QUALITY INDICATORS

IN ADULT EDUCATION

Slovenian Institute for Adult Education

2013
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QUALITY INDICATORS IN ADULT EDUCATION

Published by: Andragoški center Slovenije/Slovenian Institute for Adult Education

Authors: dr. Tanja Možina, Sonja Klemenčič, mag. Tanja Vilič Klenovšek, Milena
Zorić Frantar, Alenka Jurič Rajh, Jasmina Orešnik Cunja
Editor: dr. Tanja Možina
Language editor: Vlasta Kunej
Design: Ksenija Konvalinka
Printing: Bori
Print run: 250 copies

The project is financed by the European Union from the European Social Fund and
the Ministry of Education, Science and Sport of the Republic of Slovenia. The project
is a part of the Operational Programme for Human Resources Development for the
period 2007–2013, the priority axes Development of Human Resources and of
the Life-long Learning and Improving the Quality and Effectiveness of
Education and Qualification Systems.
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TABLE OF CONTENTS

PAGE
I. A COLLECTION OF QUALITY INDICATORS IN 7
ADULT EDUCATION
The purpose of quality assessment and development for which 7
we can use the collection of quality indicators
Types of adult education for which we can use the collection of 9
quality indicators
How the quality indicators collection is structured 11
Professional glossary used in the collection of quality indicators 15
II. HOW TO USE THE COLLECTION OF QUALITY 17
INDICATORS
III. OVERVIEW AND DESCRIPTION OF AREAS, 21
SUBAREAS AND QUALITY INDICATORS IN
ADULT EDUCATION
IV. QUALITY AREAS 21
1 MANAGEMENT AND ADMINISTRATION 24
1.1 Management 25
1.1.1 Vision 26
1.1.2 Mission 26
1.1.3 Values 26
1.1.4 Long-term and short-term goals 26
1.1.5 Organisational structure and work organisation 27
1.1.6 Communication and information flow 27
1.1.7 Money management 28
1.2 Quality assessment and development 29
1.2.1 Internal quality system 30
1.2.2 Self-evaluation plan 30
1.2.3 Implementation of self-evaluation 30
1.2.4 Quality report 30
1.2.5 Action plans for quality development 31
1.3 Cooperation with partners 32
1.3.1 Established partner cooperation 33
1.3.2 Information flow in partners networks 33
1.3.3 Partner cooperation in common projects 33
1.3.4 Cooperation of partners in education 33
1.3.5 Cooperation of partners in assessing and developing the quality of 34
education
1.4 Organisation of status 35
1.4.1 Adult education in normative acts 36
1.4.2 Systemisation of workplaces for adult education 36
1.4.3 Decisions made by staff in adult education 36
1.4.4 Transparency of adult education financing 36
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1.5 Staff development and creative athmosphere 37

1.5.1 Staff satisfaction 37
1.5.2 Staff motivation for creative work 38
1.5.3 Professional training and staff development 38
1.5.4 Encouraging knowledge transfer in the working collective 39
1.5.5 Professional identity of adult educators 39
2 EDUCATIONAL PROGRAMMES 40
2.1 Identifying educational needs 41
2.1.1 Educational needs of sectors, professions 42
2.1.2 Educational needs of the environment 42
2.1.3 Educational needs of target groups 42
2.2 Development of own educational programmes 43
2.2.1 Development and modernisation of educational programmes 44
2.2.2 Implementation, establishing new or reformed educational 44
programmes
2.3 Creating programme scheme 45
2.3.1 Characteristics of the programme scheme 46
2.3.2 Own non-formal educational programmes in the programme scheme 46
2.3.3 Non-formal programmes by others in the programme scheme 46
2.3.4 Formal educational programmes in the programme scheme 47
2.3.5 Conditions to create programme scheme 47
3 PROMOTION OF ADULT EDUCATION AND 48
ENCOURAGING ADULTS FOR EDUCATION
3.1 Promotion of adult education 49
3.1.1 General promotion of adult education 50
3.1.2 Directed promotion of adult education 50
3.2 Encouraging adults for education 51
3.2.1 General encouraging for entering education 52
3.2.2 Encouragement to enter particular programmes 52
4 STAFF 53
4.1 Type and number of staff 54
4.1.1 Type of staff 55
4.1.2 Number of staff 55
4.2 Qualifications for implementation of educational 56
programmes and activities for adult education
4.2.1 Educational requirements 57
4.2.2 Particular expert training 57
5 PREMISES AND EQUIPMENT 58
5.1 Premises 59
5.1.1 Study premises 60
5.1.2 Premises for the work of the staff 60
5.1.3 Premises for the supporting activities of adult education 60
5.2 Equipment 62
5.2.1 General equipment of premises and information-communication 63
technology
5.2.2 Didactic equipment 64
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6 PLANNING EDUCATION 65
6.1 Implementation planning on the level of the educational 66
programme
6.1.1 Implementation curriculum for an educational programme 67
6.1.2 Evaluation and recognition of previously acquired knowledge and 68
experience
6.1.3 Analysis of the characteristics and educational need of a study group 68
and individuals
6.1.4 Implementation plan for a study group 69
6.1.5 Implementation plan for individual organisational models 69
6.2 Implementation planning on the level of programme units 71
6.2.1 Implementation planning in group organisational models on the level 72
of programme unit
6.2.2 Implementation planning in individual organisational forms of 72
education on the level of programme unit
7 IMPLEMENTATION OF EDUCATION 73
7.1 Educational process 74
7.1.1 Implementation of the educational process 75
7.1.2 Communication in the learning process 75
7.1.3 Ways and methods of testing and evaluating the participants’ 76
achievements
7.2 Learning sources 77
7.2.1 Types of learning sources 78
7.2.1 Didactic characteristics of learning sources 78
8 DEVELOPMENT WORK IN SUPPORT OF EDUCATION 79
8.1 Development work 80
8.1.1 Forms of connections in development work 81
8.1.2 Participation in expert groups 81
8.1.3 Participation in projects outside the organisation that ensure 82
development and experience exchange and good practice
8.1.4 Cooperation with professional institutions, associations 82
8.1.5 Participation at panels of experts, conferences and other professional 83
meetings
9 SUPPORT FOR INDIVIDUALS IN EDUCATION AND 84
LEARNING
9.1 Diversity and accessibility of support for individual 85
9.1.1 Diversity of support for individual in education and learning 86
9.1.2 Accessibility of support for individual 86
9.1.3 Informing individual about the forms of support within the 86
organisation
9.1.4 Informing individual about the forms of support outside the 87
organisation
9.2 Study support for individual 88
9.2.1 Study help 89
9.2.2 Consultations and mentorship 90
9.3 Guidance support for individual 91
9.3.1 Guidance for individual before and during matriculation into 92
education
9.3.2 Initial interview 92
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9.3.3 Personal learning plan 93

9.3.4 Guidance for individual during education 93
9.3.5 Guidance to individual at the end of the education programme 94
9.4 Support in self-directed learning 95
9.4.1 Guidance and mentor support for self-directed learning 96
9.4.2 Providing possibilities for self-directed learning 96
9.5 Support in removing obstacles in education 97
9.5.1 Removing situational obstacles 98
9.5.2 Removing institutional obstacles 98
10 RESULTS 99
10.1 Participation of adults in education 100
10.1.1 Number and characteristics of adults in education 101
10.1.2 Participation of vulnerable groups in education 101
10.2 General success of adults in education 102
10.2.1 Progress of adults during education 103
10.2.2 Adult drop-outs from education 103
10.2.3 Success of adults in internal evaluation of knowledge 103
10.2.4 Success of adults at external evaluation of knowledge 104
10.2.5 Number of adults who successfully complete education 104
10.3 Achievements in knowledge 105
10.3.1 Achieving the goals of education 106
10.3.2 Development of key competencies 106
10.3.3 Development of vocational competencies 107
10.4 Participant and partner satisfaction 108
10.4.1 Satisfaction of the participants with education 109
10.4.2 Partner satisfaction with their cooperation with the adult education 109
organisation
11 EFFECTS 110
11.1 Participation in lifelong learning 111
11.1.1 Participation in further formal education 112
11.1.2 Participation in informal education 112
11.2 Strengthening the position of adults in the labour market 113
11.2.1 Increased employment possibilities 114
11.2.2 Promotion in the workplace 114
11.3 Strengthening social ties and active participation in the 115
society
11.3.1 Strengthening social ties 116
11.3.2 Active participation in community 116
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I. A COLLECTION OF QUALITY INDICATORS IN ADULT

EDUCATION

The purposes of quality assessment and development for which we can

use the collection of quality indicators

We can use the reformed collection of quality indicators in adult education for two
main purposes:

 for internal quality assessment and development in the adult education or

training organisation,
 for external quality assessment and development in the adult education or
training organisation.

This fundamental decision on the purposes for which we can use quality indicators
later influences how quality assessment and development will be realised and, even
more importantly, who will lead the project.

The next basis we set when we were reforming quality indicators was in fact the
distribution of responsibility between different actors in adult education,
because all those who assess adult education, encourage it and direct its
development on the national level as well as those who put it into practice are
equally responsible for its quality.

 The framework of thus reformed quality indicators includes the responsibility

for this activity, which is shared between those who shape it, for example
those who create education policies and financiers, in our case the Ministry
of Education, Science and Sport, the Ministry of Labour, Family,
Social Affairs and Equal Opportunities, as well as other competent
ministries.

 Expert institutions who contribute to the development of the field likewise

bear the responsibility for the quality of adult education. From this point of
view, the Slovenian Institute for Adult Education is the central institution
for the field of adult education. When it comes to vocational education and
training, the Centre of the Republic of Slovenia for Vocational
Education and Training is of fundamental importance, while in the field of
general education in which also adults participate, the National Education
Institute of The Republic of Slovenia plays an important role etc.

 Colleges and schools that develop andragogy and related sciences can also be
considered as essential in development of this activity.

 But of course the central leaders of the adult education on the regional and
local levels are the educational and other organisation that carry out this
activity (their managements and staff), and all other subjects that are
connected to them or are interested in their activities (employers,
development and other factors from the environment, municipalities etc.)
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The responsibility for quality assessment and development of adult education is

distributed amongst the aforementioned actors responsible for quality.

Emanating from the two basic objectives, for which the collection can be used, and
the distributed responsibility for quality assessment and development among the
actors, the reformed collection of quality indicators includes different methods for
quality assessment and development. These are:

 Self-evaluation – self-assessment and development of quality in all the

criteria that are, from the viewpoint of adult education, important for
achieving national and (institutions') own quality standards. The leaders of
self-evaluation are management and staff in the adult education organisation
or other organisation that provides training to adults;

 Internal and external monitoring – continuous monitoring of those criteria

that provide main information about the work of the educational organisation
in realisation of adult education and allow for quick responses with the
implementation of corrective measures and improvements. Main attention
here is given to internal monitoring which the staff carries out in the adult
education or other training organisation, while a smaller part is intended for
external monitoring carried out by external expert institutions and
financiers. An example for this kind of external monitoring can be monitoring
of the realisation of the Resolution on the National Programme of Adult
Education which is carried out by the competent ministry, monitoring the work
of different study groups organised by the Slovenian Institute for Adult
education and others;

 External evaluation – external assessment of quality of certain criteria

which are important to the national politics and the adult education system, or
quality indicators particularly important in a certain time interval. External
evaluation is carried out by external experts;

 Accreditation1 – external quality assessment of providing some basic criteria

that are, in the opinion of experts and financiers, needed for quality planning
and realisation of adult education.

1
When the collection of quality indicators in adult education was created, the accreditation hasn't been formally
introduced into practice yet, so the goal of the reform and the new recommendation is also to encourage its
systemic implementation. In this model, we're presenting accreditation as one of the constituent parts of the
framework for quality assessment and development of adult education. The definition which quality indicators,
standards and criteria can be the subject of accreditation has been prepared only in the form of
recommendations and guidelines for the bodies competent for making decisions on which quality indicators and
corresponding standards and criteria will be included in the accreditation processes and thus be given a
normative value.
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Figure 1: Levels, methods and project leaders responsible for quality assessment

The reformed collection of quality indicators allows us to use it in each of the

presented approaches independently. For example, when we use the quality
indicators in an educational organisation or other organisation that educates
adults, for self-evaluation of our work, the manual will give us recommendations
which quality indicators are suitable to use in self-evaluation. If quality indicators
are used by an expert institution carrying out an external evaluation or, for
example, an accreditation, the manual will suggest which quality indicators are
suitable for use in external quality assessment.

The reformed collection of quality indicators can also be used if we decide for
combined approach. In Slovenia, for example, we have been implementing
expert external evaluation: it is intended to assess the quality of adult education
organisations' activities externally and in includes a combined approach. If we
decide to use the reformed collection it would first be used by the organisation
staff which would prepare self-assessment of the situation for the selected fields
based on quality indicators. In the continuation, the same quality indicators would
be used by external assessors who would carry out the expert external quality
assessment of the selected fields.

Types of adult education for which we can use the collection of quality
indicators

In addition to the basis that influenced the creation of the reformed collection of
quality indicators for adult education that we have already presented, we would
like to add that we conceived it primarily with the thought that it would be used in
the part of adult education that is in public interest and is financed by
the state, so it is particularly important that at least minimal quality standards of
education are ensured.
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The collection can be used to assess formal and informal adult education.
Because formal education is, in its nature, more structured and regulated than the
informal one, some quality indicators included in the collection are very important
for assessing the quality of formal adult education, but less important or
inappropriate for the quality assessment of non-formal education. In such cases,
individual quality indicators are marked to be used in assessing formal education
only, or that it should only be used for non-formal education when it would be
sensible to do so. The majority of quality indicators, however, can be used in
quality assessment for formal and non-formal adult education.

The collection itself, at least on a more general level, allows the quality
assessment of the infrastructural activities in adult education, such as
self-learning centres, ISIO guidance centres, knowledge exchange portal, and
similar. However, it is primarily created to assess and develop quality in
educational activities. The fields and quality indicators follow the conceptual
structure of andragogical cycle and vocabulary in the collection reflects that.
However, certain fields, for example, management, staff development and others,
can be sensibly used when assessing the quality of infrastructural activities. But
the quality indicators don't encompass all the aspects and particularities of these
activities, so some infrastructural activities of adult education have already
developed tailored quality models, which also means collection of indicators (for
example the ISIO guidance centres2), and others might follow in the future.

We also have so say that in the cases of levels of education covered by the
reformed collection of quality indicators, parts of the collection can be used on the
level of organisation – for example the field of management and
administration, and in some cases it can be used on the level of individual
educational programme – for example when we are assessing if the staff fulfils
the formal conditions to carry out a certain educational programme. Some quality
indicators can be used by teachers on the level of a programme unit, when,
for example they assess how well it was realised, while the same quality indicators
can be used by the manager of adult education or a quality group to assess the
realisation within an educational programme, or all educational programmes
carried out by the adult education organisation. Thus our basic recommendation is
to use the collection with consideration and professional responsibility. There are
no recipes on how to use it. If we use it professionally and thoughtfully, it offers
numerous combinations and the use on different levels of education, and for
different types of education.

2
The model of quality assessment and development in ISIO guidance centres is accessible at:
http://kakovost.acs.si/doc/N-470-1.pdf.
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How the quality indicators collection is structured

In order to show different quality indicators we need to pay attention to in adult

education as clearly and consistently as possible, we structured the contents of the
collection so that it defines:

 quality areas,
 quality subareas,
 quality indicators,
 quality standards and
 quality criteria.

Figure 2: contents structure of the collection of quality indicators of adult education

Quality areas are self-contained units of content, they provide the collection with a
wholesome approach to different aspects we need to be careful about in assessing
and developing quality in adult education in an adult education organisation or other
organisations that also educate adults.

Quality areas are further structured into quality subareas. The latter steer us more
precisely to some narrower aspects dealt with within a particular quality areas. These
are units wholesome in their contents, which define or direct more precisely the
activities for quality assessment and development in particular quality area. They
help us limit the wider basic quality area in contents and focus our attention more on
the selected aspects of the organisation activities that the quality area deals with in
basic terms.

Quality indicators direct us towards the most important quality factors in a certain
field or subarea. We need them to describe more in detail those aspects whose
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quality we assess. When using them, we must pay attention to the connections
between different areas and subareas. Quality indicators are interlinked, just as the
work in an educational organisation or another organisation that educates adults is
interlinked.

Quality standards are statements that describe the expected/desired quality of the
most important aspects of the functioning of an adult educational or similar
organisation. On the most general level, creating quality standards helps us answer
the question what kind of adult education we want.

Quality criteria are a tool to “measure” the determined quality standard.

Depending on the nature of the quality standard they can be numeral or descriptive.
They are a point of reference we set as a goal to achieve so we can realise the
determined quality standard.3 Quality criteria can be defined very precisely,
quantitatively, or slightly more generally, descriptively. In our case, the quality
criteria are defined concretely enough to be helpful in assessment how we measure
up to the set quality standard. At the same time, the criteria are defined generally
enough to be used and adapted for different cases, different kinds of educational
organisations, different kinds of educational programmes, different kinds of training
etc.

Here we need to explain that the same criterion can have a different role or aim in
different types of assessment. Professionally, we know different classifications of
indicators and corresponding quality criteria. One of the most widely adopted
classifications is the one in which indicators and criteria, depending on their
objective, are determined as analytical, communication and normative.4 Considering
that the same criterion can be used for different purposes and that these purposes
are often intertwined, analytical criteria are mostly intended for us to better
understand the causal or/and systemic connections within the working of the
educational system, organisation, programme, as well as the connections between
education and society more generally.

Communication criteria are supposed to contribute to the improvement of the

expert debate on important issues in education system and be helpful in showing
responsibility for quality. Among these criteria are also those that allow, for example,
the staff in educational organisation, participants, financiers, partners, to have insight
into the quality of those factors of the organisation activity that are important
enough for all those mentioned above to have the right to have insight into the
quality achieved, and also the possibility to discuss it and suggest (or demand)
measures when the quality doesn't reach the agreed standard.

T. Možina et al. (2009). Model presojanja in razvijanja kakovosti v svetovalnih središčih za

3

izobraževanje odraslih [A model for quality assessment and development in guidance centres for adult
education]. Ljubljana, Slovenian Institute for Adult Education.
4
Lassnigg, L. (2003). Indicators for Quality in VET. European experience. Institute for Advanced
Studies, Vienna.
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Normative criteria should be the ones most linked to the achievements in the
society or a certain system (including a quality model). From this point of view, they
are also the most binding or have the most direct and immediately observable
consequences.

In the continuation we will use presented classification to help ourselves answer the
question what are the consequences if an educational (or similar)
organisation for adults doesn't meet certain criteria and consequently
doesn't meet the defined standard of quality in full. Let's explain this on
examples of different types of quality assessment. When, for example, an
organisation finds out in self-evaluation that it doesn't meet a certain criterion, this
will become its basis to plan activities for improvement so the criterion can be met in
future. We could then say that the criterion will be used in analytical and
communication purposes. The responsibility for taking action thus remains in the
domain of the organisation and the staff working in it.

If the organisation, for example, entered external evaluation in order to get a

certificate of quality, and the procedure assumed it would have to meet all the
criteria to obtain the certificate – as certificate in this case meant an external
confirmation of quality – the consequence of not meeting criteria would be not
obtaining a certificate. Nevertheless, the process would still have a communication,
and we could also say a development value: the organisation would get feedback on
what needs to be improved in order to obtain the certificate in the next attempt. But
the criterion would have another effect in this case, because the organisation
wouldn't get external confirmation of quality, represented by a certificate of quality.
Of course, not every external assessment is done to obtain a certificate. Its goal may
be for the organisation to receive feedback from outside experts on which criteria it
meets and which not, and recommendations for improvements it should implement
so it could meet these criteria in the future. It can then decide by itself whether to
follow the recommendations or not.

The procedure will have an even greater, normative effect, when it is used in the
process of accreditation. In the accreditation models standards and criteria have a
normative value. It means that they represent the minimal agreed quality the
organisation has to achieve in order to be able to carry out a certain activity or
programme. Such criteria are for example connected to providing adequate
premises, formal education programme providers must have etc. If an organisation
doesn't meet the determined standards it can't begin the activity (if it's the first
accreditation) or can't continue with it (if it's the case of repeat accreditation).

In the approach we're presenting in this manual, this would mean the following:

 if the educational or other adult education organisation uses the quality

criteria for internal monitoring and self-evaluation, the potential non-
achievement of a certain criterion would mean a basis for a debate on the
present state and planning the implementation of improvements.
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 If the organisation participates in an external evaluation, the goal of the

criteria will be determined with the objective of the external evaluation. If it is
intended for the external confirmation of quality which leads to a certificate of
quality and the model will require that the organisation meets all the criteria, a
potential failure to do so would mean the organisation didn't obtain the
certificate and thus doesn't achieve the quality which is defined with criteria. If
such a model requires the organisation to comply with only certain criteria and
not all, the organisation will obtain the certificate despite missing some “non-
obligatory criteria”. During an external evaluation whose aim is not
certification, the organisation will obtain external expert information about
which criteria it doesn't meet and maybe also recommendations how to
proceed so that it does in the future.

 If the criteria are used in accreditation, the organisation that doesn't meet
them won’t get accredited to carry out an activity, a programme and similar.
The organisation might get accredited even if it doesn't meet a criterion only if
the model of accreditation specifically allows for organisation to obtain
accreditation without meeting a certain criterion. To give an example: maybe
it is required that an organisation wishing to provide public service in adult
education has a self-study centre. But self-study centres are a part of a public
network, and the expansion of the network is a matter of national politics: it
can happen that in certain times the expansion is not possible for different
reasons (financial or others) and the organisation has no possible way of
opening a self-study centre that would be a part of the national network. In
such case, it could be agreed that the organisation obtain the accreditation
even though it doesn't comply with the criterion. A second example would be
if the model of accreditation presumed that some criteria are of a nature that
an organisation must meet in order to begin the activity, while others can be
assessed at re-accreditation. If the organisation didn't meet certain criteria at
the first accreditation, it could still get accredited, and would have to prove
compliance with the rest at re-accreditation. An example for this would be the
recommendation of accreditation criteria for establishing and work of
dislocated units of the ISIO guidance centres.5

As we have shown already, the type of quality assessment importantly influences

the intent, role, and “necessity” of achieving criteria. We have to pay attention to
this also when we're using criteria described in this manual.

5
Model for quality evaluation and development in ISIO guidance centres. Publication accessible at:
http://kakovost.acs.si/doc/N-470-1.pdf.
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Professional glossary used in the collection of quality indicators

In the continuation, we'll explain certain expressions we use in the quality indicators
collection.

Adult education organisation or other organisation that educates adults:

the quality indicators collection is intended to help assessing and developing quality
in organisations that educate adults. As adults can be also educated – in addition to
education organisations – in numerous other organisation, as well as associations,
NGOs and similar education providers we decided that we will, depending on the
context, use the following expressions when we talk about different organisation that
educate adults:

 educational or other organisation that educates adults,

 adult education organisation,
 organisation.

Staff in the organisation that educates adults: Because the quality indicators
collection will be used in different types of organisations, we will come across very
different expressions to mean the staff dealing with adult education as well as
different forms of their actual employment. We thus know adult education managers
and organisers, programme fields managers, teachers, mentors, experts who carry
out activities supporting education, administrative-technical staff etc. we decided to
use the following expression in the collection, as needed:

 Staff: will be used when the contents include all the staff regardless of their
special tasks;

 Management: this group includes different management workers in adult

education organisations. Most often these are the principal or the director.
Assistant principal would also fall into this category, for example. When we
talk about the role the managerial staff has in quality assessment, we will
most often use the expression management;

 Experts, andragogical staff: when we're using these two expressions we'll
be talking about all the expert staff that participate in adult education: the
part of the staff that realises the actual educational process, the staff that
takes care of planning and organisation of education, and the staff that works
in supporting activities for adult education. The expression “experts” will be
used in certain parts to simply name that part of expert staff that isn't directly
involved in education. So this expression will be used when it is important to
show the difference between staff involved in direct education process (for
example teachers, mentors) and other expert personnel;

 Employees, external collaborators: we will divide staff into employees and

external collaborators in all those aspects of quality when it is particularly
important that we analyse or include particularly the staff that is employed in
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the adult education organisation and those who work with the organisation as
external collaborators;

 Manager of adult education: this expression denotes a person who

manages, coordinates, directs and takes care of the realisation of adult
education in an organisation. This expression will be most often used in
connection to an organisation that is not only an adult education organisation,
but is also – or mostly – involved in other types of education, or an
organisation that is not educational and has a completely different function.
Because these organisations are so different, the names for such a person can
vary greatly (for example education organiser, a manager or organiser of a
programme field) and in addition theirs is often not a separate salaried
position, so we decided to use the phrase that best expresses the nature of
the work;

 Teacher, mentor: there are different names in adult education for people
who carry out direct education. The classic expression is still the most often
used, but often mentor is used, while we also know coaches etc. In the
collection, we'll use “teacher” as the widest term that encompasses all these
notions. When we write about a teacher, we will thus also include mentors,
coaches etc. If there is a particular need to draw attention to possible
differences or specific traits of particular roles (for example PYLA mentor,
study circle mentor, e-mentor) we will also use mentor;

 counsellor: one of the important roles that grew in prominence in adult

education is the role of a counsellor. We know different types of counsellors,
for example counsellor in the ISIO guidance centre, quality counsellor, a
counsellor in organised self-study etc. When in the collection, we deal (in
particular) with the guidance process in adult education, we will use the
expression counsellor;

Educational programme, organised form of education: in adult education we

use the expression educational programme, but there are forms of education where
this expression is hardly used, for example education in study circles. In the
collection, we'll use the following expressions:

 Educational programme: when we're talking about a written document in

which objective and programme goals, contents, course of education and
other parts are more or less structurally stated;

 Organised form of education: when we're talking about education that can
be carried out in different organisational forms (for example a course, study
circle, e-education);

 Study circle, course, e-education etc. when it's about the specifics of
individual organisational forms that need to be considered when we're
assessing and developing quality of adult education.
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A programme unit: Educational programmes in adult education can have very

different internal structures: they can consist of subjects, modules, content clusters,
themes. When in this collection we talk about these different parts of educational
programmes we will use a term programme unit to denote them. And if it is
especially important to draw attention from the point of view of quality to the
characteristic of planning of the execution of a particular subject, module, cluster,
theme, we will also use these terms.

Forms of support for adults in education: supporting activities that adult

education organisation offers to the participants are very important for the quality of
adult education. By forms of support we mean information and guidance, support for
organised self-learning, study help, consultations etc. When we talk about all these
activities in general (in the collection), we use the phrase support to adults in
education or supporting activities in adult education. If it is particularly important we
mention individual forms of support.

II. HOW TO USE THE COLLECTION OF QUALITY INDICATORS

As we have shown so far, we’ve conceived the quality indicators collection in a way
that it can be used for different purposes and use different procedures for assessing
and developing quality. If we consider the objective and the procedure, the quality
indicator collection can be a useful tool for:

 management, members of the quality group/committee, quality

counsellors and experts and teachers6 in educational and other
organizations that educate adults in monitoring quality and self-evaluation of
work,

 external evaluators in the realisation of different types of external

monitoring and external evaluations,

 ministries and other bodies who will monitor adult education and award
accreditations to educational programmes or entire education organisations,

 other experts who work with quality assessment and development.

We would like to recommend that all those who are planning internal or external
monitoring, self-evaluation or external evaluation or accreditation of the educational
or other organisation that educates adults, an educational programme or
infrastructural activities in the field of adult education consult the manual as soon as
they begin deciding what should the subject of quality assessment be.

The manual uses the term teacher, but numerous statements are true also when a a mentor appears
6

in a programme (for example, in the programme PLYA – project learning for young adults, a mentor
of study circles, a mentor in the centre for self-learning, an e-mentor, or when we have a group of
teachers brought together by work with certain target groups of adults or specific educational
programmes, for example, a teacher in literacy programmes.
 Page 18 od 116

Figure 3: Procedures of quality assessment in which we can use the manual Quality
indicators in adult education

The collection is conceived so it can help us in different phases of planning and

realisation of internal and external monitoring, self-evaluation, external evaluation
or accreditation:

 We can use the manual when deciding in which quality area we will carry
out internal or external monitoring, self-evaluation, external evaluation or
accreditation. The selected quality area reflects the idea which areas or
activities are so important within the organisation that they require periodic
quality assessment to ensure quality standards, and implement improvements
if necessary.

 Selecting a wider area of the organisation’s activity that will be of interest in

quality assessment is not enough for a systematic quality evaluation. Narrower
quality areas direct us a bit further – we narrow the subject of assessment
so we can focus on it more;

 In the third step we’re even more concrete. By selecting quality indicators
that will be the subject of the analysis, we deepen the quality assessment and
direct it into a precisely determined subject of analysis.

Once we’ve selected the quality indicators that will be the subject of our analysis,
we can continue using the manual which will help us to deepen our understanding
of the contents we’ve been directed to by the quality indicators. Let us now take a
look at the elements every quality indicator contains and how they can be helpful.
 Page 19 od 116

 For every quality indicator, there is a defined quality standard. This tells us
what is the defined or anticipated level of quality for the indicator. Quality
criteria are also determined, they help us assess whether the educational
organisation meets the defined quality standard fully or partly.

Let’s look at an example for the selected field RESULTS and a subfield GENERAL
SUCCESS OF INDIVIDUALS IN EDUCATION.

Table 1: a case of a defined quality indicator, quality standard and quality criteria

INDICATOR: A NUMBER OF ADULTS WHO SUCCESSFULLY COMPLETE

EDUCATION

Quality An adult education organisation regularly follows and analyses

standard data on the number of adults who successfully complete
education.
Criteria Comprehensibly presented data on the number and characteristics of adults
who have successfully completed education is available.
Data is available on how long it took the adults to successfully complete the
education.
Analyses are carried out and the congruity between the success of adults and
their personal education plans is examined.
Analyses are done and it is examined which of the things the organisation
offered during the education helped the adults most to complete education.

From this aspect, the manual can be used in different phases of external and internal
monitoring, self-evaluation, external evaluation or accreditation. First in the planning,
when we pose different (self-)evaluation questions which will help us assess whether
quality standard is met. And again when we have gathered data ready to be
analysed and evaluated to find out how much we meet quality standard. And finally
when we plan measures for improvement if we find out that the quality standard is
not fully met.

The manual offers recommendations and directives for all these cases. Every quality
indicator has the following contents structure:
 Page 20 od 116

Figure 4: Contents structure on individual quality indicators

We’ve already explained the meaning and the purpose of quality standards and
criteria. It is recommended that we study them carefully when we begin planning the
questions that will use for quality assessment, because they help us understand what
we’re actually measuring.

The manual is conceived so that when we’re creating quality assessment questions it
directs us even in the section in which the quality indicator is described. That section
includes a number of examples for what we need to pay attention to, the
questions we need to ask to get the answers on how much the quality
standard is met. Of course, we’re here only listing examples, and each evaluator
will be able to form different questions when she or he decides that they make sense
and are necessary in regard of the aspect of quality she or he is assessing and in
regard of the purpose and type of evaluation she or he is carrying out.

We must point out that not every quality factor can or should be assessed with all
the methods of quality assessment. Therefore, we have listed recommendations
when each quality indicator should be used in the self evaluation process,
at internal or external monitoring, external evaluation or accreditation. The
same indicator can be used, for example for self-evaluation and external evaluation.

The manual is again helpful in the phase when data and information have already
been collected, evaluated and we have found out to what extent the quality standard
has been met and we can plan for necessary improvements. For every quality
indicator, the examples for possible measures for quality development are
 Page 21 od 116

listed. The examples of potential measures suggest investments in staff training,

defining procedures, development of new forms and methods of work, development
and implementation of aids to support quality realisation of processes etc.

III. OVERVIEW AND DESCRIPTION OF AREAS, SUBAREAS AND

QUALITY INDICATORS IN ADULT EDUCATION

The overview and description of fields, subfields and quality indicators leads us
through all the factors that we can say define the quality of adult education.

IV. QUALITY AREAS

The method we chose to define the reformed collection of quality indicators in adult
education stems from a methodological starting point that quality fields and subfields
as well as their corresponding quality indicators can and should be interlinked.
External and internal connections are both important. The external connection
tells us that the areas, subareas and quality indicators must be linked with the
objectives of the activity for which the quality indicators collections will be used.
Internal connection means that the quality indicators set within a certain quality field
must be harmonised and linked and shouldn’t contradict each other.

Knowing the results and effects of adult education is for example one of the basic
pieces of information that tells us about the quality of the activity, its effectiveness
and at the same time on what return of investment into it did we get. However,
when we’re talking about improving the quality of education, simply knowing the
results and effects isn’t enough. The data on participant (dis)satisfaction with
education, percentage of drop-outs etc. don’t explain what caused the
(dis)satisfaction, and what the main reasons for dropping out were. Only when we
look into the input and process factors and their quality can we understand the
achievements and the effects, and it is with the influence the improvement of these
factors that we can improve the output factors, measurable in achievements and
effects.

It is for this reason that we delved into the very concept of the existing collection of
quality indicators in adult education and completely reformed it in the process of
preparing a new collection. We used the process model of quality7.

Accordingly, the quality areas are structured depending on whether they represent:

 transverse factors of quality,

 input or infrastructural factors of quality,

7
This is the expansion of the originally economic model as a tool of narrow economic analyses to the entire
development, which in addition to the economic includes also social, political and other aspects. The model
established itself as a wider development model after World War II and gradually, in addition to the initial
elementary categories of input and output factors also included the categories of immediate effect (“outcome”,
“result”), indirect effect or influence (“impact”), process, context and some other categories. In education, this
model is known as the CIPP model (“context”, “input”, “process”, “output”), and the author of its application to
the education field is D. Stufflebeam (1983, 2000).
 Page 22 od 116

 process factors of quality,

 output factors of quality.

Figure 5: Fields of quality in adult education

Transverse quality factors

The first group of factors – the transverse factors – includes activities and processes
that cannot simply be placed among the input, process or output factors, but they
touch all of them. Among the transverse factors we’ve listed management and
administration, which define the quality of the management and administration
processes from organisational and contents point of view, on different levels, in
different processes. Without the awareness how management and administration
influence all the processes of planning and execution of adult education and, of
course, without the directed activities for the quality of these processes, it would be
difficult or even impossible to achieve quality in other fields.

Input quality factors

The second group of factors, the input factors, consists of educational

programmes, promotion of adult education, stimulating adults to enter
education, staff, premises and equipment. These are the factors we must as a
rule ensure before the education even begins. The quality of these factors
importantly influences the education process: if we have a quality programme offer
with good educational programmes, good staff, good premises and other necessary
infrastructure then we have solid guarantees that adult education will run smoothly
and give good, even excellent results. And on the other hand: information and
promotion of education among the population, quality encouragement that ensures
that adults will take part in education, programmes were they will get knowledge
 Page 23 od 116

they need for their work and self-realisation – all these are conditions that need to
be met to expect good results and effects of adult education.

Process factors of quality

Thinking about the process factors helps us to clearly define the basic educational
process and its characteristics. At the same time, we define supporting processes
among the process factors – these are the processes that can help the quality of the
basic process and support it.

Among the process factors we’ve emphasised the planning of education and the
implementation of education – the two central areas that have to be the focus of
our attention when we’re dealing with the questions of adult education quality. Of
almost equal importance are the fields development work to support the
education process and the support of individual in education, which
importantly complement the previous two fields, because in adult education support
to individuals is almost as important as the education itself, and without development
work it is difficult to imagine any kind of progress, particularly progress in quality
development.

Output quality factors

This is a group of factors that are seen as the results and effects of education
activities. In different classifications, some use a unified category “results” when
defining outcome factors. But increasingly often, the division of outcome factors into
“results” and “effects” is used. In our case, the results are the direct, immediate
results of the educational activity, while the effects mean measuring consequences,
effects that the results have on individual participant and the immediate or wider
environment. Precisely because various factors influence the effects, they are hard to
distribute in education, and especially hard to measure. Despite such methodological
snags it makes sense to consider the basic effects adult education causes and
attempt to define them.

The last group of factors thus includes two fields that could also be considered the
end goal of the entire activity. These are the fields results and effects, in which we
assess the quality of results that can be measured or assessed at the end of the
educational process, or the quality of the long-term effects adult education has on an
individual, as well as on the society.

Every field is further divided, as we have explained before into a greater or smaller
number of subfields. In order to define more precisely what our interest is in each of
the subfields, we introduce them with short descriptions, a sort of an expert starting
point explaining what interest us in this subfield that is related to quality, and at the
same time we’re briefly introducing the next level of structure, the quality indicators.
With brief descriptions, we set and found them in the subfield – and explain why
these particular indicators, alone and in combination, define the quality of adult
education.
 Page 24 od 116

QUALITY AREA

MANAGEMENT AND ADMINISTRATION

SUBAREA SUBAREA SUBAREA SUBAREA SUBAREA

MANAGEMENT QUALITY COOPERATION ORGANISATION OF STAFF

AND ASSESSMENT WITH PARTNERS STATUS DEVELOPMENT
ADMINISTRATION AND
DEVELOPMENT

INDICATOR INDICATOR INDICATOR INDICATOR INDICATOR

Vision Internal quality Established Adult education in Staff
system cooperation with normative acts satisfaction
partners

INDICATOR INDICATOR INDICATOR INDICATOR INDICATOR

Mission Self-evaluation Information flow Systemisation of Staff motivation
plan in partner posts for adult for creative
networks education work

INDICATOR INDICATOR INDICATOR INDICATOR INDICATOR

Values Implementation Cooperation with Staff decision- Professional

of self-evaluation partners in joint making in adult training and
projects education development for
staff

INDICATOR INDICATOR INDICATOR INDICATOR INDICATOR

Long-term and Quality report Partner Transparency of Encouraging
short-term cooperation in adult education knowledge
goals education financing transfer in the
working
collective
INDICATOR INDICATOR INDICATOR INDICATOR
Organisation Action plan for Partner Professional
and organising quality cooperation in identity of adult
work development quality educators
assessment and
INDICATOR development
Communica-
tions and
information
flow
 Page 25 od 116

MANAGEMENT

SUBAREA

MANAGEMENT

INDICATOR INDICATOR INDICATOR INDICATOR

Vision Mission Values Long-term and

short-term
goals

INDICATOR INDICATOR INDICATOR

Organisational Communications Money
structure and and management
organising information
work flow
 Page 26 od 116

INDICATOR: VISION

Quality Adult education organisation has a formulated vision.

standard
Criteria The employees and external collaborators are familiar with the vision of the
adult education organisation.
The employees have actively participated in formulating the vision.
The vision is coordinated with the national and international development
strategies of adult education development.
The vision is coordinated with the needs of the local environment.
The vision is used in public (promotional brochures, the web etc.).

INDICATOR: MISSION

Quality Adult education organisation has a formulated mission.

standard
Criteria The employees and external collaborators are familiar with the mission of the
adult education organisation.
The employees have actively participated in formulating the mission.
The mission is coordinated with the national and international development
orientations of adult education development.
The mission is coordinated with the needs of the local environment.
The mission is used in public (promotional brochures, the web etc.).

INDICATOR: VALUES

Quality Adult education organisation has defined values for its activity.
standard
Criteria Values of the adult organisation work are recorded and defined.
The employees have actively participated in defining values.
Values are used in public (promotional brochures, the web etc.).

INDICATOR: LONG-TERM AND SHORT-TERM GOALS

Quality Adult education organisation has defined long-term and short-

standard term goals of its activity.
The long-term and short-term goals of adult education organisation are
connected to the vision and the mission.
The long-term and short-term goals are measurable.
Adult education organisation has established methods to monitor the realisation
of long-term and short-term goals.
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INDICATOR: ORGANISATIONAL STRUCTURE AND WORK ORGANISATION

Quality Organisational structure and work organisation ensure quality

standard realisation of adult education, its good results and effects.
Criteria Organisational structure of the adult education organisation is harmonised with
the requirements of educational programmes, projects and activities it carries
out in adult education.
Organisational structure of the adult education organisation allows different co-
workers to cooperate creatively.
Organisation of work is clear and effective.
Adult education organisation implements different forms of work organisation,
particularly team work: expert boards, teacher conferences for programming or
comparable forms of teachers' collective work, project groups, work teams,
andragogy conferences, committees etc.
Adult education organisation supports different forms of teachers' collective work
in implementation planning.
Adult education organisation authorises the education manager or organiser to
coordinate team work for implementation planning.
Adult education organisation encourages teachers to cooperate in creating inter-
subject, cross-area, inter-content and similar connections.
Adult education organisation supports different forms of team work for teachers
during the duration of education.
Adult education organisation authorises the education manager or organiser to
coordinate team work during education process.
During the education process, exchange of information and experience between
teachers who participate in the programme is ensured in order to ensure better
quality of education.
Adult education organisation encourages teamwork in study support for the
participants and for this purpose encourages cooperation of teachers with the
study help mentors, mentors in self-study centres etc.

INDICATOR: COMMUNICATION AND INFORMATION FLOW

Quality Effective processes of internal and external communication that

standard allow for an uninterrupted information flow have been
established.
Criteria The management of the adult education organisation regularly informs
employees and external collaborators about everything that influences their work
with adults.
Regular group meetings (between the management and the employees, the
employees and the external collaborators, partners, etc.) likewise ensure
information flow and good communication.
There are various methods of regular communication (in person, by phone, e-
mail or web portal) about the course of the education process; this
communication occurs between the adult education manager (organiser) and
teachers and other education providers.
A regular, continuous and effective form of communication is established
between teachers and other education providers within a certain education
programme, as well as among the providers of different programmes when it’s
about questions that concern all the programmes and activities.
 Page 28 od 116

The most important pieces of information about the course of work with adults
in an adult education organisation are available for the staff in writing.
For a more effective informing intranet and other up-to-date information-
communication methods are available.

INDICATOR: MONEY MANAGEMENT

Quality Adult education organisation acquires funds for adult education

standard on the bases of expert criteria and uses it sensibly and directs it
to development.
There are criteria for setting prices for services and activities.
The funds for adult education are obtained successfully via national and
international tenders.
Adult education organisation is active in providing money to carry out
educational programmes.
Adult education organisation successfully acquires money that provides free or
at least financially more accessible education.
Adult education organisation prudently invests money in the development of
adult education.
 Page 29 od 116

QUALITY ASSESSMENT AND DEVELOPMENT

SUBAREA

QUALITY
ASSESSMENT AND
DEVELOPMENT

INDICATOR INDICATOR INDICATOR

Internal quality Self-evaluation plan Implementation of
system self-evaluation

INDICATOR INDICATOR
Quality report Action plan for
quality
development
 Page 30 od 116

INDICATOR: INTERNAL QUALITY SYSTEM

Quality Adult education organisation has an established internal quality

standard system, written in the Quality Act or a comparable document.
Criteria Quality Act or a comparable document (simply Quality Act in this document), in
which the internal quality system is described, is drafted in writing.
Quality Act shows how the adult education organisation defines, assesses and
develops its quality.
The Quality Act of an adult education organisation is publicly available (on the
web site or other public places, or somehow accessible to public).

INDICATOR: SELF-EVALUATION PLAN

Quality Adult education organisation has a defined self-evaluation plan

standard for a determined period of time.
Criteria The self-evaluation plan for a defined period of time is in written form.
The self-evaluation plan contains of at least the following: definition of self-
evaluation questions, subjects and sources from which data is collected,
methods of data collection, time of realisation of individual phases of the self-
evaluation process.

INDICATOR: IMPLEMENTATION OF SELF-EVALUATION

Quality Adult education organisation regularly carries out self-evaluation
standard in accordance with their self-evaluation plan.
Criteria Adult education organisation carries out self-evaluation in regular time intervals.
Self-evaluation brings the answers to the set self-evaluation questions.
All the planned subjects participated in self-evaluation.
Self-evaluation used the planned self-evaluation methods.
Self-evaluation collected data and information it was supposed to collect.

INDICATOR: QUALITY REPORT

Quality Adult education organisation prepares a quality report in regular

standard time intervals and sends it to particular interest groups to be
discussed.
Criteria Adult education organisation prepares a quality report based on the quality
assessment in a determined time period.
Quality report is presented to the working collective, which debates it and uses it
as a basis for further steps in quality development of adult education.
Quality report is presented to partners, financiers, founders.
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INDICATOR: ACTION PLANS FOR QUALITY DEVELOPMENT

Quality On the basis of self-evaluation, adult education organisation

standard systematically plans measures to develop quality, using the
quality development action plan or a comparable tool.
Criteria Adult education organisation has a written plan for implementation of
improvements and quality development.
Adult education organisation has set procedures to monitor continuously the
implementation and realisation of improvements and potential necessary
corrective measures.
In the last two calendar years, the adult education organisation implemented
different quality improvements which were the result of the findings of self-
evaluation and were laid out in the written action plan for quality development.
 Page 32 od 116

COOPERATION WITH PARTNERS

SUBAREA

COOPERATION WITH
PARTNERS

INDICATOR INDICATOR
Established cooperation Information flow within
with partners the partner networks

INDICATOR INDICATOR INDICATOR

Partner cooperation in Partner cooperation Partner cooperation in

common projects in education quality assessment
and development
 Page 33 od 116

INDICATOR: ESTABLISHED PARTNER COOPERATION

Quality Adult education organisation has partnerships on the local,

standard regional, national and international levels.
Adult education organisation has partnerships on the local level.
Adult education organisation has partnerships on the regional level.
Adult education organisation has partnerships on the national level.
Adult education organisation has partnerships on the international level.

INDICATOR: INFORMATION FLOW IN PARTNERS NETWORKS

Quality Adult education organisation has an established and systematic

standard mutual exchange of information within the partner network.
Criteria Adult education organisation has an organised database on partners.
Database on partners is updated continuously.
The procedures defining how the employees access the database, and the
purposes for which it can be used, are determined.
Permanent procedures of informing partners about the adult education
organisation are in place.
Mechanisms that allow partners to send information into the network themselves
are set up.
Mutual exchange information uses different communication channels (meetings,
written, e-mail etc.).

INDICATOR: PARTNER COOPERATION IN COMMON PROJECTS

Quality Adult education organisation works with partners in joint

standard projects.
Criteria Cooperation with partners in joint projects on the regional level has been
achieved.
Cooperation with partners in joint projects on the national level has been
achieved.
Cooperation with partners in joint projects on the international level has been
achieved.

INDICATOR: COOPERATION OF PARTNERS IN EDUCATION

Quality Adult education organisation works with partners in planning

standard and implementation of educational activities.
Criteria Adult education organisation has partnership connections in place to identify the
needs of partners for education and training.
Adult education organisation and its partners develop educational programmes
based on these identified needs.
Experts from the partner organisations participate in the educational process as
lecturers.
Teachers and other experts from adult education organisation monitor or
participate in the work process in partner organisations and thus gain new, up-
to-date knowledge for their own work.
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INDICATOR: COOPERATION OF PARTNERS IN ASSESSING AND

DEVELOPING THE QUALITY OF EDUCATION

Quality Adult education organisation has an established systematic

standard partner cooperation in assessing and developing the quality of
education.
Criteria Partners have different possibilities to evaluate quality and effects of work within
an adult education organisation.
Partners can contribute their own suggestions for the improvement of work in
the adult education of organisation.
Adult education organisation can demonstrate how the results of the assessment
given by partners and their recommendations for improvements were accounted
for in the improvement of the quality of work.
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ORGANISATION OF STATUS8

SUBAREA

ORGANISATION OF
STATUS

INDICATOR INDICATOR
Adult education in Systemization of
normative acts workplaces for adult
education

INDICATOR INDICATOR
Decisions made by staff Transparency of adult
in adult education education financing

Relevant when adult education is not the only activity of the educational or other organisation.
8
 Page 36 od 116

INDICATOR: ADULT EDUCATION IN NORMATIVE ACTS

Quality The field of adult education has a formal and legal status within
standard an organisation.
Criteria The field of adult education has a defined status in normative acts.
The organisation has a defined status for the manager of adult education.
The organisation has all the legal acts that allow it to carry out adult education
without interruptions.

INDICATOR: SYSTEMISATION OF WORKPLACES FOR ADULT EDUCATION

Quality Workplaces for adult education are systemised.

standard
Criteria The needs of adult education are adequately considered in the systemisation of
workplaces.
The post for manager of adult education is systemised.

INDICATOR: DECISIONS MADE BY STAFF IN ADULT EDUCATION

Quality The employed in adult education have a certain amount of

standard autonomy in making decisions.
Criteria Adult organisation management has enough autonomy to take expert decisions.
Teachers in adult education and other experts participate in adopting decisions
regarding the organisation and realisation of education or other work to support
learning adults (scope of hours, timetables etc.)
The employees and the external collaborators trust the decisions made by the
organisation management that concern adult education.
The decision-making competencies of the manager of adult education are clear
and recorded.

INDICATOR: TRANSPARENCY OF ADULT EDUCATION FINANCING

Quality Financing of adult education within the organisation is

standard transparent.
Criteria The money for adult education is managed separately from the other money of
the organisation.
The accounts for income and spending for adult education are transparent.
Potential surpluses of the money for adult education are used for the
development of adult education.
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STAFF DEVELOPMENT AND CREATIVE ATMOSPHERE

SUBAREA

STAFF DEVELOPMENT
AND CREATIVE
ATMOSPHERE

INDICATOR INDICATOR INDICATOR

Staff satisfaction Staff motivation for Professional training
creative work and development for
the staff

INDICATOR INDICATOR

Encouraging Professional identity of

knowledge transfer adult educators
in the working
collective
 Page 38 od 116

INDICATOR: STAFF SATISFACTION

Quality The staff who participate in planning and implementation of

standard adult education are satisfied with working conditions,
relationships, their competencies and rights, possibilities for
professional self-realisation.
Criteria Adult education organisation takes care of the staff satisfaction with the work in
adult education and monitors it regularly.
The staff is satisfied with working conditions.
The staff is satisfied with working relationships.
The staff is satisfied with the competencies, rights and duties they have
regarding adult education.
The staff is satisfied with the possibilities for professional self-realisation.
The staff is satisfied with the possibilities of participation in the development of
adult education the adult education organisation.
The staff is satisfied with the possibilities for training to work in adult education
offered by the adult education organisation.
The staff is satisfied with the methods of informing and communicating the
issues important for the work in adult education.

INDICATOR: STAFF MOTIVATION FOR CREATIVE WORK

Quality Adult education organisation motivates staff in different ways

standard for creative work in adult education.
Criteria Adult education organisation regularly monitors and measures the motivation of
the staff for creative work.
Systematic ways of motivating staff for creative work are implemented.

INDICATOR: PROFESSIONAL TRAINING AND STAFF DEVELOPMENT

Quality Adult education organisation systematically supports staff

standard development and provides possibilities for their education and
training; it also looks after other ways of staff development.
Criteria All the employees and external collaborators who work with the organisation
extensively have a personal plan of professional development.
The management, employees, and external collaborators who work with the
organisation extensively annually (for example, during the annual interview)
evaluate the realisation of their individual professional development, the reasons
for potential deviations, the plan for future steps.
The adult education organisation has a plan of continuous professional training for
work in adult education for employees and those external collaborators who work
with the organisation extensively; this plan is based on the needs of the
organisation and the interests of the employees and external collaborators.
 Page 39 od 116

The organisation pays particular attention to the training to carry out the entire
andragogical cycle when it plans for the continuous professional training for the
employees and external collaborators: training for assessing educational needs of
the community and the individuals, creating new educational programmes,
encouraging adults to take part in education, planning the implementation of
curriculum, preparing teaching materials, methods of learning for adults, assessing
and evaluating knowledge, evaluation of the achievements of education.
The plan for continuous professional training for work in adult education is
implemented by organising internal education.
The plan for continuous professional training for work in adult education is
implemented by sending employees and external collaborators to education and
training outside the organisation.
Self-directing learning is made possible for the employees and external
collaborators (space, technology, learning sources.) The organisation encourages
such self-education.
Organisation ensures that employees and external collaborators are continuously
informed about the possibilities for education and training.
For every employee and external collaborator who works with the organisation
extensively, organisation keeps records of their participation in education and
training and uses this data to update their individual plan of professional
development.

INDICATOR: ENCOURAGING KNOWLEDGE TRANSFER IN THE WORKING

COLLECTIVE

Quality Adult education organisation encourages knowledge transfer

standard within the working collective.
Criteria Those who take part in education transfer their knowledge to their co-workers.
Interdisciplinary work groups are organised to solve occasional professional problems.
Occasionally, internal professional sessions are organised (conferences, meeting etc.)
where professional achievements are presented and professional problems and their
possible solutions are debated.
More experienced workers mentor their younger colleagues as a part of an established
programme.

INDICATOR: PROFESSIONAL IDENTITY OF ADULT EDUCATORS

Quality All those who participate in planning/implementation of adult

standard education make sure that their professional role or identity of
adult educator is recognised.
Criteria Adult education organisation systematically encourages the establishing of the
professional role or identity of adult educators (directing into andragogical
training, appropriate organisation of adult educators, presentation of their work
and achievements etc.),
Teachers and other andragogical workers take care of their professional
reputation and development and thus strengthen their identity.
 Page 40 od 116

AREA

EDUCATIONAL PROGRAMMES

SUBAREA SUBAREA SUBAREA

IDENTIFYING THE DEVELOPMENT OF CREATING

EDUCATIONAL OWN EDUCATIONAL PROGRAMME SCHEME
NEEDS PROGRAMMES

INDICATOR INDICATOR INDICATOR

Educational needs Development and Characteristics of
of sectors and modernisation of programme scheme
professions educational
programmes

INDICATOR INDICATOR INDICATOR

Educational needs Introducing, Own non-formal
of the environment establishing new or educational
reformed educational programmes in the
programmes programme scheme

INDICATOR INDICATOR INDICATOR

Educational needs Formal educational Non-formal
of target groups programmes in the educational
programme scheme programmes of
others in the
programme scheme

INDICATOR
Conditions to create
a programme scheme
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IDENTIFYING EDUCATIONAL NEEDS

SUBAREA

IDENTIFYING
EDUCATIONAL
NEEDS

INDICATOR INDICATOR INDICATOR

Educational needs of Educational needs of Educational needs of
sectors, professions the environment the target groups
 Page 42 od 116

INDICATOR: EDUCATIONAL NEEDS OF SECTORS, PROFESSIONS

Quality Adult education organisation is familiar with the needs for adult
standard education in individual sectors or professions for which it wants
to provide education, or is already providing it.
Criteria Adult education organisation has established contacts with factors of
development in the sectors and professions for which it wants to provide
education or is already providing it.
Adult education organisation regularly monitors, analyses, and studies what is
going on in sectors and professions for which it wants to provide education or is
already providing it, and identifies educational needs based on this.
Adult education organisation carries out the analyses of needs in the labour
market.
Adult education organisation knows the educational structure of the workforce
and the nomenclature of the professions in sectors or professions or which it
wants to provide education or is already providing it and on the basis of this
identifies the shortcomings in education.
Adult education organisation has trained professional workers for identification
of educational needs of individual sectors or professions.

INDICATOR: EDUCATIONAL NEEDS OF THE ENVIRONMENT

Quality Adult education organisation is familiar with the needs for adult
standard education in the local, regional and national environment.
Criteria Adult education organisation has established contacts with factors of
development in the local and regional environment.
Adult education organisation regularly monitors, analyses and studies what is
going on in local and regional environment and identifies educational needs on
this basis.
Adult education organisation is familiar with the development strategies of local
and regional environment in which it works.
Adult education organisation is familiar with the national development politics
and the national strategies of education development.
Adult education organisation has trained experts who identify and analyse
educational needs in the local and regional environment.

INDICATOR: EDUCATIONAL NEEDS OF TARGET GROUPS

Quality Adult education organisation is familiar with the educational

standard needs of potential target groups.
Criteria Adult education organisation knows the demographic structure of the population
and the demographic trends in the local and regional environment.
Adult education organisation has working contacts with institutions who work
with different target groups in the local and regional environment, whose
members are potential users of education.
Adult education organisation systematically identifies needs for education of
different potential target groups.
Adult education organisation has trained experts who identify and analyse the
needs of potential target groups.
 Page 43 od 116

DEVELOPMENT OF OWN EDUCATIONAL PROGRAMMES

SUBAREA

DEVELOPMENT OF
OWN EDUCATIONAL
PROGRAMMES

INDICATOR INDICATOR
Development and Implementing,
modernisation of establishing new or
educational reformed programmes
programmes
 Page 44 od 116

INDICATOR: DEVELOPMENT AND MODERNISATION OF EDUCATIONAL

PROGRAMMES

Quality Together with its partners, adult education organisation

standard develops and reforms educational programmes on the basis of
the identified educational needs.
Criteria Adult education organisation has programmes it has developed itself in its
programme scheme.
There are set methods which occasionally assess how the educational
programmes of the adult education organisation still meet the educational needs
in individual sectors or professions, local environment or the needs of individual
target groups.
New educational programmes – or reformation of the old ones – come from the
identified educational needs.
Before creating a new educational programme the procedure to define its type is
carried out.
Employees have adequate knowledge to develop educational programmes.
Partners from local environment participate in developing new programmes or
the reform.
Educational programmes are created according to the methodologies that are
prescribed for different types of programmes by regulations and/or expert
principles.

INDICATOR: IMPLEMENTATION, ESTABLISHING NEW OR REFORMED

EDUCATIONAL PROGRAMMES

Quality When new educational programmes are created or old ones are
standard reformed, adult education organisation makes sure they are
implemented or established.
Criteria New or reformed programmes of the adult education organisation are published
and accessible to interested public.
When creating a new programme or reforming the existing ones, different target
groups (potential participants, employers, financiers, expert public) are
acquainted with them.
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CREATING PROGRAMME SCHEME

SUBAREA

CREATING
PROGRAMME
SCHEME

INDICATOR INDICATOR INDICATOR

Characteristics of the Own non-formal Non-formal
programme scheme programmes in the educational
programme scheme programmes by
others in the
programme scheme

INDICATOR INDICATOR
Formal educational Conditions for creating
programmes in the the programme
programme scheme scheme
 Page 46 od 116

INDICATOR: CHARACTERISTICS OF THE PROGRAMME SCHEME

Quality Adult education organisation has a modern, development

standard oriented scheme of educational programmes.
Criteria Programme scheme of the adult education organisation shows orientation in
future development.
Programme scheme is diverse, and based on the principles of lifelong learning.

INDICATOR: OWN NON-FORMAL EDUCATIONAL PROGRAMMES IN THE

PROGRAMME SCHEME

Quality Adult education organisation includes non-formal educational

standard programmes that it developed on its own and that based on its
studies of the educational needs of the employers, local
environment and different target groups into its programme
scheme.
Criteria Programme scheme includes organisation's own programmes that were
developed as a response to the identified needs of industry, employers, sectors
or professions and/or identified needs of the local or regional environment
and/or different target groups from this environment.
All non-formal programmes that the adult education organisation developed on
its own and that are a part of its programme scheme are topical and based on
the identified needs of the employers, local and regional environment and
different target groups in the environment.
All non-formal programmes that the adult education organisation developed on
its own and that are a part of its programme scheme are created in accordance
with the professional methodology for such programmes and exist in written
form.

INDICATOR: NON-FORMAL PROGRAMMES BY OTHERS IN THE PROGRAMME

SCHEME

Quality Adult education organisation includes non-formal educational

standard programmes developed by others into its scheme, always taking
into account the educational needs of employers, local
environment, and different target groups.
Criteria Programme scheme includes non-formal programmes developed by others –
they were included based on the identified needs of industry, employers, sectors
and the identified needs of local and regional environment and/or different
target groups from this environment.
All non-formal programmes that were developed by others and that are a part of
the programme scheme of the adult education organisation are topical and
based on the identified needs of the employers, local and regional environment
and different target groups in the environment.
 Page 47 od 116

INDICATOR: FORMAL EDUCATIONAL PROGRAMMES IN THE PROGRAMME

SCHEME

Quality Adult education organisation includes formal educational

standard programmes into its programme scheme, and it selects them
based on the educational needs of employers, local
environment, and different target groups.
Criteria Programme scheme includes formal programmes selected based on the
identified needs of industry, employers, sectors and/or the identified needs of
local and regional environment and/or different target groups from this
environment.
The organisation that carries out formal vocational education and training for
adults selects vocational education programmes for the professions into its
scheme that are more promising in the view of potential employment.

INDICATOR: CONDITIONS TO CREATE PROGRAMME SCHEME

Quality Programme scheme is appropriate for the capabilities of the

standard adult education organisation.
Criteria The programme scheme includes as many educational programmes as we can
control with our own staff.
When creating the programme scheme we must consider the principles of
diversity and rationalisation: we include diverse programmes according to the
needs of individuals, environment and partners, but the diversity still allows for a
rational amount of duties for the staff and investment.
The quality of the programme scheme takes priority to the extent of the
programmes on offer.
 Page 48 od 116

AREA

PROMOTION OF ADULT
EDUCATION AND ENCOURAGING
ADULTS FOR EDUCATION

SUBAREA SUBAREA

PROMOTION OF ENCOURAGING
ADULT EDUCATION ADULTS FOR
EDUCATION

INDICATOR INDICATOR
General General
promotion of encouraging for
adult education participation in
education

INDICATOR INDICATOR
Directed Encouragement
promotion of for participation
adult education in individual
programmes
 Page 49 od 116

PROMOTION OF ADULT EDUCATION

SUBAREA

PROMOTION OF
ADULT EDUCATION

INDICATOR INDICATOR
General promotion of Directed promotion of
adult education adult education
 Page 50 od 116

INDICATOR: GENERAL PROMOTION OF ADULT EDUCATION

Quality Adult education organisation actively plans and implements the

standard general promotion of education in the environment and among
different target groups.
Criteria Annual work plan of the adult education organisation includes annual campaigns
to popularise adult education.
Adult education organisation realises at last two activities which promote the
importance of lifelong learning and adult education.
Adult education organisation continuously cooperates with the local media
(radio, television) in promoting adult education.

INDICATOR: DIRECTED PROMOTION OF ADULT EDUCATION

Quality Adult education organisation actively plans and implements

standard directed promotion of education in the environment and among
different target groups, using it to emphasise special aspects,
goals and possibilities of this education.
Criteria Adult education organisation realises at least one directed promotional activity
annually, with which it emphasises special aspects, goals and possibilities of this
education (for example, the possibilities of education for a selected target group,
following a special method, for a particular activity).
Every year, the adult education organisation prepares promotional material
(brochure, website, leaflet) connected to the selected promotional activity. With
it, it emphasises special aspects, goals and possibilities of adult education.
 Page 51 od 116

ENCOURAGING ADULTS FOR EDUCATION

SUBAREA

ENCOURAGING
ADULTS FOR
EDUCATION

INDICATOR INDICATOR

General encouraging Encouragement to

for entering education enter particular
education programmes
 Page 52 od 116

INDICATOR: GENERAL ENCOURAGING FOR ENTERING EDUCATION

Quality Adult education organisation actively plans and implements

standard programmes to encourage adults to enter education.
Criteria A plan to promote educational activity and supporting activities offered by the
adult education organisation is prepared.
Every year, promotional material about the educational activity are prepared and
supporting activities offered by the adult education organisation (leaflets,
catalogues, promotional brochures, website, social networks).
Several times a year, adult education organisation runs activities that encourage
adults to enter education.
Adult education organisation broadcasts the activities that encourage adults to
enter education using local media (radio, television).

INDICATOR: ENCOURAGEMENT TO ENTER PARTICULAR PROGRAMMES

Quality Adult education organisation carries out directed activities to

standard encourage adults to enter particular educational programmes.
Criteria Before realising a particular educational programme, we carry out a directed
activity for potential participants – contents and method are tailored to a
particular group.
Encouragement for adults to enter a particular educational programme is
broadcast via different media.
If the nature of educational programme allows it, the adult education
organisation implements the encouragement activities in cooperation with
different organisations from the local environment.
 Page 53 od 116

AREA

STAFF

SUBAREA SUBAREA

TYPE AND NUMBER OF QUALIFICATIONS FOR

STAFF IMPLEMENTATION OF
EDUCATIONAL
PROGRAMMES AND
ACTIVITIES FOR ADULT
EDUCATION

INDICATOR INDICATOR
Type of staff Educational conditions

INDICATOR INDICATOR
Number of staff Special expert training
 Page 54 od 116

TYPE AND NUMBER OF STAFF

SUBAREA

TYPE AND NUMBER

OF STAFF

INDICATOR INDICATOR

Type of staff Number of staff

 Page 55 od 116

Indicator: TYPE OF STAFF

Quality Organisation provides staff for management and administration,

standard planning and implementation and supporting activities of adult
education.
Criteria Adult education organisation has managerial staff for management and
administration of the organisation, educational programmes and supporting
activities it carries out.
Adult education organisation has expert staff that plans and organises, monitors
the implementation and assesses and develops the quality of adult education.
Adult education organisation has teachers and other educators who are suitable
for the kind of educational programmes it carries out.
Adult education organisation has expert staff to carry out different types of
professional support to participants during education.
Adult education organisation has financial-administrative-technical staff that
provides adequate support in realisation of all the processes in the organisation.

Indicator: NUMBER OF STAFF

Quality The number of staff participating in adult education and

standard supporting activities is compliant with normative and other
legal provisions9, defined for individual type of adult education
and supporting activity scope of the adult education activity and
the method of its realisation.
Criteria The number of staff that participates in managing and administrating the
organisation, educational programmes and supporting activities is compliant
with the normative or other legal provisions, the scope of the activity and the
method of adult education.
The number of staff that plans and organises education, follows its
implementation and assesses and develops the quality in adult education, is
compliant with the normative or other legal provisions, the scope of the activity
and the method of adult education.
The number of teachers and other educators is compliant with the normative or
other legal provisions, the scope of the activity and the method of adult
education.
The number of expert staff which participates in expert support for the
education participants is compliant with the normative or other legal provisions,
the scope of the activity and the method of supporting activity in adult
education.
The number of the financial-administrative-technical staff that ensures
adequate support for realisation of all the processes in the organisation is
compliant with the normative or other legal provisions, the scope of the activity
and the method of adult education activity.

9
If normative or other legal provisions are prescribed to carry out for a particular type of educational programmes or
supporting activities (for example, the necessity to have a quality committee in formal vocational education and training
implicates the need for staff who carry out quality assessment and development in the organisation), we take them as the
most important in evaluating this criterion or achieving standards. But not all types of adult education or supporting
activities have set standards. For them it is also important that we assess the appropriate number of staff in regard to the
scope and method of adult education activity and from the point of view of expert principles that encourage implementation
of a particular activity (e.g. the requirement of quality in formal vocational education and training).
 Page 56 od 116

IMPLEMENTATION OF EDUCATIONAL PROGRAMMES AND ACTIVITIES IN

ADULT EDUCATION

SUBAREA

QUALIFICATIONS FOR
IMPLEMENTATION OF
EDUCATIONAL
PROGRAMMES AND
ACTIVITIES FOR ADULT
EDUCATION

INDICATOR INDICATOR
Educational Particular expert
requirements training
 Page 57 od 116

INDICATOR: EDUCATIONAL REQUIREMENTS

Quality Staff that participates in managing and administration, planning

standard and implementation and in supporting activities of adult
education complies with the educational requirements
prescribed for the job.
Managerial staff meets the prescribed educational requirements to carry out the
Criteria activities of adult education.
Expert staff that plan and organise adult education, monitors the realisation and
assesses and develops quality of adult education, meets the prescribed
educational requirements to carry out the activities of adult education.
Teachers and other educators meet the prescribed educational requirements to
carry out the activities of adult education.
Expert staff that participates in expert support for participants during education,
meets the prescribed educational requirements to carry out the activities of
adult education.
Financial-technical-administrative staff fulfils the educational requirements that
are prescribed in the systemisation of workplaces.

Indicator: PARTICULAR EXPERT TRAINING10

Quality Staff that implements adult educational programmes or

standard supporting activities for adults that require particular training
fulfils this requirement.
Criteria Staff that implements educational programmes that require particular training
fulfils this requirement.
Staff that implement supporting activities for adults that require particular
training fulfils this requirement.

10
Over time, many expert roles have developed in adult education, which require that educators have not only basic
pedagigical-andragogical knowledge and appropriate education, but also special professional training. Let us mention some
of it: a mentor in the PLYA programme, a teacher in the Lifelong Learning programmes, a mentor of study groups, a
counsellor in the ISIO guidance centres for adults, quality counsellor etc. Because these cases all include work with specific
target groups (for example young adults, adults with low levels of literacy), or work in supporting activities which developed
in adult education (for example, organised self study, information and guidance for adults) these programmes or activities
can often foresee that the staff needs additional training in the programmes of basic training to carry out these tasks. With
the quality indicator we assess if the staff meets the special conditions of expert training once these conditions have been
determined.
 Page 58 od 116

AREA

PREMISES AND EQUIPMENT

SUBAREA SUBAREA

PREMISES EQUIPMENT

INDICATOR INDICATOR
Study premises General equipment of
premises and
information-
communication
technology

INDICATOR INDICATOR
Premises for the Didactic equipment
work of the staff

INDICATOR
Premises for
supporting activities
for adult education
 Page 59 od 116

PREMISES

SUBAREA

PREMISES

INDICATOR INDICATOR INDICATOR

Study premises Premises for the Premises for
work of the staff supporting activities
for adult education
 Page 60 od 116

Indicator: STUDY PREMISES

Quality Study premises allow the implementation of the education in

standard accordance with the educational programme and they fit the
characteristics of adult participants.
Criteria Study premises allow for the use of active methods of work.
Study premises are adjusted to the characteristics of adult participants.
Study premises are compliant with the existing programme scheme and the
offer of activities of adult education – with the types of the
programmes/activities that the educational organisation carries out and with the
condition for their realisation.
Study premises comply with the conditions prescribed by the individual
educational programme or activity of adult education that the organisation
realises.
Study premises are of adequate size for the number of adult participants.
Study premises are appropriately lit and heated.
Study premises are appropriately maintained and clean.
Study premises are accessible and adequately marked/labelled.
Study premises are accessible and adapted for adults with different level of
mobility challenges/special needs.

Indicator: PREMISES FOR THE WORK OF THE STAFF

Quality Staff has available special premise(s) that allows them to

standard prepare for the realisation of education.
Criteria The staff has available a special common room to prepare for education and
mutual exchange of information, opinions, experiences.
Staff has premises available that allow them to prepare individually for the
education and guarantee privacy during individual talks with adult participants
of education, when the teachers and expert workers are available to
participants during office hours.
Staff also has premises for other expert work available.

Indicator: PREMISES FOR THE SUPPORTING ACTIVITIES OF ADULT

EDUCATION

Quality Adult education organisation has premises that participants of

standard adult education and staff can use as a support for education
(library, centre for self-directed learning, information centre or
office etc.)
Criteria Adult education organisation has a library where adult participants and staff can
borrow material they need during education.
Adult education organisation has an information centre or office where adult
participants and teachers can get information about the course of education,
consultations, timetables etc.
Adult education organisation has premises intended for participants’ self-
directing learning.
Adult education organisation provides room for consultations, contact hours etc.
 Page 61 od 116

Adult education organisation has premises where participants of education can

socialise.
Premises for the supporting activities of adult education are compliant with the
requirements set by each individual activity in adult education (for example,
guidance centre, centres for self-directed learning, knowledge portal).
Premises for the supporting activities of adult education are appropriately lit and
heated.
Premises for the supporting activities of adult education are appropriately
maintained and clean.
Premises for the supporting activities of adult education are accessible and
adequately marked/labelled.
Premises for the supporting activities of adult education are accessible and
adapted for adults with different level of mobility challenges/special needs (for
example, persons in wheelchairs).
 Page 62 od 116

EQUIPMENT

SUBAREA

EQUIPMENT

INDICATOR INDICATOR

General equipment of Didactic equipment

premises and
information-
communication
technology
 Page 63 od 116

Indicator: GENERAL EQUIPMENT OF PREMISES AND INFORMATION-

COMMUNICATION TECHNOLOGY

Quality General equipment of premises and information-

standard communication technology available allow expert staff and
adult participants of education adequate preparation and
implementation of education.
Criteria In study premises and premises that support education, furniture is
adequate (tables, chairs, cabinets, boards, flip-chart stands) and flexible so
it can be moved around the room without difficulty.
Study premises and premises that support education are appropriately
equipped and ordered – they encourage participants to study.
Study premises and premises that support education are equipped with
adequate information-communication technology (computer hardware and
software: PCs with internet access, electronic boards, other hardware, such
as printers, scanners, headphones, sound systems if necessary, additional
ports for the computers of the participants etc.) which enables successful
implementation of a particular educational programme/activity of adult
education.
On the premises for the work of the staff access to information-
communication technology is enabled, as it allows for individual preparations
for the realisation of education: computer and adequate software, internet,
printer, telephone, photocopier, etc.
Premises that support education (library, centre for self-directed learning)
are equipped with different information, data, material databases that are
available to participants and expert staff to use or to borrow.
Library fund that is available for adult education contains appropriate
materials for adult education.
On the special study premises (workshops for practical training, labs etc.)
expert staff and participants have access to information-communication
technology and tools or other specific equipment for successful realisation of
a particular educational programme.
 Page 64 od 116

Indicator: DIDACTIC EQUIPMENT

Quality Didactic equipment allows the expert staff and adult

standard participants of education adequate preparation and
implementation of education.
Criteria Study premises are equipped with appropriate didactic equipment and didactic
tools (e.g. projector, projection screen, board, electronic/interactive board, flip-
chart stands, pens, white and coloured paper, calculators, maps) that allow for
the use of different methods of work during education process.
On the premises that support education, there are appropriate didactic tools
(pens, papers, posters, calculators etc.)
On the specific study premises (workshops for practical training, labs etc.)
participants have a possibility to use (specific) didactic tools that allow them a
successful implementation of certain educational programme (lab equipment,
work equipment and tools, measuring tools, models, etc.)
Education providers are informed about the didactic equipment and (specific)
didactic tools they have available.
 Page 65 od 116

AREA
PLANNING
EDUCATION
RTOVANJE
IZOBRAŽEVANJA

SUBAREA SUBAREA
IMPLEMENTATION IMPLEMENTATION
PLANNING ON THE PLANNING ON THE
LEVEL OF LEVEL OF
EDUCATIONAL PROGRAMME UNITS
PROGRAMME

INDICATOR INDICATOR
Implementation Implementation
curriculum for an planning in group
educational programme organisational models
on the level of a
programme unit

INDICATOR INDICATOR
Evaluation and
Implementation
recognition of previously
planning in individual
acquired knowledge and organisational models
experience on the level of
programme unit

INDICATOR
Analysis of a study group
characteristics

INDICATOR
Implementation plan for
group organisational
models

INDICATOR
Implementation plan for
individual organisational
models
 Page 66 od 116

IMPLEMENTATION PLANNING ON THE LEVEL OF THE EDUCATIONAL

PROGRAMME

SUBAREA
IMPLEMENTATION
PLANNING ON THE
LEVEL OF AN
EDUCATIONAL
PROGRAMME

INDICATOR INDICATOR INDICATOR

Implementation Evaluation and Analysis of the
curriculum for an recognition of characteristics of a
educational previously acquired study group
programme knowledge and
experiences

INDICATOR INDICATOR
Implementation Implementation
plan for group plan for individual
organisational organisational
models models
 Page 67 od 116

INDICATOR: IMPLEMENTATION CURRICULUM FOR AN EDUCATIONAL

PROGRAMME11

Quality For every educational programme the organisation carries out

standard for adults, it prepares one or several versions of the
implementation curriculum
Criteria When the educational programme so requires, the modules of the open
curriculum suitable for adults are defined.
Organisational models for implementation of education are selected.
If the educational programme is not divided into programme units in advance
(subjects, modules, otherwise rounded content clusters), and such division is
foreseen on the implementation level, programme units are formed.
If the educational programme is divided into programme units,12 they must be
organised in correct didactic sequences according to years, or other time
periods if education is shorter than a year.
Within programme units, time distribution of content clusters and themes is
defined and is suitable for adult participants. If the educational programme is
not divided into programme units, time sequence of individual themes is
defined.
It is determined which goals must be achieved and which abilities developed
within a particular programme unit or a programme, if it has not been divided
into programme units.
The number of hours for the organised educational work for the implementation
of the programme as a whole and individual programme unit has been
determined.
The time course of the education implementation is determined. When
determining the time course, characteristics of adult education are taken into
account.
A plan to monitor progress of participants, or the testing and evaluating
knowledge when the programme expects it, has been determined.
Forms of guidance and study support to adult participants have been defined.
A self-evaluation plan of education implementation is determined for the
times when participants in education are adults.

11
This is the level of implementation planning we carry out before we invite participants to join education. The
indicator can be used for more structured educational programmes for adults that earn them publicly accredited
certificate, as well as more or less structured non-formal education programmes which can be realised as long
seminars, courses, workshops, study circles. Because we usually don’t use the term “educational programme” for
study circles and similar forms of non-formal education, we can also think about the “framework plan of
education” which is the basis for the implementation activities when planning education in study circles. When we
use it, it makes sense to start in the characteristics of one and the other type of organisation and greater or
lesser structuralisation of the educational programme.
12
Programme units: subjects, modules or larger contents units.
 Page 68 od 116

INDICATOR: EVALUATION AND RECOGNITION OF PREVIOUSLY AQUIRED

KNOWLEDGE AND EXPERIENCE

Quality Adult education organisation has a system of evaluation in

standard place, as well as a system of recognition of previously acquired
knowledge of participant when they enrol into education.
Criteria Adult education organisation has an internal act in which – in accordance with
the umbrella regulations (for example, education legislation) – it stipulates more
in detail the method of realisation of the process for evaluation and recognition
of the previously acquired knowledge and experience.
Adult education organisation has a committee for the realisation of the process
for evaluation and recognition of the previously acquired knowledge and
experience.
Adult education organisation informs the candidates for evaluation and
recognition of knowledge about the entire process and counsels them through
it.
Adult education organisation gives its expert staff possibilities for a quality
implementation of the process for evaluation and recognition of the previously
acquired knowledge and experience.

INDICATOR: ANALYSIS OF THE CHARACTERISTICS AND EDUCATIONAL

NEED OF A STUDY GROUP AND INDIVIDUALS13

Quality Adult education organisation analyses the characteristics and

standard educational needs of the group of participants and individuals.
Criteria Based on the data on the participants, acquired when they were enrolling into
education programme, an analysis of the study group characteristics is
prepared.
The results of the study group analysis are presented to teachers or mentors
who teach or participate in the programme.
For individual participants, an analysis of their characteristics is prepared based
on the data gathered when they enrolled.
Data and information acquired with the analysis of an individual’s characteristics
are used in preparation of personal educational plan.

13
Indicator can be used in formal and non-formal education. The analysis of the study group may not be
meaningful for very short forms of non-formal education, but can be of great help to providers in longer ones. In
unstructured forms of non-formal education it would be wise to adjust some criteria. In study groups, the mentor
leading the group will probably be the one analysing the characteristics of the participants. Here it is thus not
sensible to use the criterion explaining that the data on characteristics of the participants are passed on to
teachers. But as soon as the mentor invites an external expert for the chosen theme to the study group, it will
become important again, because it will matter that the mentor tells the external expert about the characteristics,
expectations and goals the participants have set for themselves.
 Page 69 od 116

INDICATOR: IMPLEMENTATION PLAN FOR A STUDY GROUP14

Quality In the group organisational models, the adult education

standard organisation prepares an implementation plan for a particular
group of participants (study group).
Criteria The basis to determine an implementation plan for the selected study group
was the implementation curriculum for the educational programme.
The results of the study group analysis were used in preparation of
implementation plan for the study group.
If educational programme also includes parts of open curriculum, one or more
of the prepared open curricula are prepared for the study group, and they are
adjusted if necessary.
An assessment of the appropriateness of division of distribution of programme
units is done according to years or shorter time periods, if the education will last
less than a year. Necessary additions are made.
An assessment of the appropriateness of the selected educational organisation
for the selected study group and necessary additions are made.
An assessment of the appropriateness of distribution of content clusters in
programme units is done by years or shorter periods of time and the selection
of forms and methods of work for the selected study group. Necessary additions
are made.
The guidance and expert support plan is checked based on the needs of the
selected study group and adjusted as necessary.
The assessment of appropriateness of the distribution in content clusters in
programme units by year and the selection of forms and methods of work for
the selected study group is done. Necessary adjustments are made.
The assessment of appropriateness of the education evaluation plan for the
selected study group is done. If necessary, adjustments to the programme are
made.

INDICATOR: IMPLEMENTATION PLAN FOR INDIVIDUAL ORGANISATIONAL

MODELS15

Quality The adult education organisation prepares an implementation

standard plan for each educational programme according to the individual
organisational model.
Criteria Preparation of materials for self-directed learning and other sources for self-
directed learning is planned.
It is determined where the study materials for participants are accessible.
Participant training on learning techniques and methods are planned.
If we implement education in e-education form, we have to consider training
for teachers or e-mentors and participants for the use of e-classroom when
planning.

14
Indicator can be used in longer formal and non-formal forms of education. Whether it is sensible to use it is
decided on the basis of selected cases. In some cases, the indicator can also be used in non-formal education, for
example study circles. Example: if we have planned, when preparing the implementation plan before the
matriculation process, five meetings with the study circles participants, we might – after meeting actual
participants and analysed their needs – find out that more meeting are needed, or fewer.
15
The indicator can be used to assess the longer formal and non-formal forms of adult education. Whether it
makes sense to prepare it for shorter types of non-formal education are assesses on the basis of individual cases.
 Page 70 od 116

Technical equipment is planned (for example, a virtual classroom,

information of the web).
A consultation schedule with teachers of particular subjects, modules is set.
Forms of study help and guidance are planned.
Forms of monitoring progress of participants are planned, as are the
methods of knowledge assessment and evaluation if the educational
programme expects them, with the timetable of knowledge evaluation (for
example, exams).
Methods of informing participants are defined.
The possibilities for self-directed learning within the organisation are also
defined (e.g. centre for self-directed learning: space, mentor, study
materials).
If we’re implementing e-education, the methods of participation of teachers
and students in e-classrooms are defined.
 Page 71 od 116

IMPLEMENTATION PLANNING ON THE LEVEL OF PROGRAMME UNITS

SUBAREA

IMPLEMENTATION PLANNING
ON THE LEVEL OF
PROGRAMME UNIT

INDICATOR INDICATOR
Implementation planning in Implementation planning in
group organisational models individual organisational
on the level of programme models on the level of
unit programme unit
 Page 72 od 116

INDICATOR: IMPLEMENTATION PLANNING IN GROUP ORGANISATIONAL

MODELS ON THE LEVEL OF PROGRAMME UNIT (subject, module, or other wider
content cluster)

Quality Teachers or mentors plan the implementation of education in

standard group organisational models within their programme unit.
Teachers or mentors take into consideration, when they’re planning for their
programme unit, the identified characteristics of adult participants.
Teachers or mentors systematically identify the previously acquired knowledge
and experience of the programme unit participants.
Participants can actively participate in planning the realisation of the
programme unit.
Study goals and abilities that need to be reached at individual study themes
within the programme unit are analysed and selected.
The contents of education, with which we achieve goals of education within the
programme unit are selected according to the study themes and scheduled at
appropriate times, always in compliance with didactic principles.
Study techniques and methods which will help teachers and mentors achieve
study goals and abilities for individual study themes.
Study sources that will support participants with learning are planned.
A plan for monitoring participants’ progress or examining and evaluating study
achievements is prepared.
Teachers or mentors plan how they will monitor and improve their work.

INDICATOR: IMPLEMENTATION PLANNING IN INDIVIDUAL ORGANISATIONAL

FORMS OF EDUCATION ON THE LEVEL OF PROGRAMME UNIT

Quality Teachers or mentors plan education in their programme unit

standard when individual organisational models are in question.
Criteria Preparation of materials for self-directed learning and other sources for self-
directed learning in the programme unit is planned.
Methods of communication of teachers and mentors with the participants in the
programme unit are planned (e.g. timetable of group or individual consultations,
possibility of communication via e-mail).
Cooperation of teachers and mentors with the organisers of adult education,
mentors of study help, mentors in centres for self-directed learning etc. In
giving support to participants is planned.
If we’re implementing e-education, the methods of participation of teachers or
mentors and students in e-classrooms are defined
A timetable for exams or other ways for monitoring participants’ progress and
assessment and evaluation of knowledge within a programme unit is planned.
 Page 73 od 116

AREA

IMPLEMENTATION OF
EDUCATION

SUBAREA SUBAREA
EDUCATIONAL LEARNING
PROCESS SOURCES

INDICATOR INDICATOR
Implementation Types of learning
of the educational sources
process

INDICATOR INDICATOR
Communication in Didactic
educational characteristics of
process learning sources

INDICATOR
Types, ways and
methods of
assessing and
evaluating
learning
achievements
 Page 74 od 116

EDUCATIONAL PROCESS

SUBAREA

EDUCATIONAL PROCESS

INDICATOR INDICATOR
Implementation of Learning
educational strategies and
process methods

INDICATOR INDICATOR
Communication in Types, ways and
educational methods of
process assessing and
evaluating
learning
achievements
 Page 75 od 116

INDICATOR: IMPLEMENTATION OF THE EDUCATIONAL PROCESS

Quality When implementing the educational process, teachers or

standard mentors follow the principles of andragogic didactics and the
characteristics of the adult participants in education.
Criteria When implementing education, teachers or mentors recognise the previously
acquired knowledge and experience of the participants.
When implementing education, teachers or mentors recognise the expectations
of the participants.
Teachers and mentors present the goals of education to the participants clearly.
Teachers and mentors in the educational process connect the studied contents
with concrete examples from the participants’ work or life practice.
Teachers and mentors vary the use of teaching methods.
The used teaching methods enable the achievement of the goals of education.
The used teaching methods allow participants to cooperate actively.
The used teaching strategies and methods allow collaborative work of the
participants when solving a concrete problem.
The used teaching strategies and methods allow participants to work on their
own.
Teachers and mentors are trained to use different teaching strategies and
methods.
During and after the implementation of education, teachers or mentors collect
participants’ suggestions which they then use creatively to improve the
educational process.

Indicator: COMMUNICATION IN THE LEARNING PROCESS

Quality Participants can communicate with the organisers of education,

standard and teachers or mentors regularly and promptly.
Communication is also encouraged between participants.
Criteria Participants have different methods available to communicate with teachers and
education organisers (in person, telephone, e-mail etc.).
Teachers or mentors create an atmosphere that is stimulating and secure
enough for the participants to express their opinions freely, ask questions and
critically approach the studied learning topics.
Teachers or mentors use different methods to encourage exchange of work
experience and knowledge between the participants.
Teachers or mentors encourage debate, critical thinking and exchange of
opinions.
Teachers or mentors respect the opinions and ideas of the participants, even
when they’re different from their own.
In communication, teachers or mentors have a respectful and professional
attitude towards the participants.
 Page 76 od 116

Indicator: WAYS AND METHODS OF TESTING AND EVALUATING THE

PARTICIPANTS’ ACHIEVEMENTS

Quality Procedures for testing and evaluation knowledge are clearly

standard planned and allow monitoring progress and evaluation of
achieved goals.
Criteria There are clear rules for testing and evaluating learning achievements that both
participants and staff understand.
Teachers and mentors inform participants clearly what the obligations of their
educations are.
The methods of testing and evaluating learning achievements vary.
Testing and evaluating learning achievements allow objective testing and
evaluation of knowledge.
Teacher or mentor prepares a plan for testing and evaluating participants’
learning achievements.
Participants obtain useful feedback on their progress from teachers or mentors.
The methods of testing and evaluating learning achievements can be connected
with participants’ work and life experience.
The selected methods of testing and evaluating learning achievements are
appropriate for the evaluation of the planned objectives.
Participants can influence the scheduling of exam periods when these are
intended.
Teachers or mentors involve participants into evaluation of their own
achievements.
 Page 77 od 116

LEARNING SOURCES

SUBAREA

LEARNING SOURCES

INDICATOR INDICATOR
Types of learning Didactic
sources characteristics of
learning sources
 Page 78 od 116

Indicator: TYPES OF LEARNING SOURCES

Quality Teachers or mentors and participants in education use varied

standard learning sources.
Criteria Adult education organisation offers participants different learning sources
(written course materials, AV study sources, computer assisted learning sources
etc.)
Adult education organisation makes sure that different (and variegated)
learning sources are accessible to participants.
Teachers and mentors encourage participants to use different learning sources
in the course of education.
Teachers and mentors encourage participants to use different learning sources
in self-directed learning.
Participants use different learning sources in organised education and self-
directed learning.
Used learning sources are appropriate in regard of the selected organisational
forms of adult education.
Used learning sources are appropriate in regard of the selected teaching
methods.
Adult education organisation has developed mechanisms for motivation and
stimulation of teachers or mentors who develop and prepare, and use in
education, different study sources for adults.
Adult education organisation provides teachers and mentors with conditions
they need to develop, select and use different study sources.

Indicator: DIDACTIC CHARACTERISTICS OF LEARNING SOURCES

Quality Learning sources that adult education organisation offers to

standard adult participants are appropriate from the aspect of the
characteristics of adult education.
Criteria Learning sources encourage adults to be active in education and self-
directed learning.
Learning sources allow for interim and final (self-)testing of progress and
learning achievements.
Learning sources are adjusted for the use for adults with special
requirements (blind, deaf etc.).
Learning sources include topics and cases linked to everyday life and
work of adults.
Learning sources give practical solutions linked to the interests and
personal goals of the learners and their experience.
 Page 79 od 116

AREA

DEVELOPMENT WORK
IN SUPPORT OF
EDUCATION

SUBAREA

DEVELOPMENT WORK

INDICATOR INDICATOR
Forms of connections Participation in expert
in development work groups

INDICATOR INDICATOR
Participation in Cooperation with
projects that allow external expert
development and institutions, expert
exchange of associations, societies
experience

INDICATOR
Participation in panels of
experts, conferences and
other expert meetings
 Page 80 od 116

DEVELOPMENT WORK

SUBAREA

DEVELOPMENT
WORK

INDICATOR INDICATOR INDICATOR

Forms of connections Participation in expert Participation in
in development work groups projects that allow
development and
experience exchange

INDICATOR INDICATOR
Cooperation with Participation in panels
external expert of experts,
institutions, expert conferences and other
associations, societies expert meetings
 Page 81 od 116

INDICATOR: FORMS OF CONNECTIONS IN DEVELOPMENT WORK

Quality Adult education organisation has different forms of

standard connections of staff in development work in place.
Criteria In development work, staff connects in different forms, for example, expert
groups, development teams, work groups, development or study groups and
other forms suitable for development work.
Adult education organisation provides the staff with appropriate conditions
(time, space etc.) to participate in development work.
Staff is motivated for collective participation in development work.
Adult education organisation has established incentives and methods of
rewarding staff for participation in development work and development
achievements.
Staff knows about the possibilities of participation in different forms of
development work and knows the development results that have already been
thus achieved.
Adult education organisation developed information-communication
approaches that allow transfer of information on development work and the
implementation of development achievements into the collective and wider
environment.

INDICATOR: PARTICIPATION IN EXPERT GROUPS16

Quality Expert groups operate in adult education organisation.

standard
Criteria Expert groups have been formed for different content clusters.
Teachers know about the possibility about participation in expert groups.
Adult education organisation provides teachers with appropriate conditions
(time, space etc.) for participation in expert groups.
Teachers are motivated for participation in expert groups.
Adult education organisation has developed incentives for participation in
expert groups.
Adult education organisation developed approaches that allow all the teachers
and experts get familiar with the expert solutions and agreements that expert
groups have created, and implement them into their work transfer of
information on development work and the implementation of development
achievements into the collective and wider environment.

Quality indicator is immediately tied to expert groups that operate within formal education of
16

adults and have been introduced by legislation. If we assess the quality of development work in
non-formal education, we can use it when we have expert groups for this type of education as
well, or if the same expert groups cover formal and non-formal education. An example would be if
teachers who are in an expert group for English would take part in the subject for a publicly
accredited programme, as well as a non-formal English language course.
 Page 82 od 116

INDICATOR: PARTICIPATION IN PROJECTS OUTSIDE THE ORGANISATION

THAT ENSURE DEVELOPMENT AND EXPERIENCE EXCHANGE AND GOOD
PRACTICE.

Quality Adult education organisation takes part in projects that enable

standard development and exchanging experience and good practice.
Criteria Staff participates in realisation of regional or national projects connected to
adult education.
Staff participates in realisation of international projects connected to adult
education.
Adult education organisation provides staff with appropriate conditions (time,
finance etc.) that are an incentive for participation in different projects.
Adult education organisation has established methods that allow staff who
participate is such projects to transfer their experience and knowledge to their
co-workers in the organisation.
Achievements from different project don’t remain on the project level, they
transfer permanently into the work of the organisation.

INDICATOR: COOPERATION WITH PROFESSIONAL INSTITUTIONS,

ASSOCIATIONS

Quality Adult education organisation actively cooperates with

standard professional institutions, societies, associations from the field
of adult education.
Criteria Staff actively participates in development groups coordinated and associated
by professional institutions from the field of adult education, competent
ministries and other bodies which plan, develop, implement and evaluate the
effects of adult education.
Staff actively participates in professional associations, societies for adult
education.
Staff is familiar with the possibilities of participation in different forms of
development work with outside expert institutions, associations, societies,
working bodies in the field of adult education.
Staff is motivated for cooperation with outside expert institutions,
associations, societies, working bodies in the field of adult education.
Adult education organisation provides the staff with appropriate conditions
(time, financial etc.) to participate in development work with outside expert
institutions, associations, societies, working bodies in the field of adult
education.
In its work with outside expert institutions, associations, societies, working
bodies in the field of adult education, staff gains new knowledge that it then
use to update their work and introduce novelties into the work of the
organisation.
In its work with outside expert institutions, associations, societies, working
bodies in the field of adult education, staff contributes its knowledge,
experience and good practice for the development of adult education which
goes beyond the framework of adult education organisation.
 Page 83 od 116

INDICATOR: PARTICIPATION AT PANELS OF EXPERTS, CONFERENCES AND

OTHER PROFESSIONAL MEETINGS

Quality Staff actively exchanges knowledge and experience at panels

standard of experts, conferences and other professional meetings.
Criteria Staff participates at national and international expert conferences and panels
with papers or other contributions.
Adult education organisation ensures the possibilities for their staff to
participate at professional meetings, conferences etc.
Adult education organisation has established methods that allow the workers
who have taken part in panels of experts meetings or conferences to share
their newly obtained knowledge, information and good practice with their
colleagues in the working collective.
 Page 84 od 116

AREA

SUPPORT FOR
INDIVIDUALS IN
EDUCATION AND
LEARNING

SUBAREA SUBAREA SUBAREA SUBAREA SUBAREA

DIVERSITY AND STUDY SUPPORT GUIDANCE SUPPORT FOR SUPPORT IN

ACCESSIBILITY FOR INDIVIDUAL SUPPORT FOR INDIVIDUAL IN REMOVING THE
OF SUPPORT INDIVIDUAL SELF STUDY OBSTACLES FOR
FOR EDUCATION
INDIVIDUAL

INDICATOR INDICATOR INDICATOR INDICATOR INDICATOR

Diversity of Study help Guidance for Ensuring Removing
support for individual before possibilities for situational
individual in and during self-study obstacles
education and matriculation
learning into education

INDICATOR INDICATOR INDICATOR INDICATOR

Accessibility of Consultations organizaciji

Initial interview Removing
support for and mentorship institutional
individual in obstacles
education and INDICATOR
learning
Personal learning
INDICATOR plan
Informing
individual about
the potential INDICATOR
support within Guidance to
the organisation individual during
education
INDICATOR process

Informing INDICATOR
individual about
Guidance to
the potential
individual at the
support outside
end of the
the
education
organisation
process
 Page 85 od 116

DIVERSITY AND ACCESSIBILITY OF SUPPORT FOR INDIVIDUAL

SUBFIELD
SUBAREA

DIVERSITY AND ACCESSIBILITY

RAZNOVRSTNOST IN
OF SUPPORT FOR INDIVIDUAL
DOSTOPONOST SUBPORE
POSAMEZNIKU

INDICATOR INDICATOR
Diversity of support for Accessibility of support
individual in education for individual in
and learning education and learning

INDICATOR INDICATOR
Informing individual Informing individual
about the potential about the potential
support within the support outside the
organisation organisation
 Page 86 od 116

INDICATOR: DIVERSITY OF SUPPORT FOR INDIVIDUAL IN EDUCATION

AND LEARNING

Quality Adult education organisation offers participants different kinds

standard of support, adjusted to their needs, in education and learning.
Criteria Adult education organisation offers different forms of study help.
Adult education organisation trains participants for self-directed learning.
Adult education organisation provides the participants with different forms of
guidance work.
Adult education organisation helps participants in solving adverse conditions
they find themselves in during education.
Adult education organisation helps participants in getting support for education
in local institutions.
Adult education organisation provides different target groups (women, seniors,
handicapped) tailored forms of support in education.
Adult education organisation provides participants of different educational
programmes (formal, non-formal) forms of support tailored for the
programmes.

INDICATOR: ACCESSIBILITY OF SUPPORT FOR INDIVIDUAL

Quality Adult education organisation makes sure participants have

standard access to all forms of support in education and learning.
Criteria Adult education organisation provides support to adults in education and
learning in different ways: in person, by phone, e-mail, web applications,
written materials, individually or in groups.
Adult education organisation provides support to adults in education and
learning at appropriate and accessible hours.
Adult education organisation ensures that all the forms of support in education
are spatially accessible.

INDICATOR: INFORMING INDIVIDUAL ABOUT THE FORMS OF SUPPORT

WITHIN THE ORGANISATION

Quality Adult education organisation constantly and in different ways

standard informs participants about the forms of support in education and
learning it offers.
Criteria Each participant gets written and oral information at matriculation about the
forms of support in education and learning that are available in the adult
education organisation.
Information about the forms of support to individual in education and learning
within the adult education organisation are presented in different information-
promotional materials (leaflets, posters, bulletin boards, LCD-monitor).
Information about the forms of support to individual in education and learning
within the adult education organisation are presented on the organisation’s
website.
During education, information about the forms of support for education and
learning available for individual is also available in information centre, education
manager, counsellor and teachers.
 Page 87 od 116

When they notice that individual has problems connected to education,

education manager and teachers inform her or him about the possible forms of
help in organisation and motivate her or him to take advantage of them.

INDICATOR: INFORMING INDIVIDUAL ABOUT THE FORMS OF SUPPORT

OUTSIDE THE ORGANISATION

Quality Adult education organisation uses different methods to inform

standard participants about the types of support in education and
learning available outside the organisation.
Criteria Each participant gets written and oral information at matriculation about the
forms of support in education and learning that are available outside the
organisation.
Participants get information about the forms of support in education and
learning that are available outside the organisation, even several times over the
course of education.
Information about the forms of support to individual in education and learning
outside the organisation are presented in different information-promotional
materials (leaflets, posters, bulletin boards, LCD-monitor).
Information about the forms of support to individual in education and learning
within the adult education organisation is presented on the organisation’s
website.
When they notice that individual has problems connected to education,
education manager and teachers inform her or him about the possible forms of
help outside the organisation and help her or him establish contacts with
relevant institutions.
 Page 88 od 116

STUDY SUPPORT FOR INDIVIDUAL

SUBAREA

STUDY SUPPORT
FOR INDIVIDUAL
POSAMEZNIKU

INDICATOR INDICATOR
Study help Consultations and
mentorship
 Page 89 od 116

INDICATOR: STUDY HELP

Quality Adult education organisation provides study help in accordance

standard with the needs of individual target groups and individuals who
participate in education.
Criteria Adult education organisation regularly identifies needs for different forms of
study help.
A systematic programme of providing study help to participants is put in place –
with different types of study help and with encouraging adults to use it if the
organisation or individual perceive the need for it.
Within the study help adult education organisation implements activities to
remove psychological obstacles individuals have about education.
Adult education organisation organises training for participants to teach them
good learning strategies and mastering different methods of learning and study
habits – to develop learning competencies.
Adult education organisation offers guidance on study sources and their
assessment to all participants.
Adult education organisation organises study help with additional, alternative
presentation of learning topics for those participants who have difficulties in
individual subjects, learning clusters or themes.
Adult education organisation organises study help for the recollection of once
acquired knowledge for all those participants who are returning into education
after a lengthy gap (several years).
Adult education organisation identifies the level of basic literacy in participants
in education and offers additional training in the form of study help particularly
for those types of literacy that are important for individuals continuing
education (reading, mathematical, digital literacy).
For those participants who don’t speak Slovenian as their first language and
don’t have good grasp of it, the adult education organisation organises
additional study help for Slovenian.
 Page 90 od 116

INDICATOR: CONSULTATIONS AND MENTORSHIP

Quality Adult education organisation provides consultations (office

standard hours) and/or mentorship for individuals.
Criteria Systematic providing of consultations and /or mentorship is implemented for
the participants at individual subjects/modules/themes (consultations scheduled
in advance, consultation timetable etc.).
Consultations and /or mentorship are available at hours suitable for adult
participants.
Participants are informed about the possibility of consultations and /or
mentorship at matriculation and later during education itself.
Appropriate premises are provided to ensure undisturbed consultations and /or
mentorship.
Teachers actively participate in consultations and /or mentorship for their
subjects/modules/themes.
 Page 91 od 116

GUIDANCE SUPPORT FOR INDIVIDUAL

SUBAREA

GUIDANCE SUPPORT
FOR INDIVIDUAL

INDICATOR
Guidance for
individual before
and during
matriculation into
education

INDICATOR INDICATOR
Personal learning plan Introductory
SVETOVANJE interview

INDICATOR INDICATOR
Guidance for Guidance for
individual during individual at the end
education of the education
 Page 92 od 116

INDICATOR: GUIDANCE FOR INDIVIDUAL BEFORE AND DURING

MATRICULATION INTO EDUCATION

Quality Adult education organisation offers potential participants

standard guidance before they matriculate into education so they can
make the right decision, and the already matriculated guidance
they need at the beginning of education.
Criteria Expert staff helps candidates for enrolment with advice and guidance for
choosing programmes suitable for them.
Participants have available information about possibility of recognition of
previously acquired knowledge if educational programmes allow that.
Adult education organisation offers guidance and counselling when a more
wholesome analysis and diagnosing of individual’s needs, characteristics and
circumstances that will influence her or his education and learning are needed.

INDICATOR: INITIAL INTERVIEW

Quality An initial interview is conducted at the beginning of educational

standard programme with each participant in formal education and those
longer non-formal education programmes where this is
determined or advisable professionally.
Criteria An initial interview is conducted with each participant in formal education and
those longer non-formal education programmes where this is determined or
advisable professionally.
Adult education organisation fulfils organisational conditions (time, expert staff,
room for individual consultation, etc.) that allow the realisation of initial
interviews.
Staff conducting initial interviews in appropriately trained.
A special protocol is prepared in advance for the procedure of the initial
interview (a reminder, a check-list).
During the initial interview the adult education organisation provides the
participant with data and information he or she needs for education.
During the initial interview the adult education organisation gets from the
participant with data and information it needs for education.
After the initial interview a written record of it is prepared.
Appropriate archiving for the initial interview transcripts is guaranteed.
Information gathered during initial interviews is available to all the teachers and
other education providers who will – at the beginning of education team
sessions are organised regarding this information, intended for planning the
work with individuals.
Acquired data and information is used for planning individual’s personal
education path.
Acquired data and information is used for preparation of study group analysis.
 Page 93 od 116

INDICATOR: PERSONAL LEARNING PLAN

Quality A personal learning plan is formed for each adult participant in

standard formal education or those non-formal education programmes
where this is advisable professionally.
Criteria A personal learning plan is formed for each adult participant in formal education
or those non-formal education programmes where this is advisable
professionally.
Adult education organisation fulfils organisational conditions (time, expert staff,
premises etc.) that allow the preparation of personal learning plans.
Staff preparing personal learning plans is adequately qualified for the task.
A previously prepared protocol (reminder) is available for the preparation of
personal learning plan.
A personal learning plan includes at least:
 individual’s personal data,

 data on previously acquired formal and non-formal knowledge and work

and other experience,

 anticipated method and time frame for the education,

 determination of contents, methods and deadlines for testing and

evaluating knowledge if these are prescribed in the curriculum or
catalogue of knowledge in formal education.

Personal learning plan is co-created by the participant and the education

manager or counsellor and/or teacher.
Education participant actively co-creates her or his personal learning plan.
Method of monitoring the realisation of personal learning plan and expert staff
to monitor it are determined.

INDICATOR: GUIDANCE FOR INDIVIDUAL DURING EDUCATION

Quality Adult education organisation offers participants guidance during

standard education process.
Criteria Adult education organisation staff is available for participants to help solving
problems they encounter during education.
On the initiative of a teacher or expert worker who notices an individual has
problems, organisation offers the individual help.
Active motivational measures are used for those individuals who are deemed
potential drop-outs (they no longer come to class, slip exams etc.) to bring
them back into education.
The staff of the organisation works with experts from other organisations to
gather guidance for their participants.
The staff in the organisation is qualified for guidance work with participants
during education.
 Page 94 od 116

Indicator: GUIDANCE TO INDIVIDUAL AT THE END OF THE EDUCATION

PROGRAMME

Quality Adult education organisation offers participants guidance at the

standard end of the education programme.
Criteria Adult education organisation offers participants information about possible
further education at the end of the programme.
Adult education organisation offers participants guidance about possible further
education at the end of the programme.
Adult education organisation directs participants to external institutions that can
provide in-depth information and guidance about potential further education at
the end of the programme.
 Page 95 od 116

SUPPORT IN SELF-DIRECTED LEARNING

SUBAREA

SELF-DIRECTED LEARNING

INDICATOR INDICATOR

Guidance and Providing

mentor support for possibilities for
self-directed self-directed
learning learning
 Page 96 od 116

INDICATOR: GUIDANCE AND MENTOR SUPPORT FOR SELF-DIRECTED

LEARNING

Quality Adult education organisation gives individual support for self-

standard directed learning or organised self-directed learning.
Criteria The staff in adult education organisation encourages participants for self-
directed learning.
The staff in adult education organisation is qualified to give participants support
for self-directed learning.
Adult education organisation prepares participants for self-directed learning.
Adult education organisation allows teachers and counsellors and mentors
enough time to work with participants on self-directed learning.
The timetable of guidance and mentor support for organised self-directed
learning is appropriate for the participants’ needs.
Adult education organisation regularly monitors and evaluates the attitude
participants have to self-directed learning and identifies the most common
problems participants have with this kind of learning.

INDICATOR: PROVIDING POSSIBILITIES FOR SELF-DIRECTED LEARNING

Quality Adult education organisation offers individual good possibilities

standard for self study.
Criteria Participants in adult education organisation have a room for self-directed
learning available.
The self-directed learning room is equipped with computers with internet and
e-mail access.
Participants have various study sources available (study materials, textbooks,
multi-media materials, CDs, DVDs etc.) for self-directed learning.
Study sources are also available online (in e-classrooms etc.) so participants
can access them and study from home.
Technical support is provided during organised self-directed learning.
 Page 97 od 116

SUPPORT IN REMOVING OBSTACLES IN EDUCATION

SUPPORT IN
SOLVING/REMOVING
OBSTACLES IN EDUCATION

INDICATOR INDICATOR
Removing situational Removing institutional
obstacles obstacles
 Page 98 od 116

INDICATOR: REMOVING SITUATIONAL OBSTACLES

Quality Adult education organisation provides support for individual in

standard removing situational obstacles.
Criteria The adult education organisation staff is trained to identify situational obstacles
an individual has in connection with education.
During the initial interviews, the adult education organisation identifies potential
situational obstacles that an individual has in connection with the education,
and the teachers and experts also pay attention to them.
When it identifies situational obstacles an individual encounters in connection to
education, the adult education organisation conducts a personal interview with
her or him so they can together weigh potential solutions and how to remove
obstacles.
When it identifies situational obstacles an individual encounters in connection to
education, the adult education organisation tries to find solutions it can
influence and implements them.
When it identifies situational obstacles an individual encounters in connection to
education, the adult education organisation tries to help her or him in
establishing contacts with organisations that might be able to help.
Adult education organisation monitors adult with identified situational obstacles
in connection with education, monitors if the obstacles are being or have been
removed or is looking for new solutions if they haven’t.

INDICATOR: REMOVING INSTITUTIONAL OBSTACLES

Quality Adult education organisation provides support for individual in

standard removing institutional obstacles.
Criteria The adult education organisation staff is trained to identify institutional
obstacles an individual has in connection with education.
During the initial interviews, the adult education organisation identifies potential
institutional obstacles that an individual has in connection with the education,
and the teachers and experts also pay attention to them.
When it identifies institutional obstacles an individual encounters in connection
to education, the adult education organisation conducts a personal interview
with her or him so they can together weigh potential solutions and how to
remove obstacles.
When it identifies institutional obstacles an individual encounters in connection
to education, the adult education organisation tries to find solutions it can
influence and implements them.
Adult education organisation monitors adult with identified institutional
obstacles in connection with education, monitors if the obstacles are being or
have been removed or is looking for new solutions if they haven’t.
 Page 99 od 116

AREA

RESULTS

SUBAREA SUBAREA SUBAREA SUBAREA

ADULT GENERAL SUCCESS ACHIEVEMENTS IN PARTICIPANT AND

PARTICIPATION IN OF ADULTS IN KNOWLEDGE PARTNER
EDUCATION EDUCATION SATISFACTION

INDICATOR INDICATOR INDICATOR INDICATOR

The number and Progress of adults Achieving the Participant
characteristics of during education goals of education satisfaction
adults in
education

INDICATOR INDICATOR INDICATOR INDICATOR

Participation from A number of Development of Partner
vulnerable groups adults who key competences satisfaction
in education successfully
completed
education

INDICATOR INDICATOR
Success of adults Development of
in internal vocational
assessment of competences
knowledge

INDICATOR
Success of adults
in external
assessment of
knowledge

INDICATOR

Adult drop-outs
from education
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PARTICIPATION OF ADULTS IN EDUCATION

SUBAREA

PARTICIPATION OF
ADULTS IN
EDUCATION

INDICATOR INDICATOR

Number and Participation of

characteristics of vulnerable
adults in groups in
education education
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INDICATOR: NUMBER AND CHARACTERISTICS OF ADULTS IN EDUCATION

Quality Adult education organisation regularly monitors and analyses

standard data about the number and characteristics of adult participants
in organised forms of education and the activities supporting
education.
Criteria Numeric criteria of anticipated participation of adults in organised forms of
education and supporting activities are defined.
Comprehensible data on the number of adult participants in organised forms
of education17 and supporting activities18 for a longer period of time is
available.
Comprehensible data on the characteristics of adults in organised forms of
education and supporting activities is available (regarding gender, age,
employment status etc.)
Analyses are done and possible differences identifies between the planned
and actual participation of adults in organised forms of education and
supporting activities.

INDICATOR: PARTICIPATION OF VULNERABLE GROUPS IN EDUCATION

Quality Adult education organisation regularly monitors and analyses

standard data about participation of adults from vulnerable groups.
Criteria Vulnerable groups of population in the local environment are identified that
the education organisation wants to attract into organised forms of education
and supporting activities.
Numerical indicators of anticipated participation of adults from vulnerable
groups in individual organised forms of adult education and supporting
activities are defined.
Comprehensive data is available on the number of adult participants from
vulnerable groups in organised forms of education and supporting activities in
a longer period of time.
Comprehensive data is available on the structure of adult participants from
vulnerable groups (regarding gender, age, employment status other
characteristics that importantly define a vulnerable group etc.).
Analyses are done and possible differences identifies between the planned
and actual participation of adults in organised forms of education and
supporting activities.

For example formal and non-formal educational programmes, study circles, language courses etc.
17

For example ISIO guidance centre, centre for self-directed learning, study help etc.
18
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GENERAL SUCCESS OF ADULTS IN EDUCATION

SUBAREA

GENERAL SUCCESS
OF ADULTS IN
EDUCATION

INDICATOR INDICATOR INDICATOR

Progress of Adult drop-outs Success in
adults during from education internal
education evaluation of
knowledge

INDICATOR INDICATOR
Success in Number of adults
external who successfully
evaluation of complete
knowledge education
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INDICATOR: PROGRESS OF ADULTS DURING EDUCATION19

Quality Adult education organisation regularly monitors the data on

standard the number of adults who made progress during education.
Criteria There is clearly presented data available on the number of adults who made
progress in a determined time interval during education.
Clearly presented data on characteristics of adults who progress during
education is available, as is that on those who don't progress (according to
gender, age, employment situation and recognized obstacles in education
etc.)
Analyses are carried out to find out about the possible obstacles that prevent
adults from successfully progressing during education.

INDICATOR: ADULT DROP-OUTS FROM EDUCATION

Quality Adult education organisation regularly monitors and analyses

standard data on adult drop-outs from education.
Criteria Clearly presented data is available on the number of adults who haven't
competed education in time period previewed.
Clearly presented data is available on the characteristics of adults who haven't
successfully completed education in the previewed period (according to
gender, age, employment status, different forms of obstacles in education
etc.).
Data showing trends in numbers of adults who didn't successfully complete
education in time provided over the years.
Analyses are done and causes for drop-out adults from education studied.

INDICATOR: SUCCESS OF ADULTS IN INTERNAL EVALUATION OF

KNOWLEDGE20

Quality Adult education organisation regularly monitors the success of

standard adult participants with the internal evaluation of knowledge.
Criteria Clearly presented data on the success of adults in internal evaluation of
knowledge is available.
Data on the success of adults in internal evaluation of knowledge is presented
at andragogical sessions and other meetings.
Causes for potential differences in success rates of adults in individual
subjects, or modules where the education is thus structured, are analysed.
Comparisons with previous internal evaluations of knowledge of adults are
made, trends are detected and studied.
If the organisation uses the same programmes to educate youth and adults,
comparisons are made during internal evaluation of knowledge and causes of
potential significant deviations are analysed.

19
Quality indicator is primarily intended to be used when the educational programme or other forms of organised education
suppose that the participants must complete certain tasks in order to progress and continue education. When the
programme or implementation plans don’t define such points of passage, this inductor should be used as needed.
20
Quality indicator is aimed in particular for the use in those types of adult education that suppose internal evaluation of
knowledge.
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INDICATOR: SUCCESS OF ADULTS AT EXTERNAL EVALUATION OF

KNOWLEDGE21

Quality Adult education organisation regularly monitors and analyses

standard achievements of adults in external evaluation of knowledge.
Criteria Clearly prepared data on success rate of adults at external evaluation in
individual educational programmes, or individual programme units when the
educational programmes are thus structured, is available.
Comparisons between the planned success rate of adults at external
evaluation and the actual success are prepared.
Causes for potential discrepancies in the success rates of adults in different
programme units that are subject of external evaluation are analysed.
Achievements of adults at external evaluation of knowledge are analysed in
comparison to their achievements at internal evaluation.
If the organisation uses the same programmes to educate youth and adults,
analysis of the achievements of adults at external evaluation are made and
compared to the achievement of youth.
Achievements of adults at external evaluation are analysed in regard to the
country average.

INDICATOR: NUMBER OF ADULTS WHO SUCCESSFULLY COMPLETE

EDUCATION

Quality Adult education organisation regularly monitors and analyses

standard data abut the number and characteristics of adults who
successfully complete education.
Criteria Clearly presented data on the number and characteristics of adults who
successfully completed education is available.
Data on the average time it took adults to successfully complete education is
available.
The correspondence of the success of adults with their personal educational
plans is analysed.
Analyses are made to establish what of the things that the organisation
offered adults during education helped them most to successfully finish
education.

21
Quality indicator is aimed in particular for the use in those types of adult education that suppose external
evaluation of knowledge.
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ACHIEVEMENTS IN KNOWLEDGE

SUBAREA

ACHIEVEMENTS IN
KNOWLEDGE

INDICATOR INDICATOR INDICATOR

Achieving the Development of Development of

goals of key competencies vocational
education competencies
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INDICATOR: ACHIEVING THE GOALS OF EDUCATION

Quality Adult education organisation regularly monitors and analyses

standard in what measure are the goals of education achieved.
Criteria The staff analyses qualitative achievements of adults as compared to the
goals of education (for example, different goals set by education
programmes, education in study circles etc.)
Data on achieving goals of education for different target groups are available.
Over a specified period of time, a discussion is carried out in expert bodies or
other expert groups on the achievements of adults in achievement of goals of
education.

INDICATOR: DEVELOPMENT OF KEY COMPETENCIES

Quality In accordance of the education objectives, participants

standard develop key competences during education. 22
Criteria Participants develop their competency to communicate in their first language.
Participants develop their competency to communicate in foreign languages.
Participants develop their mathematical competency and basic competencies
in science and technology.
Participants develop the ability to use information-communication technology
(digital literacy).
Participants develop the ability of learning to learn.
Participants develop social and civic competencies.
Participants develop self-initiatives and entrepreneurship.
Participants develop cultural consciousness and skill of expression.

22
Quality indicator is used when necessary, depending on the type of education. We can use it, for example,
when we assess the achievements of the participants in education primarily intended to strengthen their key
competencies. In the field of adult education, literacy programmes would be an example. It is possible, that such
programmes don't include all of the key competences listed above, and they can predict the development of only
certain of them. We will include this starting point and use the criteria listed above sensibly. If the programme,
for example, doesn't suppose the development of ability to communicate in the first language, then this criterion
might not be relevant when assessing the achievements of key competency in this programme. However, we
have to be careful that key competencies can be included in education also as diagonal or integral competencies.
In such cases, we would assess how well key competencies were integrated into a particular education
programme (study circle etc.) and how much this contributed to the development of basic abilities in adults. For
example, teacher in an informal educational programme on marketing, which supposes that the students will
design their own business card, can carry this out so that the students design the card using a computer. With
this, the programme that was primarily intended for the participants to gain knowledge on marketing, included as
a tangential basic ability the development of the basic ability to use information-communication technology. This
quality indicator is thus intended for the assessment of how different forms of education include and develop key
competences, whether they are included in the program on the level of programme objectives, as well as when
they're integrated as tangential or integral competencies.
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INDICATOR: DEVELOPMENT OF VOCATIONAL COMPETENCIES

Quality In accordance with the goals of educational programmes,

standard participants acquire generic and specific vocational
competencies.23
Criteria Participants in education develop generic vocational competencies.
Participants in education develop specific vocational competencies.
Teachers monitor the development of participants' generic and specific
vocational competencies.

23
Quality indicator is used in formal or informal vocational education and training of adults.
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PARTICIPANT AND PARTNER SATISFACTION

SUBAREA

PARTICIPANT AND
PARTNER
SATISFACTION

INDICATOR INDICATOR

Participant Partner
satisfaction satisfaction
 Page 109 od 116

INDICATOR: SATISFACTION OF THE PARTICIPANTS WITH EDUCATION

Quality Participants are satisfied with education they received in the

standard adult education organisation.
Criteria Adult education organisation has a formulated method of discovering the
satisfaction of the participants with the education.
Participants are satisfied with the premises where the education or supporting
activities take place.
Participants are satisfied with the learning support and other types of support
in education.
Participants are satisfied with teachers.
Participants are satisfied with expert staff.
Participants are satisfied with administrative-technical staff.
Participants are satisfied with ways of informing about the process of
education and supporting activities.
Participants are satisfied with the knowledge they received in education and
its usefulness.

INDICATOR: PARTNER SATISFACTION WITH THEIR COOPERATION WITH

THE ADULT EDUCATION ORGANISATION

Quality Partners are satisfied with the cooperation with the adult
standard education organisation.
Criteria Adult education organisation has a formulated method of assessing partner
satisfaction in cooperation.
Partners are satisfied with the possibilities for cooperation in developing new
educational programmes.
Partners are satisfied with the possibilities for cooperation in realisation of
education.
Partners are satisfied with the possibilities for cooperation in assessment of
the quality of educational activity and proposing suggestions for changes and
development.
Partners are satisfied with the ways of informing about the activities of the
adult education organisation.
Partners are satisfied with the ways of established cooperation with the adult
education organisation.
Partners are satisfied with the ways the adult education organisation positions
their development priorities into its activities.
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AREA

EFFECTS

SUBAREA SUBAREA SUBAREA

PARTICIPATION IN STRENGTHENING STRENGTHENING

LIFELONG THE POSITION OF SOCIAL TIES AND
LEARNING ADULTS IN THE ACTIVE
LABOUR MARKET PARTICIPATION IN
THE COMMUNITY

INDICATOR INDICATOR INDICATOR

Participation in Increased Strengthening
further formal employment social ties
education possibilities

INDICATOR INDICATOR INDICATOR

Participation in Workplace Active

informal promotion participation in
education and the society
learning
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PARTICIPATION IN LIFELONG LEARNING

SUBAREA

PARTICIPATION IN
LIFELONG
LEARNING

INDICATOR INDICATOR
Participation in Participation in
further formal informal
education education and
learning
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INDICATOR: PARTICIPATION IN FURTHER FORMAL EDUCATION

Quality Adult education organisation systematically monitors adult

standard participation in further formal education.
Criteria Adult education organisation systematically monitors how many adults who
successfully completed formal education within the organisation returned to
participate in further formal education.
Adult education organisation systematically monitors how many adults who
successfully completed informal education within the organisation participated
in formal education.
Adult education organisation systematically monitors what kind of further
formal education the adults, who have already successfully completed formal
or informal education in the organisation, took part in.
Adult education organisation systematically monitors which target groups
participate in formal education.
Adult education organisation establishes and analyses causes that led adults
in their decision to continue or discontinue formal education.

INDICATOR: PARTICIPATION IN INFORMAL EDUCATION

Quality Adult education organisation systematically monitors adult

standard participation in informal education.
Criteria Adult education organisation systematically monitors how many adults who
successfully completed informal education within the organisation returned to
participate in more informal education.
Adult education organisation systematically monitors how many adults who
successfully completed formal education within the organisation participated
in informal education.
Adult education organisation systematically monitors what kind of informal
education the adults, who have already successfully completed formal or
informal education in the organisation, took part in.
Adult education organisation systematically monitors which target groups
participate in informal education.
Adult education organisation establishes and analyses causes that led adults
in their decision to continue or discontinue informal education after they’ve
successfully finished an informal programme.
Adult education organisation establishes and analyses causes that led adults
in their decision to continue or discontinue informal education after they’ve
successfully finished a formal programme.
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STRENGTHENING THE POSITION OF ADULTS IN THE LABOUR MARKET

SUBAREA

STRENGTHENING
THE POSITION OF
ADULTS IN THE
LABOUR MARKET

INDICATOR INDICATOR

Increased Workplace
employment promotion
possibilities
 Page 114 od 116

INDICATOR: INCREASED EMPLOYMENT POSSIBILITIES24

Quality Adult education organisation monitors the effect of its

standard educational activity in the labour market.
Criteria Adult education organisation systematically collects and analyses data on how
the participants’ employment possibilities improved after successfully
completing the education.
Adult education organisation systematically collects and analyses data on how
many of the participants found employment after completing education.
Adult education organisation systematically collects and analyses data on
which professional profiles the participants were trained for are more or less
employable in the labour market.

INDICATOR: PROMOTION IN THE WORKPLACE25

Quality Adult education organisation monitors how successfully

standard completed education helps adults in promotion in the
workplace.
Criteria Adult education organisation systematically monitors and analyses data on
how many participants who were employed at the time when they
successfully completed education were promoted in the workplace.
Adult education organisation systematically monitors and analyses data on
how many participants who were employed at the time when they
successfully completed education changed workplace in accordance to their
wishes.
Adult education organisation systematically monitors and analyses data on
how many participants who were employed at the time when they
successfully completed education have higher personal income than before.
Adult education organisation systematically monitors and analyses data on
how many participants who were employed at the time when they successfully
completed education had their fixed-term contracts changed into indefinite
period contracts.
Adult education organisation systematically monitors and analyses data on
how the successfully completed education influenced the status and
reputation of the individual in the work organisation.

24
This quality indicator is intended mostly for the type of education which trains participants to achieve a higher
level of education, professional training or professional knowledge. We can also use it to assess the quality of
those types of education that help participants strengthen key competences that will help them be more active
when finding employment or improve their position in the labour market.
25
Quality indicator is intended primarily for those types of education in which participants train to achieve a
higher level of education, vocational training, and receive vocational knowledge. We can also use it to assess the
quality of those types of education that help participants strengthen key competences that will help them be
more active in finding employment or improving their position on the labour market. The indicator can only be
used when establishing the effect on the participants who have already been employed.
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STRENGTHENING SOCIAL TIES AND ACTIVE PARTICIPATION IN THE

SOCIETY

SUBAREA

STRENGTHENING
SOCIAL TIES AND
ACTIVITIES IN THE
SOCIETY

INDICATOR INDICATOR
Strengthening Active
social ties participation in
the society
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INDICATOR: STRENGTHENING SOCIAL TIES26

Quality Adult education organisation systematically monitors to what

standard extent education strengthened adults’ social ties in the
society.
Criteria Adult education organisation systematically monitors how much participation
in education strengthened adults' social ties in their immediate living
environment (family, friends, relatives etc.).
Adult education organisation systematically monitors how much participation
in education strengthened adults' social ties – making new acquaintances or
associating based on common interests discovered or intensified because of
education.
Adult education organisation systematically monitors how much participation
in education strengthened adults' social ties in their work environment.

INDICATOR: ACTIVE PARTICIPATION IN COMMUNITY

Quality Adult education organisation systematically monitors how

standard much education contributed to active participation of adults in
community.
Criteria Adult education organisation systematically monitors how much education
contributed to adults more actively participating in solving problems in their
local environment.
Adult education organisation systematically monitors how much education
contributed to adults more actively participating in different societies and
associations.
Adult education organisation, organisation systematically monitors how much
education contributed to adults more actively participating in organisation
and realisation of various cultural and other events.
Adult education organisation, organisation systematically monitors how much
education contributed to adults more actively joining different campaigns
which aimed to influence political decisions.

Quality indicator is primarily used in those forms of education that aim and target to strengthen
26

social ties of adults; this shows, for example, in an increased participation of adults in different social
networks, Likewise, the criteria with which we measure if quality standard is met are to be used
sensibly, depending on the goals and different forms of education.