Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal
Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced.
Outcome of assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices related to a field of study or work.
There are numerous definitions of knowledge. Nevertheless, modern conceptions of knowledge rest broadly on several basic distinctions:
- Aristotle distinguished between theoretical and practical logic. In line with this distinction, modern theoreticians (Alexander et al., 1991) distinguish declarative (theoretical) knowledge from procedural (practical) knowledge. Declarative knowledge includes assertions on specific events, facts and empirical generalisations, as well as deeper principles on the nature of reality. Procedural knowledge includes heuristics, methods, plans, practices, procedures, routines, strategies, tactics, techniques and tricks (Ohlsson, 1994);
- It is possible to differentiate between forms of knowledge which represent different ways of learning about the world. Various attempts have been made to compile such lists; the following categories seem to be frequently represented:
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.