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Personnel management --- Strategic planning --- Personnel --- Planification stratégique --- Direction --- Objectifs (management) Doelstellingen (management) --- Pouvoir (relations humaines) Macht (menselijke relaties) --- Stratégies (management) Strategieën (management) --- Culture d'entreprise Bedrijfscultuur --- Gestion des ressources humaines Personeelsbeleid --- AA / International- internationaal --- 658.300 --- Industriële psychologie en ergonomie. Arbeidsverrijking. --- Planification stratégique --- Industriële psychologie en ergonomie. Arbeidsverrijking

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Adult education. Lifelong learning --- Employees --- Vocational evaluation --- Personnel --- Evaluation professionnelle --- Training of --- Management --- Formation --- Gestion --- Evaluation --- Evaluation de la formation Training evaluation --- Besoins (formation) Behoeften (opleiding) --- Objectifs (formation) Doelstellingen (opleiding) --- Formation (entreprises) Vorming (bedrijven) --- Formateurs Opleiders --- AA / International- internationaal --- 658.334 --- Beroepsvorming en -oriëntatie. Menselijke investeringen. Menselijk kapitaal. --- Beroepsvorming en -oriëntatie. Menselijke investeringen. Menselijk kapitaal --- Évaluation --- Personnel - Formation - Evaluation --- Personnel - Formation - Problemes et exercices --- Formation en entreprise --- Formation professionnelle

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The phenomenon of social exclusion has become one of the outstanding problems on the eve of the 21st century. Even with the long-term trend towards rising general levels of affluence across OECD countries, large sections of our societies are missing out and for some prospects are getting worse. Learning -- in formal education and in a wide range of other community and enterprise settings -- represents one of the most important means of overcoming exclusion. While much is known about the impact of schooling for young people, the relationships between exclusion and adult learning are less well examined. This study seeks to address this gap, focusing on 19 innovative learning initiatives that are making the difference in six countries: Belgium (Flemish Community), Mexico, the Netherlands, Norway, Portugal, the United Kingdom (England). How well do these initiatives meet the learning needs of adults at risk of exclusion? How are they organised and what are their innovative features? These are the key questions answered, taking into account not only the point of view of the analysts, organisers and administrators, but also that of the adult learners themselves.

Adult education --- Poverty --- Social aspects. --- -Poverty --- #SBIB:316.334.1O329 --- #SBIB:316.334.1O310 --- #A9907A --- Destitution --- Wealth --- Basic needs --- Begging --- Poor --- Subsistence economy --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- Social aspects --- Doelen en functies van volwassenenvorming --- Sociologisch onderzoek i.v.m. doelstellingen in het onderwijs (onderwijssystemen) --- Poverty. --- Sociale agogiek --- permanente vorming en volwasseneneducatie --- permanente vorming en volwasseneneducatie. --- Social Issues/Migration/Health --- Social Sciences --- Education, Special Topics --- Social Exclusion --- Adult education - Social aspects.