Parent term: Skills
1 child term
The acquisition of practical competencies, know-how and attitudes necessary to perform a trade or occupation in the labour market.
Source: EU Commission 2012, Europe
|Organisation: || European Commission, Europe|
|Source: || TVET and Skills Development in EU Development Cooperation (2012)|
|Description: ||Glossary starting p. 12. |
"The overall objective of this final report is to provide a comprehensive picture of Technical Vocational Education and Training (TVET) and Skills Development (SD) across the European Commission’s (hereinafter the ‘Commission’) Development Cooperation with partner countries to provide a set of recommendations obtained from lessons learnt and best practices in programming and coordinating vocational education and training interventions in developing countries."p. 1 (Executive summary)
(also called Skill formation) The development of work-related skills or competencies through vocational education and training.
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
The development of skills or competencies which are relevant to the workforce.
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)
The process through which learners and workers are systematically provided with learning required as qualifications for a job or range of jobs in a given occupation area.
Source: TESDA 2010, Philippines
|Organisation: || Technical Education and Skills Development Authority (TESDA), Philippines|
|Source: || TVET glossaries of terms (2010)|
|Description: ||The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. |
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii
Technical and vocational skills development (TVSD)
The term technical and vocational skills development (TVSD) refers to the acquisition of knowledge, practical competencies, knowhow and attitudes necessary to perform a certain trade or occupation in the labour market. For the scope of this report, TVSD corresponds to the broad UNESCO and ILO definition of technical and vocational education and training (TVET).
Source: AEO 2008, Africa
|Organisation: || African Economic Outlook, Global (UNDP;OECD;African development bank)|
|Source: || Developing technical and vocational skills: The rational for TVSD (2008)|
|Description: ||"Every year the African Development Bank, the OECD Development Centre and the United Nations Development Programme choose a new sector to study, taking into account the strategic challenges and opportunities Africa will have in the future."|
'Developing technical and vocational skills' was the theme for the year 2008. TVSD is here studied in this context. Abstract
The term technical and vocational skills development (TVSD) indicates a move away from a school-orientated approach and includes non-formal programmes which may be delivered in the workplace, does not lead to formal qualifications and encompasses training in the informal economy; TVSD is understood as the acquisition of knowledge, practical competencies, know-how and attitudes necessary to performing a certain trade or occupation int he labour market. The notion of TVSD is non-discriminatory with regard to age, status, stage of life, type of learning, training environment and level of training.
Source: EU commission (Europeaid) 2012, Europe
Technical and Vocational Skills Development (TVSD) captures both the older category of technical and vocational education and training (TVET) and, like the term post-basic education and training (PBET), the newer category of soft skills for employability.
Source: INEE 2010 (Joshua Chaffin), Global
|Organisation: || International Network for Education in Emergencies, Global|
|Source: || Framing Paper 1 Education and Opportunity: Post-Primary and Income Growth (2010)|
|Description: ||INEE is a network of more than 11,000 individual members living and working in more than 170 countries. INEE members are practitioners working for national and international NGOs and UN agencies, ministry of education and other government personnel, donors, students, teachers, and researchers who voluntarily join in the work related to education in emergencies.|
This paper considers the connections between post-primary education (PPE) for crisis-affected youth, and Income Growth interventions.INEE