Abstract
The effectiveness and sustainability of further education are of interest to many actors in the education system. Accordingly, evaluation projects are often intended to prove the effectiveness of further education. Evaluations are often unable to provide an empirical measurement of impact. Alternatives are therefore needed as to how the impact and sustainability of further education can be evaluated. In this article, an evaluation model based on theory and saturated with practical evaluation experiences is presented. The theory offers many determinants of effective teacher further education, findings from evaluation research structure the evaluation procedure. The model presented combines these approaches and thus offers a systematization for evaluations in this subject area.
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