Skill Acquisition for Prisoners: What the Law Says 

In Nigeria, the right of prisoners to acquire skills while in custody is firmly grounded in legal and policy frameworks aimed at rehabilitation and reintegration into society.  

The Nigerian Constitution and relevant legislation support this right, aligning with international standards on the treatment of inmates.  

The Nigerian Correctional Service Act, 2019 explicitly mandates the establishment of industrial centers within custodial facilities to promote vocational skills training.  

These centers are designed to equip inmates with the skills necessary for meaningful reintegration into society upon their release.  

Section 10(g) of the Act empowers correctional facilities to provide educational and vocational training, including modern farming techniques and animal husbandry.  

These initiatives also feature income-generating activities and incentives that help prepare inmates for life after incarceration. 

In addition to local laws, Nigeria is a signatory to several international treaties that recognize education as a fundamental human right one that extends to all persons, including prisoners.  

The 1999 Constitution of the Federal Republic of Nigeria, under Section 18(3), mandates free, compulsory, and universal primary education for all, implicitly including those in detention. 

Furthermore, the United Nations Standard Minimum Rules for the Treatment of Prisoners (the Nelson Mandela Rules) recommend compulsory education for illiterate inmates, further reinforcing the global consensus on prisoners’ right to education and skill acquisition. 

Despite challenges such as inadequate funding and infrastructural deficits, the Nigerian government and its partners have continued to explore alternative avenues for delivering educational content.  

One such approach is Open, Distance, and e-Learning (ODeL). The National Open University of Nigeria (NOUN) has established dedicated study centers in various correctional facilities, offering tuition-free education to inmates. These centres leverage technology such as tablets and flash drives to support the learning process. 

In terms of vocational training, the Federal Government has rolled out pilot schemes like the one at Kuje Correctional Centre, where inmates are trained in skills such as fashion design, computer literacy, hairdressing, fish farming, soap making, and poultry farming.  

Upon completion of their training, beneficiaries are awarded start-up grants of up to ₦500,000 to help establish their own businesses an effort aimed at reducing recidivism and promoting economic self-reliance. 

Civil Society Organizations (CSOs) and Non-Governmental Organizations (NGOs) have also played a significant role in supporting prisoner rehabilitation.  

For instance, the Centre for Social Awareness, Advocacy and Ethics (CSAAE), through its C-Edu Initiative, has provided basic educational materials to illiterate inmates. The initiative also fosters partnerships with correctional facilities and stakeholders to expand educational opportunities within Nigeria’s prison system. 

Empirical studies, such as those conducted at the Gombe Medium Security Custodial Centre, show that inmates actively engage in vocational activities including tailoring, weaving, welding, carpentry, bead-making, shoe and cream production, soap making, and laundry services.  

These programs have demonstrated positive outcomes in enhancing inmate self-esteem and employability. However, they are often hindered by outdated facilities, a shortage of professional tutors, and irregular power supply. 

The Nigerian Correctional Service remains committed to its rehabilitation mandate. The Controller-General has reiterated the agency’s dedication to expanding access to education and vocational training, recognizing these as critical tools for offender reform and successful societal reintegration. 

The legal and policy framework in Nigeria provides a solid foundation for inmates’ right to acquire skills during incarceration.  

Anchored in the Nigerian Correctional Service Act, constitutional provisions, and supported by both governmental and non-governmental initiatives, skill acquisition in prisons is not just a right but a pathway to meaningful reformation.  

Nonetheless, for these rights to be fully realized, persistent challenges particularly in funding, infrastructure, and personnel must be effectively addressed.