Abstract
European Union programmes in the field of education and training demand regular evaluation. However, due to several conceptual and measurement issues, the validity of evaluation results is put into question. The paper proposes to assess the programmes from a refined perspective of impact, calling for the clarification of some key methodological issues. Two groups of problems for the validity of evaluation research in the field of educational programmes are identified, one referring to causality and second to the absence of proper conceptualisation and operationalisation. The case of LLP impact evaluation in Slovenia is used to present the solutions to outlined problems.
Published Version
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