4 child terms
The process or results of an assessment or appraisal in relation to stated objectives, standards, or criteria. In vocational education and training, may be applied to organisations, programs, policies, courses, etc.
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
Evaluation (at project level) is a crucial phase for projects since it allows a review and qualitative and quantitative assessment of: 1) the results achieved against the aims (as regards activities/products), with implications for the whole of the grant if results are unacceptable and where results are very poor; 2) the means used to achieve these results in relation to the contractually agreed budget.Evaluation (at program level): evaluation in the Commission is defined as a judgement of interventions according to their results, impacts and the needs they seek to satisfy.
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
The systematic and objective assessment of an on-going or completed project, programme or policy, its design, implementation and results. The aim is to determine the relevance and fulfillment of objectives, development efficiency, effectiveness, impact and sustainability. An evaluation should provide information that is credible and useful, enabling the incorporation of lessons learned into the decision–making process of both recipients and donors.
Evaluation also refers to the process of determining the worth or significance of an activity, policy or program. An assessment, as systematic and objective as possible, of a planned, on-going, or completed development intervention.
Source: OECD 2010
Evaluation is the systematic and objective assessment of an ongoing or completed policy, plan, or programme, including its design, implementation, and results. It aims to assess the relevance and fulfilment of objectives and strategies with the intention of informing decision-making. ‘Formative’ evaluation relates to ongoing activities and helps guide implementation. ‘Summative’ evaluation assesses the results of a particular initiative, after completion.
Source: UNESCO IIEP/IBE;PEIC 2015, Global
|Organisation: || UNESCO international bureau of education/international institute for educational planning;Protect Education in Insecurity and conflict, Global|
|Source: || Assessment, and monitoring and evaluation: how will we know what students have learned (2015)|
|Description: ||This booklet is one of a series of eight, intented for curriculum developers. [...] This booklet looks at issues of assessment, and monitoring and evaluation in relation to learning to live together (LTLT) and disaster risk reduction ( DRR) in schools. p.0|
The process followed by SAQA (South African Qualifications Authority) to verify and compare foreign qualifications with South African qualifications; the process includes authenticating the status of institutions and the qualifications offered by the institutions, investigating the authenticity of qualification documentation and verifying that the qualification was awarded to the individual in question; and comparing foreign qualifications with South African qualifications, considering the structure and outcomes of the foreign qualifications, and locating the foreign qualifications within the NQF.
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
Evaluation of education and training
Judgment on the value of an intervention, training programme or policy with reference to criteria and standards (such as its relevance or efficiency).
Source: CEDEFOP 2011, Europe
|Organisation: || European Centre for the Development of Vocational Training, Europe|
|Source: || Quality in education and training (2011)|
|Description: ||This glossary is an updated and extended version of Quality in training – La qualité dans la formation, published by Cedefop in 2003. It considers a series of important recent policy developments at European level, including setting up a European qualifications framework for lifelong learning (EQF) and the development of a European credit system for vocational education and training.|
It is intended for researchers, experts and all those involved in improving the quality of learning curricula, learning providers and education and training systems. It does not represent an exhaustive inventory of the terminology used by specialists.pp. 1-2
A systematic way to gather and analyze information about the content and human requirements of the job, and the context in which the job is performed. This process identifies the existing tasks, duties and responsibilities of the job and what awareness, knowledge, skills, abilities and attitudes are needed to do the job.
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)| Training evaluation
The systematic collection and analysis of data relevant to the development and implementation of learning activities.
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)