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The threat might come if the rules on setting quality standards specify a certain method and do not make the system open to different quality systems

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if a whole network uses the methodology and promotes it, it can become a standard process

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It is not done by a professional acknowledged external body, just by "peers" so it might seem not sufficiently serious

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The methodology is easy to use, logical. Does not require a large investment.

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The threat to PR functioning on national level: ILA system, which will be exclusively focused on the current needs of the labor market and which will not take into account the holistic nature of the ALE and which will not take into account the involvement of civil society.

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As a new Act in the field of ALE is being prepared in Slovakia, our aim is to implement the PR and Quality Assurance elements into the new legislation. This is done in connection with the register of eligible institutions for Individual Learning Accounts.

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some PR documents and forms need a lot of adjustment and adapting to be effectively used in our conditions and not to cause too much byrocracy

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PR methodology is easily transferable and useful for Slovak ALE institutions. Our association is going to use it for membership strategy purposes. We are also adapting it according to national needs. Moreover sustainability can be reached also by means of legislation.. it is in line with governmental policy to create a quality assurance system in ALE and register of institutions in connection with individual learning accounts.

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- PR methodology needs learning by doing to be effectively understood (the effective comprehension of the methodology comes with the participation in PR visits) - introducing the possibility for the "Peers in training" to observe or participate in a visit being supported on the job
- PR documents and templates are still complex and formal
- in some cases, poor involvement of the management of reviewed organisations in the project activities
- need to adapt the project time constraints to the committments of teachers and management in AE providers (QA is peerceived as something added instead of being embedded in the organisations' management processes)
- poor attitude of the education system as a whole with reference to the evaluation (evaluation as professional competence instead of a means for judging/controlling)
- complexity of the project and low level of readiness of AE providers about the QA topics

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- Recent focus on evaluation from the AE policy makers (new national evaluation system in the starting phase, including also self-assessment/external assessment which can lead to synergies with PR)
- Focus at policy level on low-skilled and social inclusion of adults, especially because of the consequences of the pandemic
- PLAs within the Italian Agenda are considered a very powerful tool of mutual learning able also to suggest new perspectives and possible solutions as lessons learned from transnational cooperation (paving also the way for PR implementation)
- use of the PR promoted and supported by the National Quality Plan of VET (elaborated by the Ministry of Education and the EQAVET NRP)
- Territorial Lifelong Learning Networks (as per political reform in 2012) have still to be implemented in the most of the national territories

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- PR methogology and training are easily adaptable and updateable, according to the needs of AE providers
- in the Italian network, now we have more than 40 Peers who have been trained and then participated in the PRs, who can inform their colleagues about the methodology
- the materials about the PR methodology are free to access and the training is highly-standardised (even through online sessions)
- the PR visits can be implemented also in organisations which don't have any Peers trained
- good relationships of the Italian partners with the Ministry of Education (RIDAP) and the National Coordinator of the Agenda for Adult Learning, and with the EQAVET NRP
- need for competences and tools for stregthening the action of Italian AE providers in the 4 core areas (especially VNFIL)
- FORMA.Azione is experienced and acknowledged in PR methodology and adaptation to different educational domains (currently carrying out an experimentation under the EQAVET NRP aimed at designing an adapted PR for both VET schools and centers)

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-  role of CPIAs (public AE providers in IT) intended only as formal education providers and not as fulll actors in LLL in general, and specifically by the reference national institutions
- they often (self)perceived as second chance schools or school for migrants despite the capacity to address different target groups, by working collaboratively with other education stakeholders
- only in a few cases they cooperate with other AE providers (private ones)

- in Italy we have many institutional layers and actors, and this affect the decision making processes

- very negative data on Adults' basic skills and participation rate, not fully addressed in the IT national political agenda

- scarce investments on systematic and high quality guidance services, in general lack of AE dedicated funds
- Auto-referentiality of National institutions

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Economic or social crisis weakening the focus of AE providers on capacity building, development at policy level discontinued due to political change

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Change in legislation - change at policy making level

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Change in legislation - change at policy making level

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Various time allocation to the final products not applied; lack of system level support

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Various time allocation to the final products not applied; lack of system level support

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Compatibility with the training provided

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Compatibility with the training provided

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Common focus at quality areas in question