Perceptions on the role of education programmes on offender transformation

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Introduction

This chapter provides an overview of the study by outlining the background, detailed principles of method of investigation and a summarized organization of the study.

Background

This study was conducted in the Republic of South Africa, focusing on exoffenders who attended education programmes within the Department of Correctional Services (DCS). The delivery of education programmes to offenders by the DCS is in compliance with Section 29 (1) of the Constitution of the Republic of South Africa which stipulates; “Everyone has the right (a) to a basic education, including adult basic education; and (b) to further education, which the state, through reasonable measures, must make progressively available and accessible” (RSA, 1996).

Models of Correctional Education

Correctional education is organized according to a number of models. These models differ from country to country; in this case, the Republic of South Africa is no exception. For example, research demonstrates that correctional education may be organized according to the self-sufficiency model, the export model, the import model, the mixed model and the contract model (Nowergian Ministry of
Education, 2005:19).

The Self-sufficiency Model

When utilizing the self-sufficiency model, educators are the Department of Correctional Services’ employees. In this instance, the Department of Correctional Services has a sole responsibility for funding education programmes. But, legislation is drawn from both; “Department of Correctional Services and Department of Education.”

ABSTRACT
DEDICATION
ACKNOWLEDGEMENTS
1. CHAPTER ONE: AN OVERVIEW OF THE STUDY
1.1 Introduction
1.2 Background
1.2.1 Models of Correctional Education
1.2.1.1 The Self-sufficiency Model
1.2.1.2 The Export Model
1.2.1.3 The Import Model
1.2.1.4 The Mixed Model
1.2.1.5 The Contract Model
1.2.2 Correctional Education Experience
1.3 Problem Statement
1.4 Rationale
1.5 Research Questions
1.5.1 Main Question
1.5.2 Sub-questions
1.6 Significance of the Study
1.7 Theoretical Framework
1.8 Organisation of the Study
2. CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
2.2 Perceptions on the role of education programmes on offender transformation
2.2.1 Improve social and economic life in communities
2.2.2 Transform offenders into law-abiding citizens
2.2.3 Promote public safety
2.2.4 Reduce costs of incarceration
2.3 The impact of education programmes on offender transformation
2.3.1 Change behaviour
2.3.2 Increase cognitive skills
2.3.3 Transfer employment skills
2.3.4 Lower recidivism rate
2.3.5 Enhance literacy levels
2.4 Some education programmes which seem to promote offender transformation
2.4.1 Literacy programmes
2.4.2 Mainstream academic programmes
2.4.3 Post-Secondary courses/programmes
2.4.4 Vocational education programmes
2.4.5 Mandatory education programmes
2.4.6 Entrepreneurial education programmes
2.4.7 Computer Based Training programmes
2.4.8 Life skills programmes
2.4.9 Art education programmes
2.4.9.1 Drama/theatre
2.4.9.2 Music
2.5 Library programmes
2.6 Conclusion
CHAPTER 3: THE INTERNATIONAL AND SOUTH AFRICAN LEGAL AND POLICY CONTEXTS OF CORRECTIONAL EDUCATION
3.1 Introduction
3.2 A Human Right
3.3 Access
3.4 Equity
3.5 Policy Implications
3.5.1 Compulsory education
3.5.2 Education delivery under Community Corrections and Remand Detention
3.5.3 Gender equity in the implementation of offender education
3.6 Conclusion
CHAPTER 4: METHODOLOGY
4.1 Introduction
4.2 Research Paradigm
4.3 Research Design
4.4 Research Approach
4.5 Pilot Testing
4.6 Sampling
4.7 Procedures
4.8 Data Collection Instruments
4.8.1 Questionnaires
4.8.2 In-depth interviews
4.8.3 Narrative inquiry
4.9 Data Collection
4.10 Data Analysis
4.11 Data Integration
4.12 Limitations of the Study
4.13 Ethical Considerations
4.14 Validity/Trustworthiness
4.15 Conclusion
CHAPTER 5: RESEARCH FINDINGS
5.1 Introduction
5.2 Results
5.2.1 Research question 1
5.2.1.1 Transformative effect of education programmes
5.2.1.2 Motivation to study in the Department of Correctional Services
5.2.2 Research question 2
5.2.2.1 Quality of life
5.2.2.2 Literacy levels
5.2.2.4 Recidivism rate
5.2.3 Research question 3
5.2.3.1 Qualifications obtained in DCS
5.2.3.7 Advice to peers on Education Programmes
5.2.3.8 Recommendations to DCS
5.3 Discussion
5.3.1 Research question 1
5.3.1.2 Motivation to study in the Department of Correctional Services
5.3.2 Research question 2
5.3.2.1 Quality of life
5.3.2.3 Employment status
5.3. Research question 3
5.3.3.1 Qualifications obtained in DCS
5.3.3.2 Contribution of qualifications to employment
5.3.3.3 Other non-education programmes attended
5.3.3.4 Skills acquired
5.3.3.5 Contribution/experiences in communities
5.3.3.6 Highlights/experiences on Correctional Education
5.3.3.7 Advice to peers on education programmes
5.3.3.8 Recommendations to DCS
5.4 Conclusion
CHAPTER 6: CONCLUSIONS AND RECOMMENDATIONS
6.1 Introduction
6.1.1 Main question
6.1.2 Sub-questions
6.2 Conclusions
6.2.1 Education programmes promote offender transformation
6.2.2 Education programmes reduce ex-offenders’ recidivism rate
6.2.3 Education programmes improve ex-offenders’ quality of life
6.2.4 Education programmes improve offender literacy levels
6.2.5 Vocational education programmes promote offender transformation
6.2.6 Criminal record is a barrier to ex-offenders’ employment
6.3 Recommendations
6.3.1 Recommendations for further research
6.3.2 Recommendations for practice
6.3.2.1 Implementation of pre-release programmes in DCS
6.3.2.3 Establish partnerships in communities
6.3.3 Recommendations for policy
6.3.3.2 Develop policy on ex-offender employment in communities
6.3.3.3 Implement Student Transformational Model
7. LIST OF REFERENCES
8. ANNEXURES