This thesis analyses how knowledge of plant genetic resources was communicated to the public
through demonstration-projects in a governmental grant-scheme, which was part of the EU Rural
Development Programme 2007 to 2013. The grant-receivers were museums and other Informal
Learning Environments. Three studies were made using frameworks from educational research,
communication theory, and network theory: At first an analysis of the conditions influencing the
formulation of the grant-scheme was made, secondly a study of the grant-receivers’
communication was conducted, and finally the cooperation between the grant-receivers was
analysed. It was found that the potential to disseminate knowledge of plant genetic resources to
the public through the grant-scheme was high but limited in scope due to the conditions that
made it. With these limits the grant-receivers were successful communicators, and their diversity
as well as cooperation between them were found to enhance the potential of learning and
learners.
Recommendations are given to the work with plant genetic resources: It is important that
international strategies and an overall national programme govern the conservation, growing and
development of plant genetic resources. Informal Learning Environments can be successful
communicators, and collaboration may increase efficiency, lower costs, and may also help
building up stable, long-term relations and trust between stakeholders and the State.