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Microfinance allows thanks to microcredit to mitigate poverty. If microcredit was considered for a long time as suited for South countries, its emergence and its success in these areas, urge northern countries to do the same. Rightly, this help is perceived as a way to give opportunities to individuals excluded from traditional banks to have access to loans. Therefore, microcredit can aid in the development of their commercial activities.
To supervise these persons, the institutions of microfinance (IMF), besides the financing (microcredit), accompany them during their journey. In Western Europe, the financial institution (pioneer on the subject) is the association for the right for the economic initiative (ADIE in French). Which, in 2011, established with the collaboration of BNP and the European Investment Fund (EIF), MicroStart. The purpose of MicroStart is to offer "accompanied" professional microcredit to customers.
Contrary to other active Belgian actors, in the field of microfinance, MicroStart is expanding as it combines upstream and downstream follow-up at the same time. Furthermore, it pleads the cause of micro-entrepreneurs with public authorities. Omnipresent in Belgium (Antwerp, Brussels, Liège, Charleroi, Ghent), the structure is still developing. Such expansion as led to implement, in 2017, the mentoring project and set one of the goals to professionalize its accompaniment. Nevertheless, within the framework of the present thesis, our attention turns to agencies from Liège and of Charleroi. For which, we have to find solutions to answer the mission below "The implementation of the pilot mentoring project and the professionalization of the accompaniment of MicroStart in the broad sense ".
The accompaniment of the prospects being the responsibility of the volunteers, we begin by answering the main concern of our study: "How and in which measures the volunteers must be taken care and managed within a structure of microcredit such as MicroStart?". This paper begins with a theoretical part introducing the necessary approaches for the good understanding of our study and continues with an empirical part where we confront the theoretical elements with our results of the ground. Our recommendations come following our qualitative and semi-directive exchanges with the volunteers on one hand, and with the customers, on the other hand.

Human Resources Management --- Volunteer --- professionalization --- microfinance --- microcrédit --- GRH --- Sciences économiques & de gestion > Multidisciplinaire, généralités & autres --- Sciences économiques & de gestion > Domaines particuliers de l'économie (santé, travail, transport...)

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This edited collection is concerned with the ideas, challenges, demands and framework of conditions behind police education from an international perspective. Whilst not directly concerned with a classical comparison of education concepts from different countries, the broad range of international contributors consider issues such as professionalization programmes, how higher education programmes influence police organizations, as well how higher education influences police practice in a global context. Examining a wide array of countries from Germany to China and Brazil to show the flawed nature of an education system based purely upon an approach concerned with police officer numbers, the editors of this book argue for the need for greater scientific education among police around the world to meet contemporary developments. A timely and well-informed study, this book meets a crucial gap in the literature and will serve as an important contribution to existing work on policing, crime prevention, and theoretical criminology.

Police training --- Police --- Study and teaching --- Rehabilitation. --- Criminology and Criminal Justice. --- Crime Prevention. --- Quantitative Criminology. --- Violence and Crime. --- Cops --- Gendarmes --- Law enforcement officers --- Officers, Law enforcement --- Officers, Police --- Police forces --- Police officers --- Police service --- Policemen --- Policing --- Criminal justice, Administration of --- Criminal justice personnel --- Peace officers --- Public safety --- Security systems --- Police professionalization --- Training --- Legal status, laws, etc. --- Training of --- Crime prevention. --- Criminology. --- Research. --- Violence. --- Crime. --- Criminals—Rehabilitation. --- City crime --- Crime --- Crime and criminals --- Crimes --- Delinquency --- Felonies --- Misdemeanors --- Urban crime --- Social problems --- Criminal law --- Criminals --- Criminology --- Transgression (Ethics) --- Violent behavior --- Social psychology --- Social sciences --- Science --- Science research --- Scientific research --- Information services --- Learning and scholarship --- Methodology --- Research teams --- Crime prevention --- Prevention of crime --- Social aspects --- Research --- Prevention --- Government policy

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"Fachlichkeit in Lernwerkstätten - Kind und Sache in Lernwerkstätten" stellt als vierter Band der Reihe "Lernen und Studieren in Lernwerkstätten" die Frage nach der spezifischen Fachlichkeit in verschiedenen Lernwerkstätten: Was ist "die Sache", die in Lernwerkstätten behandelt wird? Welchen Stellenwert hat "die Sache" vor dem Hintergrund einer pädagogischen Begleitung? Wie wird "der Sache" aus pädagogischer Sicht begegnet? Wie beeinflusst eine fachliche Sache den pädagogischen Umgang in Lernwerkstätten? Lernwerkstattarbeit muss sich diesem doppelten Anspruch stellen, um Kindern die Begegnung mit Sachen bildungswirksam zu ermöglichen. In den Beiträgen dieses Bandes beschreiben die AutorInnen ihre Fokussierung auf "die Sache" in ihren Lernwerkstätten aus verschiedenen fachlichen, didaktischen und pädagogischen Blickwinkeln. Die Reihe "Lernen und Studieren in Lernwerkstätten - Impulse für Theorie und Praxis" wird herausgegeben von Johannes Gunzenreiner, Barbara Müller Naendrup, Hartmut Wedekind, Markus Peschel und Eva-Kristina Franz.

Markus Peschel --- Sachunterricht --- Lernwerkstatt --- Heterogenität --- Kulturvermittlung --- Eva-Kristina Franz --- Barbara Müller-Naendrup --- Didaktik --- EduSpaces --- selbstreguliertes Lernen --- Johannes Gunzenreiner --- Hartmut Wedekind --- Lehramtsstudierende --- Lehr-Lern-Labor --- Fachdidaktik --- Thema --- Fachlichkeit --- Pädagogisches Handeln --- Lernen --- Forschendes Lernen --- Selbst gesteuertes Lernen --- Pädagogische Intervention --- Hochschule --- Hochschullehre --- Universität --- Professionalisierung --- Lehramtsstudiengang --- Lehrerausbildung --- Hochschuldidaktik --- Lehrerbildung --- Lehramtsstudent --- Pädagogik --- Primarbereich --- Mathematikunterricht --- Naturwissenschaftlicher Unterricht --- Geschichtsunterricht --- Religionsunterricht --- Biologieunterricht --- Kooperation --- Theorie --- Konzeption --- Lernumgebung --- Theorie-Praxis-Beziehung --- Labor --- Praxisbezug --- Unterrichtsentwicklung --- Offener Unterricht --- Lernprozess --- Entdeckendes Lernen --- Lehr-Lern-System --- Lehrer --- Angebot --- Methode --- Experiment --- Schüler --- Forschung --- Forschungsprozess --- Kulturelle Bildung --- Ästhetische Bildung --- Netzwerk --- Inklusion --- Interdisziplinarität --- Werkstatt --- Deutschland --- Italien --- Österreich --- Learning workshop --- Specialized didactics --- Subject didactics --- Learning --- Self-directed learning --- Higher education institute --- Higher education lecturing --- University lecturing --- University teaching --- Academic sector --- University --- Professionalization --- Preservice Teacher Education --- Teacher education --- Teacher training --- University didactics --- Teachers' training --- Student teachers --- Pedagogics --- Sciences of education --- Primary education --- Primary level --- Instruction in natural science subjects --- Primary school science and social studies --- Mathematics lessons --- Teaching of mathematics --- Natural sciences lessons --- Teaching of science --- History lessons --- Teaching of history --- Religious instruction --- Teaching of religion --- Biology lessons --- Teaching of Biology --- Cooperation --- Theory --- Conception --- Educational Environment --- Learning environment --- Theory Practice Relationship --- Practice relevance --- Learning and teaching development --- Teaching improvement --- Open teaching --- Learning process --- Discovery learning --- Teacher --- Method --- Pupil --- Pupils --- Research --- Research process --- Cultural education --- Aesthetic education --- Network --- Inclusion --- Interdisciplinarity --- Germany --- Italy --- Austria