Clement Muinde Mbatha^1,, Bonaventure W. Kerre¹, Ahmed Ferej¹, Kisilu Mashtakh Kitainge¹, Koech Cheruiyot Fred²

Implementation of Vocational Education and Training (VET) within Prison institutions is dependent on several factors. One of the key drivers for successful implementation of VET is the learning strategies employed. Researches indicate that most incarcerated individuals have low academic standings within society. As such, approaches in learning have to conform to the trainees’ needs and education standards. This study sought to determine the effectiveness of learning strategies used in VET in Kenyan Prisons with a specific case study of Shimo La Tewa Maximum Security Prison and Shimo La Tewa Medium Security Prison. A descriptive research design was adopted to integrate different components of the research and questionnaire instruments were used for data collection. A Predictive Analytic Software (PASW) was used for data analysis where quantitative data was analyzed using descriptive, frequencies and percentages. A regression model was fitted to establish the relationship between prisoners’ integration back into the society and the learning strategies used in VET implementation in prison. The study findings indicated that there is a direct association between learning strategies used in VET implementation and integration back into the society with a regression model significance at (p<0.05) and (R=57%). The specific learning strategies investigated were behavioral and cognitive learning; both were found to be generally applicable among the inmates yet in terms of specific methods, the study found the level of agreeability varying. In conclusion, the study determined that there is need to enhance the capacity of learners by adopting appropriate strategies that impart skills and enhance the trainee confidence to gain formal employment. This way, the chances of re-offense is greatly reduced by appropriate training methods.

vocational education, recidivism, re-incarceration, juvenile, employment, crime, reoffend, cognitive learning, behavioral learning, curriculum