Adult education and training has undergone fundamental reform in recent decades. First, the conceptual framework underpinning theories of adult education and training has become deeply contested. In terms of curricular structure the traditional focus on behavioral outcomes has been replaced by the broader concept of competences. Equally, increased demands for value for money in public services have resulted in questions of accountability and quality moving to the fore. Evaluation has also progressed dramatically and is now no longer simply concerned primarily with measurable outcomes but with process, stakeholder roles, values, and quality. In this article, the conceptual, contextual, and design issues to be considered in the evaluation of adult education and training programs are analyzed. In addition, contrasting evaluation models are described. © 2010 Elsevier Ltd. All rights reserved.