Освіта засуджених в Україні: порівняльний аспект

Abstract

У статті розглянуто питання забезпечення права на освіту осіб, засуджених до позбавлення волі, як одного з ключових інструментів ресоціалізації. Наголошено, що попри обмеження, пов’язані з виконанням покарання, засуджені зберігають основні права, зокрема право на освіту. Проаналізовано міжнародний досвід (Франція, Німеччина, Албанія), який підтверджує ефективність освіти як засобу запобігання рецидиву, формування нових соціально прийнятних моделей поведінки та повернення до повноцінного життя в суспільстві. В Україні освітній процес в установах виконання покарань здійснюється в різних формах (очна, дистанційна, екстернатна, педагогічний патронаж), активно впроваджуються онлайн-курси та неформальна освіта. Увага приділена правовому регулюванню, сучасним освітнім платформам і статистичним даним щодо участі засуджених у навчанні. Зроблено висновок про необхідність подальшого вдосконалення законодавства та адаптації кращих міжнародних практик з урахуванням національного контексту з метою забезпечення ефективної ресоціалізації та зниження рівня рецидиву. The features of legal regulation of the educational process in penitentiary institutions of Ukraine are examined in the article, in particular in accordance with the provisions of the Criminal Executive Code, the Law of Ukraine “On Education”, resolutions of the Cabinet of Ministers and other regulatory legal acts. The analysis covers various forms of education: full-time, distance, part-time, external, pedagogical patronage and dual. Particular attention is paid to access to educational, scientific and information resources, including the Internet in a controlled mode, the use of online platforms such as All-Ukrainian School Online, iLearn, Prometheus, EdEra, etc. The research emphasizes that the role of education in condition of deprivation of liberty goes far beyond the formal acquisition of knowledge. It helps to reduce recidivism, develop critical thinking, form new values and motivations for a law-abiding lifestyle, which is the basis for a person's successful return to society. Education, according to international standards, should be aimed at the full development of the human personality and the formation of respect for human rights and fundamental freedoms (Article 26 of the Universal Declaration of Human Rights, European Prison Rules). As part of the comparative analysis, the article examines the practices of educational activities in penitentiary institutions in European countries, in particular France, Germany and Albania. It is noted that in most European countries there are specialized training programs for different categories of prisoners: adults, women, juveniles, persons with disabilities, representatives of ethnic minorities, etc. In France, for example, up to 28,000 convicts are involved in educational courses every year, of whom more than 800 receive higher education, including by correspondence. In Albania, the educational process is based on an individualized program developed after an assessment of psychological, social, economic and cultural factors for each prisoner. In Germany, more than half of prisoners do not have a basic education, so there is an extensive support system in place: training is provided in specialized centers, with the involvement of specialists, according to an individual schedule. The article also analyzes the current state of the organization of education in penitentiary institutions in Ukraine. As of January 1, 2025, in 77 institutions (including pre-trial detention centers), the general education process covered more than 2,100 people who did not have a complete secondary education. Of these, 2,036 people were actively involved in various forms of education. Minor students are provided with writing materials and limited but controlled access to the Internet for learning. Class schedules are set in accordance with the requirements of the regime and sanitary standards. Especially important is the accessibility of non-formal education, which is implemented both through online resources and in cooperation with public, religious and charitable organizations. Programs focused on the development of life skills, psychological support, and the formation of assertive behavior contribute not only to professional growth but also to strengthening the moral and ethical attitudes of individuals. Such a comprehensive approach to education not only reduces the risks of negative influence of the criminal environment, but also supports the personal development of prisoners while serving their sentence.