1. ACHIEVING THE GOALS OF CURRICULUM (KNOWLEDGE, VALUES, GENERAL EFFICIENCY) 

1.1 ACHIEVEMENTS IN KNOWLEDGE

1.1.1 Appraisal at internal assessment of knowledge

1.1.2 Appraisal at external assessment of knowledge

1.2  DEVELOPMENT OF VALUES

1.2.1 Basic social values

1.2.2 Values of individual

1.2.3 Basic civic values

1.3 GENERAL EFFICIENCY

1.3.1 Quality of knowledge from the employer's and individual's point of view

1.3.2 Advancement in programme

1.3.3 Transition to further education

1.3.4 Employability and promotion

2. EDUCATIONAL PROCESS (LEARNING AND TEACHING)

2.1 PLANNING AND IMPLEMENTATION OF EDUCATIONAL PROCESS

2.1.1 Introductory interview with each individual participant regarding the planning and
        execution of education

2.1.2 Assessment and analysis of needs for education of a group of participants or an
        individual

2.1.3 Understanding of individual's prior knowledge and experience

2.1.4 Choosing forms of organisation, structuring educational process

2.1.5 Amount of hours of organised education

2.1.6 Goal planning in the operative curriculum

2.1.7 Choosing and categorising educational topics

2.1.8 Choosing forms and methods of work

2.1.9 Textbooks and study material.

2.1.10 Choosing ways and methods of assessing and evaluating knowledge and adjusting
         conditions for promotion

2.1.11 Participants' influence on planning, execution and evaluation of educational proces
  

2.2 ROLE AND CO-OPERATION OF EDUCATORS IN PLANNING AND IMPLEMENTATION

2.2.1 Understanding syllabus and catalogue of knowledge

2.2.2 Teacher's preparation for educational process

2.2.3 Links between subjects

2.2.4 Teacher's role in educational process

2.2.5 Co-operation between principal/director and the head of adult education at
        education planning

2.2.6 Co-operation between head of adult education and teachers at planning and execution

2.3 LEARNING ENVIRONMENT

2.3.1 Premises and equipment

2.3.2 Library, multimedia, self-study centre, internet access, access to information
       (COBISS)

2.3.3 Computers and technology

2.3.4 Additional rooms

2.3.5 Information centre or office for part-time students

3. PARTICIPANT IN EDUCATIONAL PROCESS

3.1 PARTICIPANT IN EDUCATIONAL PROCESS

3.1.1 Personalised educational plan for each individual participant
3.1.2 Monitoring, guidance and help for the participant
3.1.3 Motivation for learning
3.1.4 Incentives for self-study
3.1.5 Communication between participants and teachers
3.1.6 Communication between participants and the head or the organisers of education
3.1.7 Communication among participants and the influence of a group
3.1.8 Participant satisfaction 
 

3.2 CONDITIONS FOR ADVANCEMENT

3.2.1 Social conditions

3.2.2 Economic conditions

3.2.3 The influence of working environment on education

4. TEACHERS

4.1 PERMANENT EDUCATION

4.1.1 Kind, scope and plan of permanent professional training for andragogic work in
        educational organisation
4.1.2 Motivation of teachers for training for andragogic work
4.1.3 Conditions for teacher training for andragogic work
4.1.4 Self-education for andragogic work
4.1.5 Participation in international project for development and experience exchange
  

4.2 DEVELOPMENT AND COUNSELLING WORK

4.2.1 Participation in expert group work
4.2.2 Active participation in the field of expertise, with outside professional organisations
4.2.3 Co-operation with library, multimedia and other information centre

4.2.4 Participation at preparation and development of learning materials for adults 
 

4. 3 TEACHER SATISFACTION

4.3.1 Teacher motivation for work in adult education

4.3.2 Teacher satisfaction with work in adult education

5. EDUCATIONAL ORGANISATION AND ITS PARTNERS

5.1 INFORMING

5.1.1 Ways of informing

5.2 POSSIBILITIES FOR INFLUENCING AND CO-OPERATION OF PARTNERS IN THE LEARNING PROCESS

5.2.1 Employer influence on planning, contents and execution of the educational process
5.2.2 Development of educational programmes (expert and professional training)
5.2.3 Influence of local and wider environment
5.2.4 Inclusion of partner into adult education evaluation
5.2.5 Co-funding adult education 
 

6. MANAGING AND ADMINISTRATION

6.1 POSITION OF ADULT EDUCATION

6.1.1 How the adult education is organised in an educational organisation
6.1.2 Independence, competence and normative structure of adult education
6.1.3 Systematisation of posts
6.1.4 Funding adult education
  

6.2 PROFESSIONAL DEVELOPMENT OF THE RESPOSNIBLE FOR ADULT EDUCATION

6.2.1 Following innovations in adult education

6.2.2 Continuous professional training for adult education management and administration

6.3 MANAGING

6.3.1 Planning (mission and vision of adult education)

6.3.2 Decision-making

6.3.3 Respecting particularities of adult education

6.3.4 Evaluation; encouraging development and quality of adult education

6.4 ORGANISATIONAL CULTURE

6.4.1 Mastering changes, encouraging learning culture

6.4.2 Processes of communication and information exchange

6.5 RESOURCE MANAGEMENT

6.5.1 Career planning and personal development of the employees in an educational
        organisation

6.5.2 Stimulation of employees in adult education

6.5.3 Managing funds for adult education