Kheswa, Siyanda Edison.Saiya, Precious.2025-06-242025-06-2420242024https://hdl.handle.net/10413/23778Doctoral Degree. University of KwaZulu-Natal, Pietermaritzburg.Rehabilitating offenders through education is a fundamental constitutional imperative in South Africa. Yet the contribution of correctional libraries to the development and employability of offenders remains underexplored and inconclusive. Crucially, the Desistence theory stresses the need for holistic development of offenders, while the Transformative Learning theory underlines the role of critical reflection in fostering personal transformation in offenders. Equally, the Context-Mechanism-Outcome model posits that organisational and social contexts should be constantly monitored as they impact significantly on correctional education programmes and outcomes. In this context, the purpose of this study was to assess the contribution of correctional libraries to the development of offenders in Mpumalanga Province. Through a multiple case study design and sequential explanatory approach, a combined total of 607 respondents was derived by using stratified random sampling and purposive sampling. The latter included library managers, librarians, facilitators, former offenders, community members and employers. Data were collected through a combination of quantitative and qualitative research instruments involving self-administered questionnaires, semi-structured interviews and focus groups. Quantitatively, the study confirmed that 90% of learners (offenders) received Library and Information services in their centres, though such services were limited by staff shortages and a lack of funding. Strategies used by librarians and facilitators to mobilise learning resources included partnerships (24%), referrals (12%), book exchanges (13%), donations (35%), and loan systems (15%). Offenders had access to functional literacy programmes (90%), vocational skills training (85%) and higher education opportunities (20%). On average, 65% of the learners were generally satisfied with the quality of education in their centres. Career transition preparations included career exhibitions (15%), on-the-job training (22%), direct applications (30%) and partnerships with sector education and training authorities (26%). Stakeholder responsibilities included training delivery by Sector Education and Training Authorities, accreditation services by the Quality Council for Trades and Occupations, policy advice by the Department of Higher Education, tutorial support services by peer educators and employment facilitation by community organisations, government agencies and prospective employers. Qualitatively, evidence from semi-structured interviews confirmed that library and training programmes were provided through basic education, vocational education, higher education and pre-release programmes, as well as informal learning activities on the job. Prime examples were agriculture, baking, carpentry, construction, beauty and hairdressing, electricity and welding. Key training delivery strategies included peer educators, referrals, in-service training, internships, learnerships, experiential learning and mentoring by prospective employers. Common barriers to learning and career transition included limited budget allocation, understaffing, protocols, capacity, shortage of learning resources, stigmatisation, limited access to learning technologies, and learner disengagement. Quality assurance measures included accreditation, curriculum design, staff development, digitisation, records management, learner assessment, and training management. In light of these results, the study concluded that while librarians, facilitators and stakeholders contributed significantly to educating offenders, additional efforts are needed to improve career transition outcomes. Through a transformative learning perspective, the study enhances understanding of the strategic role of librarianship in correctional education, particularly in developing countries such as South Africa. In contributing to the current body of knowledge on correctional education, the study recommended a context-specific Library and Information Services model to help improve both mobilisation and sharing of learning resources among Correctional centres in Mpumalanga Province, South Africa.enCorrectional library services.Offenders.Librarians.Rehabilitation and integration.Learning resources.Thesis