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Retsudvalget 2013-14
REU Alm.del
Offentligt

Folketinget

Retsudvalget

Christiansborg

1240 København K

Administrationsafdelingen

Dato:

Kontor:

20. august 2014

Økonomistyringskonto-

ret

Sagsbeh: Anne Nygaard Just

Sagsnr.: 2014-0030-2197

Dok.:

1274203

Hermed sendes endelig besvarelse af spørgsmål nr. 984 (Alm. del), som

Folketingets Retsudvalg har stillet til justitsministeren den 2. maj 2014.

Spørgsmålet er stillet efter ønske fra Karsten Lauritzen (V).

Karen Hækkerup

Anette Görtz

Slotsholmsgade 10

1216 København K.

Telefon 7226 8400

Telefax 3393 3510

www.justitsministeriet.dk

[email protected]

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Spørgsmål nr. 984 (Alm. del) fra Folketingets Retsudvalg:

”I forlængelse REU alm. del - svar på spørgsmål 665 bedes

ministeren redegøre for, hvilke former for undervisningsforløb

der tilbydes til de indsatte i fængslerne i Norge, Sverige, Fin-

land samt Holland og oplyse, i hvilket omfang de indsatte har

mulighed for at afslutte undervisningsforløbene ved en eksa-

men under afsoningen samt oplyse, hvor stor en andel af de

indsatte der følger undervisningsforløb under afsoning og hvor

stor en del heraf, der afslutter forløbet under afsoningen.”

Svar:

Justitsministeriet har til brug for besvarelsen indhentet en udtalelse fra Di-

rektoratet for Kriminalforsorgen, hvortil der henvises:

”Direktoratet for Kriminalforsorgen har til brug for besvarelsen

af spørgsmålene anmodet kriminalforsorgsmyndighederne i

Norge, Sverige, Finland og Holland om udtalelser. Nedenfor

fremgår, hvad de enkelte lande har svaret.

Vedrørende svaret fra Norge

Norge har besvaret spørgsmålene på følgende måde:

Hvilke undervisningsforløb, fordelt på fag og niveau, er det

muligt å følge for indsatte?

Det er mulig å følge disse formene for opplæring [i] norske

fengsel:

Grunnutdanning og grunnleggende ferdigheter (tilsvarende

grunnskolen)

Videregående opplæring, både teori (studieforberedende og

yrkesforberedende(yrkesfag))

Fagskole

Høyere utdanning (selvstuderende som nettstuderende eller

distansestuderende)

Ulike kortere kurs og korte yrkessertifiserende kurs (f.eks

motorsag sertfifkat, våtromssertifikat osv.)

Et grunnprinsipp er at opplæringen gitt til innsatte skal være

tilsvarende opplæring gitt til alle borgere i Norge. De

innbyggerne i Norge som har plikt og rett til opplæring, har også

det som innsatt i et norsk fengsel.

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2) Er det muligt for de indsatte at afslutte undervisningsforløp med

en eksamen under afsoning?

Ja.

3) Hvor stor en andel af indsatte følger undervisningsforløb?

Det er gjennomsnittlig 53,5 % av alle innsatte målt opp mot

soningskapasiteten i fengslene som til enhver tid deltar ei

opplæring. Litt over halvparten av disse deltar 15 timer i uken

eller færre i opplæring.

4) Hvor mange af de indsatte, der følger et undervisningsforløb

afslutter dette under afsoningen?

Dette måler/teller vi ikke.

Vedrørende svaret fra Sverige

Sverige har besvaret Direktoratet for Kriminalforsorgens hen-

vendelse ved at fremsende forskelligt fortrykt materiale, der

vedrører uddannelse i svenske fængsler.

Direktoratet har på baggrund af dette materiale uddraget følgen-

de, som ses at være relevant for de stillede spørgsmål:

I ”Handbok för Kriminalvårdens Klientutbildning, 2011:5”,

kapitel 4 fremgår følgende om indholdet af undervisningen:

”4.

Klientutbildningens innehåll:

Vägledning och orientering

Orienteringskurser

Grundläggande vuxenutbildning

Gymnasial vuxenutbildning

Prövning

Sfi (Svenskundervisning för invandrare)

Yrkesinriktad utbildning

Utbildning på högskolenivå

Läs- och skrivträning

Hantering av digitala verktyg

Validering”

Herudover kan det oplyses, at det af kataloget ”Lärcentrum

2014” fremgår, at der bl.a. udbydes følgende fag: affärskommu-

nikation, biologi, engelska, entreprenörskap, filosofi, fysik, före-

tagsekonomi, geografi, historia, hotell, idrott, information och

kommunikation, kemi, konst och kultur, ledarskap och organisa-

tion, matematik, medicin, mediekommunikation, moderna spräk,

naturkunskap, pedagogik, psykologi, religionskunskap, samhäll-

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skunskap, svenska. Endvidere fremgår det af kataloget, at der

udbydes ca. 130 fag/kurser på grundskoleniveau og gymnasieni-

veau i svenske fængsler.

Af Kriminalvårdens ”Årsredovisning 2013” fremgår følgende

om antal påbegyndte kurser og uddannelser:

Af Kriminalvårdens ”Årsredovisning 2013” fremgår følgende

om antal gennemførte kurser og uddannelser:

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Vedrørende svaret fra Finland

Finland har besvaret spørgsmålene på engelsk på følgende må-

de:

1. What classes, specified by level and subjects, are offered to in-

mates?

Basic education,

all the same subjects than in educational insti-

tutions for adults outside the prison

General upper secondary education,

all the same subjects than

in educational institutions for adults (“high school for adults”)

outside the prison

Prevocational education (orientating and rehabilitating educa-

tion),

subjects like cleaning, cooking, languages, information

technology, learningtechniques, preparing for vocational educa-

tion and working life

Vocational education (apprenticeship training and “normal

training”),

the most popular fields are: architecture and con-

struction, metal technology, crafts and design, agriculture, for-

estry, natural and environmental protection, book binding, vehi-

cle and transport technology, catering services

University and polytechnic studies

are available only in form of

distance learning.

2. Is it possible for inmates to finish the classes with an exam dur-

ing incarceration?

Yes, it is always possible, if the length of imprisonment is long

enough.

3. How big a part of the prison population follows classes?

In 2013, 22.7 % of the inmates followed classes in some time

period and 8 % followed classes daily (from Monday to Friday,

seven hours per day).

4. How many of the inmates that begin a class complete the class?

In 2013 the number was 95 %.

Vedrørende svaret fra Holland

Holland har besvaret spørgsmålene på engelsk på følgende må-

de:

What classes, specified by level and subjects, are offered

to inmates?

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Education for inmates is only accessible when the

mul[ti]dis[c]iplinary team has decided that the class contributes

to his reintegration.

Unfortunately, it’s not possible to specify all classes and levels.

This is our selection of the classes and levels most frequently

offered (adult basic education).

• Dutch and English classes: level A1 – B2. See the chart below.

• Maths levels A1 – B2

• VCA (this is the Dutch equivalent of the English Health and

safety certificate)

• Computer skills.

• Vocational training (e.g. welding, sports, cleaning)

Perhaps you would find it interesting to know that most of our

education is offered individually, for age, background and

educational level of the offenders are quite dissimilar.

Is it possible for inmates to finish the classes with an

exam during incarceration?

Yes, inmates are enabled to sit an exam, if the duration of

incarceration allows for that.

How big a part of the prison population follows classes?

Aproximate 25% of the inmates participates the classes.

4. How many of the inmates that begin a class complete the

class?

Over 80% of the inmates who sit the VCA exam, get their

certificate. We do not have exact figures of the other subjects.

Can understand and use familiar every-

day expressions and very basic phrases

aimed at the satisfaction of needs of a

concrete type. Can introduce him/herself

and others and can ask and answer

questions about personal details such as

where he/she lives, people he/she

knows and things he/she has. Can inter-

act in a simple way provided the other

person talks slowly and clearly and is

prepared to help.

Can understand sentences and frequent-

ly used expressions related to areas of

most immediate relevance (e.g. very

basic personal and family information,

shopping, local geography, employ-

ment). Can communicate in simple and

routine tasks requiring a simple and di-

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rect exchange of information on familiar

and routine matters. Can describe in

simple terms aspects of his/her back-

ground, immediate environment and

matters in areas of immediate need.

Can understand the main points of clear

standard input on familiar matters regu-

larly encountered in work, school, lei-

sure, etc. Can deal with most situations

likely to arise whilst travelling in an area

where the language is spoken. Can pro-

duce simple connected text on topics,

which are familiar, or of personal inter-

est. Can describe experiences and

events, dreams, hopes & ambitions and

briefly give reasons and explanations for

opinions and plans.

Can understand the main ideas of com-

plex text on both concrete and abstract

topics, including technical discussions in

his/her field of specialisation. Can inter-

act with a degree of fluency and sponta-

neity that makes regular interaction with

native speakers quite possible without

strain for either party. Can produce

clear, detailed text on a wide range of

subjects and explain a viewpoint on a

topical issue giving the advantages and

disadvantages of various options.

Can understand a wide range of de-

manding, longer texts, and recognise

implicit meaning. Can express

him/herself fluently and spontaneously

without much obvious searching for ex-

pressions. Can use language flexibly and

effectively for social, academic and pro-

fessional purposes. Can produce clear,

well-structured, detailed text on com-

plex subjects, showing controlled use of

organisational patterns, connectors and

cohesive devices.

Can understand with ease virtually eve-

rything heard or read. Can summarise

information from different spoken and

written sources, reconstructing argu-

ments and accounts in a coherent

presentation. Can express him/herself

spontaneously, very fluently and pre-

cisely, differentiating finer shades of

meaning even in more complex situa-

tions.

“