Evaluation of the vocational education and training programme in Ukonga prison of Tanzania

The purpose of this study was to investigate and analyse the implementation of the vocational education and training programme in Ukonga Prison, in order to determine the extent to which the programme objectives have been realised. The CIPP model developed by Stufflebeam (1971) the investigation. CIPP stood for context, input, process and product variables. Research tasks were derived from the conceptual frame work and the purpose of the study and focused on the relevancy of the programme, availability of instructional materials, the quality of teaching staff, instructional methods, learning environment and students characteristics and their learning motives. The respondents included inmate-students and teachers, prison officials and technical instructors as well as officials from the Directorate of Adult Education, selected through stratified, purposive and random- sampling. Data were collected through questionnaires and interview schedules, documentary review, observation and checklist. The study findings revealed that the vocational education and training programme was introduced in Ukonga prison with a view to reforming prisoners and to enable them earn a living after their imprisonment. The implementation of the programme was impeded by several factors which included financial constrains, absence of a well defined curriculum, lack of essential reading materials and facilities, the factors which affected the learning ability of the immune-students. The study further discovered that although the, majority of the teachers had adequate professional qualifications they failed to reach the theoretical and practical aspects effectively for various reasons including unconducive learning environment and shortage of essential facilities. The learning climate was characterized by strict control. Discipline, lack of mutual respect and trust, the factors which limited students’ participation in the teaching and learning process. The teaching methods were largely transmittal, the apprenticeship being the dominant teaching mode. Although the inmate-students had shown interest in learning and hoped to use the skills for future living, their learning morale was affected by the length of their sentences as they could not make immediate use of the skills acquired. In the light of the study findings and analysis, it was recommended thet conducive learning environment should be created in the prison by introducing library services and reading materials such as newspapers and magazine. Also the study areas should be furnished with necessary facilities such as desk and tables. In order to provide an opportunity for immediate application of the newly acquired skills in productive activities it is recommended that qualified, disciplined and hardworking inmate-students be released so as to complete their remaining part of their sentences in the community. This, was assumed would facilities their re-entry into the community. With regard to further research, it is recommended that a study could be conducted on how to design a vocational education and training programme which would address the basic learning needs of the inmate and the entire community. A study could also be done to investigate how the ex-inmate-students are integrated into socio-economic and political life of their community and the impact of their skills and knowledge on socio-economic activities.