2 child terms
The process by which the validity of the assessment process is ensured (i.e. the checks and balances in the assessment system to ensure that what should happen when people are assessed, does happen). Its primary purpose is quality assurance, confirming that people in different places are assessed in the same way, with a common interpretation of the standards. There are two levels of verification: Individual (or technical) Verification – ensures employee competence by checking individual assessments undertaken by the Verifier & Process or System Verification – ensures a systematic process is established and procedures are followed.
Source: NCVER 2013, Australia
|Organisation: || National Centre for Vocational Education Research (NCVER), Australia|
|Source: || Glossary of VET (2013 - online version continuously updated, Accessed in Jan. 2016)|
|Description: ||The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.|
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. Website
Validation is the confirmation by an officially approved body that learning outcomes or competences acquired by an individual have been assessed against reference points or standards through pre-defined assessment methodologies.
Source: EU Commission (OpenCred study) 2016, Europe
|Organisation: || European Commission , Europe|
|Source: || Validation of Non-formal MOOC-based Learning (2016)|
|Description: ||The OpenCred study is part of the OpenEdu Project, carried out by DG JRC IPTS on behalf of DG EAC. It supports the 2013 European Commission's Communication 'Opening up education: Innovative teaching and Learning for All through New Technologies and Open Educational Resources1.|
It focuses on one of the core dimensions of the OpenEdu framework for openness in higher education institutions, which is recognition […]. Recognition is an important topic in the European Agenda for modernising higher education. […] Within this perspective, the purpose of validation and recognition are the same: both confirming certain learning outcomes against specific standards, providing proof of learning that can potentially be exchanged into future learning and/or work.
Validation of informal/non-formal learning
An assessment process that assesses the individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning or competency outcomes; May also be referred to as: Accreditation of prior learning; Recognition of prior learning.
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)
Validation of learning outcomes
Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.
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)
Validation of competences: The process of assessing and recognising educational and training content, knowledge, skills and competences acquired during a specific learning and/or training experience.
Source: EU Commission LLP 2007-2013, Europe
|Organisation: || European Commission Lifelong Learning Programme, Europe|
|Source: || The Lifelong Learning Programme 2007-2013 Glossary (2011)|
|Description: ||Online glossary of the LLP(Lifelong learning programme)of the European Union. |
"The Lifelong Learning Programme (LLP) was designed to enable people, at any stage of their life, to take part in stimulating learning experiences, as well as developing education and training across Europe.
With a budget of nearly €7 billion, the programme, which ran from 2007-2013, funded a range of exchanges, study visits, and networking activities.
The activities of LLP continue under the new Erasmus+ programme from 2014-2020."EU commission Website