Often people have ideas for projects, perhaps inspired by the example of others, but no clear objectives. In that case one needs to define realistic aims in terms of:
the resources available,
the underlying rationale,
the client group to be targeted.
Although the success of a quality project does depend on the precision with which its aims are specified, it remains true that good quality may be found at all levels of organisation or provision. It is thus difficult to try to mark out the areas in which quality may be manifested if it is thought that everything outside that zone is not part of quality challenges.
If a project is to be set up successfully, definition is needed according to both a schedule (time) and to an institutional context (space).
What we are concerned with here is a quality project in the field of adult and continuing education. The ability to manage a quality management project should not be confused with the ability to teach adults. If it is to succeed in practice there must be clear boundaries of schedule and integration. There is a distinction made, therefore, between the organisational side, such as planning and finding resources for the project, and the educational side properly so-called.
