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EACEA National Policies Platform:Eurydice
Quality assurance in adult education and training


11.Quality assurance

11.3Quality assurance in adult education and training

Last update: 27 November 2023

Responsible Bodies

Evaluation, work-place trainings, inspection and investigation in adult education under the auspices of the General Directorate of Lifelong Learning is carried out by education inspectors working in Board of Educational Inspectors.

External evaluation of the adult educational institutions is carried out by the education inspectors affiliated to Board of Education Inspectors in Province Directorates of National Education.

Institutions affiliated to the General Directorate of Lifelong Learning are monitored by Educational Inspectors working in National Education Directorates of 81 cities in line with annual plans in terms of external quality evaluation of the adult education institutions. Adult education institutions are visited by the educational inspectors for counseling and monitoring. In those visits, the administrators of the institutions are monitored and evaluated. The problems and solution suggestions prepared in the inspection report that is prepared in institutional visits in every three years, and the institutions are provided with a monitoring and evaluation report to offer remedies. In the evaluation process of the adult education institutions, inspection guidance form prepared by the Directorate of Guidance and Inspection for Public Education Centers and Vocational Education Centers are widely utilized.   

Quality Framework of National Education

Via the indicators of the quality framework, the early childhood education schools can be monitored and inspected by the MoNE with regards to the quality standards. Within the Quality Framework of National Education, the key acquisitions of the students, infrastructure, financial and physical infrastructure, preparedness, educational context and environment, participation of the social areas, lifelong learning, mobility, success and transfers, context of monitoring, risk evaluation, monitoring activities, information and communication as well as other variables are included as key standards and criteria. The early childhood education schools and their success are to be monitored and evaluated in terms of those indicators, and then reported in order that a reliable, valid and data-driven mechanism shall be activated to help develop educational policies (Decision of the Higher Planning Board, dated 6/3/2014 numbered 2015/6 Official Newspaper).

Approaches and Methods for Quality Assurance

The inspection guidance form is utilized by the Directorate of Guidance and Inspection in the inspection of the adult education institutions, which is run by the Directorate of Education Inspectors within the 81 City National Education Directorates at local level. In addition, the studies of the education inspectors conducted at city level and their reports are monitored and evaluated by ‘General Directorate of Monitoring and Evaluation’ in the central organization.

The inspection guideline prepared is published on the webpage of the Board of Counseling and Inspection so that the schools/institutions and administrators become initially aware of criteria based on the inspection and evaluation processes.

Upon planning the guideline for the inspection of the adult education institutions including Public Education Centers and Vocational Education Centers, inspection types of the Board of Counseling and Inspection and Board of Education Inspectors are taken as the major references. It is aimed to shed light on the studies of the counselors and education inspectors, to standardize the content and process of the education inspections across the country. The laws and regulations which are in effect are taken into consideration during the inspections.

School/institution inspection processes carried out by the education inspectors basically focus on educational activities, administrative and financial processes.

The guideline includes the criteria and sub fields of those three major fields. Those fields and sub-fields are as follows:

1. Educational Activities

  • Education-training processes
  • Outcome of the education-training processes
  • Problems
  • Suggested solutions

2. Educational Environments 

• Basic Information of the Institution

 • Physical Condition 

• Security precautions 

• Problems 

• Solution proposals 

3. Educational Activities 

• Teaching Activities 

• Educational Events 

• Results of Educational Activities 

• Problems 

• Solution proposals 

4. Management Activities 

• Research, Planning and Implementation 

• Organizing 

• Student Trainee Affairs 

• Human Resources Business and Transactions 

• Audit, Monitoring and Evaluation 

• Information systems 

• Results of Management Activities 

• Problems 

• Solution proposals 

5. Financial Affairs and Transactions 

• Use of Financial Resources 

• Revolving Fund 

• Movable Goods Transactions 

• Problems 

• Solution proposals 

6. Studies Conducted Within the Scope of COVID-19 Measures 

7. Monitoring and Evaluation 

8. Admin Information 

9. Sample Applications 

10. General Evaluation 

Problems/Suggested solutions

The inspection reports include problems identified during the evaluation process and suggested solutions for those problems at institutional level. Those reports are assigned to the school as well as the directorate of national education at provinces or towns. Based on the evaluation of the education inspectors, schools are to prepare a developmental plan. Those plans are to include the following issues for each area of inspection:

  • Responsible unit/school/institution to fulfill the solution
  • Responsible unit/school/institution to cooperate for the solution
  • Actions to be taken toward the solution
  • Estimated time frame for the solution (Month-Year)

The development of the adult education institutions is observed by the educational inspectors based on the developmental plan for the school-institution.