The recent research is Part 4 “Quality of adult education and its provision” of the study 2012-2014 initiated by the Ministry of Education and Science (MOES) of Latvia “Implementation of the European agenda for adult learning” and supported by European Commission (2012-3753/001-001). The main aim of the MOES study: to promote collaboration and create a network between all stakeholders involved in adult education in order to enhance adults’ skills, competencies and raise their qualification.

Quality of adult education is a fundamental challenge to the professionalism of educators, trainers and their institutions. This challenge is coming from policy-makers and hinders who are convinced that our vocational education and training systems have not been delivering what is required of them, to the detriment of the competitiveness of the economy (Tight, 2002). The strategy for the current decade in Europe “Europe 2020” is a strategy for smart, sustainable and inclusive growth to increase Europe’s competitiveness through fostering economy based on knowledge, research and innovation as well as improve people’s employability across Europe (Europe 2020, 2010).

Harvey and Knight (1996) identify the following meanings attributed to education quality: quality as exceptional, i.e., exceptionally high standards of academic achievement;  quality as perfection (or consistency), which focuses on processes and their specifications and is related to zero defects and quality culture; quality as fitness for purpose, which judges the quality of a product or service in terms of the extent to which its stated purpose—defined either as meeting customer specifications or conformity with the institutional mission—is met; quality as value for money, which assesses quality in terms of return on investment or expenditure and is related to accountability; quality as transformation, which defines quality as a process of qualitative change with emphasis on adding value to learners and empowering them. Theoretical framework of this research applies the meaning of quality as fitness for purpose.  According to “The Education Law” in Latvia adult education is a multi-dimensional educational process of persons, which, ensures the development of the individual and his or her ability to compete in the employment market, during the course of a lifetime of a person (Izglītības likums, 1998). Transition of quality of adult education means different meanings of quality, different quality perspectives and different levels of the educational process to which quality can apply.  This approach for measuring and ensuring quality can be sufficient what learners learn rather than what the institution teaches (Mariasingam&Hanna, 2006). There are plenty of candidates for the source of quality in education. Amongst these are outstanding educators.  Quality is about improving learners’ learning and empowering educators. Educators have a professional duty to improve the quality of education and this, of course, places a considerable burden on educators to ensure that their practice is operating to the highest possible standards (Sallis, 2002). Most important factor that assures the quality of adult education is tutor, through his/her knowledge, skills, qualifications, preparation and delivery of the course, and through her/his efforts to keep up-to-date with subject knowledge and professional development (Boshier, 2006).  Successful transition requires the development of a learner’s abilities (Kift, Nelson&Clarke, 2010) through education and other experiences, specific supports that enhance or facilitate those abilities, and opportunities through which one can apply those abilities.  The transition practices recognize that educators must help learners develop their skills and abilities (Kohler&Field, 2003, Rubenson, 2011).

Research question: What is relationship between the profile of adult educator and their personal satisfaction with the adult education quality?

Purpose: research relationship between the profile of adult educator and their personal satisfaction with the adult education quality within the government’s current policy of lifelong learning context. 

Boshier, P. (2006). Perspectives of Quality in Adult Learning. London: Continuum. eBook Academic Collection (EBSCOhost), EBSCOhost (accessed January 28, 2014) Europe 2020. (2010). Communication from the Commission. Brussels, 3,3,2010., COM(2010) 220 final. Harvey, L., Knight, P. (1996). Transforming Higher Education. Buckingham, Open University Press and Society for Research into Higher Education, retrieved March 23, 2014, from http://files.eric.ed.gov/fulltext/ED418640.pdf Illeris, K. (2004). The three dimensions of learning. Malabar, Fla: Krieger Pub. Co. Kift, S., Nelson, K. & Clarke, J. (2010). Transition Pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20. Kohler, P.D., Field, S. (2003). Transition-Focused Education: Foundation for the Future. J Spec Educ November 2003 37: 174-183, doi:10.1177/00224669030370030701 http://files.eric.ed.gov/fulltext/EJ785945.pdf Mariasingam, M.A., Hanna, D. E. (2006). Benchmarking Quality in Online Degree Programs Status and Prospects. Online Journal of Distance Learning Administration, Volume IX, Number III, retrieved March 17, 2014, from http://www.westga.edu/~distance/ojdla/fall93/mariasingam93.htm Rubenson, K. (2011). Adult Learning and Education. Academic Press Sallis, E. (2002). Total Quality Management in Education. Kogan Page, London. Tight, M. (2002). Key Concepts in Adult Education and Training (2nd ed.), London: Routledge