5 child terms
The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of study or work.
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)
Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced.
Source: UNESCO (Rethinking Education) 2015, Global
|Organisation: || United Nation Educational Scientific and Cultural Organisation, UN|
|Source: || Rethinking Education: Towards a global common good? (2015)|
|Description: ||The main objective of Rethinking Education is to stimulate public policy debate on the purpose of education and the organization of learning in a world of increasing complexity, uncertainty and contradiction. |
The publication is a call for dialogue. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world. UNESCO website
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