Lifelong Learn. 2022, 12, 147-178

The Use of Informal Learning in the Resocialization of Convicts in Open Prison Conditions

Jaroslav Kříž

Univerzita Karlova, Pedagogická fakulta, Katedra andragogiky a managementu vzdělávání, Myslíkova 7, 110 00 Praha 1, Česká republika

Received August 5, 2022
Accepted November 7, 2022

In recent years, thanks to international conventions and the humanization of prisons, great importance has been attributed to the education of individuals serving prison sentences. However, not every prisoner can undertake formal and non-formal educational activities. That is due, for example, to a low sentence or lack of capacity. Therefore, the possibility for the application of informal learning and self-education opens up. This study examines the possibilities of anew innovative prison in Czech conditions, which, through a specific environment and a change in approaches, influences convicts and prepares them for life after release. The research investigation was carried out in a qualitative form, using semi-structured interviews focused on: a) the perception of informal learning in prison sentences, b) the perception of the influence of the environment of an open prison on learning, c) the perception of the influence of informal learning on their preparation for release. In total, sixteen men serving prison sentences participated in the research investigation, and grounded theory was used to analyse the data obtained. From the research results, we can conclude that respondents perceive great differences in possibilities and approaches to learning in the conditions of an open prison. Specifically, a better social climate allowed them to focus more on self-development in different areas. The results of the study confirm that regular prison facilities are incentive-poor, and convicts encounter several problems that fundamentally influence their learning. This study highlights the importance of these innovative prisons in the context of resocialization and reintegration efficiency.


Studie byla podpořena projektem Grantové agentury Univerzity Karlovy č. 302221 – Psychosociální aspekty dalšího vzdělávání odsouzených v kontextu docility.


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