2 child terms
Required qualities of those considered qualified or competent at a certain level of learning.
Source: SADC 2011, Southern Africa
|Organisation: || Southern African Development Community (SADC) , Southern Africa|
|Source: || SADC Glossary (2011)|
|Description: ||Glossary starting at p26.|
Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document). Front page
A result or consequence of participation in, or completion of an education or training programme e.g. employment, promotion, higher salary, further study. (Definition also used by Queensland government)
Source: Wahba 2013, Global
|Organisation: || Moustafa Wahba (TVET consultant), Egypt|
|Source: || TVET glossary MW (2013)|
|Description: ||The Egyptian TVET expert Moustafa Wahba developed a glossary based on his own experience as a consultant in TVET. Moustafa Wahba (UNEVOC e-Forum)|
The totality of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours an individual is expected to master upon successful completion of an educational programme.
Source: UNESCO UIS 2011, Global
The set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process.
Source: UNEVOC/NCVER 2009, Global
|Organisation: || UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER), UNESCO/Australia|
|Source: || TVET glossary: some key terms (2009)|
|Description: ||This glossary has been published in the "International Handbook of Education for the Changing World of Work" (Vol. 1, chapter 5)|
"The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided." p. 59 (International Handbook of education vol 1)
The set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
Source: TESDA 2010, Philippines
|Organisation: || Technical Education and Skills Development Authority (TESDA), Philippines|
|Source: || TVET glossaries of terms (2010)|
|Description: ||The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. |
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii
The contextually demonstrated end-products of specific learning processes, which include knowledge, skills and values.
Source: SAQA 2013, South Africa
|Organisation: || South African Qualifications Authority (SAQA) , South Africa|
|Source: || TVET Standard Glossary of Terms (2013)|
|Description: ||This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). |
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. Website
Set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
Statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence.
Source: CEDEFOP 2008, Europe
|Organisation: || European Centre for the Development of Vocational Training (CEDEFOP), Europe|
|Source: || Terminology of European education and training policy (2008)|
|Description: ||This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]|
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction)
Results of what a learner knows, understands and is able to do upon completion of a learning process. (Comment: Learning outcomes are mainly formulated using either behaviourist or constructivist approaches.)
Source: UNESCO 2015, Global
Where qualifications are based on clear statements of what the learner must know or be able to do. Sometimes, the term ‘competence-based’ is used with the same meaning. However, sometimes ‘competence-based’ has a more specific meaning. (See definition of 'Competence-based qualification' from the same source)
Source: ILO (SED) 2007, Global
|Organisation: || International Labor Organization (Skills and Employability Department), UN|
|Source: || An Introductory Guide to National Qualifications Frameworks (2007)|
|Description: ||Glossary p63|
"There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood.
This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems."p. iii (Preface)