EVALUATION FOR THE PROFESSIONAL DEVELOPMENT OF ADULT EDUCATION STAFF: A EUROPEAN PROJECT

This paper aims to present a project, carried out within the Lifelong Learning Programme - Grundtvig Multilateral Projects -, with the main goal of exploring 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 January 2014 and is planned to be completed in December 2015. 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 made up of 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 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 described here 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 to create, together, new and effective assessment strategies and a new "vision", capable of making a significant contribution to current practices. To achieve these goals, the project involved a target group of official and unofficial evaluators with different roles in adult education services. 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 achieve these aims, the project has developed: 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 in the work of evaluators of adult education staff; a mobility workshop, that will be an opportunity for practitioners and researchers to share theories and practices about the evaluation of adult education staff, in order to build up collaborative knowledge; a curriculum (to be completed at time of writing) for training 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 Handbook (to be completed at time of writing) that will summarize the theoretical background and its practical implications in providing evaluation methods for adult education staff. guidance and counselling tools and methods for the evaluation of adult education staff. To summarize, this paper aims to present our project as an opportunity to build up a professional profile of the evaluator of adult education staff, starting from the concrete evaluation already done by professionals in the adult education field.