THE PEDAGOGUE IN PEDAGOGICAL-ANDRAGOGICAL WORK WITH CONVICTED PERSONS IN THE PROCESS OF RESOCIALIZATION

Abstract

Prisons are complexly structured institutions where incarcerated individuals
must undergo resocialization – a guided process of re-education and rehabilitation aimed
at successful reintegration into society. This paper examines the theoretical and practical
role of pedagogy and andragogy (educational work by trained prison educators) in
resocialization programs, drawing on international research and the context of North
Macedonia. A mixed-methods study was conducted, combining a survey of 100 inmates
with in-depth interviews of inmates and staff, to evaluate how educational activities and
professional educators influence rehabilitation outcomes. Quantitative results indicate
that participation in prison education is associated with improved self-perception and
optimism about reintegration, while qualitative narratives reveal personal transformations
attributed to learning opportunities and mentorship. Trained prison pedagogues
play a critical role in assessing individual needs, designing tailored learning plans, motivating
inmates, and mediating the challenges of the prison environment. These findings
inform recommendations for correctional policy – including improved educational
infrastructure, specialized staff training, and inter-agency collaboration – to strengthen
the resocialization process and support inmates’ successful return to society.