TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN KENYAN PRISONS FOR REHABILITATION AND PREVENTION OF RECIDIVISM A CASE OF MOMBASA COUNTY.

Abstract

The core function of the prison service in Kenya is to rehabilitate prisoners and ensure their successful restoration into society. Instances arise when the Presidential amnesty is issued to release prisoners back into society but 60% of those released under such decrees return into prison. The high rate of re-incarceration observed on this alone begs many questions regarding the impact of the prison reform in Kenya. Government initiatives to promote the roll-out of restorative justice have led to widespread rollout of Technical and Vocational Education Training (TVET) across several corrective institutions. This is because one of the major drivers of crime in Kenya do not possess the requisite skills to ensure that they earn a decent living for themselves and their families. Learning methodologies and openings open up cooperation in formal and specialized professional training, expand detainees' scholarly skylines and give another opportunity to get familiar with the aptitudes and capabilities expected to enable reintegrate into society and henceforth decrease recidivism. Recidivism still occurs in Kenya and consequently there is need to distinctly explore theTVET programs offered to determine if they address the issues and desires in helping the mix of ex-detainees back to society. Mombasa County was purposively chosen as the area of study. The motivation behind this research was to enquire on the nature of TVET executed during the framework and the degree to which it contributes towards the recovery, social interaction, and avoidance of recidivism. The purpose of the investigation was to establish; the learning procedures utilized, nature and types of TVET programs being implemented in prisons in Kenya , ampleness and suitability of learning resources utilized, attitude towards TVET programs, and the difficulties confronting TVET prepared ex-detainees in the field of work. Literature content was gathered and documented locally, broadly, and all around the world to put into context and to inform research findings. Purposive sampling method was utilized to contact the previously mentioned key sources of information Trainees interviewed were identified by use of proportional systematic random sampling method. A pilot study was undertaken to determine the reliability scores of study instrument. Cronbach's Alpha measurement was determined to be 0.87 which met the minimum score of 0.7. Data was gathered through analysis of documents, interviews and observations technique. Qualitative data was analysed thematically by content while Predictive Analytical Software (PASW) was used to analyze quantitative data. Descriptive statistic features used were frequencies, means, and percentages. The study used Pearson Chi-Square test (χ2) to test for Independence and determine existence of association among variables. Qualitative data was transcribed, coded and thematically analysed. Key findings of the study showed a positive correlation between the dependent and the independent variables with statistical significance p=0.0000 which is less than p=0.05. The regression model deduced from the constructs was also statistically significant (p=0.000). All independent variables; importance accorded to TVET programs, learning strategies used in TVET delivery, appropriateness and adequacy of resources, and perceptions of TVET were found to be statistically significant (p<0.005) and are influencers to recidivism. Learning is basically on constructivism epistemology where the trainer is a facilitator, learning is interactive and learners learn at their own pace. The study realized that there is an existence of Technical and vocational program that includes carrying out practical activities under the pedagogical guidance and that involves practical activities under the National Industrial Training Authority curriculum (NITA). The key recommendations of the study were that; there is need for periodic re-evaluation of market demand courses, need for basic education for inmates pursuing TVET, and trust funds be set up with minimal wage bills for the prisoner’s outputs to help them with needed initial capital to undertake economic activities once release from prison and ready to integrate with society.