Correctional Education and Reintegration: A Qualitative Study of Young Ex-Offenders in Cape Flats

Reviewer 1

My response

Page number/lines

it is worth supplementing the study with information on what proportion of the entire group of respondents confirmed the impact of education on personal development (3.1.) and economic development (3.2.),

Of the 20 participants, 15 primarily emphasised personal development as a major outcome of their participation in correctional education programmes. In contrast, economic development was high-lighted by 5 participants.

7

it is worth stating in what years the respondents were in prisons and what time passed from leaving them to participation in the study,

Of the participants, ten had spent six years, five had spent four years, and three had spent two years in correctional facilities, while the remaining two had spent one year and six months.

5

it is worth stating, at least in general terms, for what type of offences the research participants served sentences in prison and how long they stayed there.

They had been convicted of various criminal activities, including housebreaking, assault, physical abuse, and gang violence. At the time of the study, 18 participants had been released for more than two years, while two had been released approximately one year prior to participating in the research.

5

I would also add that the article is either missing chapter 4 or the chapters have been numbered incorrectly.

Section 4 is now included in the study.

10

Reviewer 2

My response

From the two purposes it is unclear whether this is a narrative or an exploratory study. If these terms are being used loosely, then ensure consistency with the correct term. Otherwise, the methods section should clearly justify the use of both approaches.

One purpose of the study is used in the abstract and introduction. This is exploratory study indicated in the abstract.

Introduction: The first three paragraphs are overly long and primarily consist of a literature review on correctional education. Much of this reiterates information already presented in the main literature review section of the paper. It is only from the fourth paragraph onward that the author situates the study within its specific context of South Africa. be more direct in establishing the global relevance of 'Correctional Education and Reintegration' and in identifying the gaps this study addresses in the existing literature.

I reworked the introduction to ensure that it has global relevance. The gap under the introduction is identified.

Furthermore, instead of simply stating the importance of the study subject, provide evidence, cite relevant literature, or refer to recent events that highlight its particular significance in South Africa, specifically within the Cape Flats. You did well to clearly articulated the study's purpose below in two parts: 1. seeks to explicate the perspectives and narratives of young ex-offenders. 2. explores whether the educational opportunities provided in correctional services really help young ex-offenders make a successful transition back into society. Research context Move the 'study context' under the 'Materials and Methods' section to this part (research context). Briefly delve into the details of 'Correctional Education' within the context of the Cape Town province or South Africa. For example: What specific aspects of Correctional Education will be the focus? How is it currently implemented? What criticisms have been raised regarding its implementation?

I address this comment as follows: International scholars (Roessger et al., 2021; Wallace & Wang, 2020; Erickson, 2018; Fazel & Baillargeon, 2011; Shabangu, 2021) argue that correctional education has a positive and holistic impact on young ex-offenders, which is essential for successful societal reintegration. These studies emphasizse that by addressing cognitive, emotional, and practical skills development, correctional education supports a smoother transition from incarceration to community life. In the South African context, researchers such as Quan-Baffour and Zawada (2012), Johnson (2015), and Vandala (2018) similarly high-light the role of correctional education programmes in contributing to the economic development of young ex-offenders. They argue that equipping ex-offenders with vo-cational and entrepreneurial skills significantly enhances their employability and eco-nomic independence, thereby facilitating their reintegration into society and reducing recidivism.

Existing research has largely focused on the financial implications and policy frameworks of correctional education (Tonseth, Bergsland & Hui, 2019; Johnson, 2015). But has paid no attention to the lived experiences and perspectives of young ex-offenders themselves whether the educational opportunities provided within cor-rectional services meaningfully facilitate offenders’ successful reintegration into society particularly in Cape Flats, South Africa, there is a notable gap in understanding whether the education provided within correctional facilities effectively supports successful reintegration after release. This study addresses that gap by exploring the narratives of young ex-offenders, aged 14 to 35, regarding their experiences with correctional education and its impact on their reintegration into society. By centering their voices, this research aims to develop a more responsive pedagogical framework for correctional education, contributing to both theory and practice in the rehabilitation of young of-fenders.

In the paragraph above, I also address the question or comments on literature around correctional education implemented in Cape Flats, this data is scares hence this study is conducted to address that gap particularly in the Cape Flats.

Literature review This section includes extensive information on the importance of correctional education, covering various focus areas such as vocational literacy training, entrepreneurial ventures, reading, technology, and numeracy skills. While these reviews are relevant, they appear to be excessively detailed. Instead, the author should focus more on 'Ward and Stewart's Good Lives Model Theory,' which serves as the theoretical foundation for this study. The current description of the theory is brief, consisting of only seven sentences lacking depth. A more thorough exploration of this model theory is needed, addressing key questions such as: Why was this specific theory chosen? What is its relevance to the study context? What are its core tenets? And has it been previously applied in the 'Correctional Education and Reintegration' literature?

The comment about theory is address as follows: The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. This theory was deemed appropriate for the current study due to its strengths-based emphasis on promoting offenders' personal development, rather than solely focusing on reducing reoffending risk. In this regard, the GLM aligns with the purpose of correctional education, which is to empower offenders by addressing core human goods such as autonomy, competence, and relatedness. According to Vandala (2019), the GLM is particularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

Materials and Methods Research Approach: The research approach is okay. Study Settings: The study settings (which I referred to above as the research context) should be placed after the introduction. See my earlier suggestions regarding this section. Research Design: The research design section is functional. However, I advise that it be deleted. Population and Sampling: While this section is well-written, you did not specify the process for identifying participants for the purposive sampling. Clarify how these individuals were identified - Are they identified based on referrals or from gatekeepers or from your network? Data Collection: What were the reasons for choosing phone interviews and Microsoft Teams meetings as data collection methods? If there were specific justifications, then provide them.

The research context is placed under the introduction as follows: Research Context

This study was undertaken within the Cape Flats region of South Africa’s Western Cape province, focusing specifically on the communities of Gugulethu, Langa, and Khayelitsha. The Cape Flats represents a historically marginalised area shaped by forced removals during the apartheid era, and is marked today by high rates of unemployment, poverty, gang-related violence, and youth crime (Bowers Du Toit, 2014; De Wet, 2016). Correctional education in South Africa is offered to incarcerated individuals with the aim of promoting rehabilitation, skill development, and successful reintegration into society. Programmes typically include basic literacy education, vocational skills training, counselling, and social skills development. Within the Cape Flats context, correctional education often seeks to address the social and economic vulnerabilities that predispose young people to criminal behaviour.  The correctional education programme in South Africa is implemented in three categories: adult basic education and training (ABET), which covers Grades 1 to 10; secondary education, which includes Grades 11 and 12 and focuses on life skills, occupational and entrepreneurial skills training, and computer-based training; and tertiary education, which focuses on post-secondary educational programmes. However, the participants in this study were involved in the first and second categories of correctional education while in correctional facilities. Mafilika and Marongwe (2024) argue that despite the positive impact correctional education has on offenders, these programmes have been suffering due to a variety of challenges, including poor investment from the government in both capital and human resources. In addition, the unprofessional conduct of correctional services staff towards offenders’ education further hampers the effectiveness of these programmes. This study focused specifically on young ex-offenders who participated in literacy, counselling, skills development, and social skills development programmes while incarcerated. It explored whether these educational interventions contributed meaningfully to their reintegration into society, within the unique socio-economic environment of the Cape Flats.

As suggested the research design is removed.

The comments around purposively samplings is address as follow: Participants in this study were all young ex-offenders who had participated in correc-tional education while incarcerated. Some of these young ex-offenders were recruited through voluntary work with youth social organisations. Therefore, two youth social organisations served as gatekeepers in purposively sampling the participants. 

This comments: What were the reasons for choosing phone interviews and Microsoft Teams meetings as data collection methods? If there were specific justifications, then provide them was addressed as follows: The researcher used phone interviews and the Microsoft Teams app to avoid travel costs, as the participants were located in provinces far from the researcher's place of residence. These methods made it easier for the researcher to obtain responses from the participants.

Data Analysis and Ethical Considerations: I suggest separating the data analysis section from the ethical considerations

These two sections are now separated as suggested.

Currently, the data analysis section indicates the use of only an inductive approach. Does this imply that the study's theoretical lens (i.e., Ward and Stewart's Good Lives Model Theory) was not used in generating themes and subthemes for discussion? Clarify this point. Furthermore, to ensure a smooth transition to the results or findings section, it is advisable to list your main themes and sub-themes in the final sentence of the data analysis section before proceeding to the results.

The first comments is good and critical one which is not always easy to generate themes and sub-themes based on theory because theory does not always determine what the researcher will find during the interview. Therefore, through the use of inductive approach it was not the case in this study.

Based on analysis main themes and sub-themes are outlined in findings sections.

Results and Discussion The data presented here are very good. However, the overall write-up appears fragmented. At times, the elaboration of themes reads like a discussion, a literature review, and a collection of quotes. To ensure coherence, I suggest treating the results and the discussion as separate sections. Regrettably, “Ward and Stewart's Good Lives Model Theory” was not referenced, despite your statement that it 'serves as the theoretical lens' of your study. To facilitate a reflexive discussion grounded in both inductive and deductive analysis, it is important to dedicate sufficient time and space to developing your theoretical lens. Additionally, there was no discussion regarding potential methodological limitations. This further underscores the importance of having a separate discussion section. Conclusion This is ok for now

Results and discussion are written separately as suggested.

The methodological limitation is indicated in the last paragraph of the discussion section as follow: This study has certain methodological limitations. Firstly, the sample was limited to 20 participants from the Cape Flats in the Western Cape, South Africa. As a result, the findings cannot be generalized to all young ex-offenders who participated in correctional education across other provinces in South Africa. Secondly, the use of phone interviews and Microsoft Teams for data collection, while necessary for logistical reasons, may have limited the depth of interaction and the ability to capture non-verbal cues, which could have enriched the data. Moreover, relying on self-reported information may introduce bias, as participants might have presented themselves in a socially desirable manner. These limitations highlight the need for future research involving larger, more diverse samples across multiple provinces, and the use of a mixed-methods approach to critically evaluate both the positive and negative aspects of correctional education in facilitating reintegration.

The comment about the theory being not referenced in the discussion section it is addressed as follows: The findings of this study align with the principles of Ward and Stewart's Good Lives Model (Ward & Stewart, 2003), which posits that human beings have fundamental needs that must be met for successful rehabilitation. In this context, the needs include access to quality education in correctional facilities, which equips young ex-offenders with the necessary knowledge and skills for social reintegration. The study's results demonstrate that correctional education addresses a range of needs, economic, social, and psychological, that are essential for reintegration into society. These findings are consistent with the Good Lives Model, which emphasises the importance of fulfilling these diverse needs to support the successful reintegration of young ex-offenders.

Reviewer 3 comments

My response

Page number/lines

I thank the editors for an opportunity to review this manuscript. The paper covers an interesting study with young people exiting correctional facilities in Cape Flats. I found the paper insightful, interesting, and a pleasure to read.

While the qualitative methodology is beyond my area of expertise, I nevertheless found that it was well described and articulated, even for those of us who do not have subject matter expertise. The paper described the results of the study in sufficient detail--though, in some places, I found the writing a touch verbose--and the sampling plan/methodology was well understood.

The conclusion and introduction were key highlights to this paper. The introduction set the stage for the study and contextualised the present research in the broader literature. The literature review was thorough but did not 'drag on'. Likewise, the conclusion succinctly summarised the paper, with important takeaway messages made clear.

Nothing to address.

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18

Reviewer 1

My response

Page number

Revise this section as a literature review, as Ward and Stewart’s Good Lives Model

Theory has not been applied judiciously as the theoretical foundation of your study. At

present, the theory is merely described rather than critically engaged with, either as an

analytical lens or within the discussion, resulting in a lack of nuance.

In my view, the paper remains strong based solely on the scholarly review of existing

literature, which you have already conducted effectively. A reference to Ward and

Stewart’s Good Lives Model Theory may still be included, but it should not be positioned

as the theoretical foundation of the study

I removed the part of this theory is guiding this study and explained it in this way: Ward and Stewart's Good Lives Model Theory, developed in 2003, has been used previous studies as a theoretical framework that shows the relationship between cor-rectional education and positive societal reintegration. This theory proposes a strengths-based approach to rehabilitation, arguing that individuals have basic primary human needs that must be met for them to live pro-social lives. Failure to achieve these basic needs or facing substantial life obstacles increases the likelihood of engaging in criminal behaviour (Ward & Stewart, 2003). In addition, the Good Lives Model Theory advocates for educational opportunities within correctional service, arguing that such interventions are critical in preventing post-release recidivism. These educational ef-forts are intended to contribute significantly to offenders' personal, social and economic progress, hence helping them achieve the acquisition of essential human goods (Ward & Brown, 2004). The current study is to determine the effectiveness of educational pro-grammes within correctional facilities in facilitating young ex-offenders to successfully transition from detention to reintegration into society. This study proposes that a cor-rectional education pedagogy imbued with an emphasis on primary human goods will result in a favourable transition for young ex-offenders, in accordance with the tenets of the Good Lives Model Theory. This strategy is expected to satisfy their diverse developmental requirements, which include social, psychological, spiritual and cognitive elements, paving the way for effective societal reintegration. The Good Lives Model (GLM) posits that correctional education programmes should equip offenders with the necessary skills and knowledge to fulfil their fundamental human needs and reintegrate meaningfully into mainstream society. According to Vandala (2019), the GLM is par-ticularly suitable for examining correctional education’s impact on reintegration, as it foregrounds human rights and prioritises offenders’ primary life goals in the rehabilitation process. By centering educational interventions around these human needs, correctional education becomes a transformative tool, enabling young ex-offenders to acquire vital life and vocational skills that support their successful reintegration into society.

4

Data Collection (243 to 246):

You have justified the use of virtual interviews on the basis of “travel costs,” which is ok.

However, clarify the approximate distance between your province and those of your

interviewees. Additionally, are all interviewees based in the Cape Flats region of the

Western Cape? If so, provide a clear justification for this selection.

The issue of distance is addressed like this: The approximate distance between the researcher province (Limpopo Province) and the participants (Western Province) is around 1,500 to 1,700 kilometres (930 to 1,060 miles).

All participants who participated in this study are based in Cape Flats area, Western Cape Province, South Africa. 

5

Data Analysis:

Your assertion that “it is not always easy to generate themes and sub-themes based on

theory” is unconvincing. You have stated that Ward and Stewart’s Good Lives Model

Theory forms the theoretical foundation of your study, therefore, it is expected that the

theory be employed in both your data analysis and subsequent discussion. If you

choose to maintain an inductive approach to analysis, you should refrain from claiming

that Ward and Stewart’s Good Lives Model Theory underpins your study theoretically.

In most cases, inductive analysis aligns more appropriately with a literature review

rather than a pre-established theoretical framework. I recommend addressing this issue

in order to strengthen the empirical grounding of your work. Otherwise, refer to my

comments in the “literature review” section above.

I removed this information of Stewart’s Good Lives Model Theory in the discussion of findings.

Discussion:

Use paragraphs to organise your work. There was no paragraph at all.

Addressed.

15

References

Check the alphabetical order of the references. For example, Philipps (2019) is placed

between “Tomita, M., & Ungureanu, R. (2021) …” and “UNESCO Institute for Lifelong

Learning. (2021) …

Addressed

18