Eureka! Institutional Repository

Vocational education and adult education as an integral part of the education system enhance competences and allow graduates to respond to the new growing challenges in the labour market of a society characterized by continuous socio-economic and technological developments. Over the past decade, quality assurance in adult education is at the heart of European education policy and actions to evaluate teacher education and training are being promoted. In the context of the discussion on educational evaluation, there was a need to explore the views of adult educators on the evaluation of their competence and their educational work in view of the actions to restructure Greek education in accordance with OECD guidelines. Respondents reported that their self-evaluation as well as their evaluation by their learners should be taken into account in both processes of evaluating their educational work and their competence aw educators. The results of the research lead to the conclusion that effective evaluation of adult educators requires that its pedagogical role is understood, that it includes reliable, meritocratic and meaningful procedures with clearly defined criteria, objects and purposes and that it is implemented by professionals appropriately trained in educational policy issues. The research results in relation to the trainers' attitudes about the evaluation purpose and process can contribute to the development of an effective evaluation system for adult educators.