58 child terms
The individual acquisition or modification of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours through experience, practice, study or instruction.
Source: UNESCO UIS 2013, Global
|Organisation: || UNESCO Institute for Statistics (UIS), UN|
|Source: || UIS glossary (Continuously updated (Accessed in January 2016) )|
|Description: ||The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication.[...][Some] entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk. Website|
A process by which an individual assimilates information, ideas and values and thus acquires knowledge, know-how, skills and/or competences.
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)
The acquisition of knowledge, understanding, values, skills, competence and/or experience.
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
The process of acquiring and internalising a body of knowledge and/or a repertoire of skills and/or a set of behaviours, either through the experience of work and leisure or through an organised system of institutional learning through teaching and training.
Source: Ministry of Labour 2005, Jordan
|Organisation: || Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan|
|Source: || Glossary of selected Terminology: The labour market And vocational education and training Occupational safety and health The Hashemite Kingdom of Jordan (2005 - Not available online)|
|Description: ||Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following:|
-Ministry of labour.
-VTC (Vocational training centers).
-Department of statistics.
-National Centre for human resources development/Al Manar-information system project development human resources
(Adapted translation of the glossarys introduction)
The acquisition and mastery of knowledge, skills and competences through non-formal or formal, public or private, provided online, or in communities and life situations such as intergenerational, peer-based and self-directed learning. (Comment: this understanding of learning is directly influenced by the notion of lifelong learning)
Source: UNESCO 2015, Global
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.
Learning is understood here to be the process of acquiring such knowledge. It is both a process and the result of that process; a means, as well as an end; an individual practice as well as a collective endeavour. Learning is multifaceted reality defined by the context. What knowledge is acuiqred and why where, when and how it is used represent fundamental questions for the development of individuals and societies alike.
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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