Author ORCID Identifier
Ijeoma B. Uche http://orcid.org/0000-0003-1959-8236
Okala A. Uche http://orcid.org/0000-0002-4508-4784
Agatha U. Nzewuji: https://orcid.org/0000-0003-1293-8947
Keywords
Capability approach, correctional education, forensic social work, inmates, rehabilitation, reintegration.
Abstract
This study explores inmates’ perceptions of educational services in Southeast Nigerian prisons, focusing on their role in rehabilitation and reintegration. Using a qualitative design grounded in the capability approach and interpretive phenomenological analysis, data were gathered through in-depth interviews with 15 convicted inmates across three correctional facilities in Southeast Nigeria. Interviews were conducted in English and Nigerian Pidgin, and analyzed using NVivo 12. Findings revealed three major themes: the relevance and accessibility of educational programs, benefits such as improved self-worth, skill acquisition, and hope for reintegration, and key barriers like limited access, inadequate resources, and institutional apathy. Although the capability approach has some limitations in capturing structural constraints, it was valuable for illuminating inmates' agency, aspiration, and life goals within restrictive environments. The study situates these perceptions within the broader Nigerian correctional landscape, where regional disparities including shortages of qualified educators, infrastructural decay, and inconsistent program delivery affect service quality. The study underscores the need for policy reforms that expand prison education and centers inmate voices in social work discourse, positioning education as crucial for rehabilitation, justice, and social inclusion.
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DOI
https://doi.org/10.25771/jtj5-w607