Back From Syria to Reintegration: Supporting Violent Extremist Offenders in the Probation System in Albania

Tirana / Albania 4 May 2026
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Julinda Manja & Roland Sulika

Julinda Manja & Roland Sulika

In her dark clothing, Fatime* sits quietly, seemingly uninterested in any conversation, waits impatiently to meet her Probation Officer in Tirana. Every three months, she is required to report and discuss her progress with the probation authorities. She is one of the nine women who returned in October 2024 after years in Syria, where she was caught in a conflict far from her homeland, having survived unimaginable hardship. Now, as a mother, daughter, and convicted violent extremist offender (VEO), Fatime faces the daunting challenge of reintegration under the supervision of the Albanian Probation Service. Her return, along with eight other women, marks a milestone for Albania’s justice system. For years, women like her were seen only as victims, requiring psychological care and support instead of criminal justice intervention. However, with legal definitions now evolved and clarified, Fatime was sentenced to probation — a community sanction and measure, which includes also assistance aiming at the social inclusion of offender.

The decision to convict VEOs to probation regime is a progressive and humane approach to justice and community reintegration. Recognising that effective rehabilitation and reintegration require more than incarceration, Albanian authorities, with support from the European Union and Council of Europe, have pioneered developing proper tools and programmes to support the VEOs in their rehabilitation and effective reintegration.  

Roland Sulika, probation officer from Mat, is among those who have participated in specialised capacity-building activities on managing and rehabilitating VEOs, in the framework of the EU and Council of Europe joint action “Enhancing co-operation in the Western Balkans in managing violent extremism in prisons and preventing further radicalisation after release”. He emphasises the significance of equipping probation staff with advanced tools for assessing potential signs of radicalisation and tailoring individual intervention programmes. Roland notes that these instruments are crucial in evaluating the unique needs and factors involved in each individual’s rehabilitation and integration. “One tool that stood out is the Individual Treatment Plan. It adds depth to our approach, ensuring interventions are not only reactive but also proactive and comprehensive,” he explains. For Roland, the training was transformative, enhancing both his technical knowledge and his professional confidence.

The trainer Julinda Manja, probation inspector from Tirana and one of the first officers to initiate the current training programme, underscores the importance of distinguishing between women VEOs in probation and those in prison settings. “Initially, this reintegration approach was connected only to the prison system, but we advocated for its development within the Probation Service, recognising the unique dynamics, especially for women returning from Syria,” she explains. With support from the Council of Europe, the Albanian Probation Service has developed and successfully piloted new tools tailored for this category of offenders. “Since the gradual introduction of these instruments, their openness and cooperation have grown remarkably. At first, there was scepticism and distance, but today, our communication with them is much easier,” admits Julinda.

Interventions are now expanding, focusing not only on the returned women but also on their families, who may be at risk. We learn that in some municipalities, such as Mat, a working group of diverse stakeholders, led by the local prefect, meets quarterly to review the management of VEOs, assess related risks, and address new cases. These sessions highlight a key lesson that effective reintegration relies on collaboration of various actors and the use of the right tools and methodologies adapted to the specifics of institutions.

While capacity-building activities continue, the Council of Europe’s tools and methodologies, adapted for Albanian probation, are ensuring a gradual and supported reintegration of VEO-s back into society. For, Fatime and others like her, this approach means being recognised not just as former offenders, but as individuals deserving dignity and assistance on their path back to community life.

 

 

 

 

*Name changed to protect identity of the subject .

This session of the website features inspiring narratives, human stories and success examples, that demonstrate positive change  and improvement in the lives of individuals, local communities, and society as a whole.

Back Kada inkluzija postane dio svakodnevnog akademskog života

Podgorica 27. mart 2026.
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Kada inkluzija postane dio svakodnevnog akademskog života

Kada student/kinja osjeti da zaista pripada akademskoj zajednici, obrazovanje postaje mnogo više od predavanja i ispita- postaje prostor za razvoj, doprinos i lični uspjeh. Na Univerzitetu Donja Gorica (UDG) upravo takav pristup pomaže studentima/kinjama sa invaliditetom da svoje mjesto u visokom obrazovanju pronađu ravnopravno sa drugima.

Za prof. dr Maju Drakić-Grgur, inkluzivno obrazovanje predstavlja temelj savremenog univerziteta. „Univerzitet nije samo prostor u kojem se prenosi znanje, već i zajednica u kojoj se razvijaju vrijednosti otvorenosti, međusobnog poštovanja i jednakih mogućnosti“, ističe ona.

Kroz fleksibilne nastavne metode, individualni mentorski rad i stalnu komunikaciju sa studentima/kinjama, UDG razvija pristup koji akademsko okruženje prilagođava različitim potrebama studenata/kinja.

„Posebno nas raduje činjenica da sve veći broj mladih sa invaliditetom prepoznaje UDG kao mjesto na kojem mogu studirati ravnopravno sa ostalim studentima“, kaže profesorka. Na univerzitetu trenutno studira oko 30 studenata sa različitim vrstama invaliditeta, od otežane pokretljivosti do oštećenja sluha, vida, govora ili disleksije, a mnogi od njih biraju studije sa značajnim praktičnim radom.

Studenti/kinje sa invaliditetom oslobođeni su plaćanja školarine i imaju dodatnu mentorsku i akademsku podršku, što, kako objašnjava, doprinosi stvaranju zajednice u kojoj se različitosti prepoznaju kao vrijednost.

„U praksi, inkluzivno obrazovanje znači prije svega spremnost univerziteta da razumije različite životne okolnosti i potrebe studenata i da im omogući ravnopravno učešće u akademskom životu“, naglašava ona.

Takav pristup podrazumijeva i prilagođavanje načina rada– dodatne konsultacije, različite strategije učenja i načine provjere znanja koji odgovaraju sposobnostima studenata/kinja. Istovremeno, koristi su šire od same inkluzije.

„Kada studenti uče u okruženju koje podstiče međusobno razumijevanje i podršku, razvijaju se ne samo akademske kompetencije, već i važne društvene vrijednosti – odgovornost, empatija i spremnost na saradnju“, kaže Drakić Grgur.

Ipak, izazovi su i dalje prisutni. „Ponekad su najveće prepreke upravo one koje nijesu odmah vidljive – način komunikacije u nastavi, očekivanja koja postavljamo pred studente ili nedovoljno razumijevanje različitih iskustava iz kojih studenti dolaze“, upozorava ona.

Nedavna radionica o prilagođavanju učenja i učešća studenata sa posebnim obrazovnim potrebama, koja je organizovana u okviru projeka Quality education for all – Montenegro a koji je deo zajedničkog programa Evropske unije i Savjea Evrope "Horizontal Facility za Zapadni Balkan i Tursku", bila je prilika za razmjenu iskustava među univerzitetima. 

„Posebno je vrijedno bilo to što je radionica bila koncipirana kao otvoren prostor za razmjenu iskustava, a ne samo kao niz formalnih izlaganja“, kaže Drakić Grgur, dodajući da su diskusije podstakle učesnike „da o temi inkluzije razmišljaju kroz prizmu sopstvenog iskustva“.

Za budućnost, poruka je jasna: „Najvažnije je da inkluzija ne ostane samo deklarativni princip, već da postane dio svakodnevne akademske prakse.“

Na UDG-u to znači produženo vrijeme za polaganje ispita, alternativne načine provjere znanja, dodatnu podršku i saradnju sa organizacijama koje promovišu prava osoba sa invaliditetom.

Na osnovu tog iskustva, zaključuje: „Inkluzivno obrazovanje nije samo pitanje socijalne osjetljivosti, već i pitanje kvaliteta visokog obrazovanja. Univerzitet koji je otvoren za različitosti postaje kreativniji, inovativniji i bliži stvarnim potrebama društva.“

Beneficiary
Albania
Bosnia and Herzegovina
Kosovo*
Montenegro
North Macedonia
Regional
Serbia
Türkiye
Topic
Anti-Discrimination
Fighting Corruption
Freedom of Expression
Justice
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