DIACEN is proposing a complex solution to preparing for release of prisoners, involving all relevant parties united in adult education activities with the aim of fostering dialogue and expression platform. Our objective is to introduce this solution in 5 European counties with the cooperation of authorities, professionals and end-users, for the direct use in the pre-release period. The aim is to better integrate the inmates in the community and reduce the re-offending rate.DIACEN is based around the idea that dialogue is a powerful method in delivering adult education, and building a community around authentic dialogue can reduce massively the relapse / re-offend rates of prisoners. They need a program for pre-release where all interested parties meet and develop together a solution with the motto: Nothings for me that is made without me. Each element of this equation was tested by the project partners in previous initiatives. But no project up to this date has built in all the following elements into a coherent pre-release program for inmates:- the prison as a learning environment- the education, social work, security staff, prisoner and the local community sit at one table and set a learning pathway for reintegration for each prisoner in the pre-release period- an European framework and method build with the expertise of 5 member states and several networks,- methods of community development and public policy consultation combined to capture the assets of a local community, preparing it to receive the ex-prisoner and acknowledge his / her's capabilities and needs. All of the partners identified in their previous research that there is a lack of focus on adult education and the tendency is to push vocational training in prison. This is especially in a time that adult education can do most good, the per-release period. Prison education and training is provided in overcrowded institutions with an average occupancy rate of 105% across the EU-27. The prison populations are becoming increasingly diverse. In today's context we need prisoners to prepare for release in a multicultural multi-ethnic society and function as contributing parts. For this both prisoners and staff and also the receiving community need to prepare to carry dialogue. There are a number of ways in which the attractiveness, quality and efficiency of prison education will be explored in DIACEN. Education also helps to instil a sense among prisoner learners. Gaining skills and re-imagining their place in society can help people to become active in their local economies and communities, from which ex-prisoners may otherwise find themselves excluded. More generally, there is evidence that education helps in the development of social capital. We will work directly with educators & social workers, prison security staff, prisoners preparing for release. To this we will add the local communities of the project partners. Despite being so diverse, all these have a common need: learning to dialogate in order to make the most of the pre- and post-release period of a prisoner. In all project partner countries in the pre-release period the educational activities increase for a prisoner and focus on key competencies for being functional in a community. For educators and social workers this is a time of intense work with high risk of burn-out. On the other hand, for the security staff this period dose not change the type of interaction even if it would be needed, contributing to the preparation of a prisoner. In the "Analysis of research on prison education" we find out that "The second is the role of the prison officer, which is of crucial importance in motivating and supporting prisoners to access learning opportunities. Furthermore, the prison governor and senior management equally have a vital role to play in promoting prison education and shaping the positive learning environment in which it can develop.P1 CPIP alongside all the involved partners are part of several European co-funded projects researching the condition of the prison staff, their roles in prison education and even setting European standards in professional like prison educator:- in 2011 CLAP 517620-LLP-1-2011-1-RO-GRUNDTVIG-GMP (P1, P4). - in 2012 MyCompass LLP-LdV-TOI-2012-RO-025 (P1 and P3). - in 2012 European Prison Observatory JUST/2011/JPEN/AG/2933 (P5) - in 2013 EISALP 539414-LLP-1-2013-RO-GRUNDTVIG-GMP (P1 and P3)- in 2014 IDECOM 2014-1-RO01-KA204-002936 and ECOPRIS 2014-1-PT01-KA204-001070 (P1, P3)- in 2015 EIGEP 562146-EPP-1-2015-PT-EPPKA-3-PI-FORWARD (P1 and P3).Based on the results of the above projects we will add the element of community developement, unexplored so far, and more use it as a tool to develop pre-release programs by the intended users of these programs. So our most innovative point is bringing the user voice into the equation, promoting the prison as a learning environment and also as a part of the local community.