TVETipedia Glossary

Qualification

A formal proof of successfully completed learning according to an agreed standard.

Source:
UNESCO-UNEVOC 2021: New qualifications and competencies for future-oriented TVET, Vol. 1. TVET governance Steering collective action (p. 8)

A qualification is formal certification, issued by an official agency, in recognition that an individual has been assessed as achieving learning outcomes or competencies to the standard specified for the qualification title, usually a type of certificate, diploma or degree. Learning and assessment for a qualification can take place through workplace experience and/or a program of study. A qualification confers official recognition of value in the labour market and in further education and training.

Source:
OECD, quoted in Caribbean Community (CARICOM) Secretariat (2019), The CARICOM Qualifications Framework: A model for enabling regional seamless Human Resource Development (p.9)

Formal expression of the vocational or professional abilities of a worker which are recognized at international, national or sectoral levels and which takes the form of an official record (certificate or diploma) of achievement, attesting to successful completion of education or training, or satisfactory performance in a test or examination.

Source:
ILO, Changing demand for skills in digital economies and societies: Literature review and case studies from low- and middle-income countries. (Glossary on pp. 12-13), 2021
ILO, Changing demand for skills in digital economies and societies: Literature review and case studies from low- and middle-income countries. (Glossary on pp. 12-13), 2021
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The report sheds light on changing demand for skills in digital economies and societies, based mostly on a literature review, supported by a set of case studies from low- and middle-income countries. It reviews different approaches to measuring digital skills, and discusses the impact of digitalization on skills and related policy recommendations. It shows that, while digitalization may vary widely in its extent and forms across countries and sectors, its impact on jobs and skills is nevertheless considerable everywhere.

A proxy for the different types of learning required by an individual using learning outcomes. (Comment: Qualifications are limited in the extent to which they are able to describe different types of learning, but are nonetheless accepted as an acceptable proxy.)

Source:
UNESCO, Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 2015
UNESCO, Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 2015
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Description of the report:
"The aim of this research is to support a broader initiative that will explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes, including a set of world reference levels to facilitate the international recognition of qualifications."
Description of the glossary:
"The definitions of this glossary are provided by the authors, drawing on a wide range of literature in the field, and in particular the cited references for this publication. They do not necessarily coincide with official positions of UNESCO."

A formal expression of the vocational or professional abilities of a worker which is recognized at international, national or sectoral levels. An official record (certificate, diploma) of achievement which recognizes successful completion of education or training, or satisfactory performance in a test or examination.

Source:
UNESCO, Terminology of Technical and Vocational Education, 1984
UNESCO, Terminology of Technical and Vocational Education, 1984
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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.

The formal outcome (certificate, diploma or title) of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards and/or possesses the necessary competence to do a job in a specific area of work.

Source:
CEDEFOP, Terminology of European education and training policy. A selection of 100 key terms, 2008
CEDEFOP, Terminology of European education and training policy. A selection of 100 key terms, 2008
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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).

The term qualification covers different aspects: (a) see above, the definition from CEDEFOP. (b) job requirements: the knowledge, aptitudes and skills required to perform the specific tasks attached to a particular work position (ILO).

Formal certification that is awarded by an accredited authority in recognition of the successful completion of an educational program. In the vocational education and training (VET) sector, qualifications are awarded when a person has satisfied all requirements of the units of competency or modules that comprise an Australian Qualifications Framework (AQF) qualification, as specified by a nationally endorsed training package or an accredited course that provides training for that qualification.

Source:
NCVER (Australia), VOCEDplus: Glossary of VET, (accessed 12/2022)
NCVER (Australia), VOCEDplus: Glossary of VET, (accessed 12/2022)
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This glossary is a compilation of Australian vocational education and training (VET) terms and acronyms. It includes both current and historical terms, concepts, acronyms and other abbreviations found in Australian VET research, policy and data.

1. Certification awarded to a person on successful completion of a course in recognition of having achieved particular knowledge, skills or competencies.

2. The requirements for an individual to enter or progress within an occupation.

Source:
UNESCO-UNEVOC/NCVER, TVET glossary: some key terms, 2009
UNESCO-UNEVOC/NCVER, TVET glossary: some key terms, 2009
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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."

The official confirmation, usually in the form of a document certifying the successful completion of an educational programme or of a stage of a programme. Qualifications can be obtained through: i) successful completion of a full programme; ii) successful completion of a stage of a programme (intermediate qualifications); or iii) validation of acquired knowledge, skills and competencies, independent of participation in such programmes. This may also be referred to as a ‘credential’.

Source:
UIS, Glossary, (accessed 12/2022)
UIS, Glossary, (accessed 12/2022)
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The 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.

Certification awarded to an individual in recognition of having achieved particular knowledge, skills or competencies. It is also the formal expression of the vocational or professional abilities of a worker which is recognized at international, national or sectoral levels.

Source:
ILO, Glossary of Key Terms on Learning and Training for Work, 2006
ILO, Glossary of Key Terms on Learning and Training for Work, 2006
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The "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.

When a competent body determines that an individual has learned knowledge, skills and/or wider competences to specific standards.

Source:
OECD, Glossary of terms used in the international survey of VET systems, 2009
OECD, Glossary of terms used in the international survey of VET systems, 2009
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(Glossary starting p. 107)
"This report sets out some practical steps that countries can take in partnership with employers. [...] [It] is linked to 17 individual country studies [...][that] illustrate the rich international diversity in vocational systems"

A registered national qualification consisting of a planned combination of learning outcomes which has a defined purpose or purposes, intended to provide qualifying learners with applied competence and a basis for further learning and which has been assessed in terms of exit level outcomes, registered on the National Qualifications Framework (NQF) and certified and awarded by a recognised body.

Source:
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
SAQA (South Africa), TVET Standard Glossary of Terms, 2013
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This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

A package of standards or units judged to be worthy of formal recognition in a certificate.

Source:
ILO, An Introductory Guide to National Qualifications Frameworks, 2007
ILO, An Introductory Guide to National Qualifications Frameworks, 2007
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(Glossary starting p. 63)
"There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood.
This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems."

Planned combination of learning outcomes with a defined purpose or purposes, including defined, applied and demonstrated competence and a basis for further learning.

Source:
SADC, Glossary, 2011
SADC, Glossary, 2011
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(Glossary starting p. 26)
Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document).

Refers to a package of competencies describing a particular function or job role existing in an economic sector, covering the work activities required to undertake a particular job. Depending on the breadth, depth and scope of competency, a qualification may fall under National certificate levels I, II, III, IV or diploma. A National Certificate is a full qualification while a Certificate of Competency is leading to a qualification. It also refers to a formal certification that a person has successfully achieved specific learning outcomes relevant to the identified academic, industry or community requirements. A qualification confers official recognition of value in the labor market and in further education and training.

Source: TESDA Circular No. 107, s. 2021

Source:
TESDA, TVET glossary of terms (online), (accessed 12/2022)
TESDA, TVET glossary of terms (online), (accessed 12/2022)
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This glossary of terms intends to provide the TESDA key players, partners, and stakeholders an online and updated TVET information, concepts, to bring common understanding and clarification on the use of TESDA terminologies.

The official confirmation, usually in the form of a document, certifying the successful completion of an education programme or a stage of a programme. Qualifications can be obtained through: i) successful completion of a full education programme; ii) successful completion of a stage of an education programme (intermediate qualifications); or iii) validation of acquired knowledge, skills and competencies, independent of participation in an education programme. This may also be referred to as a ‘credential’.

Source:
UIS, ISCED 2011 (International Standard Classification of Education), 2012
UIS, ISCED 2011 (International Standard Classification of Education), 2012
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As national education systems vary in terms of structure and curricular content, it can be difficult to benchmark performance across countries over time or monitor progress towards national and international goals. In order to understand and properly interpret the inputs, processes and outcomes of education systems from a global perspective, it is vital to ensure that data are comparable. This can be done by applying the International Standard Classification of Education (ISCED), the standard framework used to categorise and report cross-nationally comparable education statistics.