DOCSLIB.ORG

Educational Background, Preferences and Needs

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Educational Background, Preferences and Needs Education in prisons Educational background, preferences and needs. A qualitative study of prisoners from Iraq, Poland, Russia, Serbia and Somalia. Kariane Westrheim and Terje Manger (Eds.) Statens hus Utdanningsavdelinga Besøksadresse Kaigaten 9, 5020 Bergen Postadresse Postboks 7310, 5020 BERGEN Telefon: 55 57 20 00 Telefaks: 55 57 20 09 Epost [email protected] Internett www.fylkesmannen.no/hordaland Report nr 1/13 County Governor of Hordaland Copying is not permitted without agreement with the copyright law ISBN 978-82-92828-26-7 (E-bok) ISBN 978-82-92828-27-4 Layout cover: Herrene Grimstad & Skogen AS, herrene.com Print og layout: Netprint Educational background, preferences and needs Ethnic minority prisoners in Nordic prisons Educational background, preferences and needs A qualitative study of prisoners from Iraq, Poland, Russia, Serbia and Somalia Kariane Westrheim and Terje Manger (Eds.) Ole-Johan Eikeland Anna-Lena Eriksson Gustavsson Hilde Hetland Gudmundur B. Kristmundsson Henrik Linderborg Line Seidenfaden Jacob Als Thomsen 2013 Educational background, preferences and needs 3 Educational background, preferences and needs Foreword from the Nordic Prison Education Network The Nordic Prison Education Network was formally established on 1 January 2006. The network has been building on an informal collaboration between the Nordic countries ever since the 1970s. Today, the network consists of key people within correctional care facilities and education authorities with particular responsibility for prison education in the Nordic countries. The network is made up of the following representatives: • Morten Bruun Petersen, Danish Prison and Probation Service, Denmark • Karoliina Taruvuori, Finnish Criminal Sanctions Agency, Finland • Erlendur S. Baldursson, Icelandic Prison and Probation Service, Iceland • Suzanne Five, Norwegian Correctional Services Central Administration, Norway • Gøril Vikøren Nøkleby/Paal Chr Breivik, County Governor in Hordaland, Norway • Lena Axelsson, Swedish Prison and Probation Service, Sweden. Education for prisoners is central to international conventions and recommendations, whilst legislation is not equally clear in all the Nordic countries. Knowledge of the prisoners’ educational background and educational needs in a Nordic perspective is illustrated through joint Nordic surveys organised by the Nordic Prison Education Network in 2001 and 2006. These surveys have been crucial for better facilitation of the education and training offered in the Nordic countries, for example, we see a clear shift towards more focus on vocational training in prisons in accordance with the wishes and needs of the prisoners. In all the Nordic countries, the composition of the prison population has changed in recent years. One sees a huge increase in prisoners of foreign nationality and this can present challenges for the education and training provided in prisons. The Nordic Prison Education Network wanted to know more about the educational background and motives for education for foreign nationals in order to learn more about how each country’s education system can better meet the education and training needs of the prisoners. The Nordic Prison Education Network took the initiative to conduct a qualitative study of educational background and motivation of different nationalities in Nordic prisons. This project is a collaboration between the Nordic Prison Education Network and Alfarådet (the Alfa Council) (a Nordic network with responsibility for developing training for adults with or without brief formal education and who do not have the Nordic languages as their native language). The prison network contacted research groups in the Nordic countries, and a joint Nordic application for financial support for the study “Educational background, wishes and needs – a qualitative study of prisoners from Iraq, Poland, Russia, Serbia and Somalia” was sent out to the CIRIUS Nordplus Adult programme in Denmark. The feedback on the research project was positive and support was granted for the preparation of a joint Nordic interview Educational background, preferences and needs 5 guide and a joint Nordic report. Each of the Nordic countries has conducted a qualitative study of a group of prisoners of a selected nationality: • Sweden has interviewed Serbian prisoners • Denmark has interviewed Somali prisoners • Norway has interviewed Iraqi prisoners • Iceland has interviewed Polish prisoners • Finland has interviewed Russian prisoners. This has led to national reports in each of the Nordic countries, which form the basis of this Nordic report. Based on a qualitative approach, this Nordic study has provided knowledge about the educational background and needs of a variety of prisoners with non-Nordic citizenship, in Nordic prisons. Such an immersion into each individual respondent’s background, does not just paint a picture of that person’s history, but also shows how war, unrest and changes in social structures outside the Nordic region, affect how our education and training, should be organised. An important finding of the study is that the primary motivation for many to participate in education and training in prisons is to be able to support themselves and their families through employment upon release. The study also shows the importance of information in language that the prisoner understands, not only information about the educational provision in prison, but also information about the procedures, rights and obligations of a prisoner in a Nordic prison. The network would like to thank the Alfa Council and the Nordic Network for Adult Learning (NVL) for the excellent cooperation in connection with the project. We would also like to thank the CIRIUS Nordplus Adult programme for their financial support for implementing the project. Throughout the entire process we have had excellent cooperation with the Nordic research group, which has prepared and undertaken the work in each individual country – many thanks to you all. Jacob Als Thomsen, Line Seidenfaden, Henrik Lindeborg, Gudmundur B. Kristmundsson, Hilde Hetland, Anna-Lena Eriksson Gustavsson, Ole-Johan Eikeland, Terje Manger and Kariane Westrheim. Special thanks to Associate Professor Kariane Westrheim and Professor Terje Manger of the University of Bergen who have been academically responsible for the Nordic report. This report is a translation of the first edition in Scandinavian languages published in December 2012. Bergen, August 2013 Paal Chr Breivik Contact person for the Nordic Prison Education Network www.fengselundervisning.net 6 Educational background, preferences and needs Foreword Close cooperation has developed over many years between administrative bodies bearing national responsibility for prison education in the Nordic countries. This led to the formal establishment of the Nordic network for prison education on January 1, 2006. The Nordic network has always been concerned with the further development of cooperation with regard to prison education on the basis of expertise and research. Therefore the network has sought cooperation with researchers in all the Nordic countries. This led to a common application in 2006 to the Cirius Nordplus Voksen programme to carry out the quantitative research project “Mapping of educational background, educational rights and motivation in inmates of Nordic prisons.” A common Nordic report from this project was published in 2008, and in 2009 an English-language version of the report was published. The current report is a follow-up to the previous Nordic reports, but this time the Nordic countries have collaborated on an investigation of the selected ethnic minority groups’ educational situation with the help of qualitative methods. The background to the project is cooperation between the Nordic network for prison education and Alfarådet, a Nordic network for adult learners. This cooperation resulted in an application in 2009 to Cirius Nordplus Voksen (Nordic Council of Ministers) for support in developing a mapping tool for a group of prisoners who speak minority languages. Furthermore, there was an application to the educational and justice ministries in the individual Nordic countries regarding support to carry out national surveys and we applied to Cirius Nordplus Voksen to devise a common Nordic report based on the national surveys. The Nordic network for prison education coordinated the common Nordic applications and both these applications and the application to the national authorities received support. The research projects summarized in this report are administratively coordinated by the Hordaland County Governor on behalf of the Nordic network for prison education. (The Governor has national responsibility for training inmates in Norwegian prisons on behalf of the Ministry for Education.) Professional coordination of the common Nordic report was carried out by the Faculty of Psychology, Department of Education and Department of Psychosocial Science at the University of Bergen. We would like to express our gratitude to Cirius Nordplus Voksen for supporting the project. We would also like to thank the Prison and Probation Service (Denmark), the Criminal Sanctions Agency (Brottspåföljdsverket) (Finland), the Justice Ministry (Iceland), the Hordaland County Governor (Norway) and the Swedish Prison and Probation Service for their initiative and support for the national projects. We would also like to thank senior consultant Torfinn Langelid who in the start-up phase coordinated the work and applications regarding
Load more

Recommended publications
  • 'Noblesse De Robe' in a Classless Society
    Scandinavian Journal of History ISSN: 0346-8755 (Print) 1502-7716 (Online) Journal homepage: https://www.tandfonline.com/loi/shis20 ‘NOBLESSE DE ROBE’ IN A CLASSLESS SOCIETY Einar Hreinsson To cite this article: Einar Hreinsson (2005) ‘NOBLESSE DE ROBE’ IN A CLASSLESS SOCIETY, Scandinavian Journal of History, 30:3-4, 225-237, DOI: 10.1080/03468750500286702 To link to this article: https://doi.org/10.1080/03468750500286702 Published online: 08 Aug 2006. Submit your article to this journal Article views: 364 Citing articles: 5 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=shis20 Einar Hreinsson ‘NOBLESSE DE ROBE’ IN A CLASSLESS SOCIETY The making of an Icelandic elite in the Age of Absolutism Concentrating on the identity of the Icelandic elite during the 18th and the 19th century, the article argues that the introduction of ‘‘rang’’ or ‘‘noblesse de robe’’ – in the Danish- Norwegian monarchy gave higher officials a European aristocratic identity. The author discusses how this aristocratic identity of the elite fits in with the historical discussion about the nature of Icelandic society, traditionally described as a society without any real social boundaries. In the spring of 1803, the diocesan governor (i.stiftamtmaður)1 of Iceland, O´ lafur Stephensen, was tried by a Royal investigating-commission. When asked, if it was true that he had threatened to imprison cottagers in the village of Reykjavik if they refused to work for him without payment,
    [Show full text]
  • A Cross-Sectional Study of Educational Aspects and Self-Reported Learning Difficulties Among Female Prisoners in Norway
    education sciences Article A Cross-Sectional Study of Educational Aspects and Self-Reported Learning Difficulties among Female Prisoners in Norway Lise Øen Jones 1,*, Leila Våland Tveit 1, Arve Asbjørnsen 2, Ole Johan Eikeland 3, Hilde Hetland 1 and Terje Manger 1 1 Department of Psychosocial Science, University of Bergen, 5020 Bergen, Norway; [email protected] (L.V.T.); [email protected] (H.H.); [email protected] (T.M.) 2 Department of Biological and Medical Psychology, University of Bergen, 5020 Bergen, Norway; [email protected] 3 Eikeland Research and Teaching, 5032 Bergen, Norway; [email protected] * Correspondence: [email protected] Abstract: The aim of this cross-sectional study was to analyse the educational background, ed- ucational desires and participation in education among three samples of female prisoners with Norwegian citizenship in Norwegian prisons over the period from 2009 to 2015. The female partici- pants were n = 106 in 2009, n = 74 in 2012 and n = 79 in 2015, respectively, with a mean age of 38 years. Moreover, the study examined whether self-reported learning difficulties could predict participation in education activity while incarcerated. The results show that the female prisoners included in this study increased their educational level over the studied years. Similar education patterns were Citation: Jones, L.Ø.; Tveit, L.V.; observed in the 2009 and 2012 samples regarding all educational levels for the female prisoners. A Asbjørnsen, A.; Eikeland, O.J.; different pattern was observed in the 2015 data, with 44.3 % having mandatory education as their Hetland, H.; Manger, T. A highest level compared to 57.6 in 2009 and 53.4 in 2012, respectively.
    [Show full text]
  • Equity in Education Thematic Review
    EQUITY IN EDUCATION THEMATIC REVIEW SWEDEN COUNTRY NOTE Ides Nicaise Gosta Esping-Andersen Beatriz Pont Pat Tunstall Review visit: February 2005 1 TABLE OF CONTENTS 1. INTRODUCTION ...................................................................................................................................... 3 1.1 Objectives and organisation of the thematic review......................................................................... 3 1.2 Participation of Sweden in the review.............................................................................................. 4 1.3 Structure of the paper ....................................................................................................................... 4 2. BACKGROUND INFORMATION – THE GENERAL CONTEXT ........................................................ 5 2.1 Sweden: a strong egalitarian tradition .............................................................................................. 5 2.2 Educational achievement, attainment and literacy levels................................................................. 6 2.3 The educational system and recent policy reforms .......................................................................... 9 2.4 Structure of the school system........................................................................................................ 10 2.5 Conclusion – issues for debate ....................................................................................................... 13 3. THE CONCEPT OF EQUITY IN THE SWEDISH
    [Show full text]
  • Family Language Policy in Bilingual Finnish and Swedish Families in Finland
    FAMILY LANGUAGE POLICY IN BILINGUAL FINNISH AND SWEDISH FAMILIES IN FINLAND Austin Huhta Master’s Thesis Applied Linguistics Department of Language and Communication Studies University of Jyväskylä Fall 2020 UNIVERSITY OF JYVÄSKYLÄ Faculty Department Humanities and Social Sciences Department of Language and Communication Studies Author Austin Huhta Title Family Language Policy in Bilingual Finnish and Swedish Families in Finland Subject Level Applied Language Studies Master’s Thesis Month and year Number of pages December 2020 30 Abstract In Finland families are only allowed to choose one language for their child to be the child’s L1 even if the family is bilingual. With both Finnish and Swedish being national languages of Finland this thesis looked into which language a family chose, why they chose it, and how they helped their child maintain it. Looking at their perspective on this can allow us to get further insight into family language policy in Finland. The research method used here is a case study, with semi-structured interviews for the data collection and interpretive phenomenological analysis for the data analysis. This thesis interviewed a bilingual family with a Finn and a Swedish Swede and their one child. It found that while their initial language choice was Swedish, that their family language policy was dynamic. Over time the child was switched from Swedish medium education to Finnish medium education; however, at home multiple family language policies worked together to help maintain his Swedish language skills. The findings demonstrated that the right combination of family language policies and more formal educational settings can work together to help children grow up to be bilingual even if the minority language is mainly used at home.
    [Show full text]
  • Country Fiche Norway
    COUNTRY FICHE NORWAY SMART SPECIALIZATION NATIONAL LEVEL Norway is one of the leading ocean economies in the world today. The Norwegian Government regards the maritime industry as a priority sector. Its employment rate, value creation and spillover for other industries make it an important driving force in business and industry in Norway. (Norwegian ministry of trade, industry and fisheries, 2015) Norway is one of the largest oil and gas producers in the world and one of the largest and most advanced seafaring countries in the world. Although its strong competitiveness and links to all parts of the world are its main strength, the cluster also relies solely on this single industry, which makes it vulnerable to changes in the market and limits its ability to open up to other maritime economic activities. (DG maritime affairs and fisheries, 2012) Therefore, the maritime cluster in Norway is at the forefront of efforts to develop new, innovative solutions. (Export.gov, 2016) Other clusters in Norway are the shipping cluster (which is linked closely to the oil and gas sector), export of fish and seafood (Western Norway hosts aquaculture clusters which build especially on salmon production) and marine research and responsible management of marine resources. (Norwegian ministry of trade, industry and fisheries, 2015) There are four main maritime policies in Norway. Separate strategies apply to the oil and gas, shipping, tourism and aquaculture industries. In 2015, a maritime strategy has been published which presents the Government’s policy to develop the maritime potential of the ocean industries. The Government's main goals for the maritime industry are sustainable growth and value creation.
    [Show full text]
  • Pdf?Sequence=1
    Journal of Balkan and Black Sea Studies Year 4, Issue 6, June 2021, pp. 155-212. Bulgaria’s Secret Empire: An Ultimatum to North Macedonia Tomasz Kamusella Abstract: In the summer of 2019, 30 years after the end of communism in Europe, Bulgaria began to forward the way of Skopje numerous onerous demands as a salient precondition for opening European Union (EU) accession negotiation talks with North Macedonia. All of these demands are dictated by ethnolinguistic nationalism that underlies the Bulgarian national master narrative. On 9 October 2019, the Bulgarian government officially adopted these demands in the form of an ultimatum, bar the term. Sofia did not have to deploy this ultimatum to stop the talks, since earlier Paris temporarily blocked the pending accession negotiations with Albania and North Macedonia. It appears that in the face of economic and political problems at home, Bulgarian politicians tend to use nationalism (and populism) to divert citizens’ attention. The Bulgarian government seems to emulate the Kremlin’s policy of the “Russian World,” which on the basis of ethnolinguistic nationalism claims for Russia all the territories inhabited by Russian-speakers. After the fall of communism, a similar policy of “Bulgarian World” (Bılgarski sviat) has been pursued by Sofia from Moldova to North Macedonia and Albania, clamouring for recognizing all the Slavic-speakers in this wide area as members of Ph.D., Reader in Modern History, University of St Andrews, Scotland, ORCID ID: 0000-0003-3484-8352; e-mail: [email protected] Submitted: 21.12.2020, Accepted: 16.06.2021 TOMASZ KAMUSELLA the Bulgarian nation.
    [Show full text]
  • Language Perceptions and Practices in Multilingual Universities
    Language Perceptions and Practices in Multilingual Universities Edited by Maria Kuteeva Kathrin Kaufhold Niina Hynninen Language Perceptions and Practices in Multilingual Universities Maria Kuteeva Kathrin Kaufhold • Niina Hynninen Editors Language Perceptions and Practices in Multilingual Universities Editors Maria Kuteeva Kathrin Kaufhold Department of English Department of English Stockholm University Stockholm University Stockholm, Sweden Stockholm, Sweden Niina Hynninen Department of Languages University of Helsinki Helsinki, Finland ISBN 978-3-030-38754-9 ISBN 978-3-030-38755-6 (eBook) https://doi.org/10.1007/978-3-030-38755-6 © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made.
    [Show full text]
  • The Complex Construction of Multilingual Identity: a Comparative Study in Three European Contexts of L3+ Learning
    The Complex Construction of Multilingual Identity: A comparative study in three European contexts of L3+ learning Harper Staples Corpus Christi College Faculty of Education, University of Cambridge June 2020 This thesis is submitted for the degree of Doctor of Philosophy Declaration This thesis is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the preface and specified in the text. It is not substantially the same as any work that has already been submitted before for any degree or other qualification except as declared in the preface and specified in the text. It does not exceed the prescribed word limit for the Education Degree Committee. Harper Staples, 28/05/2020 2 Abstract The commonly-cited phrase that bi- and multilingualism are no longer exceptions but rather the rule in most parts of the world is often-cited. This plurilingual reality has profound effects on the daily lives of many, and thus also represents a common experience of a considerable proportion of today’s students in compulsory education. Despite this wide recognition, there remains still a paucity of studies that examine the impact that the acquisition of multiple languages has upon a learner’s sense of self, and moreover, studies that consider methods though which we might evaluate and model these constructions of complex self-concept. A greater understanding of such processes of identification has potential social and educational implications. This PhD study has explored the phenomenon of adolescent multilingual language learner identity development via a mixed-methods, comparative context approach at three school sites based in Finland, France & England.
    [Show full text]
  • Looking Beyond Scores a Study of Rater Orientations and Ratings of Speaking
    Looking Beyond Scores A Study of Rater Orientations and Ratings of Speaking Linda Borger DEPARTMENT OF EDUCATION AND SPECIAL EDUCATION © LINDA BORGER, 2014 Licentiate thesis in Subject Matter Education at the Department of Education and Special Education, Faculty of Education, University of Gothenburg. The licentiate thesis is available for full text download at Gothenburg University Publications Electronic Archive (GUPEA): http://hdl.handle.net/2077/38158 This licentiate thesis has been carried out within the framework of the Graduate School in Foreign Language Education “De främmande språkens didaktik” (FRAM). The Graduate School, leading to a licentiate degree, is a collaboration between the universities of Gothenburg, Lund, Stockholm and Linnaeus University, and is funded by the Swedish Research Council (project number 729-2011-5277). Abstract Title: Looking Beyond Scores – A Study of Rater Orientations and Ratings of Speaking Author: Linda Borger Language: English with a Swedish summary GUPEA: http://hdl.handle.net/2077/38158 Keywords: Performance assessment, paired speaking test, rater orientations, rater variability, inter-rater reliability, The Common European Framework of Reference for Languages (CEFR), Swedish national tests of English The present study aims to examine rater behaviour and rater orientations across two groups of raters evaluating oral proficiency in a paired speaking test, part of a mandatory Swedish national test of English. Six authentic conversations were rated by (1) a group of Swedish teachers of English (n = 17), using national performance standards, and (2) a group of external raters (n = 14), using scales from the Common European Framework of Reference for Languages (CEFR), the latter to enable a tentative comparison between the Swedish foreign language syllabus for English and the CEFR.
    [Show full text]
  • West Norwegian Fjords – Geirangerfjord and Nærøyfjord Norway
    WEST NORWEGIAN FJORDS – GEIRANGERFJORD AND NÆRØYFJORD NORWAY The starkly dramatic Geirangerfjord and Nærøyfjord are classic examples of the upper sections of two of the world’s longest and deepest fjords. They are pristine well-developed examples of an active glacial landscape. Their sheer rock walls, hung with waterfalls and old transhumant farms rise 1,400m directly from sea level to a quite different landscape of glaciated mountains. COUNTRY Norway NAME West Norwegian Fjords – Geirangerfjord and Nærøyfjord NATURAL WORLD HERITAGE SERIAL SITE 2005: Inscribed on the World Heritage List under Natural Criteria vii and viii. STATEMENT OF OUTSTANDING UNIVERSAL VALUE [pending] The UNESCO World Heritage Committee issued the following statement at the time of inscription: Justification for Inscription Criterion (viii): The West Norwegian Fjords are classic, superbly developed fjords, considered as the type locality for fjord landscapes in the world. They are comparable in scale and quality to other existing fjords on the World Heritage List and are distinguished by the climate and geological setting. The property displays a full range of the inner segments of two of the world’s longest and deepest fjords. Criterion (vii): The Nærøyfjord and Geirangerfjord areas are considered to be among the most scenically outstanding fjord areas on the planet. Their outstanding natural beauty is derived from their narrow and steep-sided crystalline rock walls that rise up to 1400m direct from the Norwegian Sea and extend 500m low sea level. Along the sheer walls of the fjords are numerous waterfalls while free-flowing rivers rise up through deciduous and coniferous forest to glacial lakes, glaciers and rugged mountains.
    [Show full text]
  • Local Government in Norway
    Information Local Government in Norway Information Local Government in Norway Local Government in Norway Local Government in Norway 4 5 Local Government in Norway Local Government in Norway Content Introduction ................................................................................................................................ 6 1. Levels of government in Norway and the distribution of tasks and responsibilities .................................................................................................. 8 1.1 Introduction ................................................................................................................................ 8 1.2 Reforms and principles .......................................................................................................... 11 2. Local Government Act ........................................................................................................... 13 3. Local elections ......................................................................................................................... 14 3.1 Introduction .............................................................................................................................. 14 3.2 The Representation of the People Act ............................................................................. 15 3.3 Organisation and rules for work and proceedings ...................................................... 18 4. The County Governor ............................................................................................................
    [Show full text]
  • Migrant and Refugee Integration in Stockholm
    MIGRANT AND REFUGEE INTEGRATION IN STOCKHOLM A SCOPING NOTE [Regional Development Series] Migrant and Refugee Integration in Stockholm A Scoping Note About CFE The OECD Centre for Entrepreneurship, SMEs, Regions and Cities provides comparative statistics, analysis and capacity building for local and national actors to work together to unleash the potential of entrepreneurs and small and medium-sized enterprises, promote inclusive and sustainable regions and cities, boost local job creation, and support sound tourism policies. www.oecd.org/cfe/｜@OECD_local © OECD 2019 This paper is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and the arguments employed herein do not necessarily reflect the official views of OECD member countries. This document, as well as any statistical data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. │ 3 Table of contents Executive Summary .............................................................................................................................. 5 Acknowledgements ................................................................................................................................ 7 Foreword ................................................................................................................................................ 8 Key data.................................................................................................................................................
    [Show full text]