dc.contributor.author | Ochiel, Melline A | |
dc.contributor.author | Ochiel, Melline A | |
dc.date.accessioned | 2019-01-14T08:06:03Z | |
dc.date.available | 2019-01-14T08:06:03Z | |
dc.date.issued | 2018 | |
dc.identifier.uri | http://hdl.handle.net/11295/104579 | |
dc.description.abstract | The purpose of this study was to establish institutional factors influencing
implementation of education programmes prisons: a case of Kodiaga Maximum
Prison, Kisumu County, Kenya. Specifically, the study was set to establish the
influence of learning and teaching resources, physical facilities, teachers’
qualifications and teachers’ perception towards inmates on implementation of
education programmes in prisons (EPP). The study adopted a case study research
design where the target population consisted of inspector of education who is
head of EPP, 43 warders (teachers) and 256 inmates (learners) enrolled in EPP.
The sample size of this study was derived from 20% of 43 teachers which was 9,
20% of 256 learners which was 51 and inspector of education. Teachers and
learners were purposively sampled in order to ensure that those in education
programmes in prisons were included as they were of much relevance to the
study. The study used interview schedule to collect data from inspector of
education. Questionnaires were used to collect data from teachers while focus
group discussions guide was used to collect data from learners. The data was
analyzed using Statistical Package for Social Sciences (SPSS) version 24.
Quantitative data was analyzed using descriptive statistics tools such frequency
distribution tables, pie charts and graphs. Qualitative data was analyzed by
synthesizing the information from respondents and the information arranged
thematically in line with the objectives of the study. The study established that
learning and teaching resources influenced implementation of EPP to a very large
extent and their availability also positively influenced implementation. Physical
facilities were found to influence implementation of EPP to a very large extent.
There existed a positive relationship between teacher’s qualification and EPP
implementation. Teachers’ qualification was the best predictor of implementation
of education programmes in prison. Teachers’ perception level towards learners
and effective implementation of education programmes in prison was highandv it
influenced the implementation of education programmes in prison. The following
recommendations were made: The government should provide all learning and
teaching materials the way it provides to public schools, government should also
construct more classrooms. Prison department should only assign qualified
teachers to teach and teachers should have good perception towards learners for
effective implementation of EPP. Suggestions for further studies include; factors
influencing implementation of education programmes in prisons other than the
institutional ones, Influence of education programmes on prison reforms and a
replica of the study should be carried out in another maximum security prison | en_US |
dc.language.iso | en | en_US |
dc.publisher | university of nairobi | en_US |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | Implementation of Education Programmes | en_US |
dc.title | Institution Factors Influencing Implementation of Education Programmes in Prisons: a Case of Kodiaga Maximum Prison, Kisumu County, Kenya | en_US |
dc.type | Thesis | en_US |