UNESCO-UNEVOC Logo open menu

About Us

The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch

Our Network

The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard

Skills for Work and Life

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

Knowledge Resources

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

TVETipedia Glossary

Find and compare definitions of key terms in TVET


1-9  A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z


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:

  • objective (natural/scientific) knowledge, defined on the basis of certainty;
  • subjective (literary/aesthetic) knowledge, defined on the basis of authenticity;
  • moral (human/normative) knowledge, defined on the basis of collective acceptance (right/wrong);
  • religious/divine knowledge, defined by reference to a divine authority (God). This basic understanding of knowledge underpins the questions we ask, the methods we use and the answers we give in our search for knowledge;
- knowledge encompasses tacit and explicit knowledge. Tacit knowledge (Polanyi, 1967) is knowledge learners possess which influences cognitive processing. However, they may not necessarily express it or be aware of it. Explicit knowledge is knowledge a learner is conscious of, including tacit knowledge that converts into an explicit form by becoming an ‘object of thought’ (Prawat, 1989).

Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)

Browse related topics




Data privacy notice | Contacts | © UNESCO-UNEVOC