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The term curriculum refers to the design, organisation and planning of learning activities, while the term programme refers to the implementation of these activities.
Design, planning and sequencing of teaching and learning processes. It includes a statement of purpose, contents, activities and learning practices, as well as the modalities for assessing learners’ achievements.
Access resource, available in English, French, Spanish, Arabic, Russian, ChineseThe UIS Glossary includes statistical terms related to education, science, technology and innovation, culture, and communication & information . Some of the entries contain translations in one or more of the following languages: Arabic, English, French and Spanish. Other entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk (*). This is a dynamic tool, which is regularly updated by the UIS.
Inventory of activities related to the design, organisation and planning of an education or training action, including definition of learning objectives, content of programmes, methods (including assessment of learners and evaluation of programmes) and ma
Access resource, available in English, French, Italian, PortugueseThis multilingual glossary (provided in a multitude of European languages) defines a selection of key terms used in European education and training policy. It is a revised and expanded version of the “Terminology of European education and training policy – A selection of 130 key terms” (2014). It considers new priorities of European Union policy, mainly concerning skills intelligence and employment. New definitions have been developed in collaboration with the experts of Cedefop’s departments VET and Skills and VET and Qualifications.
An organized programme of both theoretical and practical studies, the successful completion of which is considered necessary to achieve specified educational goals corresponding to different levels of knowledge and qualification.
Access resource, available in Arabic, English, French, Russian, SpanishThis 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.
A detailed description of the objectives, content, duration, expected outcomes, learning and training methods of an education or training programme.
Access resource, available in EnglishThe "Glossary of key terms on learning and training for work" provides a comprehensive overview of terms and their definition used in the field of human resource development and training. Each tenn is followed by its definition and link to related terms. When a term has a broader general meaning, the definition given in the Glossary refers to its use in the training context. Both terms and definitions, as well as cross-references to synonyms and related terms are commonly used by the International Labour Office (ILO) and several other intematlonal organizations involved in human resources development and training.
A statement of the training structure and expected methods of learning and teaching that underpin a qualification or part qualification to facilitate a more general understanding of its implementation in an education system.
Access resource, available in EnglishThis standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
The set of courses and their contents offered by an institution such as a school, college or university, and partially or entirely determined by an external body.
Access resource, available in EnglishThis 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.
The word Curriculum has the meaning of educational path and describes the learning process in a much more comprehensive and complex fashion than is possible with Plans of learning content or learning material. These days, curriculum development is oriented towards the learner - the student/trainee and his learning process than towards the content of learning.
A systematic group of courses or sequences of subjects required for graduation or certification in a major field of study; or a general overall plan of the content or specific materials of instruction that the school should offer the student by way of qualifying him for graduation or certification of entrance into a professional or vocational field; or c) a body of prescribed educational experience under school supervision, designed to provide an individual with the best possible training and experience to fit him for a trade or profession.
Source: (Manual of Policies and Guidelines on the Establishment and Operation of Public and Private TVET Institutions, First Ed., 2001)
Curriculum is a broad concept including aspects such as standards setting, learning programme development and delivery and quality assurance of the delivery process (SAQA, 2000, 6).
Access resource, available in EnglishThis publication, a feasibility study on skills recognition mechanisms for selected occupational profiles, namely, domestic work and welding, contains a 2-page glossary of selected terms that are relevant in the area. The analysis of the study focused on different economic contexts and labour migration governance mechanisms, namely the intra-regional migration corridor: Ethiopia-South Africa, and the free mobility within a regional economic community (IGAD), with emphasis on the Ethiopia-Kenya migration corridor.