Does the AEP have a clear procedure for evaluating the relevance of each programme offered?
Not at all, the AEP does not gather data on the relevance of its educational offer
The AEP gathers the needed data on its relevance on a random base
The AEP gathers the data on its relevance but on few of its aspects
The AEP follows a clear procedure on evaluation of the relevance of its educational offer
To what extent have the AEP programmes met the initial learners' abilities and expectations?
To no extent
Just to a small extent
To a medium extent
To a high extent
Were the abilities gained through the training program crucial for the learners' career advancement opportunities?
Not at all
Maybe a little bit
To some extent
To a great extent
Does the AEP track participants' employment status after completing a training program?
No, it does not have further contact with the students
Only by checking their status on their websites or social network sometimes
Yes, through a survey on a random basis
Yes, through regular follow-up surveys for all alumnus
To what extent has the collaboration with external companies and organisations helped learners to find a new job?
To no extent
Just to a small extent
To a medium extent
To a high extent
To what extent have learners shown progress in their practical skills in the final programme evaluation?
To no extent
Just to a small extent
To a medium extent
To a high extent
To what extent have the teaching staff acquired new methodologies after the end of the programme to be up-to-date with the new trends in the adult educational field?
To no extent
Just to a small extent
To a medium extent
To a high extent
To what extent does the AEP consider students' feedback about courses' relevance to improve its training offer?
To no extent; it never applies students ' feedback to improve the training offer
Just to a small extent; it sporadically applies students' feedback to improve its training offer
To a medium extent; it usually applies students'' feedback to improve the training offer
To a high extent; it applies students' feedback to improve the training offer always when it's possible
Based on the initial learners' needs, to which extent has the AEP upgraded the educational offer with content based on the labour market needs?
To no extent
Just to a small extent
To a medium extent
To a high extent
Does the AEP regularly analyse the short (e.g. skills improvements), medium (e.g. higher salary, better professional environment) and long-term (e.g. permanent employment, better working conditions) effects of learners' participation in the training?
The AEP does not analyse these effects
The AEP sporadically analyses some of these effects
The AEP usually analyses most of these effects
The AEP always analyses all of these effects
In terms of the social relevance of the educational offer, does the AEP gather data from its students on how the courses have affected their overall well-being and quality of life?
The AEP does not gather data on the social impact of its offer
The AEP gathers data on a random base by some of its participants
The AEP gathers data by all of its participants
The AEP has a clear procedure, gathers and compares economic and social relevance
If the AEP has provided its teaching staff with some training, have they improved the educational offer (measured by the learners’ progress and satisfaction at the end of the courses)?
Not at all
Maybe a little bit
To some extent
To great extent
Compared to previous years, has the number of students and new programmes increased in the last year?
Not at all
Maybe a little bit
To some extent
To great extent
To what extent the AEP could be ranked among the best adult education providers with regard to the quality of its services?
To no extent
Just to a small extent
To a medium extent
To a high extent
Does the AEP track the learners' willingness to engage in further training in the same organisation?
The AEP does not gather such data
The AEP gathers such data on a random basis
The AEP gathers such data by some of its learners
The AEP follows a clear procedure on learners’ willingness to engage in further training
