Türkiye'deki Hapishane Eğitimi Uygulamaları: Geçmişten Günümüze Tarihsel Bir Bakış ve Güncel Uygulamaların Değerlendirilmesi

Yıl 2021, , 639 - 651, 05.10.2021

Gulden Akın

https://doi.org/10.14686/buefad.887520

Öz

İçerik, program ve hedef kitle gibi nedenlerle cezaevi eğitimi yetişkin eğitimi faaliyetleri kapsamında değerlendirilmektedir. Öte yandan, yetişkin öğrenen evreni içinde dezavantajlı topluluklardan biri olarak kabul edilen mahkûmlar ise, üzerinde giderek daha fazla araştırma yapılan bir grup olarak dikkat çekmektedir. Bu araştırma, Türkiye'deki hapishane eğitiminin geçmişten günümüze süregelen uygulamalarını analiz etmeyi ve hâlihazırdaki uygulama süreçlerinde karşılaşılan zorluklarını betimsel analiz yoluyla tartışmayı amaçlamaktadır. Araştırmanın sonuçlarına göre, birinci ve ikinci derece okuma yazma kurslarına katılan mahpus sayısı, hapishanelerde ikame etmekte olan ve okuma yazma bilmeyen veya okuma yazma bilip ilkokul diploması olmayan toplam mahpus sayına göre daha azdır. Ayrıca, mahpusların cezaevinde hem mesleki eğitim faaliyetlerine katılıp hem de sigortalı olarak çalıştırılmaları tüm dünya için örnek bir faaliyettir. Ancak, bu mahkûmlar tahliye edildikten sonra iş bulmakta zorluk yaşamaktadır. Öte yandan, hapishane içinde devam eden dini eğitim faaliyetlerinden mahkûmların genel olarak memnun olduğu bulgusuna ulaşılmıştır. Ancak, mahkûmların eğitim, kültür ve kaliteli boş zaman geçirme etkinliklerinden eşit şekilde yararlanabilmeleri için Türkiye'deki cezaevlerinin popülasyonunun iyileştirilmesine ihtiyaç vardır. Son olarak, özellikle COVID-19 salgınından sonra eğitim faaliyetlerinin uygulanmasında ortaya çıkan sorunların ortadan kaldırılması için teknoloji ile zenginleştirilmiş eğitim programlarının yaygınlaştırılması önemlidir.

Anahtar Kelimeler

Yetişkin mahkumlar, hapishane eğitimi, Türkiye, uygulamalar

Correctional Education in Turkey: An Historical Overview from Past to Present and Evaluation of Current Practices

Öz

Prison education is covered within the scope of adult education for the reasons such as content, program, and target group. Incarcerated people, on the other hand, are one of the disadvantaged groups among adult learners that have been increasingly studied in recent years. The present research aims to analyze the current correctional education in Turkey with reference to practices in the past and to discuss the challenges in the implementation process through descriptive analysis. According to the results of the paper, the number of inmates who participate in the first and second-degree courses is fewer than the total population of illiterate prisoners and literate prisoners who have no primary school diploma. Moreover, the study reveals that it is an exemplary activity that the prisoners acquire a profession with vocational training while they are employed within the correctional settings. However, they have difficulty finding jobs after they are released. In addition, according to the findings of the study, prisoners are generally satisfied with the religious education activities going on inside the prisons. Nevertheless, there is a need to regulate the prison population in Turkey in order to make the inmates equally benefit from the educational, cultural, and recreational activities. Finally, it is significant to disseminate technology-enriched education programs to eliminate the challenges that arise in the implementation of educational activities particularly after the COVID-19 pandemic.

Anahtar Kelimeler

incarcerated adults, correctional education, Turkey, practice, literacy education, vocational training

Kaynakça

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