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Valorisation and Follow-Up to Evaluation. Some Success Factors
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Measuring the Wider Benefits of Adult Learning – Focus Group Guidelines for Learners and Training Providers
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Checklist for providers: Evaluation of provider inclusion in Adult Education Policy Making
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Value added stemming from the participation in AE.
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Survey for Public Administration Staff
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Survey for providers
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Checklist to assess consistency of the objectives and outcomes of the AE trainings and programmes with the overarching strategies and agendas adopted by the EU
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Focus Group Questions
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Evaluation of Creativity in Adult Education Policy Making Matrix
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Dimensions of Diversity in Adult Learning
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Why this tool?
Policy makers seek to monitor the implementation of policies they are responsible for. However, policy makers need tools to facilitate this task. This tool is based on the dimensions of human diversity: Age, Ethnicity and Race, Gender/gender expression, Physical abilities/qualities, and Mental ability. What purpose does this tool solve? Data on dimension is available from the Small Area (SA) level census data. The adult education provider can collect correlating data from learners within the guidelines of general data protection legislation. The data collected is utilized for PLSS reports and annual agency reports. However, the relative value of the data can be further utilized for relative comparison purposes and analyse the data trends through a positive forces/negative forces (Driving forces/Restraining Forces) force field analysis. How to use this tool? For the purposes of evaluating adult education policy internal dimensions of diversity and external dimensions of diversity are relevant. Internal diversity characteristics are ones related to situations that a person is born into. They are distinctions that a person didn’t choose for themselves and are impossible for anyone to change. Internal diversity distinctions are included in the forcefield analysis template: In the context of diversity, the term external is used to describe things that are related to a person but aren’t characteristics that a person was born with. While external diversity can be heavily influenced by other people and their surroundings, they ultimately are characteristics that a person can change and often do over time. External diversity distinctions are included in the forcefield analysis template: • Organisational and Worldview dimensions are not relatively directly relevant to national and local policy makers. Therefore, they are not included in the CREATE2Evaluate draft tool. Content list • Content list • Introduction • Understandiing the dimensions of diversity • The four components of diversity • References ![]() Download Tool |
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Checklist to assess: Inclusivity of AE policies and availability of AE programmes in geographically excluded areas
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Tips for policy makers seeking stakeholder engagement
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Critical Success Factors: A Case Study
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Individual Interview with participant: Methods, equipment and personnel in Adult Education and adjustment to the target group.
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Title: The EPALE Resource Centre |
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Title: The Digital Teaching Professional Framework |
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Title: Advanced Practitioner Toolkit - Professional Development Cards toolkit |
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Title: Key Competences for Adult Learning Professionals study |
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Title: Becoming Adult educators in the European Area Study |
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Title: The EAEA (European Association for the Education of Adults) |
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Title: EURYDICE |
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Title: Upskilling Pathways (European Commission) |
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Title: European Quality Assurance in Vocational Education and Training (EQUAVET) - Policy Briefings |
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Title: European Quality Assurance in Vocational Education and Training (EQUAVET) - Materials and Resources |
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Title: Adult Education Survey |
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Title: Eurodiakonia - Toolkit on European Funding and Project Management |
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Title: Policy Toolkit for Policy Making in Northern Ireland - From Consultation to Announcement |
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Title: Policy Toolkit for Policy Making in Northern Ireland - Impact Assessment |
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Title: Policy Toolkit for Policy Making in Northern Ireland - Identifying and Apraising Policy Options |
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Title: Policy Toolkit for Policy Making in Northern Ireland - Developing and Analysing Evidence |
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Title: Policy Toolkit for Policy Making in Northern Ireland - Justification and Set Up |
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Title: Policy Toolkit for Policy Making in Northern Ireland |
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Title: Cabinet Office - Open Policy Making Toolkit |
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Title: In-Depth Analysis of Adult Learning Policies |
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Title: EU Commission - Towards More Effective Adult Learning Policies |
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Title: Emagister (SPAIN) |
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Title: Migrant Skills |
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Title: Cabinet Office - Open Policy Making Toolkit - Generating New Ideas |
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Title: Cabinet Office - Open Policy Making Toolkit - Piloting New Ideas |
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Title: Cabinet Office - Open Policy Making Toolkit - User Needs |
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Title: Cabinet Office - Open Policy Making Toolkit - Analysing the Policy Problem |
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Title: Cabinet Office - Open Policy Making Toolkit |
Best practice |
Title: Tools for teaching and leading |
Best practice |
Title: Project outreach Empowerment Diversity (OED). |
Best practice |
Title: Career consultants EKS |
Best practice |
Title: AiKomPass |
Network / Forum |
Title: Nordic network for adult learning (NVL) |
Network / Forum |
Title: Arbeitskreis deutscher Bildungsstättene.V. (Association of German Educational Providers) |
Network / Forum |
Title: Regionalbüro für berufliche Fortbildung Baden-Württemberg (Regional Office for Vocational and Professional Training) |
Network / Forum |
Title: (European Association of Regional and Local Authorities for Lifelong Learning) EARLALL |
Network / Forum |
Title: Latvian Adult Education Association (LAEA) |
Platform |
Title: DIE |
Platform |
Title: Fundación Estatal para la formación en el empleo (SPAIN) |
Platform |
Title: Bündnis für Lebenslanges Lernen (Alliance for Lifelong Learning - BLLL) |
Platform |
Title: ESREA |
Policy |
Title: UNESCO Institute for Lifelong Learning - Collection of Policies and Strategies |