Basic education is a significant precondition for the participation in social contexts. However, people with low levels of education often suffered negative learning experiences in their school life. Therefore, they consider continuous professional development options sceptically and experience little access to provisions. The book demonstrates how educationally disadvantaged adults may access basic educational and continuous professional development measures in an individually adequate and self-motivating way. The authors describe the design of provisions in regional networks and deduce educational policy claims. The book is aimed at persons responsible and teachers in educational institutions, careers advisors, politicians in charge of educational policies as well as any other pedagogic specialists.
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