Evaluation of adult education

The paper describes new approaches in the evaluation of adult education, which combine qualitative and quantitative methods. The author firstly reviews two basic paradigms of evaluation: positivistic and constructivistic, which form the background for the development of the evaluation methods. The important question of new approaches is not the favoured method but rather how to achieve the purpose or how to enrich and enhance the use of evaluation results. Many experts emphasise that evaluation cannot be viewed only from one perspective but must be viewed from several pluralistic perspectives. Evaluation on the base of intensive participation, discussion and negotiation between all interested parties and equal participants increases the probability that evaluation results will be credible and used. The paper concludes with the role of the evaluator in the new approaches which is to facilitate, coach and mediate communication and discussion between different stakeholders