Abstract:

This paper aims at presenting a project, realized within the Lifelong Learning Programme - Grundtvig Multilateral Projects - , with the main goal to explore the evaluation as a key aspect for the professional development of adult education staff, in order to define the professional profile of the evaluator of adult education staff at a European level.

The project started in 2014 and it is planned to be finished in 2016. It will contribute to promoting a European culture of evaluation in the adult education system, taking into account the specific differences between the fields of intervention and the expertise related to adult education.

The project has been developed by a Consortium composed by 6 partners from 5 European Countries from different EU regions: Southern Europe (Spain, Italy, Greece), Central Europe (Poland) and the Baltic region (Latvia). The geographical spread covers some important diversities in the EU as regards to the different traditions in Adult Education, Lifelong Learning and Evaluation Systems theories, models and methodologies. Geographical diversity also accounts – to some extent - for different traditions in adult learning, different traditions and models in defining evaluation, as well the methodologies, procedures, practices (i.e. qualitative or quantitative traditions of evaluation).

The project here described uses an innovative methodology in the field of adult education, based on a collaborative approach in constructing knowledge and cooperation between those who have working knowledge (professionals working in agencies of adult education) and those who have theoretical knowledge (researchers). This approach aims at creating, together, new and effective assessment strategies and a new "vision", capable of contributing significantly to the practices currently employed. To achieve these goals, the project involved a target group of official and unofficial evaluators with different roles in the services of adult education. Some of the practitioners involved belong to organizations and associations that each country has identified as partners and have been an integral and structural part of the project, since its beginning.

To reach these purpose, the project aims at developing:
• a qualitative research, in order to investigate the different theoretical models of adult education and evaluation in the countries involved and the relationship between models and current practices carried out in the evaluators’ of adult education staff work;
• a mobility workshop, that will be the occasion to share theories and practices about the evaluation of the adult education staff between practitioners and researchers, in order to build a collaborative knowledge;
• an Handbook that will summarize the theoretical background and its practical implications in providing evaluation methods for adult education staff.
• a curriculum for the training of the professionals involved in the evaluation of adult education staff, in order to promote the wellbeing, quality and productivity of those who work in the adult education field, preventing and facing their risk of burn-out and occupational diseases.
• a guidance and counseling tools and methods for the evaluation of adult education staff.

To summarize, this paper wants to present our project as a possibility to build a professional profile of the evaluator of adult education staff, starting from the concrete evaluation already done by professionals in adult education field.

Keywords:

Adult education, evaluation, professional development, lifelong learning.