To what extent does the adult education provider (AEP) consult with current employers to formulate relevant learning aims and develop skills that the market requires?
To no extent
Just to a small extent
To a medium extent
To a great extent
To what extent does the AEP consider the educators' and learners' needs when preparing the learning programme?
To no extent
Just to a small extent; it considers only educators' needs
To a medium extent; it considers only learners' needs
To a great extent; it considers both educators' and learners' needs
How many times a year does the AEP perform an analysis allowing him to plan its educational offer for the long term?
None, there is no need for regular analysis for long-term planning
Once per year
Two times per year, on a semestral basis
Every three months
Does the AEP plan the appropriate activities and resources in advance?
No, there is no need to be planned in advance
The AEP pays more attention to the resources
The AEP pays attention to both but not always
Both activities and resources are crucial and always considered
Does the AEP foresee flexibility to adjust, replace, add or remove initial methods and tools at a delivery phase to stay relevant and engaging for learners?
No, the programme always follows the initial plan
It is focused more on the methods
It pays more attention to the tools
The organisation shows flexibility to adjust, replace, add or remove the initial methods and tools
To what extent is the AEP prepared for unforeseeable circumstances such as pandemics, earthquakes, etc.?
To no extent
Just to a small extent
To a medium extent
To a great extent
To what extent does the AEP offer learning resources adjusted to the needs of under-represented groups? (e.g. tailored content, e-learning platforms, etc.)?
To no extent
Just to a small extent
To a medium extent
To a great extent
To what extent does the AEP plan to involve ICT tools to improve the learning process? (e.g. Trello, Google Classroom, etc.)
To no extent
Just to a small extent
To a medium extent
To a great extent
Does the AEP plan to involve practical exercises in the learning process to motivate students to be more active in the learning process?
The planned practical exercises constitute 0-10% of the learning process
The planned practical exercises constitute 10-30% of the learning process
The planned practical exercises constitute 30-50% of the learning process
The planned practical exercises constitute 50% or more of the learning process
To what extent does AEP design the programme to prepare the learners for real-life situations?
To no extent
Just to a small extent
To a medium extent
To a great extent
Does the AEP offer personalised programmes of study? (e.g. online lessons and lessons during the weekends)
The AEP does not offer personalised programmes at all
The AEP occasionally offers personalised programmes to some students
The AEP usually offers personalised programmes if needed
The AEP always offers personalised programmes to all the students that need them
What does the AEP consider when compiling the adult education programme fee?
The fee is low to attract learners
The fee is high to maximise the provider's gain
It depends on the programme
The fee is balanced
Does the AEP plan every stage of the programme (e.g. planning, delivery, evaluation, and relevance) at the very beginning?
No, every stage is prepared separately when it begins
The AEP prepares the first two stages during the planning phase
The AEP prepares the first three stages during the planning phase
Yes, AEP prepares the whole programme cycle
To what extent does the AEP plan a marketing strategy to promote its programme among target groups?
To no extent
Just to a small extent
To a medium extent
To a great extent
Is the adult education programme in line with the goals and values of the institution itself?
No, the programme should focus entirely on learners' needs
It does not matter as this will not affect the quality of the education provided
It is sometimes in line, but not always
It is in line because otherwise, the institution loses its credibility and risks failing the programme's quality standards