RATIONALE
The field of adult education is extremely varied. Organisations are serving different audiences and
target groups, are funded from a variety of sources and work in a complex field of societal forces.
Within the sector of adult education we see a variety in the extent to which outputs are
standardised and to which other criteria are fixed. This does not mean there are no similarities:
the learning processes and the teaching to promote the learning are the core business of all types.

As Life Long Learning situations are often less formal and less structured, quality care,
self-evaluation, self-regulated learning and setting up the institution as a learning organisation is
even more needed in an LLL context.
Looking at the present status of self-evaluation in adult education one can say that:

• If (ever) self-evaluation takes place it only leads to registration, paperwork used at organisational level and not leading to action at teaching/learning level.
• Interpretation of the data and communication of the results often does not take place.
• Present systems are not embedded in the daily practice and are used at organisational level mainly for accountability reasons.

The SEALLL project will focus on self-evaluation in life long learning as an attempt to enrich/enlarge your own (organisational and individual) view by looking at yourself in a systematic
way from the various perspectives other relevant players may look at you. Self-evaluation provides this learning background that is basically empowering and emancipatory. To safeguard this, it is commendable that the one initiating the self-evaluation is in control of content, process, the results and the forthcoming decisions.

For most countries and institutions this culture of self-evaluation is new. On the other hand a lot of experience is available in some countries and in the more compulsory and formal domains of education and training. Through the SEALLL project we want to create and disseminate useful material (self-evaluation tools, guidelines, dissemination and awareness raising material...) and set up local, national and international training. A broad European approach will be guaranteed by the involvement of a large group of institutions (cross section of types of adult education institution from the 8 partner countries). These are called the 'members' and will actively participate in the creative (writing), piloting (testing), monitoring and evaluation phase of the project.

GOALS

• To make people aware of specific challenges of self-evaluation in a national and cross-national setting.
• To help all 'players' in LLL-institutions self-evaluate their teaching, learning and the management of their organisation.
• To help LLL-institutions set up their institution as a learning organisation at all levels.
• To promote a bottom-up approach to self-evaluation in LLL.
• To ensure a broad European approach to the creation of this material.
• To focus on the use of self-evaluation data, the analysis, the consequences.

OUTCOMES

• A modular frame work of dimensions, indicators and criteria for self-evaluation of quality in LLL settings that enables potential users to design their own evaluation process.
• An international training/writing seminar for the creation of self-evaluation tools and guidelines in a broad European context (Antalya, 16-21 May 2006).
• A website with the modular frame, appropriate tools, guidelines, self-evaluation instruments (prioritised sections, see point 8), on line SE tools, examples of good practice in this field etc.
• Training sessions and in-service days at regional/national level.
• A pool of experts, trainers and speakers in this field. (for organisers of national or international training events).
• A manual for teachers/trainers and staff with guidelines, methods and techniques to introduce and implement self-evaluation in adult learning.
• A 'critical consumers guide' for launching self-evaluation.
• An international conference for dissemination and validation of the material.