EDUEVAL Public Research Report

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Foreword The evaluation of adult learning professionals plays a key role in enhancing the quality of adult education provision. However, at European and national level there is not always a clear picture of this practice. The EDUEVAL project – evaluation for the professional development of adult education staff – aims to provide a better understanding of the policies, practices, and professional competences associated with it. Five organizations representing four countries were involved in the project: TEI of Crete - School of Health & Social Welfare (Greece); Universita degli Studi di Milano-Bicocca (italy); Universita degli Studi di Bari (Italy); Rēzeknes Augstskola - Rezekne Higher Education Institution (RHEI) (Latvia); Wyzsza Szkola Pedagogiczna - Pedagogic University, Warsaw (Poland); Universitat Jaume I (UJI) (Spain). During the first stage of EDUEVAL, each partner undertook desk research on the adult education system of its own country. Prior to this, the Milano-Bicocca university team investigated the European guidelines, policies and documents on lifelong learning and adult education. The various national adult education systems were then compared to the European framework to understand how the latter was implemented in the countries under study. The second stage of the project consisted of a series of interviews with practitioners whose areas of activity include evaluating adult education staff. Their professional profile was selected on the basis of the results of the national desk research. The main goal of the interviews was to understand what skills and competences are necessary to evaluate adult education professionals. The interviews also aimed to investigate and unveil the social and personal assumptions and tacit criteria that guide practitioners while they evaluate staff, the pattern of actions they perform, and the methods they, often unwittingly, adopt. Based on the results of the desk research and interviews, a competence profile of the evaluators of adult education staff has been drawn up. This report contains the outcomes of this study. Chapter 1 presents the rationale, aims and methodology of the EDUEVAL project. Chapter 2 describes the adult education systems of the partner countries. Chapter 3 focuses specifically on the evaluation of adult education professionals and presents the systems of evaluation already in place in the countries covered by the study. Chapter 4 presents the results of the interviews. In chapter 5 the competence profile of the evaluators of adult education staff is outlined and the keys elements of the national adult education systems are summarised. This study would not have been possible without the cooperation of numerous professionals in the field of adult learning. Therefore, the research team would like to thank all the practitioners who agreed to be interviewed. The team would also like to acknowledge Prof. Dante Bellamio, who supported us throughout the course of the project and shared his views on a number of issues related to the study.

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Contents 1.

The EDUEVAL project: overview............................................................................................ 3 1.1. Investigation: Desk research .............................................................................................. 3 1.2. Investigation: Interviews .................................................................................................... 5 2. Adult Education ......................................................................................................................... 7 2.1. Europe .................................................................................................................................. 7 2.2. Greece ................................................................................................................................... 8 2.3. Italy ....................................................................................................................................... 9 2.4. Latvia .................................................................................................................................. 10 2.5. Poland ................................................................................................................................. 11 2.6. Spain ................................................................................................................................... 12 3. Staff and the evaluation of adult education staff .................................................................. 13 3.1. Europe ................................................................................................................................ 13 3.1.1. Initial and continuing education and training......................................................... 13 3.1.2. The evaluation of adult education staff .................................................................... 13 3.1.3. The evaluators of adult education staff .................................................................... 14 3.2. Greece ................................................................................................................................. 15 3.3. Italy ..................................................................................................................................... 16 3.4. Latvia .................................................................................................................................. 16 3.5. Poland ................................................................................................................................. 17 3.6. Spain ................................................................................................................................... 17 4. The evaluation of adult education staff: meanings and practices ....................................... 19 4.1. Adult education.................................................................................................................. 19 4.2. The evaluation of adult education staff ........................................................................... 19 4.3. The evaluator of adult education staff ............................................................................. 20 4.4. Training needs and suggestions ....................................................................................... 22 5. Conclusions ............................................................................................................................... 23 5.1. Lifelong learning, adult education and the quality of staff ........................................... 23 5.2. The evaluator’s competence profile ................................................................................. 23 5.3. The training course ........................................................................................................... 24 References ......................................................................................................................................... 25 _Toc404183661

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1. The EDUEVAL project: overview The Lisbon Agenda acknowledged that globalization and the shift towards a knowledge driven economy are affecting people’s lives and the European economy. In this scenario, the Union set itself a new strategic goal for the next decade: to become the most competitive and dynamic knowledgebased economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion (CEU, 2000). Adult learning can actively contribute to these goals by providing economic and social benefits – such as greater employability, access to better quality jobs, more responsible citizenship and increased civic participation – as well as individual benefits – such as greater self-fulfilment, improved health and well-being and enhanced self-esteem (CEU, 2008). Granting high quality provision in the field of adult education is thus essential. This is why professional development and improving the quality of adult learning staff have been recognised as a priority at European level. Many actions have been suggested to improve the quality of adult education professionals, such as defining competence profiles, establishing effective systems for initial training and professional development, and facilitating the mobility of teachers, trainers and other adult education staff (CEU, 2011). Different tools and suites have also been developed to train, retrain and evaluate adult education practitioners. The EDUEVAL project builds on this work. It focuses specifically on professionals whose areas of activity include evaluating adult education staff and aims at a better understanding of the skills and competences required to fulfil this task. EDUEVAL considers evaluation to be a practice. On this basis, it also aims to investigate and unveil the social and personal assumptions and the tacit criteria that guide practitioners in the evaluation of staff, together with the pattern of actions and methods adopt – often unwittingly. The project is designed in 3 consecutive and interlinked phases: investigation, mobility and training. This report presents the results of the investigation phase only. The investigation phase included a desk research exercise and a series of interviews with practitioners involved in the evaluation of adult education professionals. The results of the investigation were presented in a public conference during the mobility phase. The mobility promoted debate and fostered the exchange of practice among various professionals involved in the evaluation of adult education staff, and between the practitioners and the researchers. Based on the results of the investigation and the outcomes of the mobility phases, a curriculum will be developed for continuing professional development of practitioners involved in the evaluation of adult education staff. In the following paragraphs, the methodology used for the desk research and the interviews will be presented, together with the results.

1.1.

Investigation: Desk research

The desk research focused on the adult education system in each of the partner countries. Its main goal was to understand how adult education is regulated and provided in each of the countries participating in the study. It also aimed to find out which professionals evaluate adult education staff in each country and what skills and competences they are required to possess. Firstly, Milan-Bicocca University undertook desk research on European policies and guidelines on lifelong learning and adult education. The research took into consideration conclusions and

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recommendations of the EU Council, Commission, and Parliament. It also included studies funded by the EU investigating: typologies of adult education providers in Europe; professionals working in the adult learning sector in Europe and their competence profiles; quality management and staff assessment in the adult learning sector in Europe. The majority of the material was retrieved from the EU website. Each partner was then asked to describe the main features of the adult learning sector in its country. The following areas were taken into consideration: national policies and regulations on lifelong learning and adult education; typologies of adult education providers; professionals working in the adult learning sector and their competence profiles; quality management and staff assessment. Given the passionate national debate that exists in each of the countries participating in the study, both English and non-English academic debates were considered. Grey literature was also searched. In order to make the findings comparable, the European Classification of Learning Activities and the European definition of Adult Learning were adopted. According to the Council resolution on a renewed European agenda for adult learning (CEU, 2011) the term adult learning covers the entire range of formal, non-formal and informal learning activities – both general and vocational – undertaken by adults after leaving initial education and training. The Classification of learning activity – Manual 2006 defines learning activities as «any activities of an individual organised with intention to improve his/her knowledge, skills and competence» (European Commission Eurostat Unit, 2006, p. 9). Intentionality distinguishes learning activities from random learning. Contrary to the latter, the former have a pre-determined purpose; the intention of learning is formulated by the learner or by another individual before starting the activity. The activity is organized when decisions are made on different aspects related to learning (content, structuring knowledge, methods, timing, purpose, environment, etc.) before starting the activity, i.e. the above aspects are predetermined before starting the activity. Learning activities can be divided into formal education, non-formal education, informal learning and random learning. Formal education includes all intentional and institutionalised learning activities, designed to lead upon successful completion to a learning achievement that is possible to position within the National Framework of Qualification (NFQ). Non-formal education includes all intentional and institutionalized learning activities which do not lead upon successful completion to a learning achievement that is possible to position within the National Framework of Qualification (NFQ). Informal learning includes all intentional learning activities which are neither intentional, nor institutionalised. Learning activities are considered institutionalised when there exists an organisation providing structured arrangements especially designed for education and learning. Arrangements must include a student-teacher-relationship. Because the same organization can provide different types of learning activities, the latter were not distinguished by provider. In addition to ‘formal education’, ‘non-formal education’, and ‘informal learning’, the following categories were also used to classify adult learning activities:  Vocational education and training: Vocational education is defined as «education and training which aims to equip people with the knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market» (CEDEFOP, 2014, p. 292).  Non-vocational learning:

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The term Non-Vocational Learning refers to learning, both formal and non-formal, that is not directly linked to the labour market (Eurydice, 2007; European Adult Learning Glossary, 2010).  Initial education and training: CEDEFOP (2014) defines Initial Education and training as «general or vocational education and training carried out in the initial education system, usually before entering working life » (p. 117). Some training undertaken after entry into working life may be considered as initial training.  Continuing education and training: The expressions ‘continuing education and training’ refers to «education or training after initial education and training - or after entry into working life aimed at helping individuals to: improve or update their knowledge and/or skills; acquire new skills for a career move or retraining; continue their personal or professional development» (p. 51) It may encompass any kind of education (general, specialised or vocational, formal or non-formal, etc.) and it is considered to be crucial for the employability of individuals.

1.2.

Investigation: Interviews

The main goals of the interviews were to gain a better understanding of the skills and competences required to evaluate adult learning professionals and to unveil the social and personal assumptions and the tacit criteria that guide practitioners while they evaluate staff, together with the pattern of actions and methods they adopt – often unwittingly. A semi-structured interview was used. Open-ended questions were planned in advance, covering the following three areas:   

Adult education: definition, aims, professionals involved; The evaluation of adult education staff: meanings and representations of evaluation, aims, benefits, criticalities; The evaluator of adult education staff: education and professional background; national or professional standards and requirements; methods, instruments, tools, and criteria used by the interviewees to evaluate adult education staff; training needs.

All the interviewees were asked for suggestions for the development of the training course. The sample took into consideration the study Key competences for adult learning professionals (Research voor Beleid, 2010), the report Developing the adult learning sector: Quality in the adult learning sector (Panteia, 2013), and the results of the national desk research. Research voor Beleid (2010) lists ‘Monitoring and evaluating staff performances’ among the ‘human resources activities’ performed by the adult education staff. The study also considers ‘Managing human resources in adult learning institutes: being a people manager’ to be a competence indirectly linked to and supportive of the learning process. The competence entails the ability to assess and describe the practice of the individual staff and the group in the light of the institute’s common objectives. On the basis of the international literature available, the report further specifies that the following competences are required to manage human resources: recruiting, hiring, evaluating, and terminating staff contracts based on established criteria; promoting continuous professional development for staff. All quality assurance systems investigated in Panteia (2013) list ‘staff’ among quality areas. Given the results of the above mentioned studies, and given the differences in adult education systems investigated by EDEUVAL, the following three categories of professionals were considered in building the interview sample:

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  

Directors/managers of adult education services Other practitioners working within the adult education field and officially appointed to evaluate staff performance by their organization or by law. Other practitioners working within the adult education field whose activities involve the evaluation of staff performance, but who are not officially appointed as such by their organization or by law. This group includes care service coordinators, organizational and educational consultants, counsellors.

Three slightly different interview templates were designed, one for each of the above mentioned sample categories. Ten practitioners were interviewed by each organization. A total of sixty practitioners were interviewed.

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2. Adult Education 2.1.

Europe

The Lisbon Council (2000) acknowledged that globalization and the shift towards a knowledge driven economy are affecting people’s lives and European economy. In this scenario, the Union set itself the goal of becoming the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion. Following the results of the Lisbon Council, the Commission Communication Making a European Area of Lifelong Learning a Reality (2001) established Lifelong Learning as one of the guiding principles for education and training in EU. Lifelong Learning is defined as follow: «all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective» (CEU, 2001, p. 9). Lifelong learning is both lifelong and lifewide: while the term ‘lifelong’ highlights that learning occurs throughout life, either continuously or periodically, the ‘lifewide’ dimension brings the complementarity of formal, non-formal and informal learning into sharper focus (CEU, 2000). Making lifelong learning a reality is one of the four strategic objectives guiding European cooperation in education and training for the period up to 2020 (CEU, 2009). In order to reach this goal, EU Countries were asked to work together to complete the development of comprehensive national lifelong learning strategies covering all levels from early childhood education through to adult learning (CEU & EC, 2012). Starting from the publication of the Communication from the Commission Adult learning: It is never too late to learn (2006), EU policy focused explicitly on Adult Education. The document defined adult education as «all forms of learning undertaken by adults after having left initial education and training, however far this process may have gone» (CEU, 2006, p. 2). It is thought that Adult Learning can provide economic and social benefits – such as greater employability, access to better quality jobs, more responsible citizenship and increased civic participation – as well as individual benefits – such as greater self-fulfilment, improved health and well-being and enhanced self-esteem. On this basis, the Council conclusions on adult learning (2008, May) openly acknowledged the key role of adult learning in meeting the goals of the Lisbon Strategy, i.e. fostering social cohesion, providing citizens with the skills required to find new jobs and helping Europe to better respond to the challenges of globalization. In 2009 the European Council set up the benchmark of 15% adult-learning participation in Lifelong Learning to be reached by 2020 (CEU, 2009). According to Eurydice (2007) and Research voor Beleid (2008), in the majority of European countries Adult Education provision is targeting the group of adults least likely to participate in structured learning. Across the countries this group consistently includes the following: unemployed adults, older adults, adults in rural areas, adults with physical and sensory disabilities, adults with learning difficulties and disabilities, members of ethnic minorities, prisoners and ex-offenders, recent immigrants, adults generally experiencing economic and/or social disadvantage. Any individual may be included in more than one category. Non-vocational adult education (NVAE) has been investigated by Eurydice (2007). According to the study, formal NVAE is generally provided in or through the systems of schools, colleges, universities and other formal education institutions. Provision can also be ensured by educational institutions dedicated to those who are no longer subject to full-time compulsory education. A combination of both types of institutional arrangements can be observed in a number of European countries.

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Formal NVAE covers mainstream courses in primary, lower secondary, upper secondary and postsecondary provision. Opportunities to upgrade the personal level of education later in life by gaining lower or upper secondary qualifications are offered in every European country. Formal NVAE is usually attended by adults who left education without initial qualifications and who wish to gain them in later life (Eurydice, 2007; 2011). The majority of formal NVAE places require physical presence, although the use of distance webbased provision is increasing. As it is often considered as a form of continuing, further, or ‘second chance’ education, formal NVAE is generally publicly funded, particularly at upper secondary level (Eurydice, 2007). Non-formal NVAE takes place in a multiplicity of settings, in formal education institutions and in a wide range of non-governmental not-for-profit organisations including civil society organisations. It more often takes place outside and alongside mainstream systems of education and training. Generally, it does not require specific qualifications to enter and is engaged in by the learner for personal, social, civic and cultural purposes. Non-formal NVAE covers a wide range of topics, dealing with all social issues. Target groups for non-formal NVAE include the entire population in any country. Participation by particular ‘at risk’ adults is frequently financed by public authorities through public or nongovernmental organisations (Eurydice, 2007). According to the Commission staff working document Vocational education and training for better skills, growth and jobs (EC, 2012), continuing vocational education and training (CVET) contributes to addressing the issues of ageing population and rapid changes in technology and work processes by enabling people to acquire and update the skills needed by the labour market. Furthermore CVET generates important returns for companies in terms of lower job absenteeism, lower turnover of personnel, greater productivity and innovation capacity and the ability to offer products and services of higher value. CVET usually takes place in companies and targets those who are already in employment, who have high qualifications levels and who are relatively young. The participation in CVET of older and less qualified persons is often lower.

2.2.

Greece

Mainly because of the lack of a detailed governmental strategy, in Greece lifelong learning was underdeveloped until 2009. The lack of substantial funding and the existence of two different Ministries with overlapping competences was also a contributory factor. Law 3879/2010 set the basis for the planning and implementation of a national holistic strategy for lifelong learning. The National Network of Lifelong Learning (NNLL) was launched. The network includes and fosters cooperation among administration bodies with distinct responsibilities (every Municipality and Local Community Council can participate) and lifelong learning providers in the areas of Initial Vocational Education & Training (IVET), Continuing Vocational Education & Training (CVET), as well as General Adult Education. In addition to the General Secretariat of Lifelong Learning (GGDBM), the following public bodies and agencies are responsible for lifelong learning in Greece: the Regional lifelong learning department units (Attica, Central Greece, Central Macedonia, East Macedonia and Thrace, Western Greece, Western Macedonia, Epirus, Thessaly, Ionian Islands, Crete, Peloponnese), the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP), the National Centre for Public Administration and Local Government (EKDDA), the Municipal lifelong learning department units (Athens, Thessaloniki).

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The following bodies provide technological and scientific support to the General Secretariat of Lifelong Learning and implement adult education courses and programmes at local, regional, national and international levels: IDENIBIM; Vocational Training Institutes (IEK); Vocational Training Centres of G.G.D.V.M (KEK KDVM); General Adult Education Centres for Lifelong Learning (former KEE). The IDENIBIM supervises the following structures and programmes: 57 Second Chance Schools (ΣΔΕ/SCS); 58 Parents’ Schools; 49 private Vocational Training Institutes (IEK); the Centres of Distant Adult Education and Training (ΚΕΕΕΝΑP); the Vocational Training Centres of G.G.D.V.M (KEK-KVDM); IEK Mobility Public Programmes (DIEK) Leonardo da Vinci; the literacy courses in the Greek language Greek history and Greek culture for immigrants, (ODYSSEAS). Within the General Secretariat for Adult Education (GSAE), the Ministry of National Education and Religious Affairs (YPEPTH), is the executive, public body responsible for adult education and training. Its mission is to design, coordinate and support measures in the fields of basic education and life-long learning and training for the adult workforce and those at risk of social exclusion. Initial Vocational Education and Training (IVET) is provided by Vocational schools (Epangelmatiki Scholi, EPAS SEK) at upper secondary level, and by public and private Institutes of Vocational Training (Institouta Empangelmatikis Katartsis, IEK) at post-secondary level. Their curriculum is certified by the National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP). Continuing Vocational Education and Training (CVET) is provided by the Vocational Training Centres of G.G.D.V.M and the General Adult Education Centres for Lifelong Learning (former KEE). KEK also provide training opportunities for disadvantaged people. Pursuant to Law 4186/2013, secondary and primary education teachers, adult trainers, Special Education Staff members as well as Special Auxiliary Staff members are entitled to join the teaching staff of Vocational Training Schools (SEK), Vocational Training Institutes (IEK), Second Chance Schools (SDE) and Lifelong Learning Centres falling under the authority of the General Secretariat for Lifelong Learning of the Ministry of Education and Religious Affairs.

2.3.

Italy

In line with the European debate, lifelong learning is understood both as an instrument to promote employment and as an opportunity for personal growth. Inspired by the historical experience of the 150 hours, the Memorandum of Lisbon and the European Strategy for the Development of Lifelong Learning, the Unified State, regions, cities and local autonomies Conference of 2nd March 2000 intended to promote the integration of the educational system, the system of vocational training, and the world of work. To reach this goal, the architecture of the Italian education system was re-designed (see also law 92/2012) as a network of providers of formal and non-formal education. The network includes: the school system, the regional system of vocational training, the system of employment services, civic networks running adult education initiatives, cultural organizations (libraries, museums, theatres...), private companies and trade unions, associations, universities, the Observatory on national internal migration and the local branches of public research bodies. In the formal sector, Presidential Decree no. 263 of 29/10/2012 set up the Provincial Centres for Adult Education (CPIA). This was to rationalize human and instrumental resources and increase the efficacy and efficiency of the school system. The CPIAs is an autonomous educational institution, structured in territorial networks of service (usually on a provincial basis) and with a distinct staff of its own. The CPIA offer includes first and second level (technical schools, vocational technical schools and licei) qualifications. Courses in the Italian language for adult foreigners are also offered. To guarantee

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the coordination and the continuity between first level and second level courses, CPIAs must sign agreements with secondary schools. To extend its offer, CPIA can also sign agreements with local authorities and other public and private subjects (in particular with training structures accredited by regional governments). In addition to that, CPIAs undertake activities of Research, Experimentation and Development in the field of adult education. The process of reform is still under way and is the subject of heated debate. Initial vocational education and training (IVET) is under the remit of regions and autonomous provinces. Non-formal education (vocational and otherwise) is usually provided by private companies/organizations, and by the third sector (popular universities, the so called third age universities, recreational and cultural associations, NGOs). CPIA can also provide non-formal education. Providers of publicly-financed continuing education and training are subject to accreditation. The Italian academic debate has acknowledged the national and European legislative development concerning lifelong learning and adult education. All health and care activities targeting adults (usually the most fragile segment of adult population: migrants, former prisoners, women, disabled people) are considered to be part of the adult education field.

2.4.

Latvia

The Education Law (1998) defines adult education as a multi-dimensional educational process of persons, which ensures the development of the individual and his/her ability to compete in the employment market, throughout the entire course of his/her life. The education system is administered at three levels - national, municipal and institutional. City Local Governments and Municipality Local Governments implement policy in adult education, ensure the distribution of the financial resources, and monitor the utilization of the budget. From January 2015, the State and local government will support adult education by funding non-formal adult education programs and supporting continuing vocational training and education. According to Lieģeniece (2002), the main functions of adult education are: supplementing missing or incomplete prior learning; fostering harmonious relationships between the individual and the environment; reproducing the existing socio-cultural milieu; re-socializing individuals (renewal of individual's ability to fulfil a social role which was not possible under some conditions); recreational: promoting a fruitful use of leisure time. The most important arrangements for the provision of adult formal education are set by the Education Law, the Vocational Education Law, and the Higher Education institutions Law. Adults can follow a complete programme of basic education or upper secondary education at so-called evening schools. In 1993, the Latvian Adult Education Association (LAEA), a non-governmental, non-profit organization, was established with support from Latvia's MES and the Institute for International Cooperation of the German Adult Education Association. The aim of LAEA is to promote the development of the non-formal adult education system and to participate in lifelong learning policymaking. LAEA brings together many legal entities – local governments, trade unions, private organisations, and NGOs. The list of members also comprises folk high schools, municipal adult education centres, private companies, universities, in-service training centres of enterprises, and other institutions and organisations involved in non-formal adult education, as well as individuals. Municipal adult education centres are established and managed by local governments. The largest adult education centres have their own resources and work as independent educational institutions implementing non-formal education programmes. In smaller municipalities, a single employee – the adult learning organiser, who is also a specialist in managing an education institution or an

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experienced education administrator – is responsible for adult learning. The organiser provides advice to people on education possibilities in the region and organises seminars and courses based on demand in the local municipality. The budget of municipality learning centres is made up of local government/municipality funds, various project funds, and individual fees. During the recent economic downturn, local governments ceased further developments of government adult education institutions, or even shut down some of them. Labour market training for the unemployed accounts for the largest number of participants in the adult education sector. Employment authorities provide a wide range of labour market training mainly targeted at unemployed adults. In general, specialized training is organized by the employers themselves. The tuition fees for continuing or in-service education and training are established by training providers and covered by individuals or employers. Further training or retraining of persons who are legally classified as unemployed is financed by the state. The Guidelines for the Development of Education 2014 - 2020 currently represent the strategic framework for the implementation and the development of adult education in Latvia.

2.5.

Poland

In Poland, the two terms “Adult education" and "continuing education" are often used interchangeably. The term "continuing education" refers both to education provided in schools for adults and to the development of general knowledge, vocational skills and ability in out-of-school forms by persons who have completed compulsory education. According to the School Education Act of September 7, 1991 (and subsequent amendments), continuing education can be provided on daily, extra-mural, and distance-learning bases by centres for continuing education, practical training centres, and other in-service training institutions. Folk universities, associations, foundations and religious organizations can also run out-of-school continuing adult education. The amended version of the School Education Act (27 June 2003) separated continuing education centres (CKU) and practical training centres (CKP) from schools, setting different statutory goals for each of them. The Act of 21 November 2001 introduced new types of post-gymnasium setting in the adult education system. The Act on Promotion of Employment and Institutions of the Labour Market (20 April 2004) established a Register of Training Institutions listing both public and non-public bodies offering education in out-of-school forms. Registered bodies are eligible to provide training to the unemployed. The Act "Law on Higher Education" of 27 July 2005 regulates post-graduate studies and training courses for adults. Polish education system is organized as follow. At national level, the Minister of National Education is responsible for the field of adult education. He works in close relationship with the Department of Vocational and Continuing Education. The Minister also cooperates with the Minister of Science and Higher Education, the Minister of Labour and Social Policy, the Minister of Culture and National Heritage, and the Minister of Health. District authorities (powiat) manage general and vocational upper-secondary education and post-secondary schools; they also manage schools for adults, continuing education centres – CECs (CKUs) and practical training centres – PTCs (CKPs) plus other non-school settings. Local self-government (gmina) are in charge of primary and lower secondary schools for adults (excluding special schools). Adult education is provided both in school and non-school settings (embracing continuing education units, practical education units and in-service training centres).

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School settings consist of public and non-public schools for adults; public and non-public higher education institutions (HEIs); public continuing education centres - CESs (CKU); practical training centres - PTCs (CKP); further and in-service training centres. Non-school settings consist of non-public institutions for continuing education and practical training administered by associations and individuals; people’s universities; continuing vocational training and education provided by the employers (e.g. on-the-job training, job shadowing). Other providers include employers' organizations and trade unions; public employment services; training institutions (registered in the Register of Training Institutions and not); research institutions, research foundations and the Polish Academy of Sciences.

2.6.

Spain

The Spanish Constitution (art. 2705) recognises education as an individual right, without any distinctions of age or purpose. The LOMCE organic law 8/2013 settles the aims and principles of the adult education system. According to this law, the main aims of adult education are: providing people with basic knowledge, skills and competences; raising qualification levels; promoting training and entrepreneurship skills; promoting active citizenship; countering social exclusion; fostering active ageing. In the past, the norms regulating the education system were changed very often (every four or eight years), forcing regional governments (Autonomous Communities) to adapt. The changes mainly affected secondary education. At present, making all the political parties cooperate to increase the overall quality and competitiveness of the Spanish education system seems a quite unreachable goal. The quality of the Spanish public educational system is considered to be very good. The recent economic crisis resulted in budget cuts, which led to a decrease in the number of teachers and trainers. Resources were mainly diverted toward the primary and secondary schools, thus affecting adult education provision. Adult education (EPA in Spanish) courses and activities are offered by a wide variety of organizations, ranging from secondary schools to public organizations and cultural associations. Organizations providing formal education courses and programmes (e.g. second-chance education or VET) have to meet legal requirements. Non-formal adult education covers any topic, area and content and employs both volunteers and freelance professionals. In most cases, professionals do not hold a qualification in adult education or related subjects. This doesn’t affect the quality and variety of the offer. A large part of the population takes part in adult education. This fosters synergies among citizens, thus creating the conditions for community-oriented actions to succeed (e.g. active-citizenship, intergenerational learning, volunteerism, social and economic inclusion of immigrants, cultural events). Adult education activities are often sponsored by official institutions. Chambers of commerce are particularly active in funding and supporting activities aiming at developing and increasing professional competences. Adult and elderly education institutions are grouped in national networks and associations. This is the case of the Universities for the Third Age. Almost all universities in Spain offer an educational programme for adults. The network coordinating all these programmes is AEPUM (National Association of Senior University Programmes). All the contents and teaching methodologies of the associated programmes are tailored to the needs of adult students. Programmes can be considered proper research laboratories: based on andragogy, they investigate and enhance adults’ social conditions and quality of life.

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3. Staff and the evaluation of adult education staff 3.1.

Europe

Improving the quality and efficiency of education and training is one of the four strategic objectives of the ET2020 strategy (CEU, 2009). Because the quality of education staff is considered to be strictly related to the quality of the education provision, Members States were invited to focus on the professional development of teachers, trainers and school leaders (CEU & EC, 2012). Suggested actions to improve the quality of adult education staff include: defining competence, profiles, and establishing effective systems for initial training and professional development; facilitating the mobility of teachers, trainers and other adult education staff; developing quality assurance for adultlearning providers, for example by means of accreditation systems or by taking into account already existing quality frameworks/standards in other sectors (CEU, 2011). The skills and competences of adult education staff have been identified and investigated by various researches with the financial support of the EU. (Carlsen & Irons, 2003; Jäägar & Irons, 2006; Research voor Beleid, 2005; Research voor Beleid, 2010; Research voor Beleid & Plato, 2008).

3.1.1. Initial and continuing education and training The quality of adult learning staff is largely depends on the skills and competences acquired in initial and continuing education (formal and non-formal) or in informal learning processes. In the case of formal learning, different courses and outcomes are easily comparable, whereas learning that takes place outside formal education and training institutions is less standardised and predictable (CEDEFOP, 2009). Generally speaking, in many European countries and settings, no specific initial vocational training programme for adult learning professionals is in place and no specific qualifications are required for becoming an adult educator (Research voor Beleid & Plato, 2008). Formal adult education represents an exception: in the majority of European countries, teachers and trainers delivering formal programmes to mature students must comply with the same qualification requirements as those delivering primary, lower secondary or upper secondary programmes to pupils in the system of initial education and training. However, in most countries, initial teacher training programmes do not include any elements relating to teaching methods and approaches targeting adult learners (Eurydice, 2012). It is worth noting that the relative absence of regulations and of initial training for adult educators does not imply that adult learning practitioners are not highly educated; many of them come from other fields of education and do have general didactical training backgrounds (Research voor Beleid, 2010). The issue of teacher qualifications often arises in the context of quality assurance if the organisation is in receipt of public funding. Ongoing continuing professional development (CPD) for adult education professionals remains patchy and ad hoc in the majority of countries (Eurydice, 2007). Research voor Beleid (2010) is of the same advice and concludes that training on the job or in-service education of teachers in adult learning is still underdeveloped.

3.1.2. The evaluation of adult education staff

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Skills and competences of adult education professionals have been identified and investigated by various researches with the financial support of the EU. (Carlsen & Irons, 2003; Jäägar & Irons, 2006; Research voor Beleid, 2005; Research voor Beleid & Plato, 2008; Research voor Beleid, 2010). Research voor Beleid (2010) investigated the activities carried out within adult learning institutions and grouped them into thirteen clusters. To be carried out, activities require generic and/or specific competences. Generic competences are relevant for carrying out all activities in the adult learning sector; every professional working in the sector ought to possess them. Specific competences relates to specific functions within the adult learning institute. The study suggests that it is possible to use the set of key competences on a professional level as a tool for self-evaluation. It can also serve as a tool to assess professionals (especially in recruitment situations), or as evaluation criteria in continuous professional development. The set of key competences can also be used in designing educational in-service programmes or as a guide to draw personal development plan for staff members. In addition to this, the set of key competences can serve to implement institutional self-evaluation or to develop accreditation criteria, quality certificate and standards. Previous attempts to define competences of adult learning professionals were made by the Learning4Sharing (Carlsen & Irons, 2003) and A Good Adult Educator in Europe - AGADE (Jäägar & Irons, 2006) projects. The latter extended the findings of the former, and established the so called ‘new minimum set of criteria for a good adult educator’. In addition to the above cited projects, Research voor Beleid and PLATO (2005) analysed successful learning centres in order to identify the conditions for organizing a high quality environment. Among the key factors is quality of staff. It is suggested that trainers should be certified and registered in a central pool of freelance trainers, where learning centres can select their trainers from. Various toolkits aimed at evaluating the skills and competences of the adult education staff have been developed in the past with the financial support of the EU (e.g. VALIDPACK, SEALLL). They usually provide practitioners with tools to self-assess their knowledge, skills and competences and help them to design a professional development plan; the presence of an external assessor can be required. It is worth noting that ‘staff’ features among the categories of quality areas in all quality assurance systems1 considered in Panteia (2013). In this case, quality of staff involves the setting of minimum qualifications or competence levels and offering possibilities for the professional development of staff members.

3.1.3. The evaluators of adult education staff The study Key competences for adult learning professionals (Research voor Beleid, 2010) lists ‘monitoring and evaluating staff performances’ among the ‘human resource management activities’. The competence most closely associated with this activity is the ‘Competence in managing human resources in an adult learning institute: being a (people) manager’. To be a proper people manager, the professional must possess the following knowledge, skills, and attitudes:  

1

Knowledge: human resource management, selection and recruitment policies and practices in adult learning; team building; assessment techniques; continuous development of staff. Skills: ability to assess the work and competences of staff; ability to read group processes and body language; ability to build teams; ability to select and recruit appropriate staff; leadership qualities.

The term Quality assurance system comprises both accreditation systems and quality labels/quality seals.

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

Attitudes: authority; reliability; strictness; empathy; awareness of individual behaviour, group processes and human development.

In addition to this, the professional must possess the following seven ‘generic competences’, that are relevant for carrying out all activities in the adult learning sector:       

Personal competence in systematic reflection on one's own practice, learning and personal development: being a fully autonomous lifelong learner. Interpersonal competence in communicating and collaborating with adult learners, colleagues and stakeholders: being a communicator, team player and networker. Competence in being aware of and taking responsibility for the institutional setting in which adult learning takes place at all levels (institute, sector, the profession and society): being responsible for the further development of adult learning. Competence in making use of one's own subject-related expertise and the available learning resources: being an expert. Competence in making use of different learning methods, styles and techniques including new media and being aware of new possibilities and e-skills and assessing them critically: being able to deploy different learning methods, styles and techniques in working with adults. Competence in empowering adult learners to learn and support themselves in their development into, or as, fully autonomous lifelong learners: being a motivator. Competence in dealing with group dynamics and heterogeneity in the background, learning needs, motivation and prior experience of adult learners: being able to deal with heterogeneity and groups.

3.2.

Greece

The evaluation of adult education is granted by an Accreditation and Certification System. Law 3879/2010 introduced new procedures for the accreditation and quality assessment of all lifelong learning activities implemented by state agencies and major social partners. The Ministry of Education and Religious Affairs issues the criteria for trainers’ selection in Vocational training Schools, Institutes of Vocational Training, Second Chance Schools and Lifelong Learning Centres following the recommendation of the General Secretary for Lifelong Learning. To assure the quality of staff in the Initial Vocational Education and Training field, IVET trainers are recorded in the General Register of Adult Trainers. “Adult Trainer” means “a professional who has the competence and the qualifications for the exercise of his/her profession and the required certified Educational Adequacy for general adult education and vocational training in the context of lifelong learning”. To work in Vocational Training Institutes (IEK), teachers of theoretical subjects must hold a tertiary education degree. Graduates of Secondary Vocational Education may teach practical subjects in laboratories or work as assistants. IEK teachers are evaluated: (a) by their own trainees at the completion of courses, using specific evaluation questionnaires; (b) by the Director of IEK, who takes into consideration the results of the questionnaires and the overall work experience of the educator. Besides formal qualifications, professional experience is taken into great consideration during the recruitment of trainers. In accordance with European policies and guidelines, the Educational Proficiency Certification System for non-formal adult educators has been developed and implemented; the 'Adult Educators' Register with certified educational adequacy’ has been also established (Law 2844/2012 ‐ No.

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ΓΠ/20082). The register is taken into consideration by all institutions under the General Secretariat for LLL and under the National Agency for Qualification and Certification of vocational guidance (E.O.P.P.E.P.). The register includes the following categories: (a) Adult educators & (b) Educators of the Adult educators. In the non-formal sector, following the European guidelines, the Educational Proficiency Certification System for non-formal adult educators has been developed and implemented. Joint Ministerial Decision no. ΓΠ/20082/23-10-2012 “System of Certification of Adult Trainers’ Educational Proficiency in non-formal education” specifies the terms and conditions for providing the educational proficiency certification to adult trainers who are active in the non-formal sector; according to Law 4186/2013, from September 2014 educational proficiency will be a prerequisite for the trainer’s participation in non-formal education programmes funded by public resources.

3.3.

Italy

In line with the study Developing the adult learning sector: Quality in the adult learning sector (PANTEIA, 2013), the Italian academic debate (cf. Federighi & Baldi, 2005) links the evaluation of adult education professionals to the quality of the education provision. Quality of staff and quality of the provision can both be guaranteed by accrediting the providers and/or by developing adult education professionals’ competence profiles. Federighi & Baldi (2005) suggest that the improvement of the systems for the recognition of qualifications and skills can allow better monitoring of the quality of the staff. In Italy, vocational training is included in the training provision of the Centres for Adult Education (CPIA), alongside other paths of formal adult education. The CPIA employs both teaching personnel – whose training is regulated at national level – and trainers – whose professional profile is regulated by regional legislation. Ministerial Ruling 455/97, which set up the CTP (now CPIA), specifies CPIA teachers’ competences and functions. Accreditation is compulsory for all providers of initial vocational education falling under the responsibility of regions and for the organization providing the validation of non-formal and informal learning. Accreditation falls under the responsibility of regional governments, which are required to follow the guiding principles issued in the State-Regions Agreement of 2008. The regulations on accreditation issued by the Lombardy Region list the figures, functions, areas of activity and minimum requirements relative to the personnel engaged in vocational training and in the validation of non-formal and informal learning. In line with the study Key competences for adult learning professionals (Research voor Beleid, 2010), these regulations list recruiting, employee evaluation, and staff training and development amongst the adult education professionals’ areas of expertise. Providers of continuing vocational education and training (CVET) are subject to accreditation if public funds are used. In this case, the professional profile of employees complies with regional legislation. It is worth noting that private companies often employ consultants, professionals and experts in the CVET sector. In this case, providing that public funds are not used, no national or regional standards have to be met. National and regional regulations do not detail the profile of the professionals working in the nonformal-non-vocational sector; this is because this sector is to a great extent excluded from publicfunding.

3.4.

Latvia

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The Laws on Education, General Education, Vocational Education and Higher Education establish the monitoring and assessment of each respective sub-sector of the education system by the relevant national and local government authorities. Every education institution, whether publicly funded or not, must be registered with the National Register of Education. In order to begin providing education services, a licence must be obtained. Only the education institutions accredited by the State Agency for Quality Assessment in General Education, the Vocational Education Administration, or the Higher Education Quality Evaluation Centre have the right to award nationally recognized diplomas and certificates. Statistics collected by the Ministry of Education and Science allow a comparison with European countries. The assessment indicators developed by the European Centre for the Development of Vocational Training are applied in evaluating vocational education in Latvia. Preparation of annual statistical reports and policy planning documents on higher education is based on internationally comparable indicators. At the moment, non-formal education is accredited in a non-systematic way. All Latvian adult education centres provide participation certificates which can be validated if the adult education centre is an accredited one by the State Service of Education Quality. In Latvia there are no official procedures for the evaluation of the adult education staff. However, there is currently much research and experimentation in this area. This includes Validipack, which is a set of instruments for the validation of trainers’ competences. A trainer is defined as a person designing and running/ performing teaching activities. Validpack is organised around three main validation steps: self-evaluation, external evaluation and consolidation. The instrumentswere designed within the VINEPAC project and comprises mind maps, reflection on biography, reflection on competences, an observation checklist, interview grid, and validation sheet.

3.5.

Poland

The Minister for National Education is responsible for assuring the quality of formal adult education. The quality of formal adult education concerns schools for adults, continuing education settings, practical training centres and further training centres and is based on pedagogical supervision performed by school heads and education superintendents (kuratorzy). The principles and regulations to be followed are the same that apply to the schools for those under 18 years of age. The quality of vocational adult education is granted by the same external assessment system adopted to monitor schools. The standards to be met by the providers are set by the Central Examination Commission and are implemented by the Regional Examination Commissions. An accreditation system is in place in the non-formal adult education field. According to the School Education Act of September 7 1991, accreditation can be granted for the entire set of courses offered by the provider, or just for a part of it. Both public and non-public providers can apply. The accreditation is awarded by the education superintendent (kurator) responsible for the area in which the institution is located. Non-formal adult education settings may also be registered by regional employment offices. Accreditation is on a voluntary basis. Consequently, non-school settings operating in compliance with the rules of free business may avoid any quality related supervision.

3.6.

Spain

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At national level, there are two agencies which ensure the quality of the formal educational system: INEE (in English: National institute for educational evaluation) – which covers the primary and secondary school level – and ANECA – which provide external quality assurance for the Spanish Higher Education System. Autonomous Communities can set out their own regulations in the areas of evaluation and quality of education. ANECA activities include: evaluating academic staff performance, staff recruitment, checking the design and implementation of higher education programmes, supporting higher education institutions in establishing their own internal quality assurance systems, accrediting higher education programmes. In primary and secondary education the school inspector evaluates the overall performance and quality of the services provided. School inspectors check that internal procedures and courses are performed according to the relevant regulations. They do not evaluate staff. The secondary school regulations apply also to adult education schools, vocational training or secondchance schools providing formal adult education. The only legal framework that focuses on the quality of adult education staff is the accreditation one. Apart from that, there are no procedures for the evaluation of the educational staff in formal adult education. The situation is even more unclear in non-formal adult education. The private and public sectors select and manage human resources based on completely different criteria.

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4. The evaluation of adult education staff: meanings and practices 4.1.

Adult education

According to the interviewees, adult education includes activities aimed at personal and vocational development. The term is considered to cover both formal and non-formal programmes. The main goals of adult education can be summarized as follow: 





Personal development: improving self-image and self-perception; empowerment; creating a personal life plan (e.g. through an appraisal of personal skills and competences, counselling or orientation service); promoting self-knowledge (for example by collecting individual histories and memories); achieving mental and emotional well-being; remaining active. Professional development: acquiring new skills and competences (including soft skills and transversal competences); supporting adults in entering, remaining in or re-entering the labour market; increasing employee’s attractiveness to the eyes of the employers; improving work performances. Community development: spreading a culture based on democracy, respecting differences, and equal opportunities; increasing the impact of individual actions on the community; promoting active participation in the community; strengthening social relations, promoting inclusion.

Adult education activities foster the development of the individual as a whole. Knowledge and experience gained in non-vocational education can prove useful in the workplace, and vice versa. Adult education is provided by national, regional, and local authorities; centres for vocational training; employment centres; private companies; NGO and associations. The following care and health services were also mentioned by Italian and Spanish interviewees: social services, group homes, home care services, all those services taking care of adults who suffer a condition of a physical (e.g. disability), behavioural (e.g. mental problems, addiction) or cultural and linguistic (e.g. immigrants) nature. These services deal with special and urgent needs; for this reason, staff should possess a high level of competence and should be given adequate instruments and resources. Continuing education and training should also be provided to them. Professionals working in care and health services face a chronic lack of investment. One Italian interviewee included media and television among the adult education providers. According to the interviewees, the following practitioners work in the adult education field: teachers, trainers, coaches, mentors, tutors, administrative personnel, human resource managers, quality managers, directors, coordinators, consultants, personnel belonging to certifying bodies, psychologists, sociologists, cultural mediators, anthropologists, educationalists, tradesmen and volunteers. With regard to the care sector, the following professionals are mentioned: doctors, neuropsychiatrists, psychotherapists, speech therapists, educators, health and care workers, volunteers. Most of these professionals work in inter-professional teams. Given that, communication and social skills are highly appreciated.

4.2.

The evaluation of adult education staff

According to our interviewees, the evaluation of adult education staff aims at fostering educators’ professional development and enhancing their performances by giving them feedback on their work

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and making them reflect on their practice. It also aims to enhance the quality of education provision by evaluating the efficacy of staff performance and by ensuring the proper professionals have been hired. In addition, staff evaluation promotes better use and allocation of human resources. If a quality assurance system is in place (including accreditation), the evaluation process makes sure that the professionals’ profiles meet pre-determined requirements and standards. In this case, staff evaluation should be understood as part of a most comprehensive process aiming at evaluating the organization as a whole. Providers have developed internal procedures and instruments for the evaluation of adult education staff; in some countries the legislation explicitly requires some staff members to be evaluated by their line managers (Poland). Providers also employ the expertise of consultants, external supervisors or external bodies. If a quality assurance system is in place (including accreditation), inspections take place on a regular basis. Life in adult education services is punctuated by a series of many unofficial moments of evaluation. Those include:  

Informal conversations/meetings with management; Informal conversations/meetings with colleagues.

Usually, these moments are not documented. When asked about the benefits of evaluation, interviewees say that staff evaluation triggers reflection and enhances the communication and relationships among group members. This in turn increases professionals’ awareness of their practice, encourages the sharing/adoption of best practice within the organization, and enhances organizational and emotional well-being. Hence, evaluation contributes to practitioners’ personal and professional development; it also improves the organizational life of the service. This results in better quality provision of education and training. The most tangible effects of the evaluation processes concern staff: poor results can cause a teacher to be discredited and even make it impossible for them to work in other organizations. Evaluation constantly runs the risk of becoming bureaucratic and self-referential. In this regard, Greek and Italian interviewees point out that usually professionals are not informed of the results of the evaluation, if no major problems are detected; documents are simply “forgotten in the drawer”. Professionals’ defensive behaviour represents one of the major difficulties in evaluating staff. Evaluation is often perceived with mistrust and fear; staff often experienced it as an intrusion, a judgement on them as a person. This leads to “façade” responses and is often combined with an omniscient attitude. Specific training on evaluation would help evaluators to better manage the emotional burden of evaluation. Other problems are caused by the lack of a clear, well recognized, common evaluation model, which makes it difficult to obtain, process, and compare reliable data.

4.3.

The evaluator of adult education staff

The evaluators we interviewed were highly educated. They had bachelor degrees and in some cases masters and Ph.D., not necessarily in the education field. They all had remarkable field experience in evaluation, which they valued as the main source of their professional development. Some of them attended specific training courses (e.g. short course at the AICQ - Italian Association of Culture and Quality). They define themselves as “always being in training”.

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Professionals performing evaluations usually cover the following roles: consultant, trainer, guidance officer, manager, and teacher. According to the interviewees, the following activities are performed by the evaluators of adult education staff:        

Listening; Observing; Checking the correspondence against given standards (e.g. national standards or ISO 9001) using documents or interviews; Giving feedback on team relations, abilities, qualifications, performance, cooperation; Actively looking for solutions; Creating evaluation tools (e.g. customer satisfaction survey); Data analysis; Writing official/unofficial reports and official documents.

Interviewees evaluate adult education staff on the basis of:      

Social and communication skills and competences: being a good listener, ability to work in a team and with other organizations (if necessary), ability to interact with the end user; The ability to reflect and self-reflect; The ability to cope with stress; The ability to manage time and meet deadlines, flexibility, adaptability; Technical expertise: mastering the subject, ability to design and manage the activity; Given standard (if a quality assurance system is in place).

They use the following methods and instruments:      

Questionnaires and surveys (usually completed by the trainees during the programme or at the end of it); Interviews (with the professional him/herself and/or the learner); Focus groups with teachers and/or learners; Self-evaluation report; Report written by internal or external assessors; Observation.

Some interviewees consider customer-care surveys to be over-used. They are quick to administer, but they rarely ask respondents to reflect in depth. Answers can also be influenced by the respondent’s emotional state. According to our interviewees, the following skills are required to evaluate staff    

Good communication skills. This is also to safeguard working relationships. Observation and listening skills: ability to communicate and listen to others empathically Social skills: an evaluator is an active and enterprising person; Emotionally competent: s/he must be able to recognize the influence of his/her own prejudices and emotions on the evaluation process.

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An in-depth knowledge of national and European policies on evaluation is also required. S/he should also be curious enough to feel the need for continuous training.

4.4.

Training needs and suggestions

Training needs include: 



Knowledge: acquiring specific and more technical skills in the field of evaluating human resources; the acquisition of specific methods for the evaluation of organizational processes; updates on legislation; up-to-date theories in the field of evaluation; evaluation tools (tests, grids etc.); knowledge and tools to manage the emotional aspects of the evaluation process. Skills and competences: the interviewees would like to increase their skills in human resources management, their communication skills, and their ability to manage groups.

The list of suggestions for the training course includes: 

Contents: Developing a more complex view of work processes; exploring leadership styles and group management; basics of the recruiting process; including specific modules dealing with laws and norms; instruments to assess and cope with personality/behavioural disorders; providing clear indicators of efficacy to be used by evaluators later on in their professional practice; developing social and communication skills and competences.



Methodology: taking into consideration the experience of the evaluators; using action research; promoting dialogue and fostering the exchange of good practice; using simulations, case studies, problem solving and role play as a basis (theoretical knowledge should stem from these activities); promoting critical reflection.

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5. Conclusions 5.1.

Lifelong learning, adult education and the quality of staff

The way the policies of the countries covered by the study conceive lifelong learning is consistent with the European framework. All the countries acknowledge the importance of lifelong learning for both the personal and the professional development of the individual. Thus lifelong learning is considered to include both vocational and non-vocational education. In addition, lifelong learning is considered to be lifewide: it encompasses formal, non-formal and informal learning activities. Attempts have been made to link the formal sector with the non-formal one. In all the countries, multiple governmental bodies, distributed on different levels, are responsible for governing the education system. Formal adult education is in large measure publicly funded. Second-chance education is free in all the countries covered by the study. Private companies and the third sector are key providers of nonformal education. In all the countries one or more of the following systems is in place to monitor the quality of adult education professionals and – in turn – of the provision:   

Accreditation Quality labels Register of adult education trainers

5.2.

The evaluator’s competence profile

Based on the national desk research and the interviews, competences and skills evaluators of the adult education staff possess or should possess consistently overlap with the generic competences listed in Research voor Beleid (2010), i.e. those competences that are relevant for carrying out all activities in the adult learning sector. The evaluators of adult education staff should be ‘fully autonomous learners’: they should be able to reflect on their own practice, learning and personal development. They should also be able to anticipate changes in professional practice, the sector, the profession as such and society. This is why being up-to-date is so important for them. This competence is defined by Research voor Beleid (2010) as ‘being responsible for the further development of adult learning’. Furthermore, evaluators should be capable of using their own subject-related expertise and the learning resources available, including recent developments in (academic) literature or studies. This means ‘being an expert’. In addition, evaluators use different learning methods, styles and techniques and are constantly searching for new possibilities. This resonates with the competence named ‘being able to deploy different learning methods, styles and techniques in working with adults’. According to our interviewees, the success of the evaluation process rests not only on evaluators’ technical expertise, but also on his/her ‘interpersonal competence’ i.e. on his/her communicative and feedback skills, and his/her ability of dealing with group dynamics. Although rarely mentioned, the ability of empowering staff to learn and support themselves in their development is highly desirable. The associate competence is ‘being a motivator’. The research suggests that the ‘generic competences’ apply to the evaluators of adult education staff.

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Training requests and suggestions resonate with the knowledge and skills underpinning the competence ‘being a (people manager)’ (cf. Research vor Beleid, 2010). This is not surprising: as Research voor Beleid (2010) notes, this competence is not often included as a learning outcome in educational programmes for teaching and training adult educators.

5.3.

The training course

None of our interviewees mentioned any of the available suites for the validation of adult education staff competences (e.g. SEALLL, VALIDPACK). Being able to use the latter can raise the technical expertise of evaluators. Moreover, because the above mentioned toolkits are mainly based on selflearning and self-reflection, they can help to reduce the emotional pressure associated with the evaluation process – which our interviewees identify as one of the most critical factors in evaluation. Given that, it is recommended that the course builds on the existing tools for the validation of adult education trainers’ competences. The interviews show that, when evaluating adult education staff, evaluators focus only on a small part of the adult learning professionals’ key competences identified by Research voor Beleid (2010), namely: being a fully autonomous learner; being an expert; being able to deploy different learning methods, styles and techniques in working with adults; interpersonal competence. It is recommended that evaluators familiarise themselves with the entire set of competences listed in Research voor Beleid (2010) report. As stated in the report itself, the set of competences can offer a solid base for the evaluation of adult education professionals. With regard to European guidelines, given that Panteia (2013) suggested taking the quality model of EQAVET as reference point for adult learning, it could be interesting to include EQAVET in the training course.

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