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<p>The effectiveness of prison-skilled education programs is strongly connected to prisoner satisfaction, but it is understudied, particularly in Pakistan’s penal system, which faces obstacles such as inadequate resources, overcrowding, and administrative inefficiencies. This research investigates convicts’ perspectives on skill training in a Pakistani prison, contributing to SDGs 4 and 16. Semi-structured interviews with convicts were conducted at Central Jail Mianwali, using a qualitative design guided by Vroom’s Expectancy Theory and Self-Determination Theory. Reflexive thematic analysis driven by COREQ revealed four themes. These are structural restrictions, instructional quality, intrinsic empowerment and identity reclamation, and bounded rationality and post-release horizons. The findings indicate that participants were moderately satisfied with the programs; nevertheless, insufficient training materials and equipment emerged as a significant impediment. Micro-environmental instructional quality and personal identity reclamation acted as effective psychological buffers, boosting individual expectancy and valence. The study suggests assuring appropriate resources, formalizing evaluation processes, and establishing training programs that address offenders’ intrinsic motivating requirements.</p>

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The perception of prisoners towards the quality of skilled education provided in prison

  • 期刊论文

  • 发表日期：

    2026年6月23日

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  • Momina Maryam Khan

摘要

The effectiveness of prison-skilled education programs is strongly connected to prisoner satisfaction, but it is understudied, particularly in Pakistan’s penal system, which faces obstacles such as inadequate resources, overcrowding, and administrative inefficiencies. This research investigates convicts’ perspectives on skill training in a Pakistani prison, contributing to SDGs 4 and 16. Semi-structured interviews with convicts were conducted at Central Jail Mianwali, using a qualitative design guided by Vroom’s Expectancy Theory and Self-Determination Theory. Reflexive thematic analysis driven by COREQ revealed four themes. These are structural restrictions, instructional quality, intrinsic empowerment and identity reclamation, and bounded rationality and post-release horizons. The findings indicate that participants were moderately satisfied with the programs; nevertheless, insufficient training materials and equipment emerged as a significant impediment. Micro-environmental instructional quality and personal identity reclamation acted as effective psychological buffers, boosting individual expectancy and valence. The study suggests assuring appropriate resources, formalizing evaluation processes, and establishing training programs that address offenders’ intrinsic motivating requirements.