This report summarises the results of the project "Measuring Learning Mobility in Vocational Education and Training" (specific contract n° VC/2019/0024 signed between Directorate-General for Employment, Social Affairs and Inclusion, Unit E3 and GOPA, under the Eurostat framework contract 2018.0086). The current project has aimed at…

This chapter proposes approaches for assessing learners and evaluating courses and curriculum that could be used by directors of health professions education (HPE) programs to determine the effectiveness and impact of their programs.

In this article, I propose that neither traditional assessment nor alternative, competence-based assessment is adequate to meet the challenges of uncertain change. Existentialist assessment that focuses on developing learners' commitment, rather than their competence, may be more decisive in empowering learners who are facing adversity.…

In 2010, the Council for Adult and Experiential Learning (CAEL) conducted the first major multi-institutional study of the relationship between prior learning assessment (PLA) credit-earning and student academic outcomes, which found that adult students with PLA credit were two and a half times more likely to have earned a postsecondary degree…

Adult learning policies, like any other policies, need to be effective: they need to reach their objectives and attain the desired impacts, which should be carefully defined. Understanding the performance of policies allows policy makers to change and improve them. A growing body of research and statistics provides important insights into how…

Drawing on an exploratory qualitative study, this article considers the link between business school teaching at graduate level and subsequent work behaviour and experiences of former students. It evaluates the student experience some time "after" graduation. The findings of the retrospective evaluation point to the value of classroom…

Summarizes themes from the articles in this issue: distinction between evaluation and assessment, innovation, bias, integration into program delivery, and transfer. (SK)

Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for…

People learn in many different ways and in many different places. What is learned informally or experientially is often the same or similar to what may be learned in traditional formal learning environments. There are many reasons why recognizing experiential learning is viable educational option, more so in today's economy than ever before. Prior…

Beyond the obvious acquisition of the three "R's"--reading, writing and arithmetic--many other benefits derive from learning. Increases in self-esteem and confidence have often been cited as consistent, if unanticipated, outcomes of learning and have been achieved even when there has been limited gain in the competency being learned.…

This Support Document was produced by the authors based on their research for the report, "Assessing and Acknowledging Learning through Non-Accredited Community Adult Language, Literacy and Numeracy Programs," and is an added resource for further information. There were five phases of this project: Phase 1 comprised further interrogation…

This chapter seeks to provide the field of education for adult English speakers of other languages--at local, state, and national levels--with a timely overview of the state of assessment in adult English for Speakers of Other Languages (ESOL) programs in the United States. It also seeks to provide a brief description of assessment reform…

This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines monitoring adult learning for knowledge-based policymaking. The following are among the topics discussed in the booklet: (1) the need to reconstruct the reality of adult learning in consideration of the concepts of lifelong learning…

This paper describes an evaluation model called embedded training evaluation (ETE) which can be used to evaluate different types of training ranging from basic skills through constructed learning. The model was developed for the New York State Child Welfare/Child Protection Services Common Core training program. ETE is particularly effective in…

The Skills and Knowledge Profile (SKP) is a tool developed in Canada to document learning styles and strategies of adult learners. The instrument was developed as a systematic approach to capturing the learning styles of unemployed and employed adults across sectors. It is made up of these six sections: (1) Learning Access and Personal…