<< Background >>The action of the Education Inspectorate requires the exchange of good practices at a national and, of course, international level. In addition, the Inspectors are the ones who can have the greatest impact on the management of educational centers to encourage and encourage them to participate in the European programs that the European Union makes available to them.Adult education supports active citizenship, lifelong learning fosters the development of social and intercultural skills, critical thinking, and media literacy. The interest and importance of this project lie mainly in the comparative study of knowing how the different partners (countries) solve this formal and non-formal training either within their educational systems or in collaboration with other administrations. Likewise, what levels of social-labor insertion do they achieve with their adult training programs and how are they quantified.<< Objectives >>- Increase the efficiency in the internal management of action plans of the Education Inspection service in the Adult Education sector.- Share good practices in the review and evaluation of the education system through measurement and analysis processes.- Promote the active participation of education inspectors in programs aimed at promoting evaluation by competencies, boost the implementation of new curricula, and promote actions aimed at improving the inclusive response in centers with vulnerable young adult students who need to acquire competencies. for labor insertion and life.- Achieve greater efficiency in the culture of participation towards the improvement of organizational aspects and common internal pedagogical advice of the inspection: common lines of action that generate spaces for reflection and analysis of procedures and actions in the transition towards lifelong learning<< Implementation >>- Training courses.- Observation periods.- Creation of working groups between states.<< Results >>It is expected to generate an impact on:- The quality of training programs aimed at vulnerable populations of young adults- In educational management and policies aimed at supervising the educational projects of the schools.- In the systems and procedures for evaluating the quality of the programs based on key competencies and job placement- In transition plans between stages- In the quality of the transnational relations of the project partners to generate new small-scale cooperation projects.- In the vision of other educational models that meet the European objectives of increasing the percentage of adults who continue training throughout life.