Skills
52 child terms
 The ability to perform tasks and solve problems. 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) |
 An ability to perform a particular mental or physical activity that may be developed through vocational training or practice. 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 acquired and practiced ability to carry out a task or job. 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 |
 A bundle of knowledge, attributes and capacities that can be learnt and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning. Source: OECD 2011
Organisation: | The Organisation for Economic Co-operation and Development , Global |
Source: | OECD Skills Strategy (2011) |
Description: | Many countries have developed skills strategies to address some or all of these issues from their national perspectives; but their success in implementing those strategies varies widely. To facilitate a cross-government approach and peer-learning on effective skills policies, and to address the global dimensions of the supply and demand for skills, the OECD is preparing a global Skills Strategy. [...]
This paper sets out the rationale for the OECD Skills Strategy, the issues that it will address and the way forward. (Skills defined p.7)p. 3 |
 The relevant knowledge and experience needed to perform a specific task or job and /or the product of education, training and experience which, together with relevant know-how, are the characteristics of technical knowledge. Source: UNESCO 1984, Global
Organisation: | United Nations Educational, Scientific and Cultural Organization (UNESCO) , UN |
Source: | Terminology of Technical and Vocational Education (1984) |
Description: | This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.UNESDOC |
 Refers to the ability to apply knowledge, use know-how to complete tasks and solve problems and carry out the tasks that comprise a particular job.
As an overarching/multidimensional concept/term, “skill” can be also used as a proxy measure on occupation, qualification, educational attainment (these measures have the benefit of being readily available in a range of quantitative datasets).
Other abilities, used at daily work, such as teamwork and problem-solving, are also considered as skills (however it is not always easy to be measured due to their subjective nature) Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
 The ability to do in context which is described using learning outcomes (Comment: Influenced by work-based laerning: linking of education and training systems with the labour market and employability. Main types of skills include foundation, transferable, technical and vocational). Source: UNESCO 2015, Global
Child terms
Basic skillsThe skills needed to live in contemporary society, e.g. listening, speaking, reading, writing and mathematics. 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) |
A fundamental skill that is the basis of later learning or is essential for employment. The skills and competences needed to function in contemporary society, including listening, speaking, reading, writing and mathematics. 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 |
Career management skillsCareer management skills refer to a whole range of competences which provide structured ways for individuals and groups to gather, analyse, synthesise and organise self, educational and occupational information as well as the skills to make and implement decisions and transitions. Source: CEDEFOP 2011, Europe
Emerging skillsabilities for which demand is increasing in existing or new occupations. Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Employability skillsThe skills which enable people to gain, keep and progress in employment, including skills in the clusters of work readiness and work habits, interpersonal skills and learning, thinking and adaptability skills. 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 |
Entrepreneurial skillsEntrepreneurial skills are defined as two kinds of competency: that of creating value and that of enabling contingency. The ability to create good customer relationships, competency to master the technology and competency to develop products or services, as well as production and logistical competences, belong to value creative competences. The competency to direct and steer business operations, the competency to develop personnel and the competency to master knowledge are all competencies which enable contingency. Source: IECER 2007, Europe
Entry-level skillA skill required to commence employment in an organisation or more generally to gain entry into the workforce. 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 |
Essential or foundation skillsTerms used by some countries which are often synonymous with literacy, numeracy and basic skills/basic education. Source: EU Commission AL 2010, Europe
Organisation: | European Union , Europe |
Source: | European Adult Learning Glossary (2010) |
Description: | This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l'illetrisme (ANLCI) and the University of Warsaw. Terms listed [...] are presented under six conceptual headings [...]. A seventh grouping representing general theories and concept in adult learning has also been including. The seven groups are: Theories and concepts in adult learning, Adult learning strategy, policy and legislation, adult skills and competences, access to and participation in adult learning, investment in adult learning, quality of adult learning, outcomes and of adult learning. p.2 (About) |
Foundation skills: Reading, writing, numeracy, oral communication along with employability and learning skills. 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 |
Foundation skills include the basic academic knowledge and skills that learners acquire often as result of their participation in formal school education (primary and secondary schools) or sometimes through non-formal and informal learning opportunities. These skills, which include basic literacy and numeracy skills, provide the foundation upon which learners receive further education to deepen their capacity for fulfilling, meaningful lives and decent jobs. Source: UNESCO (Bangkok) 2014, Asia Pacific
Organisation: | UNESCO Bangkok (Asia-Pacific regional bureau for education) , UN |
Source: | Education Policy Brief (Vol.2): Skills for holistic human development (November 2014) |
Description: | "[The brief] elaborates on three broad categories of skills – foundation, specialized and transversal skills – which are considered important for the development of well-rounded learners. To strengthen the development of these skills through education and training, the brief considers a number of policy actions, including scaling up of advocacy and awareness raising, stronger alignment between policies, curricula, pedagogies and assessment as well as support for teachers. Intended for education policy makers, including Ministers of Education and senior sector managers, the brief aims to foster debate on adequate policy interventions to support skills for holistic human development."B.Tzrmiel (e-forum) |
Essential Skills are the skills people need for work, learning and life. They are the foundation for learning all other skills and the cornerstone of lifelong learning. Essential skills are used in virtually all occupations and throughout daily life in different forms and at different levels of complexity. The Essential Skills identified by Human Resources and Social Development Canada (HRSDC) are:
Reading text, Numeracy, Oral communication, Thinking skills, Continuous learning, Document use, Writing, Working with others, Computer use. Source: ACCC 2007, Canada
At their most elemental, foundation skills include the literacy and numeracy skills necessary for getting work that can pay enough to meet daily needs. These skills are also a prerequisite for continuing in education and training, and for acquiring transferable and technical and vocationa skills that enhance the prospect of getting a job. Source: EFA (GMR) 2012, Global
Generic skillsA skill which is not specific to work in a particular occupation or industry, but is important for work, education and life generally, including communication skills, mathematical skills, organizational skills, computer literacy, interpersonal competence and analytical skills. 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 |
Transferable skills which can be used across occupational groups (Hillage, J, Uden, T, Aldridge, F. and Eccles, J (2000) Adult Learning in England: a review. Leicester: NIACE.)
Green skillsTechnical skills, knowledge, values and attitudes needed in the workforce to develop and support sustainable social, economic and environmental outcomes in business, industry and the community. 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 |
Abilities needed to live in, develop and support a society which aims to reduce the negative impact of human activity on the environment. Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Environmental awareness skills refer to the knowledge, abilities, values and attitudes [in the general population] needed to live in, develop and support a society which reduces the impact of human activity on the environment. These generic ‘green’ skills include the capacity to include environmental concerns alongside others (such performance and safety) in taking decisions, including in the choice of processes and technologies. Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Hybrid skillA mixture of the skills and knowledge, possibly from different disciplines, generally required in sectors applying high technology. 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) |
ICT skillsThe skills needed to use efficiently the elementary functions of information and communication technologies (essentially word/image/data processing, Internet and e-mail). 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) |
(ICT Skills/digital competences) Digital competences involve confident and critical use of information society technology (ICT) in the general population and provide the necessary context (i.e. the knowledge, skills and attitudes) for working, living and learning in the knowledge society. Digital competences are defined as the ability to access digital media and ICT, to understand and critically evaluate different aspects of digital media and media contents and to communicate effectively in a variety of ICT influenced contexts. Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Job-relevant skillsJob-relevant skills are task-related and build on a combination of cognitive and socio-emotional skills.
cognitive skills, defined as the “ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought.
Social-emotional skills, also referred to as soft or non-cognitive skills, relate to traits covering multiple domains—social, emotional, personality, behavioral, and attitudinal among them
Source: World Bank Group, Stepskills measurement 2016, Global
Organisation: | World Bank Group , Global |
Source: | Education, skills, and labor market outcomes: Results from large-scale adult skills surveys in urban areas in 12 countries (2016) |
Description: | In recent years, skills development has become a priority among developed and developing countries alike. Having a skilled workforce has been recognized as paramount to boosting competitiveness in an increasingly global and interdependent economic environment, fostering innovation and business creation and increasing productivity. […] The Skills Towards Employability and Productivity (STEP) Skills Measurement Program is part of the World Bank’s portfolio of analytical products on skills. The STEP program consists of two survey instruments that collect information on the supply and demand for skills in urban areas: a household survey and an employer survey. Introduction |
Life skillsExpression used in one of the following ways, sometimes combining some of the categories:
1- often used to capture skills such as problem-solving, working in teams, networking, communicating, negotiating, etc. Their generic nature - their importance throughout life, in varying contexts - is held in common with literacy skills. These generic skills are seldom, if ever, acquired in isolation from other skills;
2- also used to refer to skills needed in daily life that are strongly connected to a certain context. Examples are livelihood skills, health skills, skills related to gender and family life, and environmental skills. These can be termed 'contextual skills', while accepting that skills are in practice never purely contextual or purely generic…;
3- also used in the school context to refer to any subject matter other than language or mathematics;
4 there are other miscellaneous skills being referred to as life skills, such as cooking, making friends and crossing the street. 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 |
Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life (WHO definition). In particular, life skills are psychosocial competencies and interpersonal skills that help people make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathise with others, and cope with managing their lives in a healthy and productive manner. Life skills may be directed toward personal actions or actions toward others, or may be applied to actions that alter the surrounding environment to make it conducive to health. Source: WHO 2003, Global
Organisation: | World Health Organization , UN |
Source: | Skills for Health (2003) |
Description: | Schools have an important role to play in equipping children with the knowledge, attitudes, and skills they need to protect their health. Skills-based health education is part of the FRESH framework (Focusing Resources on Effective School Health), proposed and supported by WHO, UNICEF, UNESCO, UNFPA, and the World Bank. This document was published jointly by agencies that support the FRESH initiative, and emphasises the role of schools, however this document will also be relevant to out of school settings. Its purpose is to strengthen efforts to implement quality skills-based health education on a national scale worldwide. p. v (Preface) |
Life Skills are problem solving behaviours appropriately and responsibly used in the management of personal affairs. Source: CALSCA, 2010
Organisation: | Canadian Alliance of Life Skills Coaches and Associations, Canada |
Source: | () |
Description: | |
Livelihood skillsCapabilities, resources, and opportunities for pursuing individual and household economic goals, in other words, income generation. Livelihood skills include technical and vocational abilities (carpentry, sewing, computer programing, etc.); skills for seeking jobs, such as interviewing strategies; and business management, entrepreneurial, and money management skills. Source: WHO 2003, Global
Organisation: | World Health Organization , UN |
Source: | Skills for Health (2003) |
Description: | Schools have an important role to play in equipping children with the knowledge, attitudes, and skills they need to protect their health. Skills-based health education is part of the FRESH framework (Focusing Resources on Effective School Health), proposed and supported by WHO, UNICEF, UNESCO, UNFPA, and the World Bank. This document was published jointly by agencies that support the FRESH initiative, and emphasises the role of schools, however this document will also be relevant to out of school settings. Its purpose is to strengthen efforts to implement quality skills-based health education on a national scale worldwide. p. v (Preface) |
Low-skilled personindividual whose level of educational attainment is lower than a predetermined standard. Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Having qualifications, especially in literacy and numeracy, below ISCED level 3 Source: EU commission (NRDC) 2011, Europe
Organisation: | National Research and Development Centre for adult literacy and numeracy (commissioned by the EU) , Europe |
Source: | European Adult Learning Glossary level 1 (2011) |
Description: | This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Two glossaries have been produced in the course of this project. The glossary presented here –the Level 1 glossary –is intended to be a practical reference tool for policy-makers and administrators that will enable better communication between the Member States.[...]
Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, University of London, and carried out in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte congtre L'illetrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw. pp. 2-3 (About) |
Multi-skillingTraining of workers in a number of skills which enables them to perform a variety of tasks or functions across traditional boundaries. Multiskilling may be horizontal (broad skilling), vertical (upskilling) or diagonal (contributory skilling). 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 |
Occupational skills profile (OSP)An OSP summarises essential characteristics required for a given job: the level of education and training required (and hence the complexity of the occupation); the field of education and training required; and other requirements in terms of knowledge, skills, competence, occupational interests, and work values. Source: CEDEFOP 2015, Europe
OverskillingCircumstances in the labour market where a person has more skills than required by their current job and their skills are not fully utilised Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Portable skillA skill or competency that can be transferred from one work context to another. 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 |
Sectoral skills planA document which contains the trends and prospects of a particular industry demand and supply, goals, strategies, policies and programs and serves as a planning tool for addressing industry skill needs and a decision making framework for both government and private sector. 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 |
Skill ecosystemRefers to a self-sustaining concentration of workforce skills and knowledge in an industry or a region and has been used in Australia to guide a series of national VET projects. 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 |
Skill imbalanceA difference between the aggregate quantities of demand and supply of individuals with different levels of skill in an economy. Source: CEDEFOP 2015, Europe
Organisation: | European Centre for the Development of Vocational Training , Europe |
Source: | Skill shortages and gaps in European enterprises (2015) |
Description: | By exploring a wealth of available European data sources, the report attemps to single out the extent to which employers' general difficulties in recruitment can be truly attributed to skill shortages, as opposed to other possible factors. It also traces the evolution of skill shortages in EU Member states over time. Finally it scrutinises the critical role that orgnaisations have in adressing not only the skill gaps of their present workforce but also those that may arise in the future due to skill obsolescence. p.1 (Foreword)  |
Skill mismatchSituation of imbalance in which the level or type of skills available does not correspond to labour market needs. Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Situation in the labour market where the level of skills of individuals does not match the level of skills required in the jobs (see Gap, Overskilling, Underskilling, Overqualification, Underqualification). Mismatches could be vertical (when the level of skills or education is more or less than the level of skills or education required to perform a job), horizontal (when the type of education or skills is not appropriate for the current job, but the level of education or skills matches the requirements of the job) or geographical (where the workers with types and levels of skills or education required are based in a country or region different from where such skills are needed). Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Skills mismatch is an encompassing term which refers to various types of imbalances between skills offered and skills needed in the world of work. [...]
Vertical mismatch: The level of education or qualification is less or more than required.
Horizontal mismatch: The type/field of education or skills is inappropriate for the job. Source: ILO (STATS) 2014, Europe
Organisation: | International Labour Organization , UN |
Source: | Skill mismatch in Europe (2014) |
Description: | This brief is part of the efforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch. The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).p. 3 (Preface) |
A situation where there is a (qualitative) discrepancy between the qualifications and skills that individuals possess and those that are needed by the labour market. Source: CEDEFOP 2015, Europe
Organisation: | European Centre for the Development of Vocational Training , Europe |
Source: | Skill shortages and gaps in European enterprises (2015) |
Description: | By exploring a wealth of available European data sources, the report attemps to single out the extent to which employers' general difficulties in recruitment can be truly attributed to skill shortages, as opposed to other possible factors. It also traces the evolution of skill shortages in EU Member states over time. Finally it scrutinises the critical role that orgnaisations have in adressing not only the skill gaps of their present workforce but also those that may arise in the future due to skill obsolescence. p.1 (Foreword)  |
Skill needsdemand for particular types of knowledge and skills on the labour market (total demand within a country or region, economic sector, etc.). Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
The skill or skills needed for different types of activity, job or occupational role, in a specific organization,sector. 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) |
Skill obsolescenceAcquired aptitude and knowledge for which there is little or no demand or which is out-of-date either through technological and scientific advances made in the equipment used, a marked change in job requirements or through the gradual disappearance of a trade or profession. Can usually be rectified by retraining or skill upgrading. 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 |
Skills previously used in a job are no longer required and/or skills have deteriorated over time. Source: ILO (STATS) 2014, Europe
Organisation: | International Labour Organization , UN |
Source: | Skill mismatch in Europe (2014) |
Description: | This brief is part of the efforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch. The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).p. 3 (Preface) |
(Economic skills obsolescence) A situation where skills previously used in a job are no longer required or have diminished in importance. Source: CEDEFOP 2015, Europe
Organisation: | European Centre for the Development of Vocational Training , Europe |
Source: | Skill shortages and gaps in European enterprises (2015) |
Description: | By exploring a wealth of available European data sources, the report attemps to single out the extent to which employers' general difficulties in recruitment can be truly attributed to skill shortages, as opposed to other possible factors. It also traces the evolution of skill shortages in EU Member states over time. Finally it scrutinises the critical role that orgnaisations have in adressing not only the skill gaps of their present workforce but also those that may arise in the future due to skill obsolescence. p.1 (Foreword)  |
Skill shortageWhere the demand for employees in specific occupations is greater than the supply of those who are qualified, available and willing to work under existing industry conditions. 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 |
Situation where skills supply (type of abilities and number of people available on the labour market) is not sufficient to meet labour market demand. Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Demand for a particular type of skill exceeds the supply of people with that skill Source: ILO (STATS) 2014, Europe
Organisation: | International Labour Organization , UN |
Source: | Skill mismatch in Europe (2014) |
Description: | This brief is part of the efforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch. The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).p. 3 (Preface) |
(or talent shortage) A situation where the demand for a particular type of skill exceeds the available supply of that skill at the market clearing rate of pay. Source: CEDEFOP 2015, Europe
Organisation: | European Centre for the Development of Vocational Training , Europe |
Source: | Skill shortages and gaps in European enterprises (2015) |
Description: | By exploring a wealth of available European data sources, the report attemps to single out the extent to which employers' general difficulties in recruitment can be truly attributed to skill shortages, as opposed to other possible factors. It also traces the evolution of skill shortages in EU Member states over time. Finally it scrutinises the critical role that orgnaisations have in adressing not only the skill gaps of their present workforce but also those that may arise in the future due to skill obsolescence. p.1 (Foreword)  |
Skills analysisAn identification of the skills or competencies needed for each job. 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 |
Skills anticipationUse of labour market and skills information to predict and develop policy responses to future skills needs Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Skills auditAnalysis of knowledge, skills and competences of an individual, including his or her aptitudes and motivations to define a career project and/or plan professional reorientation or training project. 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) |
An identification of the skills required and held by the workforce. 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 |
Skills centreAn industry- or enterprise-based training facility offering a range of accredited training to enterprise employees, industry groups and individuals. Skills centres may be in-plant or standalone, or may be linked with a college or group training organisation. 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 |
Skills certificationFormal recognition of workers' skill qualifications, independent of the manner in which they were acquired. 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 |
Skills developmentThe 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 |
Skills forecastQuantitative, model-based projections of employment, skills and qualifications demand and supply in the future Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Skills gapSituation where an individual does not have the level of skills required to perform his or her job adequately. Source: CEDEFOP 2014, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2014) |
Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Type or level of skills is different from that required to adequately perform the job. Source: ILO (STATS) 2014, Europe
Organisation: | International Labour Organization , UN |
Source: | Skill mismatch in Europe (2014) |
Description: | This brief is part of the efforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch. The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).p. 3 (Preface) |
Skills passportA record of the competencies possessed by a person and recognised through formal assessment. 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 |
Skills portfolioA collection of materials that provide samples of work-related achievements and a record of skills that show what kind of worker a person is and how s/he meets the employment criteria. 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 |
Skills prioritiesA list of skills considered critical to the growth of priority sectors and industries at national, regional and provincial levels. 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 |
Skills recognition agencyAn organisation that provides an assessment service and issues qualifications and statements of attainment, but does not deliver raining. 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 |
Skills surplusSituation in the labour market where the number of people with particular type of skills is higher than the demand for that type of skill Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Supply for a particular type of skill exceeds the supply of people with that skill. Source: ILO (STATS) 2014, Europe
Organisation: | International Labour Organization , UN |
Source: | Skill mismatch in Europe (2014) |
Description: | This brief is part of the efforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch. The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).p. 3 (Preface) |
Skills utilization rateThe proportion (in percent) of employed graduates at time of survey whose jobs are related to skills acquired to total employed graduates. 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 |
Social construction of skillSocial construction of skill theory maintains that beliefs about skill and the job hierarchies are operationalised through institutions such as industrial relations arrangements and requirements for qualifications. Feminist literature extends this labour process approach, arguing that 'male' jobs have gained the reputation of being skilled at the expense of 'female' jobs. In social construction theory, the proxy measures and the positivist/technicist approaches described above are themselves regarded as products of social construction. Source: Smith 2015, Australia
Soft skillsA set of intangible personal qualities, traits, attributes, habits and attitudes that can be used in many different types of jobs. Source: UNESCO IBE 2013, Global
Organisation: | UNESCO International Bureau of Education , UN |
Source: | IBE Glossary of Curriculum Terminology (2013) |
Description: | The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives.
Based on the feedback to the consultation document, a new version of the Glossary has been prepared. The final document has been further revised by a small editorial team comprising: Mr Massimo Amadio and Ms Ruth Creamer, UNESCO IBE; Ms Dakmara Georgescu, Programme Specialist, UNESCO Regional Bureau for Education in the Arab States and Cluster Office (Beirut); Mr Jan Berkvens; Mr Alexandru Crisan (Romania), Lead Education Consultant, World Bank and Kuwait Government Partnership Programme for Education; and Mr Philip Stabback. p.1 (Introduction) |
The inter-personal and intra-personal skills required to be effective in the workplace. Source: FAS, Ireland
Skills that are cross-cutting across jobs (see Job-specific skills) and sectors (see Sector-specific jobs) and relate to personal competences (confidence, discipline, self-management) and social competences (teamwork, communication, emotional intelligence) Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Specialised skillsSpecialised skills include the specific “know-how” needed for a fulfilling and meaningful life and decent employment which learners acquire often as result of their participation in post-basic education, including through technical and vocational education and training ( TVET ) or extra-school activities.These skills may relate to a specific job, task, academic discipline (e.g. teacher, geographer, medical doctor or journalist) or area of particular knowledge and skills (e.g. hobby). Depending on their interest and further learning, individuals may possess one or several specialised skills. Source: UNESCO (Bangkok) 2014, Asia Pacific
Organisation: | UNESCO Bangkok (Asia-Pacific regional bureau for education) , UN |
Source: | Education Policy Brief (Vol.2): Skills for holistic human development (November 2014) |
Description: | "[The brief] elaborates on three broad categories of skills – foundation, specialized and transversal skills – which are considered important for the development of well-rounded learners. To strengthen the development of these skills through education and training, the brief considers a number of policy actions, including scaling up of advocacy and awareness raising, stronger alignment between policies, curricula, pedagogies and assessment as well as support for teachers. Intended for education policy makers, including Ministers of Education and senior sector managers, the brief aims to foster debate on adequate policy interventions to support skills for holistic human development."B.Tzrmiel (e-forum) |
Specific skillsSpecific skills increase the value of a person only within the company where he/she has acquired it; leaving the company leads to devaluation of all the specific skills since they do not apply in other companies, sectors and occupations Source: EU commission (Progress) 2011, Europe
Organisation: | European Union Commission , Europe |
Source: | Transferability of Skills across Economic Sectors (2011) |
Description: | The project analysed the role and importance of transferable skills with regard to the employability, adaptability and occupationamobility of people on the labour market. This analysis is based in the first instance on existing experience and available information, including the findings of 18 sector studies (see European Commission 2009a) to identify future skills.p. 7 (Executive summary)  |
STEM skillsScience, Technology, Engineering and Maths skills - skills expected to be held by people with a tertiary-education level degree in the subjects of science, technology, engineering and maths Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
Transferable skillSkills that can be introduced in a different socio-cultural or technical environment, or that can be used in other occupations. 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) |
Transferable skills include the ability to solve problems, communicate ideas and information effectively, be creative, show leadership and conscientiousness, and demonstrate entrepreneurial capabilities. People need these skills to be able to adapt to different work environments and so improve their chances of staying in gainful employment. Source: EFA (GMR) 2012, Global
Transversal skillsSkills that are typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge and that can be used in a wide variety of situations and work settings (for example, organizational skills). Source: UNESCO IBE 2013, Global
Organisation: | UNESCO International Bureau of Education , UN |
Source: | IBE Glossary of Curriculum Terminology (2013) |
Description: | The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives.
Based on the feedback to the consultation document, a new version of the Glossary has been prepared. The final document has been further revised by a small editorial team comprising: Mr Massimo Amadio and Ms Ruth Creamer, UNESCO IBE; Ms Dakmara Georgescu, Programme Specialist, UNESCO Regional Bureau for Education in the Arab States and Cluster Office (Beirut); Mr Jan Berkvens; Mr Alexandru Crisan (Romania), Lead Education Consultant, World Bank and Kuwait Government Partnership Programme for Education; and Mr Philip Stabback. p.1 (Introduction) |
Transversal skills are those typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge but as skills that can be used in a wide variety of situations and work settings (IBE 2013). These skills are increasingly in high demand for learners to successfully adapt to changes and to lead meaningful and productive lives. Examples include:
• Critical and innovative thinking
• Inter-personal skills (e.g. presentation and communication
skills, organizational skills, teamwork, etc.)
• Intra-personal skills (e.g. self-discipline, enthusiasm, perseverance, self-motivation, etc.)
• Global citizenship (e.g. tolerance, openness, respect for
diversity, intercultural understanding, etc.)
• Media and information literacy such as the ability to locate and access information, as well as to analyse and evaluate media content (UNESCO 2014c) Source: UNESCO (Bangkok) 2014, Asia Pacific
Organisation: | UNESCO Bangkok (Asia-Pacific regional bureau for education) , UN |
Source: | Education Policy Brief (Vol.2): Skills for holistic human development (November 2014) |
Description: | "[The brief] elaborates on three broad categories of skills – foundation, specialized and transversal skills – which are considered important for the development of well-rounded learners. To strengthen the development of these skills through education and training, the brief considers a number of policy actions, including scaling up of advocacy and awareness raising, stronger alignment between policies, curricula, pedagogies and assessment as well as support for teachers. Intended for education policy makers, including Ministers of Education and senior sector managers, the brief aims to foster debate on adequate policy interventions to support skills for holistic human development."B.Tzrmiel (e-forum) |
Definition of ‘transversal competencies’ has six domains: 1) critical and innovative thinking, 2) interpersonal skills, 3) intrapersonal skills, 4) global citizenship, 5) media and Information literacy, and 6) others. The domain ‘others’ was created as a way for researchers to include competencies, such as physical health or religious values, that may not fall into one of the other. Source: UNESCO Bangkok 2016, Asia-pacific
UnderskillingCircumstances in the labour market where a person has less skills than required by their current job Source: EU commission (Skills panorama) 2015, Europe
Organisation: | EU skills panorama , Europe |
Source: | Glossary (Online repertory - Accessed in January 2016) |
Description: | Access here the definitions of key skills-related terms and concepts
...
Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
UpskillingShort-term targeted training typically provided following initial education or training, and aimed at supplementing, improving or updating knowledge, skills and/or competences acquired during previous training. 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) |
Improving skills (e.g. by further 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 |
Training which aims to enable the person to gain new skill in his occupational in order to advance into a higher skill level . 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) |
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