ACCREDITATION (of a VET provider or training programme)

Process of accrediting an institution of vocational education or training, a programme or study, or a service, showing it has been approved by the relevant legislative and professional authorities by having met predetermined standards.

ACCREDITATION OF  PRIOR  LEARNING – APL

Validation of informal/non formal learning: the process of assessing and recognising a wide range of knowledge, know-how, skills and competences, which people develop throughout their lives within different environments, e.g. through education, work and leisure activities.

BASIC SKILLS

The skills and competences needed to function in contemporary society, e.g. listening, speaking, reading, writing and mathematics.

BLENDED LEARNING

The acquisition of knowledge using a mix of ICT and presence or distance methods.

CERTIFICATE/DIPLOMA

An official document, issued by an awarding body, which records the achievements of an individual following a standard assessment procedure.

CERTIFICATION (of skills and competences)

The process of formally validating knowledge, know-how and/or skills and competences acquired by an individual, following a standard assessment procedure. Certificates or diplomas are issued by accredited awarding bodies.

COMPETENCE

Ability to apply knowledge, know-how and skills in a habitual or changing situation.

CONTINUOS CERTIFICATION PROGRAMME

An organised programme for specific careers such as doctors or financial consultants.

CONTINUOUS EDUCATION/CONTINUING VET

Educational or training after initial education or entry into working life, aimed at helping individuals to:
- improve or update their knowledge and/or skills;
- acquire new skills for a career move or retraining;
- continue their personal or professional development.
Comment: continuing education and training is part of lifelong learning and may encompass any kind of education (general, specialised or vocational, formal or non-formal, etc.). It is crucial for the employability of individuals.

COURSE

A learning unit with clear goal.

CREDIT TRANSFER SYSTEM (in VET)

A system which provides a way of measuring and comparing learning achievements (resulting from a course, training or a placement) and transferring them from one institution to another, using credits validated in training programmes.
Comment: A credit transfer system supports the transparency and comparability of education and training pathways, curricula and systems. In a credit transfer system, a value is allocated to every learning unit (course, training or placement) that the learner is required to successfully complete, in order to pass a full training programme at a school or training centre, including examinations or other assessments.

E-ACCREDITATION

Proof of skill using ICT methods.

E-LEARNING

Learning supported by information and communication technologies (ICT).
Comment: e-learning is not limited to ‘digital literacy’ (acquiring ICT skills). It may encompass multiple formats and hybrid methods: using software, Internet, CD-ROM, online learning or any other electronic or interactive media.

EMPLOYABILITY

The degree of adaptability an individual demonstrates in finding and keeping a job, and updating occupational skills.
Comment: Employability depends not only on the adequacy of knowledge and skills of individuals but also on the incentives and opportunities offered to individuals to seek employment.

EMPLOYMENT REFERENCE

A document, sometimes detailed (especially in Germany), proving asserted employment and experience

FORMAL LEARNING

Learning that occurs in an organised and structured environment (in a school/training centre or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to certification.

FUNCTIONAL ANALYSIS

The analysis and specification of competence according to functions providing today a broader conception of competence than earlier task analysis approaches. The concentration on function shifts the focus of competence from tasks and procedures to the purpose and outcome of work activity. These are more likely to endure as technology and work procedures change rapidly. There is also less likelihood to neglect the non-technical aspects of competence, to the degree these are required to achieve a successful outcome.

FURTHER EDUCATION

An umbrella term including any organised educational activity -but not at a university level- provided for people who are older than school age. See continuous education.

FURTHER TRAINING

Short-term targeted training typically provided following initial vocational training, and aimed at supplementing, improving or updating knowledge, skills and/or competences acquired during previous training.

FORMAL EDUCATION

Systems of organised learning ‘hierarchically structured and chronologically graded’ (from first level education to higher education).

ICT

Information and Communication Technology - Technology which provides for the electronic input, storage, retrieval, processing, transmission and dissemination of information.

ICT SKILLS

The skills needed for efficient use of information and communication technologies (ICT).
Comment: In a report on ICT skills and employment, OECD proposes a simple classification:
- Professional ICT skills: ability to use advanced ICT tools, and/or to develop, repair and create   
such tools;
- Applied ICT skills: ability to use simple ICT tools in general workplace settings (in non-IT jobs);
- Basic ICT skills or ‘ICT literacy’: ability to use ICT for basic tasks and as a tool for learning.

INFORMAL LEARNING

Learning resulting from daily activities related to work, family or leisure. It is not organized or structured (in terms of objectives, time or learning support). Informal learning is in most cases unintentional from the learner’s perspective. It typically does not lead to certification.

INFORMALLY ACQUIRED SKILLS

Skills acquired through experience and not formal educational methods.

INITIAL VET

General or vocational education carried out in the initial education system, usually before entering working life.
Comment:
- Some training undertaken after entry into working life may be considered as initial training (e.g.re-training);
- Initial education and training can be carried out at any level in general or vocational education (full-time school-based or alternance training) pathways or apprenticeship.

KEY QUALIFICATIONS

A combination of basic and soft skills as well as learning skills (see learning how to learn) which allows an individual to develop and maintain his or her employability (also core skills, generic skills) . See soft skills.

KNOWLEDGE VS. INFORMATION

Knowledge is the ability to process and use information.

KNOWLEDGE VS. SKILL

Knowledge is theoretical and skill is an ability to actually do something, such as repair an air conditioning condenser: one can know the theory without doing the repair; one can repair the condenser without being able to mentally process the theory.

LEARNING

A cumulative process whereby individuals gradually assimilate increasingly complex and abstract entities (concepts, categories, and patterns of behaviour or models) and/or acquire skills and competences.

LEARNING TO LEARN

The analysis of the process of acquiring knowledge or skills or the process where the learner learns how to learn.

LIFELONG LEARNING

All learning activity undertaken throughout life, with the aim of improving knowledge, skills and/or qualifications for personal, social and/or professional reasons.

LIFEWIDE LEARNING

Learning, formal, non-formal or informal, that takes place across the full range of life activities (personal, social and/or professional) and at any stage.
Comment: Lifewide learning is a dimension of lifelong learning.

NON FORMAL EDUCATION

Any organized educational activity outside the established formal system with identifiable learners and evident learning objectives

NON-FORMAL LEARNING

Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non-formal learning is intentional from the learner’s point of view. It normally does not lead to certification.
Comment: Non-formal learning is sometimes described as semi-structured learning.

PERSONAL REFERENCE

A letter from an acquaintance of the subject attesting to the written content.

PRESENCE LEARNING

Traditional acquisition of knowledge situation with teacher and learner physically in same place.

PROFESSIONAL TRAINERS

Teachers which are teaching specialists who have completed a teacher training course for delivering vocational training. Their job may coincide with that of the teacher in a vocational training establishment.

PART-TIME OR OCCASIONAL TRAINERS

Professionals in various fields who take on, in their normal duties, part-time training activity, either in the company (as mentors and tutors of recruits and apprentices or as training providers) or externally (by occasionally offering their services at a training establishment).

QUALIFICATION

- An official record (certificate, diploma) of achievement which recognises successful completion of education or training, or satisfactory performance in a test or examination;
and/or
-  the requirements for an individual to enter or progress within an occupation.

SME

Small and medium sized enterprise(s).

SKILL

The knowledge and experience needed to perform a specific task or job.

SOFT SKILLS

Basic interactive skills or abilities like communication and teamwork (plus negotiation and problem solving).

TEACHER IN VET

A person whose function is to impart knowledge or know-how to students or trainees in a vocational school or training centre.
Comment: A teacher may fulfill several tasks such as organizing and carrying out training programmes/courses and transmitting knowledge/know-how, whether generic or specific, theoretical or practical. A teacher in a vocationally oriented institution may be referred to as a ‘trainer’.

TECHNICAL SKILLS

abilities, such as those required to repair a motor, washer or automobile (as opposed to soft skills and as opposed to theoretical knowledge).

TRAINER

Anyone who fulfils one or more activities linked to the (theoretical or practical) training function, either in an institution for education or training, or at the workplace.
Comment:
Trainers must carry out various tasks:
- design training activities;
- organise and implement these activities;
- provide the actual training, i.e. transfer knowledge, know how and skills; help apprentices develop their skills by providing advice, instructions and comments throughout the apprenticeship.

TRAINING PROGRAMME

A structured programme for the acquisition of skills.

TRANSFERABILITY (OF SKILLS AND COMPETENCES)

The capacity (of skills and competences) to be transferred to and used in a new occupational or educational environment.

TRANSFERABLE SKILLS

 (as opposed to specific skills) technical or other skills which can be applied  to various workplace situations.

TRANSNATIONAL

Within the EU between two or more countries.

TRANSPARENCY (OF QUALIFICATIONS)

The degree to which the value of qualifications can be identified and compared on the (sectoral, regional, national or international labour and training markets.

VALIDATION

The process of accreditation refers more to the assessment of  non formal  and formal acquired skills and competencies. Accreditation of formal learning may lead to certification whereas accreditation of non formal/informal learning may lead to validation or to a more formal way of accreditation. In that sense validation refers to the process of assessing and recognizing a wide range of skills and competencies which people develop through their lives and in different context, i.e. education, work, leisure time.
A certification process may follow validation or accreditation of non formal or informal learning

VALIDATION OF INFORMAL / NON-FORMAL LEARNING

The process of assessing and recognizing a wide range of knowledge, know-how, skills and competences, which people develop throughout their lives within different environments, for example through education, work and leisure activities.

VALUING LEARNING

The process of promoting participation in and outcomes of (formal or non-formal) learning, in order to raise awareness of its intrinsic worth and to reward learning.

VOCATIONAL EDUCATION AND TRAINING (VET)

Education and training which aims to equip people with skills and competences that can be used on the labour market.