the evaluation of adult education and training programs are outlined. Key questions which need to be answered whichever approach is undertaken are presented. Evalua-tion models and approaches are summarized and two particular models are highlighted as popular butcontrast-ing approaches to evaluating adult education and training programs.
Who carries out any evaluation is a central issue and in adult education one can detect a preference for participatory evaluative procedures. In addressing the questions about when an evaluation procedure takes place one can similarly detect a preference for formative, ongoing, evaluations.
To develop successful students, one focus of adult education programs should be on developing and supporting effective teachers, especially those new to adult education or the profession. This page includes a variety of resources and tools to enhance teacher effectiveness in adult education. Adult Education Teacher Competencies.
Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process.. There are two common purposes in educational evaluation which are, at times, in conflict with one another. Educational institutions usually require evaluation data to demonstrate effectiveness to funders and other stakeholders, and to provide a measure of performance for.