Nordic Prison Education
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Nordic Prison Education

A Lifelong Learning Perspective

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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Author(s):
Nordic Council of Ministers

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In the second half of the 1850s, children under the age of 15 could be placed in houses of detention for reasons of education and correction. At the time, the minimum age of conviction for a penal offence was 10. In 1905 the minimum age was raised to 14. Prison education was offered during the winter half of the year, while during the summer season young offenders worked the prison farms and gardens.