TVETipedia Glossary

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

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)

An industry-determined specification of performance, which sets out the skills, knowledge and attitudes required to operate effectively in employment. In vocational education and training, competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Competency standards are an endorsed component of a training package.
Source: NCVER 2013, Australia

Statement developed by industry specifying the competencies required by workers for each sector of the workforce.
Source: UNEVOC/NCVER 2009, Global

This term refers to industry-determined specification of competencies required for effective work performance. They are expressed as outcomes and they focus on workplace activity rather than training or personal attributes and capture the ability to apply skills in new situations and changing work organization.
Source: TESDA 2010, Philippines

The International Standard Classification of Occupations (ISCO) is one of the main international classifications for which ILO is responsible. It belongs to the international family of economic and social classifications.

ISCO is a tool for organizing jobs into a clearly defined set of groups according to the tasks and duties undertaken in the job. Its main aims are to provide:

- a basis for the international reporting, comparison and exchange of statistical and administrative data about occupations;

- a model for the development of national and regional classifications of occupations; and

- a system that can be used directly in countries that have not developed their own national classifications.
Source: ILO (ISCO) 2014, UN

The level of achievement that an individual is expected to reach by reference to specified rating levels (standards) and criteria that have been decided for each task / activity within a job/job title.
Source: Wahba 2013, Global

The second level in the Scales of Competency Standards (Levels) used when applying Competency Based Education and Training CBET. A person at the Knowledge Level is characterized by: • Knows how to do and can work independently without supervision. • Describe, participate, contribute, explain, work with guidelines, and know when to refer to guidance.
(Note: Also see 'Scales of competences' in 'Competence Standards for Technical and Vocational Education and Training TVET' by Eng. Moustafa Wahba)
Source: Wahba 2013, Global

National Occupational Standards (NOS) specify UK standards of performance that people are expected to achieve in their work, and the knowledge and skills they need to perform effectively.
Source: Wikipedia

A performance specification describing what is expected of a person performing a particular work activity. It is expressed in elements of work together with performance criteria.
Source: Wahba 2013, Global

Agreed arrangement of fixed same levels of educational competence and quality attached to whole education and training systems.
Source: SADC 2011, Southern Africa

The action of producing a form or system of training or education that is uniform for a specified target group, or region or nation.
Source: Ministry of Labour 2005, Jordan

This refers to the sections of the Training Regulations that gives information and important requirements for TVET providers to consider when designing training programs corresponding to a national qualification (see definition of qualification); this includes information on curriculum design, training delivery, trainee entry requirements, training tools and equipment, and trainer qualifications. (Training Regulations Framework).
Source: TESDA 2010, Philippines