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Nordic Prison Education

A Lifelong Learning Perspective

image of Nordic Prison Education

Since the 1970s, a variety of multilateral environmental agreements have been created to promote the conservation and sustainable use of biodiversity. However, these institutions have not been created systematically, but rather on an ad hoc basis as different aspects of biodiversity loss have come to the centre of international concern. Consequently, this has led to the inability of the current institutions to address biodiversity loss and ecosystem degradation in a coherent and effective manner. In this report an initial biodiversity cluster is outlined and 12 recommendations are provided for enhancing synergies between the MEAs in the cluster. Most importantly, the report shows that the contracting parties of the MEAs in the biodiversity cluster need to work more closely together to indentify synergistic solutions that meet national needs. The report also highlights that it is not sufficient alone to make existing institutions work more closely together, but points out a missing institutional structure that needs to be addressed. An independent science policy platform is required to provide the MEAs in the biodiversity cluster with timely and scientifically credible advice for achieving more coherent and effective decision-making.

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Evaluation, analysis and recommendations

In this chapter, the project group provides a more detailed evaluation and analysis of the findings, based on both our survey and the description given of the prison populations, followed by a number of recommendations. Our recommendations refer to the various international conventions and to Nordic legislation. They also concern the right to education, the various models for education used by the prison and probation services, descriptions of education in prisons, course options, teaching methods, and the place of education and training in the overall correctional system, the needs and options for lifelong learning, documentation and research, cooperation between the correctional system and other stakeholders, and the costs of prison education. The project group uses the term “prisoner” to apply both to convicted prisoners and to individuals being detained in remand.

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