juvenile offenders
Frequency (n) Percent (%)
before they are committed to rehabilitation schools?
Less than 1 month 12 48%
2 to 3 months 6 24%
4 to 6 months 7 28%
Total 25 100%
Are they juvenile offenders given a chance to explain
Frequency (n) Percent (%)
their side of the story?
Yes 16 64%
No 9 36%
Total 25 100%
Do they have legal representation during their hearing? Frequency (n) Percent (%)
Yes 16 64%
No 9 36%
Total 25 100%
Source: Researcher (2020)

5.13 Environmental setting of the rehabilitation school

This section presented information on the capacity of the institution and its current population,
availability of enough accommodation, classrooms, workshops and learning/training facilities in
the school and their effects on the rehabilitation process of the juvenile delinquents.

5.13.1 Capacity of the institution

The staff members were asked to indicate whether the capacity of the schools they were
stationed at was adequate to accommodate all the juvenile offenders they currently were housing.
Table 24 below provides the staff responses.

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Table 24: Adequacy of the School capacity

Are they current school adequate to

accommodate all the juvenile offenders on
hand? Frequency (n) Percent (%)
Yes 9 36%
No 16 64%
Total 25 100%
Source: Researcher (2020)

From table 24 above 64% of the respondents indicated that the current capacity of their schools
was adequate to accommodate all the juveniles they currently had to accommodate and 36% of
the respondents indicated that the current school’s capacity was sufficient to accommodate the
juveniles they had in custody.

5.13.2 How the population influences the rehabilitation progress of the juveniles
The members of staff were further asked how the juvenile population at that time affected
rehabilitation of the juveniles and their responses are as follows: It enables them realise their
mistake accept themselves and correct their behaviours, over population makes it difficult for
staff to give every child the desired attention that a child should have leading to minimum
positive result from children and when the number is too high, then there is no effectiveness

5.13.2 How the environmental setting/ infrastructure of the schools affected the delivery of
the programs
The staff members indicated that the warm reception, orientation and love from the staff
members gave the children a favourable atmosphere for rehabilitation. Beautifications with
flowers planted within and around the institutions gave a good impression of the institutions to
the juvenile offenders. They said that most of the juvenile offenders were from the streets or
broken families and so when they come into the institutions they found conducive environment
which provided them with shelter, food, clothing and other basic necessities and therefore felt
comfortable and were ready to learn and refrain from bad behaviour.

Within the school there were time tables to be followed from the time the children woke up to
the time for lock up. This ensured that each child was engaged and no room to think of bad
things rather than concentrating more on what was positive for them. All children were
supervised throughout and cases of unbecoming behaviour could easily be detected.

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At the same time limited health services were available within the institutions for minor ailments
while major cases were referred either to Livingstone General Hospital and to Mazabuka General
Hospital within Mazabuka District or Livingstone District both located in Southern province of
Zambia.

5.14 Staff responses on the challenges in rehabilitation process

According to the research study carried out in NAS and KRS, various challenges have been
mentioned by juveniles and the key informants. Such challenges affect both the caretakers and
the consequences have been in-appropriate behaviours among juveniles at the end.

The anti-social behaviours of juveniles have remained a major challenge not only to the
caretakers involved in rehabilitating these juveniles but to some of the fellow juveniles
themselves. It was revealed by both juvenile lawbreakers and the caretakers that some juvenile
characters have remained untamed. Because of the long stay on the streets and due to the fact
that they have lost hope in their lives, some juvenile lawbreakers have got characters like those
of beasts. They vandalize properties, make noise at night and start fighting with their fellow
juvenile lawbreakers.

Lack of human resources has been yet another challenge to RCs amidst of increasing number of
juvenile lawbreakers per day. This has led the caretakers to elect juvenile lawbreakers to be in
charge of certain groups and dormitories where juveniles sleep. Juvenile lawbreakers elected by
the caretakers always mistreat and beat their fellow juveniles, and this has created hatred and
conflicts among juvenile lawbreakers.

Long period spent by juvenile lawbreakers in RCs before been taken to courts of law has been
yet another challenge. This increases the number of juvenile lawbreakers in RCs amidst of little
facilities given to juvenile lawbreakers. The consequences have been increased scarcity of
facilities in the RCs leading to poor feeding and poor clothing. Besides that, it increases diseases
due to congestion alongside lack of medical personnel. These diseases are mostly social
transmitted diseases which most juvenile lawbreakers acquire when they are on the streets.

Lack of fuel for the vehicles to transport juvenile lawbreakers to courts of law has been problems
facing RCs. It was revealed that sometimes juvenile lawbreakers overstay in the RCs due to this
issue.

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Lack of labourers was mentioned as another challenge to the RCs. As a result, the care-takers
have been forced to use the labour of juvenile offenders in such jobs such as cleaning the
compound, toilet, and the dormitories in order to make the place clean.

Poor facilities such as buildings have stood for a long period as a challenge to RCs. It was
observed that the buildings in both KRS and NAS are old and according to the caretakers, the
buildings have never been renovated in the last three decades for both facilities. This can be
justified by the wrecked ion-sheets, old electric poles that have broken down alongside shabby
buildings and toilets. It was also observed that rooms which were built for carpentry activities
have turned into best places of small bird’s nests.

Lack of appropriate learning facilities also remained a challenge according to the caretakers. As
such it was revealed that due to criminal behaviour, head teachers in the nearby schools could
not admit the juvenile offenders fearing that they can cause trouble to the rest of the pupils. This
has resulted into increased redundancy and idleness in RCs.

How to reach parents, guardians and relatives of juvenile lawbreakers have also stood as a long
lasting issue particularly to those juveniles got from the streets. It was revealed that juveniles do
not tell the truth about their background unless they have been brought by their parents or
relatives. This has contributed to their long stay in RCs. Besides that, care-takers revealed that
parents, guardians and relatives expect much from the RCs towards juvenile offending morals
yet they have failed to create a convivial atmosphere for juveniles at home.

There is lack of enough food to the ever increasing number of juvenile lawbreakers. It was
revealed that only a few well-wishing civic groups supply food to the centres at various intervals
during the year. One of the care takers noted that children need to feed well if rehabilitation is to
be successful.

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 CHAPTER SIX
SUMMARY OF FINDINGS, DISCUSSIONS, CONCLUSIONS AND
RECOMMENDATIONS

6.1 Introduction

The purpose of this study was to investigate the factors influencing rehabilitation of juvenile
delinquents in the juvenile justice system in Zambia at Nakambala Approved School and
Katombora Reformatory School. This chapter presents summary of the research findings,
discussions, conclusions and recommendations based on the objectives of the study.

6.2 Summary of Findings

The study findings showed that majority of the respondents at the rehabilitation school are at
the age of between 15 and 16 years. According to the study, the process begins with an arrest
by a police officer and ends after a maximum sentence of which majority of juveniles indicated
to be between three and six years at a rehabilitation school. It was also found out that different
programs for aiding in rehabilitation are offered

6.2.1 Guidelines in the children’s court and its influence on rehabilitation

The court procedure took between one week and six months. And majority of the respondents
indicated that their arrest at times was facilitated with the aid of their parents or guardians and
the police have arrested some in the streets. At this stage, the juveniles are both detained in the
cells or taken to remand prisons as they wait for mention and hearing of their cases. The study
determined that majority of the respondents did not have the reasons for their arrest explained to
them. Most of them had been joined in the court docket with many other youth and instructed
that they have been going to a rehabilitation school besides them understanding precisely what
contributed to that decision.

6.2.2 Level of staff competence and its influence on rehabilitation

The research findings on the staff competence level established that the staff members charged
with the responsibility to take the juveniles through the rehabilitation process had qualifications
in diverse fields especially on matters regarding children and youth. Some of the officers
indicated that they had been trained on social development, child development and guidance
and counselling, sociology and have been taken through various seminars/trainings on how to

45 | P a g e
deal with juvenile delinquents. The class teachers had basic teachers training and qualified with
relevant certificates and training.

6.2.3 Environmental settings of the school and its influence on rehabilitation

Environmental settings of the institution showed that the population of the juveniles within the
institution was relatively manageable. Katombora Reformatory School (KRS) was built to hold
up to 120 children at a time and Nakambala Approved School (NAS) was built to hold up to 75
children at the time of the study. The study found out that majority of the juveniles were not
satisfied with the accommodation facilities provided within the school despite the fact that the
school has been in existence for decades since 1956. Most of the buildings were very old, in a
deplorable state, had cracks on the walls/floors and have never been painted since the
establishment of the school. The children were also faced with inadequate learning facilities
like books, libraries, workshop tools and materials, poor ventilation of the learning rooms.

6.2.4 Influence of family involvement on rehabilitation

The study found out that majority of the parents or guardians had not visited the juveniles
during the rehabilitation and that their visits were countable. A good portion of the respondents
also indicated their parents/guardians had never visited them since they were committed to the
institution. During the hearing of the juveniles’ cases, only a good portion of the parents or
guardians were present to hear the cases and this is because most of them facilitated the arrests.
The remaining were not present at all during the court proceedings.

6.3 Discussion of findings

The following section presented discussions of the findings under the various thematic areas.

6.3.1 Guidelines in the children’s court and its influence on rehabilitation

The findings showed that the court process took between 1 week and 6 months and in some
instances took more than 3 years. According to the Zambian constitution (2010), children are
given the right to parental care, not to be detained, except as a measure of last resort, and when
detained, to be held for the shortest appropriate period. The study showed that most of the
children, were held in remand homes or police cells for as long as four months. This can be
attributed to the slow processing of cases within the system. In this period, the children spend
their time at the holding institution with minimal academic and intellectual involvement.

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They are also faced with many challenges especially those who are detained in the cells. The
children had sleepless nights sleeping on cold floors and sometimes went without food. Some
also learnt vices like smoking and lesbianism during that time. The UNCRC also implies that
the child should receive adequate information about the court process, the options and possible
consequences of these options; and that the methodology used to question children and the
context (e.g. where children are interviewed, by whom and how) be child-friendly and adapted
to the particular child. According to the research findings, most of the children were not given
explanations for their arrest, which is against the UNCRC. For those that were told the reasons
for their arrest, the judge, a counsellor, social welfare officer, police officer, prosecutor, mother,
sister or a court clerk, did the explanation.

The study found out that most of the respondents did not have legal representation. This
showed that the children’s rights were not protected even from the beginning of the whole
process. The study also showed that majority of the children were not given a chance to give
the side of their story, which implied that the court imposed its decision on the children. It is
therefore very important that the children’s court observe the guidelines in the national and
international legal instruments that Zambia has ratified.

6.3.2 Level of staff competence and its influence on rehabilitation

According to the children, their perception about the staffs’ experience / qualifications, hinted
that they ought to be friendly to the children, accommodative and co-operative. They ought to
be experienced in dealing with difficult children and listening to their needs. Caregiver’s were
rated highly as good and above because they gave children assignments and trained them on
leadership and responsibilities. The experiences /qualifications helped the caregivers to work
better, were able to assess and classify the children based on their risk levels and need, counsel
children and observe their progress reports on rehabilitation process. They said that their
qualifications affected the juveniles positively because they were able to interview, keep
records, and understand each individual child and chat ways for their exit accordingly. This
finding relates with the literature review in which Thomas (2001) who observes that listening,
being authentic and clarifying what is being said are skills that are just as important when it
comes to working with children as it is when engaging with adults.

47 | P a g e
6.3.3 Environmental settings of the school and its influence on rehabilitation
The study findings showed that the schools were lacking adequate accommodation facilities for
the available juveniles. The children cited congestion in the dormitories forcing some of them
to share beds a habit that encouraged gayism among the boys. The few beds that were available
were broken and with torn blankets and mattresses. The children cited cases where they had to
spread the mattresses on the floor, which made them feel very cold. Their greatest concern was
the fact that they only had one set of uniform each. This made the children feel uncomfortable
especially when washed and wet. The school did not allow them to stay without uniforms at all.

The classes that were used for the dispensation of programs were inadequate and in most cases,
children were mixed with their older colleagues from upper classes or vice versa. The buildings
were very old and had not been repainted since the establishment of the school. Champion
(2004), states that the more positive the environment a child is placed in, the more likely s/he is
able to conform to society and become a non-delinquent. This means that for effective
rehabilitation of juveniles, the environmental settings need to be child friendly.

6.3.4 Influence of family involvement on rehabilitation

On the level of family involvement, the study found out that most of the parents or guardians
facilitated the children’s arrest citing truancy, drinking of alcohol, keeping bad company and
running away from home among other issues. The juveniles indicated that in some instances,
the police officers came for them at their homes. The findings also show that most of the
juveniles had not been visited since they were committed in the rehabilitation schools and they
felt it was because their parents did not love or care for them. According to Mincey et al (2008),
supportive families help the juvenile offenders overcome difficult program experiences while
going through the court process and the whole rehabilitation process but according to the study,
many guardians were missing even in the initial stage of rehabilitation, which reduces chances
of reforming. Visitation by parents was also another important finding of the study.

Charles & Nelson (2000), state that the primary purpose of visitation is to maintain the parent-
child attachment, reduce a child’s sense of abandonment, and preserve their sense of belonging
as part of a family and community. A child needs to see and have regular contact with their
parents or guardians, as this relationship is the foundation of child development. Maintaining
family connections has life-long significance for a child. Visitation maintains their relationships

48 | P a g e
with siblings and others who have a significant role in the reformation process. This relates with
the findings of the study where juveniles stated that when their parents or guardians visited
them, it encouraged them to work harder and change their attitudes and behaviour towards
reforming.

5.1.2 Study findings on challenges of rehabilitating juvenile delinquents

The study examined the challenges of rehabilitating juvenile delinquents and the extent to
which Rehabilitation Centres shape juvenile behaviours. The role of Rehabilitation Centres
therefore, is significant in making the once hated juveniles to be called the loved ones. From the
study findings, it was revealed that rehabilitation centres such as KRS and NAS have got
activities that can make the delinquents forget the anti-social characters such as playing
football, dancing, singing and counselling. Such activities need to be taken to the home
environment of juvenile delinquent.

After Counselling and having realized that the acts of delinquency are no longer there, the care-
takers mentioned that some of the juveniles could not go back to school even after release as
such they remained in the rehabilitation centres with nothing to do since activities involving
carpentry are no longer there. This means that such groups remain idle in Rehabilitation Centres
and the anti-social behaviours can once again develop since an idle mind is a workshop of the
devil. It thus remains important for the government to revive such activities in order to make
the work of rehabilitation more effective and universal.

49 | P a g e
Lastly, the findings of the study reveal that delinquency starts from troublesome environment at
homes of juveniles. This means that rehabilitation of home environment rather than juvenile
delinquents would be better solution to curb down delinquency. In such circumstance, the
government should get involved into the affairs of various homes that have proved to be
sources of delinquency. To juveniles who claim to have lived without parents, relatives need to
be engaged into such affairs. This means that the government should increase services to its
people.

5.4 Conclusions

From the above findings, the researcher can conclude that:

The rehabilitation process begins with the arrest of the juveniles by a police officer where they
are taken to a children’s court, which determines whether they should be detained or released
back to the community. During the court process the child’s best interest is to be observed and
their rights protected as per the law stipulates. They should be given legal counsel and a chance
to express themselves. In the case where they are to be detained, the court commits them to the
rehabilitation school for a maximum of three years. The study showed ineffectiveness of the
court process, which affects the whole rehabilitation, process because children felt that no one
cared to listen to them and they were wrongly judged. This gave them a negative mind set and
some of them even learnt bad behaviours during the entire process to justify being detained.
The existing rehabilitation programs for the juveniles were, counselling, education, spiritual
welfare, vocational training which involved - tailoring and dressmaking while life skills courses
were bakery, plumbing and carpentry training in agriculture and personal hygiene were also
taught to the children in the institution.

The study findings illustrated a deplorable state of environmental conditions under which the
juveniles were expected to reform. With the state of environment settings, the children could
hardly reform to better people because the conditions under which they were put in was
disgusting to them. The children felt as if they had been put in the institutions in order to be
tortured.
With the limited number of teachers especially where there was only one class teacher in charge
of teaching all the classes, the juveniles could hardly concentrate in class and especially when
they were mixed with others. This was made worse by the fact that most of the learning
facilities were lacking, not all the lessons that appeared on the timetables were taught due to
lack of classrooms. Inadequate beddings in the institutions really caused unhealthy relationships
among the juveniles.

The personnel deployed in the juvenile rehabilitation schools were competent enough to
effectively take the juveniles through the processes. This was because the juveniles were able to
understand their personal values e.g. honesty, forgiveness, responsibility, respect, self-
discipline etc. The staff members were trained on how to help the juveniles internalize self-
discipline, which was brought about by love-oriented discipline. This was also done through
letting juveniles use excessive energy in games and drama. The staff members also helped to
identify the possible causes of criminal behaviour with the ultimate aim of eradicating them or
alleviating their seriousness and manifestations. The juveniles were also equipped with
classroom skills on how to read and write and life skills training courses like bakery,
hairdressing, personal hygiene, fashion and design among other skills. However, there was also
a need to have continued training programs for the staff on matters of child psychology and
crime.

Parents or guardians’ visitation and support is a major contributing factor to the juveniles’
reformation. When the juveniles are shown support and love, it gives them the motivation to
reform. On the contrary, when parents do not show concern, the juveniles feel neglected and are
not motivated to go back to the community or change their behaviour. The greatest factor that
was contributing to the failure of the juveniles to be fully rehabilitated was the environmental
settings. The conditions within the schools could not enable effective rehabilitation of the
juveniles. The programs where not offered regularly; the staff were lazy and were not attending
classes / workshop frequently. Some of the programs were non- existent and the juveniles were
in most cases put to playing and sleeping or working in the farms. They also felt that the period
of stay was very short hence not enough for proper rehabilitation process. They had not
changed fully into good people because most of the facilities and basic needs were missing or
inadequate. The other factor was the court process where they were not given a chance to give
their side of the story. Finally, their parents also contributed a lot by either visiting them or
keeping away.

Majority of the boys benefited from staying in the institutions. This was because of acquiring
skills and knowledge through education, life skills, became responsible and law abiding citizens
and accountable. They further added that the rehabilitation process had enhanced their self-
esteem and moral ideals, they left criminal life, developed respect for everybody, were obedient
and disciplined, able to know between wrong and right and now identified with good company.

5.5 Recommendations

Based on the study findings, the study recommended the synchronization of the whole juvenile
justice system from the police, the magistrates, court clerks and rehabilitation staff for enhanced
effectiveness of the rehabilitation of juveniles. The government and all stakeholders should
work together to ensure that children get legal counsel and that detention should be a measure
of last resort.

To ensure that the teachers, social welfare officers and vocational instructors remain relevant to
the children, the government of Zambia should offer avenues for personal development
especially in counselling juvenile delinquents and other related areas of children development.

The conditions under which the rehabilitation programs were offered was the greatest factor
hindering successful reformation of the juvenile delinquents. The buildings were in a deplorable
state and could not accommodate juvenile populations. Therefore, stakeholders should make all
the necessary efforts to make the living conditions more favourable by building modern hostels
(UN standard i.e. 10 x10 for every child) for the juveniles. Provision of enough and adequate
food (well-balanced diet) for all the children and adequate allocation for sanitary requirements.
More learning facilities should be provided by the Government of Zambia to facilitate effective
delivery of rehabilitative programs within the rehabilitation schools in Zambia.

The management of the rehabilitation schools in Zambia should also come up with a program
for family involvement where the families of the juveniles have mediation once or twice a year.
6.6 Suggestions for Further studies

Based on the study findings, the researcher recommended further studies in the following areas:

1. Alternatives to the institutionalization of children

2. Environmental settings of the rehabilitation schools and escape rate among juvenile
delinquents in Zambia.

3. Effectively dealing with the challenges facing juveniles in custody

4. A study on recidivism among the juvenile delinquents within the rehabilitation schools in
Zambia.
References

Books

Allen, Land Santrock. J (1993), The Contexts of Behaviour Psychology, Brown Benchmark
Press: Madison WI.

Bandura, A (1975), Social Learning and Personality Development, Holt, Rinehart and Winston,
INC: NJ.

Bartollas, C (1990), Juvenile Criminal behaviour. Macmillan Publishing Company: New York
Boulding, Elise (2000), Culture of Peace: The Hidden Side of History, Syracuse: University
Press.

Burleigh, M (1997), Ethics and Extermination: Reflections on Nazi Genocide, Cambridge

University Press: New York

Centerwall, Brandon S (1993),"Television and Violent Crime," The Public Interest: New York
Cressey, and Luckenbill (1992), Principles of Criminology; Macmillan Publishing Company
New York

Dellape, Fabio (1987), An experience with street children, The society of Kenya: Nairobi

Evans, R.I (1989), Albert Bandura: The Man and His Ideas, A Dialogue Press New York

Jeffery, C.R. (1990), Criminology: An Interdisciplinary Approach, Prentice Hall: NJ

Huang, C Barreda at el. (2004), A Comparative analysis of abandoned street children and
formerly abandoned street children in La Paz, BMJ Publishing group and Royal College of
Paediatrics and Child health: Bolivia:

Mcardle, D (1951) Children of Europe, University Press: London

Miller and Dollard (1941), Social learning and Imitation, Yale University Press: New Haven

Cloward, R. A and Ohlin L. E. (1966), Criminal behaviour and opportunity: A theory of

delinquent gangs New York: Free Press

Siegel, L. (1992), Criminology, West Publishing Company: St. Paul, Minn

Sutherland, E. (1939), Principles of Criminology Lippincott: Philadelphia

Tozar, (1998), School and society Educational practice as social expression, McGraw-Hill: New
York

Trojanowicz Marsha (1992), Juvenile Criminal Behaviour Concepts and Control, Ronald Press:
New York.

International Union for Child Welfare (1947), The War and Juvenile Criminal behaviour:
Conference of Experts

Kyeyune, Geoffrey S (1999), Uganda book on Rehabilitation of street children, Christian

graphics: Kampala

Pikunas, Justine (1969), Human development, McGraw-Hill Publishers: Kogakusha

The Holy Bible, (2000), King James Version, the Bible league: Chicago

Fincher, E.B (1980), The American Legal System: Franklin Watts, New York

Cambridge international dictionary of English (1995), London: Bath Press

Rutter, Michael and David J. Smith (1995), Psychological Disorder in young people, John wily
and sons Ltd: England

Strauss, A and Corbin (1998), „Basics of Qualitative Techniques and Procedures for
Development Grounded Theory’ Newbury Perk; Sage

Kelly, J. B and Wallerstein J. S (1996), Surviving the breakup: How children and parents cope
with divorce. New York: Basic Books.

Journals

Gorman-Smith Z et al, (1998), The prevalence and consequences of exposure to violence among
African-American youth; in a Journal of Development and Psychopathology, vol. 10
Gorman-Smith, D., Tolan, P. H., Loweber, R., & Henry, D. B. (1998), Relation of family
problems to patterns of delinquent involvement among urban youth; in a Journal of Abnormal
Child Psychology. Vol.5

Alwin D. F and Thornton A, (1984), Family origins and the schooling process: Early versus late
influence of parental characteristics, in a Journal of American Sociological Review. Vol.6

Reports

Martin, (2005) Understanding juvenile justice process and systems1/19/2005 PM Page 66

American Psychological Association, (1993), “Violence and youth: psychology’s response”,
summary report of the APA Commission on Violence and Youth (Washington, D.C.,

United Nations, Centre for Social Development and Humanitarian Affairs (2000) Urban
management programme, “Street children and gangs in African cities: guidelines for local
authorities”

Natukunda, C and Baguma, Ugandans Live Three Years Longer, in the New Vision; July, 28th
2007.
Appendix 1 - Juvenile Research Questionnaire

CAVENDISH UNIVERSITY ZAMBIA

DEPARTMENT OF ARTS, EDUCATION AND SOCIAL

SCIENCES

Juvenile Offenders Questionnaire on the “Challenges Experienced During The Rehabilitation

Process Of Juvenile Offenders In Zambia – A Case Of Nakambala Approved School And
Katobomora Reformatory School”

This questionnaire is going to be used for academic purposes only and confidentiality
would be adhered to. Note: please answer the following questions in this questionnaire with
a tick except otherwise directed to specify.

Instructions
Please answer all questions:
1. The questionnaire is made up of both open ended and close ended questions.
2. The open ended questions are to be filled in the space provided while the closed questions
require you to circle one of the options of the letters or as instructed.
3. All information given will remain confidential and to maintain anonymity no names are
required but for the ease of analysis please indicate your personal details as presented in the
Questionnaire.
1. What was your age at the time of admission to this rehabilitation school?

11 to 12 13 to 14

15 to 16 17 to 18

Other, (please specify)

2. How long have you stayed in this school?

Less than 1 year 1 to 3 years

4 to 6 years

Other, (please specify)

3. How long was your court process?

Less than 1 month 2 to 3 months

4 to 6 months

Other, (please specify)

4. Before the start of your case, did anyone explain to you the reasons for your arrest?

Yes No
If yes, who
5. Did you have a legal representative?

Yes No

6. During the case hearing, did you understand the questions addressed to you?

Yes No

7. What language did they use?

Vernacular English

8. During the court process, were you given a chance to give the side of your story?
 Yes No
9. In your opinion, what can be done to improve the court process?

10. How do you rate your teachers, welfare officers and vocational training instructors in
delivering rehabilitation programs?

Excellent ( ), Very good ( ), Good ( ), Fair ( ), Poor ( )

11. Do you have a role model in this school?

Yes No
If yes, please state who it is
12. Are there enough accommodation facilities within the institution for all the children?

Yes No

13. Do you get enough basic needs?

Yes No

Please specify how it has affected your ability to learn and reform

14. Are there enough classrooms/workshops for learning/trainings?

Yes No

If no, why? ............................................................................................................

15. Are there learning/training aids within the classrooms/workshops?

Yes No

16. How did your parents/guardians/family know about your arrest?

17. Were your parents/guardians/family present in court to hear your case?

Yes No
18. Have your parents/guardians/family visited you since you started your rehabilitation
process?

Yes No

If yes, how many times?

If no, why do you think they haven’t?

19. Do you think you parents/guardians/family are contributing enough to your change of
behavior?

Yes No
Please explain?

Thank You For Your Response!!!!

Appendix 2 - Staff Research Questionnaire

CAVENDISH UNIVERSITY ZAMBIA

DEPARTMENT OF ARTS, EDUCATION AND SOCIAL

SCIENCES

Staff Questionnaire on the “Challenges Experienced During The Rehabilitation Process Of

Juvenile Offenders In Zambia – A Case Of Nakambala Approved School And Katobomora
Reformatory School”

This questionnaire is going to be used for academic purposes only and confidentiality
would be adhered to. Note: please answer the following questions in this questionnaire with
a tick except otherwise directed to specify.

Instructions
Please answer all questions:
1. The questionnaire is made up of both open ended and close ended questions.
2. The open ended questions are to be filled in the space provided while the closed
questions require you to circle one of the options of the letters or as instructed.
3. All information given will remain confidential and to maintain anonymity no names are
required but for the ease of analysis please indicate your personal details as presented in
the Questionnaire.
4. Name of Institution: _______________________________
1. How long is the court process for the juvenile offenders before they are committed to
rehabilitation schools?

Less than 1 month 2 to 3 months

4 to 6 months

Other, (please specify)

2. Before the start of their cases, does anybody explain to them the reasons for their arrest?

Yes No
If yes, who

3. Do they have legal representation during their hearing?

Yes No
If yes, who

4. What language do they use during the court process?

5. Are the juvenile offenders given a chance to explain their side of the story?

Yes No

6. In your opinion, what can be done to improve the court process?

7. What are your qualifications as a welfare, class teacher and vocational training instructor in
this institution?
8. How long have you been involved in the rehabilitation of juvenile delinquents?

9. How does your qualification and experience affect the rehabilitation of juveniles in this
institution?

10. What is the capacity of the institution in terms of population?

11. What is the current population?

12. How does the response given above influence the effectiveness of rehabilitation on the
juvenile delinquents?

13. How does the environmental setting/infrastructure of the rehabilitation school affect the
rehabilitation process?

14. Do family members/guardians visit the rehabilitees often

Yes No
15. What support do the family Members/ guardians give to the rehabilitees?

16. How do family members/ guardians contribute to the rehabilitation process? (Positively
or negatively?

Thank You For Your Response!!!!