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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. Learning is understood here to be the process of acquiring such knowledge. It is both a process and the result of that process; a means, as well as an end; an individual practice as well as a collective endeavour. Learning is multifaceted reality defined by the context. What knowledge is acquired and why, where, when and how it is used represent fundamental questions for the development of individuals and societies alike.
Learning occurs through personal reflection, reconstruction and social interaction. It may take place in formal, non-formal or informal settings.
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.
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.
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 process of acquiring and internalising a body of knowledge and/or a repertoire of skills and/or a set of behaviours, either through the experience of work and leisure or through an organised system of institutional learning through teaching and training.
Access resource, available in English;ArabicGlossary 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:
The acquisition and mastery of knowledge, skills and competences through non-formal or formal, public or private, provided online, or in communities and life situations such as intergenerational, peer-based and self-directed learning. (Comment: this understanding of learning is directly influenced by the notion of lifelong learning.)
Access resource, available in EnglishDescription of the report: