الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Chapter 1
It has included the general frome of the research, and the
previous and researches concerned with the research theme, in its
light. The research problem has been defined ~also its aim ans its
importance.
Chapter 2:
It has undertaken the most important new, international
attitudes to train the workers in fild of Adult Education in the light
oftbe present challenges, and in the feature of the philosophy of,
the continual education.
Chapter 3:
It has concerned with the Regional center for Adult Education
inthe frome of its various historical courses, especially in the field
of training , the factors and conditions of the birth, its aim, the
training aims, the trainees classes, their choice bases and the filed
of training especially in all fourstages through which the center has
passed since 19\2 ”,~till now.
\. A1 i
Chapter 4 : ,’-0 I )
i
Owing to the importarice of Evaluation, the researcher has
given it more details to show its aims, fields its diffent models. The
researcher has chosen one of the Evaluation models which matches
with the research nature and aim, it’s ( Profess) Model, according
to which, agroup ofNonns has been set up for the research. Also
the researcher hosmode goo use of other different instruments as
follo’Wing : f ’ \.
~\
1 -. Reco .z ocuments, registers, charts an~~~~.”
2 • Defined meeting . - - ~.
3 - Intended observation. ~\
4 - Research paper. -_.--
._--_ .._~~--~~------
b
5 - Opinion check paper for the trainees.
According to what has been mentioned, the results of
Evaluating the training programs have been taken down in the
Regional centre for Adult Education in chapter 5 , they are summed
up as follows .
*There is a remarkable lock of the technical models who are
working in the different administra tions both in quantity and
quality as there is shortage in the scientific preparation of the
employees in the differen adminstrations of the center. This led to
having lecturers from outside the centre.
*The programs of training in the center are connected
generally with the general national aims and the general policy of
the state, the aims of whole develop ment, and the philosophy of
continous education.
*The training programs arenat based on the actual training
needs of the trainees, nor on the partner ship, this leads to the weak
ness of the training programs becouse they are based on
unscientifiec bases.
*The aims of training programs are marked by accuracy and
evidence practically, but they don’t care of some other bases in
quality.
*Definition of the content of training programs is done in an
unscientific way without sharing more number of authorities and
employees and trainees.
*There are difficulties and probelms facing the employees in
the technical adminstra tians of the center and connecting with the
adminstrative and finincial sectors, shortening the time of the
training programs, the unability of the contimous evaluation for the
traiming programs and valuating the traimess before, durang and
after the traiming program.
c
*The choice of the traimees is dome wuithout depending on
the scientific methods which assune the necessity of defming the
training needs being practical for them .
*There is a remarkable decrease in the ro tio of representing
the femaale elements in the training programs held in the centre
since 1982 to 95 .
*the greater ratio of the trainees is from whose who have got
the first university degrees. This is one of the positive indicators.
*About half of trainees aren’t trainingly qualified. This may
reduce the interaction a mong them owing to the in dividual
differences in this aspect aspect and to the previous experience in
the field of adult education.
*Agreat propertion of the trainees do their work without
previous training.
*Most trainees occupy leading and technical positions in the
field of Adult Education some of them on the national level others
on the local level. This agrees with the qualities of classes which
the training in the center aims at .
*The system of the filed operational seminar consistitutes the
main axis which turns and inside it, the other training systems turn.
*The tools, instruments and excuiting needs help in
supporting the dewelling training in the center .
*Evaluating the training programs and trainees is done by
cognitzing the trainees opinions at the end of the training program .
The way is mixed with a lot of shortage of not caring of the
qualities of evaluation andits scientific bases, integration,
continuity, partnership, and the instruments variation .
*Evaluating the trainees themselves is n’t done in any way of
the ways used like the written tests , oral tests, researches, reports,
or work tests .... etc.
d
*Pursuing the trainees is n’t fieldly done after the end of the
training program neither nearly nor remotly. This makes the
training program lose the important quality of continuty.
*The training programs lack the quality of flexibility in
quantitive aspect becouse they arent constructed to agree with the
actual experiences and needs of the trainees.
*Their flexibility in quantity began to constrict, and flow in
another superficial direction; not drawn to them. This is done hi the
same time when courses of linguistic preparation ( English,
German, Maggar) . Such activities can be practised in the center
only as dewelling .
*The trainees opinions and views in training programs either
the previous or the present- came agreable to a great degree with
the other research instruments. This can be shown by the problems
fa.cing them and the suitable solutions according to their points . of VIew.