The master's thesis deals with self-evaluation as a factor in identifying and ensuring quality in the education of older adults. Two types of educational organizations are in the foreground: adult education centers and university of the third age (U3A). In the theoretical part, firstly the concept of quality assessment and assurance (QAA) is defined, focusing on the definition of quality, Slovenian legislation in this area, and on evaluation and self-evaluation as a form of internal quality assurance in educational organizations. Special emphasis is on older adults in education: the definitions of age and older adults, the importance of stereotypes about older adults, and their key characteristics that are important in the planning and implementation of education. Theory concludes with an emphasis on the appropriate design of educational programs and quality indicators in the field of adult and older adult education. The empirical part presents the process and results of a qualitative research conducted using semi-structured interviews with six experts in the field of quality assessment and assurance in educational organizations for older adults. I investigated how employees ensure the quality of educational programs for older adults, how they take into account the characteristics of this target group in planning, implementation and self-evaluation, and which of these they recognize as key in education. The aim of the research was to shed light on the importance of self-evaluation for higher-quality education of older adults. It was found out that the quality of educational programs for older adults is based primarily on adapting to their specific needs, with the lecturer or mentor playing a key role. The findings show that the approaches to self-evaluation differ slightly between the two types of educational organizations for older adults, however all interviewees understand self-evaluation as an important factor for further improving the quality of educational programs.
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