"Education is the kindling of a flame, not the filling of a vessel."

– Socrates

LIFELONG LEARNING​

Time in a detention house can be used to encourage the process of lifelong learning. Lifelong learning is of significant importance in various aspects of an individual's life and in society as a whole. It is crucial in adapting to the evolving demands of the modern world. It enhances personal and professional growth, fosters adaptability, and allows individuals to stay informed in a rapidly changing society.

Several reasons why lifelong learning is considered crucial:

  • Adaptability to Change: In a rapidly evolving world, new technologies, industries, and ideas emerge constantly. Lifelong learning allows individuals to adapt to these changes, acquire new skills, and stay relevant in the workforce.
  • Professional Development: Continuous learning improves job performance and opens up new career opportunities.
  • Personal Growth and Fulfillment: Lifelong learning can contribute to a more satisfying and meaningful life.
  • Intellectual Stimulation: Engaging in lifelong learning keeps the mind active and it fosters critical thinking, problem-solving skills, and creativity.
  • Social Interaction and Networking: Lifelong learners build networks and social connections, fostering a sense of community and collaboration.
  • Civic Engagement: Lifelong learners are more likely to be aware of social issues, make informed decisions, and actively contribute to their communities.
  • Health Benefits: Research suggests that lifelong learning can reduce the risk of cognitive decline and contribute to overall well-being by providing a sense of purpose and accomplishment.
  • Technological Literacy: As technology plays an increasingly central role in society, staying technologically literate is essential.
  • Global Awareness: In a connected world, understanding different cultures and viewpoints is crucial for effective communication and collaboration.

In summary, lifelong learning is not only about acquiring specific skills but also about cultivating a mindset that values curiosity, adaptability, and continuous improvement.

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core questions

01.
How can we transform learning in the criminal justice system from short term courses to lifelong learning? Does this depend on time (e.g. duration) and space (e.g. building) or incarceration?
02.
How can learning become part of the social integration process (re-integration)?​
03.
How can detention houses support the idea of lifelong learning (in concept, legislation and practice)? What are necessary conditions for this to work in practice?
04.
In which way could the 'Council of Europe Recommendations on Prison Education' adapt more to the vision of lifelong learning?
Lifelong learning is of significant importance in various aspects of an individual's life and in society as a whole. It is crucial in adapting to the evolving demands of the modern world. It enhances personal and professional growth, fosters adaptability, and allows individuals to stay informed in a rapidly changing society.

LIFELONG LEARNING​

Time in a detention house can be used to encourage the process of lifelong learning. Lifelong learning is of significant importance in various aspects of an individual's life and in society as a whole. It is crucial in adapting to the evolving demands of the modern world. It enhances personal and professional growth, fosters adaptability, and allows individuals to stay informed in a rapidly changing society.

Several reasons why lifelong learning is considered crucial:

Adaptability to Change: In a rapidly evolving world, new technologies, industries, and ideas emerge constantly. Lifelong learning allows individuals to adapt to these changes, acquire new skills, and stay relevant in the workforce.

Professional Development: Continuous learning improves job performance and opens up new career opportunities.

Personal Growth and Fulfillment: Lifelong learning can contribute to a more satisfying and meaningful life.

Intellectual Stimulation: Engaging in lifelong learning keeps the mind active and it fosters critical thinking, problem-solving skills, and creativity.

Social Interaction and Networking: Lifelong learners build networks and social connections, fostering a sense of community and collaboration.

Civic Engagement: Lifelong learners are more likely to be aware of social issues, make informed decisions, and actively contribute to their communities.

Health Benefits: Research suggests that lifelong learning can reduce the risk of cognitive decline and contribute to overall well-being by providing a sense of purpose and accomplishment.

Technological Literacy: As technology plays an increasingly central role in society, staying technologically literate is essential.

Global Awareness: In a connected world, understanding different cultures and viewpoints is crucial for effective communication and collaboration.

In summary, lifelong learning is not only about acquiring specific skills but also about cultivating a mindset that values curiosity, adaptability, and continuous improvement.

Read More Read Less

core questions

01.
How can we transform learning in the criminal justice system from short term courses to lifelong learning? Does this depend on time (e.g. duration) and space (e.g. building) or incarceration?
02.
How can learning become part of the social integration process (re-integration)?
03.
How can detention houses support the idea of lifelong learning (in concept, legislation and practice)? What are necessary conditions for this to work in practice?
04.
In which way could the 'Council of Europe Recommendations on Prison Education' adapt more the vision of lifelong learning as opposed to education?​

COMMUNITY​

Meet colleagues across Europe pursuing the same goal. Contribute your knowledge to the community. Be the first to hear the latest developments on small scale forms of detention. Unlock your curiosity and become part of the RESCALED community.

Emil Engel Handskemager
[Denmark] Emil Engel Handskemager studies pedagogue and social entrepreneurship. He works for Cafe Exit, where he gives lectures and participates in political meetings. He has lived-experience after being in prison for twelve years and drug abuse. His longest sentence has changed his life, and today he has great ambition in sharing his experiences to help others in situations like his. For more information: emilhandskemager@gmail.com
Daiana Huber
[Romania] Daiana Huber, who is dedicated to education and criminal justice reform, brings the learner and the learning ecosystem to the center of the conversation. Daiana has been a pioneer in creating programs, shaping competencies for professionals, and advocating for correctional pedagogy and education. In her roles as senior researcher, AMA host, and EBSN committee member, she continues to advocate for a new form of rehabilitation through innovative education and technology. For more information: daiana.huber@cpip.ro
Anisa Flåått Larsson
[Norway] Anisa Flåått Larsson works as an experience-consultant for WayBack. After overcoming addiction and incarceration, she has been drug-free since 2016 and uses her experiences in her current role. For more information: ch.anisa.larsson@gmail.com
Piet Broenland
[Netherlands] Piet Broenland is an experienced licensed caregiver/helper with life experience in addiction and detention. He is currently working on several projects within Forensic Care at HVO Querido. Besides his regular job, he has combined his experience and knowledge in his company Ikigai Counseling for people who need help and, like him, want to change their lives. "We don't leave a person behind". For more information: pietbroenland@gmail.com
Aurelia Bijnens
[Belgium] Aurelia Bijnens is an education coordinator in two Belgian Prisons. As an education coordinator, Aurelia is responsible for developing and implementing the prison-based education programme. She supports people in detention regarding their educational questions and needs, and she is a point of contact for various services and organisations involved. Aurelia became a practitioner teaching assistant at the University of Ghent, in 2022. For more information: aurelia.bijnens@vocvo.be
Part II. INDIVIDUAL

Meaningful time use

Art. 19

Individuals in a detention house shall have as much autonomy as possible to manage their own time and fill it with meaningful activities. As much as possible, these activities should take place outside of the detention house.

Art. 20

Activities shall have a strength-based focus and aim at identifying and developing the individual’s personal (life) goals.

Art. 21

People in detention shall have time and space for non-mandatory activities that contribute to self-fulfillment and are not linked to a specific goal.

Art. 22

During the stay in a detention house, there shall be a focus on lifelong learning to continuously update incarcerated persons’ professional knowledge in a rapidly evolving society.

  1. People in detention shall have the right to participate in education and training to acquire skills and qualifications. Success in these courses shall lead to certificates. Both the skills and the certificate will support finding employment.
  2. Education and skills-training shall take place in the local community and with students from outside the detention house as much as possible.
  3. Due to the differentiation of detention houses, each detention house shall offer skills-training to people in detention based on their individual needs. This includes professional skills such as electrical training, car mechanics or learning of languages, but also other social skills such as communication, financial literacy or parenting knowledge.
  4. Detention houses shall increasingly focus on diverse online learning opportunities. Technology is indispensable and small-scale detention houses have the benefit of making technology more accessible and manageable.
  5. People in a detention house shall be encouraged in reading, listening and watching activities as part of their education offer or during their free time.
PART III. FACILITY

Social climate - communication

Art. 48

Right to staying informed regularly of public affairs

  1. Persons in detention houses shall be allowed to keep themselves informed regularly of public affairs by subscribing to and reading newspapers, periodicals and other publications and by listening to radio or television transmissions unless there is a specific prohibition for a specified period by a judicial authority in an individual case. No media shall be censored.
  2. Limitations in the right to access information shall be implemented only in individual cases of a prohibition for a specified duration by a judicial authority.
  3. Local and national authorities shall ensure that persons in detention houses are able to participate in elections, referenda and in other aspects of public life, in so far as their right to do so is not restricted by national law.

THE EUROPEAN RULES ON DETENTION HOUSES​

The European Rules on Detention Houses (ERDH) is a milestone document for the criminal justice system and reflects the larger impact of this system on society. Drafted by representatives with different legal and cultural backgrounds from all regions of Europe, the ERDH were launched on October 31st as common standards to implement small-scale, differentiated and community-integrated detention houses in the European Union, as part of a pivotal change already happening in criminal justice systems across Europe. The ERDH set out the ecosystem of a detention house on its own and as part of, and within a community and society, emphasizing sustainability. As the European Prison Rules have been common standards for large-scale prison institutions, the European Rules on Detention Houses shall form essential standards for detention houses, in order to guarantee a way of liberty deprivation that is humane and more fit for the 21stcentury.

European Rules on Detention Houses [ERDH]

THE EUROPEAN RULES ON DETENTION HOUSES​​

The European Rules on Detention Houses (ERDH) is a milestone document for the criminal justice system and reflects the larger impact of this system on society. Drafted by representatives with different legal and cultural backgrounds from all regions of Europe, the ERDH were launched on October 31st as common standards to implement small-scale, differentiated and community-integrated detention houses in the European Union, as part of a pivotal change already happening in criminal justice systems across Europe. The ERDH set out the ecosystem of a detention house on its own and as part of, and within a community and society, emphasizing sustainability. As the European Prison Rules have been common standards for large-scale prison institutions, the European Rules on Detention Houses shall form essential standards for detention houses, in order to guarantee a way of liberty deprivation that is humane and more fit for the 21stcentury.

Part II. INDIVIDUAL

Meaningful time use

Art. 19

Individuals in a detention house shall have as much autonomy as possible to manage their own time and fill it with meaningful activities. As much as possible, these activities should take place outside of the detention house.

Art. 20

Activities shall have a strength-based focus and aim at identifying and developing the individual’s personal (life) goals.

Art. 21

People in detention shall have time and space for non-mandatory activities that contribute to self-fulfillment and are not linked to a specific goal.

Art. 22

During the stay in a detention house, there shall be a focus on lifelong learning to continuously update incarcerated persons’ professional knowledge in a rapidly evolving society.

  1. People in detention shall have the right to participate in education and training to acquire skills and qualifications. Success in these courses shall lead to certificates. Both the skills and the certificate will support finding employment.
  2. Education and skills-training shall take place in the local community and with students from outside the detention house as much as possible.
  3. Due to the differentiation of detention houses, each detention house shall offer skills-training to people in detention based on their individual needs. This includes professional skills such as electrical training, car mechanics or learning of languages, but also other social skills such as communication, financial literacy or parenting knowledge.
  4. Detention houses shall increasingly focus on diverse online learning opportunities. Technology is indispensable and small-scale detention houses have the benefit of making technology more accessible and manageable.
  5. People in a detention house shall be encouraged in reading, listening and watching activities as part of their education offer or during their free time.
PART III. FACILITY

Social climate - communication

Art. 48

Right to staying informed regularly of public affairs

  1. Persons in detention houses shall be allowed to keep themselves informed regularly of public affairs by subscribing to and reading newspapers, periodicals and other publications and by listening to radio or television transmissions unless there is a specific prohibition for a specified period by a judicial authority in an individual case. No media shall be censored.
  2. Limitations in the right to access information shall be implemented only in individual cases of a prohibition for a specified duration by a judicial authority.
  3. Local and national authorities shall ensure that persons in detention houses are able to participate in elections, referenda and in other aspects of public life, in so far as their right to do so is not restricted by national law.
EUROPEAN RULES ON DETENTION HOUSES [ERDH]

European organisations

Publications
4
2
3
1
5
6
7

Publications

European Digital Education Hub
European Digital Education Hub
International trends of lifelong learning in higher education: research report
International trends of lifelong learning in higher education: research report
Lifelong learning platform
Lifelong learning platform
Website EPEA: European Prison Education Association
Website EPEA: European Prison Education Association
UNESCO Institute for Lifelong Learning
UNESCO Institute for Lifelong Learning
PLUS programme Finland: Probationary liberty under supervision
PLUS programme Finland: Probationary liberty under supervision
Council of Europe Recommendations on Prison Education
Council of Europe Recommendations on Prison Education

LEARNING LAB #3 Differentiation

In order to offer a tailored approach programs and settings should be differentiated on a broad continuum of security, care and developmental needs. It is hereby important that justice-involved people are not placed under higher levels of security than necessary to reasonably ensure public and institutional safety, permitting them to build on protective factors and maintain a positive relationship with the local community when possible. A tailored justice system should at all times subject people to the least restrictive setting possible; and recognize that individual risk and needs are dynamic and change over time.

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ARCHITECTURE

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ARCHITECTURE

Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Commission. Neither the European Union nor the European Commission can be held responsible for them.

core values

Together, we want to create a space where everyone can feel accepted and respected – regardless of gender identity, skin colour, religion, ethnicity or ability. We assume that all participants come to our events with the best intentions and treat each other with respect.

Event measures will follow the sustainability charter for the EU2024 Presidency and give substance to the pursuit of sustainable consumption and production, the fight against global warming, the preservation of nature and biodiversity, the integration of the perspective of gender equality into policies, and the full participation of persons with disabilities on an equal footing with other citizens.