Designing and Validating an Adult Education Assessment Model in Counseling and Rehabilitation Centers

Today, education experts believe that education is not a cross-sectional, but a lifelong one. We must break the rule that only the classroom is suitable for education and training. One of these training is adult training. Implementing adult education programs requires an appropriate model. Due to the lack of a native model of adult education in line with the culture of the community, the main purpose of the present research was to design and validate a model for assessing adult education in counseling and rehabilitation centers.
The present research method was qualitative, and purposive and snowball sampling method was used for it. Initially, semi-structured interviews were conducted with experts from counseling and rehabilitation centers, which continued until the saturation point (12 people). Data obtained from the interviews were analyzed by theme analysis method using N-Vivo 10 software. The fuzzy Delphi technique was used for qualitative validation and consensus among experts to make the identified components and indicators. After the fuzzy Delphi stage, a list of identified dimensions, components, and indicators was made available to several university professors and Ph.D. students who specialized in the field of adult education. They made corrections to the correctness and appropriateness of the selected equivalents and terms. The dimensions, components, and indicators of the Adult Education Assessment Model were ensured.
 
Based on the results, the final model for assessing adult education in counseling and rehabilitation centers was designed, which includes 6 dimensions (including group orientation, motivation, budget, attention to limitations, accuracy in training and fitness), 10 components, and 48 indicators.
 
Paying attention to adult education and managing the educating of this group, is one the features of one developed society. The researches have shown that there is a difference between the learning methods of adults and children. Also, adult education couldn’t use the techniques used in teaching for children, so it was necessary to focus more on practical models instead of theoritical models. Counseling and rehabilitation centers should consider the underlying, environmental, and causal factors resulting from the present study.