Tämä sanasto on laadittu yhteistyössä Euroopan koulutussäätiön kanssa (Torino) ja se on tarkoitettu
tutkijoille ja ammattilaisille sekä yleisemmin Euroopan ammatillista koulutusta
koskevaan politiikkaan osallistuville. Sanasto ei ole tyhjentävä selvitys
ammatillisen koulutuksen asiantuntijoiden käyttämästä terminologiasta. Siinä
määritetään pikemminkin keskeiset termit, jotka ovat olennaisia Euroopan
nykyisen ammatillista koulutusta koskevan politiikan ymmärtämiseksi.
Conditions, circumstances or requirements (e.g. qualification, education level, competences or work experience, etc.) governing admittance and participation to educational institutions or programmes.
A process of quality assurance through which accredited status is granted to a programme of education or training, showing it has been approved by the relevant legislative or professional authorities by having met predetermined standards.
Kommentteja
source
adapted from Canadian Information Centre for International Credentials.
A process of quality assurance through which accredited status is granted to an education or training provider, showing it has been approved by the relevant legislative or professional authorities by having met predetermined standards.
Kommentteja
source
adapted from Canadian Information Centre for International Credentials.
General or vocational education provided for adults after initial education and training for professional and/or personal purposes, and which aims to: provide general education for adults in topics of particular interest to them (e. g. in open universities); provide compensatory learning in basic skills which individuals may not have acquired earlier in their initial education or training (such as literacy, numeracy) and thus to; give access to qualifications not gained, for various reasons, in the initial education and training system); acquire, improve or update knowledge, skills or competences in a specific field: this is continuing education and training.
Kommentteja
adult education is close to, but not synonymous with, continuing education and training.
source
adapted from European Training Foundation 1997; Cedefop, 2004.
Läheisiä verbejä
compensatory learning, continuing education and training, lifelong learning
Education or training combining periods in an educational institution or training centre and in the workplace. The alternance scheme can take place on a weekly, monthly or yearly basis. Depending on the country and applicable status, participants may be contractually linked to the employer and/or receive a remuneration.
Kommentteja
the German 'dual system' is an example of alternance training.
Systematic, long-term training alternating periods at the workplace and in an educational institution or training centre. The apprentice is contractually linked to the employer and receives remuneration (wage or allowance). The employer assumes responsibility for providing the trainee with training leading to a specific occupation.
Kommentteja
in French, the term ‘apprentissage’ relates to both apprenticeship and the process of learning (see ‘learning’);the German ’dual system’ is an example of apprenticeship.
The process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification.
Kommentteja
in the literature, 'assessment' generally refers to appraisal of individuals whereas 'evaluation' is more frequently used to describe appraisal of education and training methods or providers.
A body issuing qualifications (certificates, diplomas or titles) formally recognising the learning outcomes (knowledge, skills and/or competences) of an individual, following a assessment and validation procedure.
Kommentteja
source
based on Cedefop, 2004.
Läheisiä verbejä
certificate / diploma / title, certification of learning outcomes, validation of learning outcomes
The skills needed to use efficiently the elementary functions of information and communication technologies (essentially word/image/data processing, Internet and e-mail).
Kommentteja
some authors also include hardware skills (connecting devices, installing software, correcting basic faults) or further software skills (using a presentation programme or spreadsheet, file management, retrieving data, etc.); other authors even consider that basic ICT skills are now part of key skills.
source
based on Cedefop, 2004.
Läheisiä verbejä
basic skills, information and communication technology (ICT), key skills / key competences, new basic skills
An official document, issued by an awarding body, which records the achievements of an individual following an assessment and validation against a predefined standard.
Kommentteja
source
based on Cedefop, 2004.
Läheisiä verbejä
assessment of learning outcomes, awarding body, certification of learning outcomes, qualification
The process of issuing a certificate, diploma or title formally attesting that a set of learning outcomes (knowledge, know-how, skills and/or competences) acquired by an individual have been assessed and validated by a competent body against a predefined standard.
Kommentteja
certification may validate the outcome of learning acquired in formal, non-formal or informal settings.
source
based on Cedefop, 2004.
Läheisiä verbejä
assessment of learning outcomes, awarding body, certificate / diploma / title, qualification, validation of learning outcomes
A ‘third sector’ of society beside the State and the market, embracing institutions, groups and associations (either structured or informal), which may act as mediator between citizens and public authorities.orThe sum of all organisational structures whose members have objectives and responsibilities of general interest and who also act as mediators between public authorities and citizens.
Kommentteja
source
(1) Cedefop, 2001 in European Commission, 2004; (2) Economic and Social Committee, 1999.
The extent to which it is possible to establish equivalence between the level and content of qualifications (certificates diplomas or titles) at sectoral, regional, national or international levels.
Kommentteja
comparability of qualifications improves individuals’ employability and mobility. This term must not be confused with ‘equivalence of qualifications’ (which refers to the similarity of value of certificates or diplomas).
The ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development).
Kommentteja
competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g. social or organisational skills) and ethical values.
Education or training after initial education and training - or after 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.
Kommentteja
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.
source
Cedefop, 2004.
Läheisiä verbejä
adult education, compensatory learning, initial education and training, lifelong learning
An instrument designed to enable accumulation of learning outcomes gained in formal, non-formal and/or informal settings, and facilitate their transfer from one setting to another for validation and recognition. A credit system can be designed: by describing an education or training programme and attaching points (credits) to its components (modules, courses, placements, dissertation work, etc.); or by describing a qualification using learning outcomes units and attaching credit points to every unit.
Kommentteja
source
based on Cedefop, 2004; European Commission, 2006c.
Läheisiä verbejä
European credit system for vocational education and training (ECVET), European credit transfer and accumulation system (ECTS)
The inventory of activities implemented to design, organise and plan an education or training action, including the definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.
Kommentteja
the term curriculum refers to the design, organisation and planning of learning activities whereas the term programme refers to the implementation of these activities.
The competence to use information and communication technology (ICT).
Kommentteja
source
based on Cedefop, 2004.
Läheisiä verbejä
basic information and communication technology (ICT) skills, digital divide / digital gap, information and communication technology (ICT), key skills / key competences
Withdrawal from an education or training programme before its completion.
Kommentteja
this term designates both the process (early school leaving) and the persons (early school leavers) who fail to complete a course; besides early school leavers, dropouts may also include learners who have completed education or training but failed the examinations.
A set of related education or training programmes provided by schools, higher education institutions or VET providers, and that facilitates individuals' progression within or between activity sectors.
Any organisation or individual providing education or training services.
Kommentteja
education and training providers may be organisations specifically set up for this purpose, or they may be other, such as employers, who provide training as a part of their business activities. Training providers also include independent individuals who offer services.
Learning supported by information and communication technologies (ICT).
Kommentteja
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; e-learning can be used as a tool for distance education and training but also to support face-to-face learning.
source
based on Cedefop, 2004.
Läheisiä verbejä
digital literacy, distance education and training, information and communication technology (ICT)
The combination of factors which enable individuals to progress towards or get into employment, to stay in employment and to progress during career.
Kommentteja
employability of individuals depends on: personal attributes (including adequacy of knowledge and skills);how these personal attributes are presented on the labour market;the environmental and social contexts (i.e. incentives and opportunities offered to update and validate their knowledge and skills); andthe economic context.
source
based on Scottish executive, 2007; The institute for employment studies, 2007.
A device in which qualifications are expressed in units of learning outcomes to which credit points are attached, and which is combined with a procedure for validating learning outcomes. The aim of this system is to promote: mobility of people undertaking training; accumulation, transfer and validation and recognition of learning outcomes (either formal, non-formal or informal) acquired in different countries; implementation of lifelong learning; transparency of qualifications; mutual trust and cooperation between vocational training and education providers in Europe.
Kommentteja
ECVET is based on the description of qualifications in terms of learning outcomes (knowledge, skills and/or competences), organised into transferable and accumulable learning units to which credit points are attached and registered in a personal transcript of learning outcomes.
source
Cedefop; European Commission, 2006c.
Läheisiä verbejä
credit system, European credit transfer and accumulation system (ECTS)
A systematic way of describing a higher education programme by attaching credits to its components (modules, courses, placements, dissertation work, etc.), to: make study programmes easy to read and compare for all students, local and foreign; encourage mobility of students and recognition of formal, non-formal and informal learning; help universities to organise and revise their study programmes.
Kommentteja
ECTS is based on the student workload required to achieve the objectives of a programme, specified in terms of learning outcomes to be acquired. The student workload of a full-time study programme in Europe amounts in most cases to around 1500-1800 hours per year and in those cases one credit stands for around 25 to 30 working hours. Individuals who can demonstrate similar learning outcomes acquired in other learning settings may obtain recognition and credits (waivers) from the degree awarding bodies.
The rules, processes and behaviour implemented for the exercise of power at European level.
Kommentteja
governance must ensure that public resources and problems are managed effectively, efficiently and in response to critical needs of society. Effective governance relies on public participation, accountability, transparency, effectiveness and coherence.
A reference tool for the description and comparison of qualification levels in qualifications systems developed at national, international or sectoral level.
Kommentteja
the EQF's main components are a set of 8 reference levels described in terms of learning outcomes (a combination of knowledge, skills and/or competences) and mechanisms and principles for voluntary cooperation. The eight levels cover the entire span of qualifications from those recognising basic knowledge, skills and competences to those awarded at the highest level of academic and professional and vocational education and training. EQF is a translation device for qualification systems.
This level includes tertiary programmes with: academic orientation (type A) which are largely theoretical;occupation orientation (type B) usually shorter than type A and geared for entry to the labour market. Type A programmes provide access to advanced research studies and professions with high skill requirements. Type B programmes prepare students for direct entry into a specific occupation. Entry to ISCED level 5 normally requires successful completion of ISCED levels 3 or 4.
Kommentteja
Level 5 A programmes with academic orientation are typically outside the scope of VET.
Learning that occurs in an organised and structured environment (e.g. in an education or training institution 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 validation and certification.
A range of activities designed to help individuals take educational, vocational or personal decisions and carry them out before and after they enter the labour market.
Kommentteja
Guidance and counselling may include: counselling (personal or career development, educational guidance), assessment (psychological or competence-/ performance-related), information on learning and labour market opportunities and career management, consultation with peers, relatives or educators, vocational preparation (pinpointing skills/competences and experience for jobseeking), referrals (to learning and career specialists). Guidance and counselling can be provided at schools, training centres, job centres, the workplace, the community or in other settings.
A system of public incentive to encourage access of adults to learning - for example those not already benefiting from publicly funded education or training.
Kommentteja
individual learning accounts aim to widen participation in professional and personal development by providing support, expressed either in money or time the learners can spend in the institutions of their choice.
Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner’s perspective.
Kommentteja
informal learning outcomes do not usually lead to certification but may be validated and certified in the framework of recognition of prior learning schemes; informal learning is also referred to as experiential or incidental/random learning.
The skills needed for efficient use of information and communication technologies (ICT).
Kommentteja
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.
source
Cedefop, 2004; Lopez-Bassols.
Läheisiä verbejä
basic information and communication technology (ICT) skills
General or vocational education and training carried out in the initial education system, usually before entering working life.
Kommentteja
some training undertaken after entry into working life may be considered as initial training (e.g. retraining); 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.
source
based on Cedefop, 2004.
Läheisiä verbejä
compulsory education, continuing education and training
The sum of skills (basic and new basic skills) needed to live in contemporary knowledge society.
Kommentteja
in its Recommendation on key competences for lifelong learning, the European Commission sets out the eight key competences: communication in the mother tongue; communication in foreign languages; competences in maths, science and technology; digital competence; learning to learn; interpersonal, intercultural and social competences, and civic competence; entrepreneurship; cultural expression.
The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of study or work.
Kommentteja
There are numerous definitions of knowledge. Nevertheless, modern conceptions of knowledge rest broadly on several basic distinctions: (a) 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);(b) 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, judged on the basis of certainty;subjective (literary/aesthetic) knowledge judged on the basis of authenticity;moral (human/normative) knowledge judged on the basis of collective acceptance (right/wrong);religious/divine knowledge judged 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;(c) 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).
A process by which an individual assimilates information, ideas and values and thus acquires knowledge, know-how, skills and/or competences.
Kommentteja
Learning occurs through personal reflection, reconstruction and social interaction. Learning may take place in formal, non-formal or informal settings.
source
Cedefop, 2004; European Commission, 2006a.
Läheisiä verbejä
formal learning, informal learning, learning by doing, learning by using, non-formal learning
A community that promotes a culture of learning by developing effective local partnerships between all sectors of the community, and supports and motivates individuals and organisations to learn.
Anyone who promotes the acquisition of knowledge and skills by establishing a favourable learning environment, including anyone exercising a teaching, training, supervision or guidance function. The facilitator helps the learner develop knowledge and skills by providing guidelines, feedback and advice throughout the learning process.
An organisation which promotes learning, and where individuals learn and develop through the work context, for the benefit of themselves, each other and the whole organisation, with such efforts being publicised and recognised.
The set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
Kommentteja
learning outcomes can arise from any form of learning setting (either formal, non-formal or informal).
source
based on Cedefop, 2004.
Läheisiä verbejä
assessment of learning outcomes, certification of learning outcomes, formal learning, informal learning, validation of learning outcomes
All learning activity undertaken throughout life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social and/or professional reasons.
Kommentteja
source
based on Cedefop, 2004.
Läheisiä verbejä
adaptability , adult education, continuing education and training, lifewide learning
Learning, either formal, non-formal or informal, that takes place across the full range of life activities (personal, social or professional) and at any stage.
Kommentteja
lifewide learning is a dimension of lifelong learning.
source
based on Cedefop, 2004.
Läheisiä verbejä
adult education, continuing education and training, lifelong learning
Lower secondary education generally continues the basic programmes of primary, although teaching is typically more subject-focused, often employing more specialised teachers to conduct classes.
Kommentteja
in some countries, this level may appear as an artificial division which does not correspond to the national education system (nine years of basic education including ISCED level 2). In such cases, ISCED 2 level is called ‘second stage of basic education’.
source
Unesco, 1997; Eurydice, 2006.
Läheisiä verbejä
European qualification framework for lifelong learning (EQF), first stage of tertiary education (ISCED 5), post-secondary (non-tertiary) education (ISCED 4) , upper secondary education (ISCED 3)
Guidance and support provided in a variety of ways to a young person or novice (i.e. someone joining a new learning community or organisation) by an experienced person who acts as a role model, guide, tutor, coach or confidante.
The ability of an individual to move and adapt to a new occupational environment.
Kommentteja
mobility can be geographical or ‘functional’ (a move to a new post in a company or to a new occupation). Mobility enables individuals to acquire new skills and thus to increase their employability.
The recognition by one or more countries or organisations of qualifications (certificates, diplomas or titles) awarded in (or by) one or more other countries or other organisations.
Kommentteja
mutual recognition can be bilateral (between two countries or organisations) or multilateral (e.g. within the European Union or between companies belonging to the same sector).
The skills such as information and communication technology (ICT) skills, foreign languages, social, organisational and communication skills, technological culture, entrepreneurship.
Kommentteja
combined with basic skills, new basic skills form the key skills needed to develop in contemporary knowledge society.
source
Council of the European Union, 2000.
Läheisiä verbejä
basic skills, information and communication technology (ICT) skills, key skills / key competences
Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s point of view.
Kommentteja
non-formal learning outcomes may be validated and lead to certification; non-formal learning is sometimes described as semi-structured learning.
source
based on Cedefop, 2004.
Läheisiä verbejä
formal learning, informal learning, learning, validation of learning outcomes
Vocational training undertaken away from the normal work situation. It is usually only part of a whole training programme, in which it is combined with on-the-job training.
These programmes straddle the boundary between upper secondary and tertiary education. They serve to broaden the knowledge of upper secondary education graduates. These programmes are designed to prepare students for studies at first stage of tertiary education or for direct labour market entry. They do not lead to a tertiary qualification.
Kommentteja
students entering will have usually completed upper secondary education. Programmes usually have a full-time equivalent duration of between 6 months and 2 years.
source
Unesco, 1997; Eurydice, 2006.
Läheisiä verbejä
European qualification framework for lifelong learning (EQF), first stage of tertiary education (ISCED 5), lower secondary education (ISCED 2) , upper secondary education (ISCED 3)
An inventory of activities, content and/or methods implemented to achieve education or training objectives (acquiring knowledge, skills and/or competences), organised in a logical sequence over a specified period of time.
Kommentteja
the term programme of education of training refers to the implementation of learning activities whereas curriculum refers to the design, organisation and planning of these activities.
The term qualification covers different aspects: formal qualification: 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. A qualification confers official recognition of the value of learning outcomes in the labour market and in education and training. A qualification can be a legal entitlement to practice a trade (OECD); job requirements: the knowledge, aptitudes and skills required to perform the specific tasks attached to a particular work position (ILO).
Kommentteja
source
based on Eurydice, 2006; European Training Foundation, 1997; OECD, 2007; ILO, 1998.
Läheisiä verbejä
certification of learning outcomes, competence, European qualification framework for lifelong learning (EQF), formal learning, informal learning, learning outcomes / learning attainments, non-formal learning, regulated profession, skill
An instrument for the development and classification of qualifications (e.g. at national or sectoral level) according to a set of criteria (e.g. using descriptors) applicable to specified levels of learning outcomes.
Kommentteja
A qualification framework can be used to: establish national standards of knowledge, skills and competences; promote the quality of education; provide a system of coordination and/or integration of qualifications and enable comparison of qualifications by relating qualifications to each other; promote access to learning, transfer of learning outcomes and progression in learning.
source
based on European Commission, 2006a; OECD, 2007.
Läheisiä verbejä
European qualification framework for lifelong learning (EQF), qualification system
All activities related to the recognition of learning outcomes and other mechanisms that link education and training to the labour market and civil society. These activities include: definition of qualification policy, training design and implementation, institutional arrangements, funding, quality assurance; assessment, validation and certification of learning outcomes.
Kommentteja
source
based on European Commission, 2006a.
Läheisiä verbejä
assessment of learning outcomes, certification of learning outcomes, qualification framework, validation of learning outcomes
(a) Formal recognition: the process of granting official status to skills and competences either through the: award of qualifications (certificates, diploma or titles); or grant of equivalence, credit units or waivers, validation of gained skills and/or competences; and/or (b) social recognition: the acknowledgement of the value of skills and/or competences by economic and social stakeholders.
Kommentteja
source
Cedefop, 2004.
Läheisiä verbejä
certification of learning outcomes, mutual recognition of qualifications, validation of learning outcomes
An occupational activity or group of occupational activities access to which, and the practice of which (or to one of its forms) is directly or indirectly subject to legislative, regulatory or administrative provisions concerning the possession of specific qualifications.
An examination administered at the end of upper secondary education to validate and certify the learning outcomes of learners following an assessment procedure.
Kommentteja
- not all secondary school leaving certificates guarantee systematic access to higher education; - at national level, school leaving certificates bear different names, for example: Austria- Reifeprüfungszeugnis (general upper secondary, general access to higher education) or Reife- und Diplomprüfungszeugnis (vocational upper secondary, double qualification: general access to higher education and vocational qualifications);- Berufsreifeprüfungszeugnis (general access to higher education, includes validation of knowledge, skills and competences acquired on the job). Germany- Abitur - Fachabitur Ireland - Leaving certificates FranceBaccalauréat: - baccalauréat général (general education); - baccalauréat technologique (general and technical education); - baccalauréat professionnel (vocational training leading to a specific occupation). Portugal- diploma do ensino secundário (general education); - diploma de qualificação (general and vocational education / double certification). United Kingdom(a) academic levels - GCSEs (General Certificate of Secondary Education); - GCE A level (General Certificate of Educational Advanced Level) and AS level (Advanced supplementary level); - Standard Grade (Scotland); - Higher Grade (Scotland); - Advanced higher Grade (Scotland). (b) vocational levels - Vocational Certificates of Secondary Education (VCSE).
A group of companies with the same main economic activity (e.g. chemicals).orA category of transversal professional activities (e.g. marketing) common to a variety of companies.
Analysis of knowledge, skills and competences of an individual, including his or her aptitudes and motivations to define a career project and/or plan professional reorientation or training project.
Kommentteja
the aim of a skills audit is to help the individual: analyse career background; self-assess position in the labour environment; prepare themselves to validation of non-formal or informal learning outcomes; plan career pathway.
source
based on Code du travail français, 2003; Cedefop.
Läheisiä verbejä
informal learning, non-formal learning, validation of learning outcomes
A process of exchange between social partners to promote consultation, dialogue and collective bargaining.
Kommentteja
social dialogue can be bipartite (involving representatives of workers and employers) or tripartite (also associating public authorities and/or representatives of civil society, NGOs, etc.);social dialogue can take place at various levels (company, sectoral / cross-sectoral and local / regional / national / transnational);at international level, social dialogue can be bilateral, trilateral or multilateral, according to the number of countries involved.
The integration of individuals – or groups of individuals – into society as citizens or as members of various public social networks. Social inclusion is fundamentally rooted in labour market or economic inclusion.
Employers’ associations and trade unions forming the two sides of social dialogue.
Kommentteja
the concept of ‘social partner’ originates in France and Germany and was subsequently taken up in EU circles; tripartite social dialogue also associates public authorities and/or representatives of civil society, NGOs, etc.).
Educational activity and support designed to address specific needs of disabled children or of children who are failing school for many other reasons that are known to impede optimal progress.
Kommentteja
the term “special needs education” is now preferred to the term “special education”. The older term was mainly understood to refer to the education of children with disabilities, taking place in special schools or institutions distinct from, and outside of, the regular school and university system. In many countries today a large proportion of disabled children are in fact educated in institutions of the regular system.
A series of elements whose content is defined by concerned actors.
Kommentteja
One can distinguish between several types of standards: competence standard refers to the knowledge, skills and/or competences linked to the practice of a job;educational standard refers to the statements of learning objectives, content of curricula, entry requirements as well as resources required to meet the learning objectives;occupational standard refers to the statements of the activities and tasks related to a specific job and to its practice;assessment standard refers to the statements of the learning outcomes to be assessed and the methodology used;validation standard refers to the statements of the level of achievement to be reached by the person assessed, and the methodology used;certification standard refers to the statements of the rules applicable for obtaining a certificate or diploma as well as the rights conferred.According to the system, these standards can be defined separately or be part of one document.
A person whose function is to impart knowledge, know-how or skills to learners in an education or training institution.
Kommentteja
a teacher may fulfil several tasks such as organising and carrying out training programmes/courses and transmitting knowledge, whether generic or specific, theoretical or practical. A teacher in a vocationally-oriented institution may be referred to as a ‘trainer’.
Anyone who fulfills one or more activities linked to the (theoretical or practical) training function, either in an institution for education or training, or at the workplace.
Kommentteja
(a) two categories of trainer can be distinguished:professional trainers are training specialists whose job may coincide with that of the teacher in a vocational training establishment;part-time or occasional trainers are professionals in various fields who take on, in their normal duties, part-time training activity, either in-company (as mentors and tutors of recruits and apprentices or as training providers) or externally (by occasionally offering their services at a training establishment);(b) trainers may 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.
A set of consistent methodological activities employed in designing and planning training initiatives and schemes against objectives set.
Kommentteja
training course planning and design includes analysis of training demand and needs, project design, coordination and implementation monitoring as well as assessment of training impact.
A systematic analysis of present and future skills needs against the skills available to implement an efficient training strategy.
Kommentteja
a training needs analysis rests on: (a) identification of skills needs (b) assessment of skills available in the workforce and (c) appraisal of skills gaps and shortages; a training needs analysis can be conducted at individual, organisational, sectoral, national or international level; it may focus on quantitative or qualitative aspects (for example level ant type of training) and should ensure that training is delivered in an effective and cost-efficient manner.
Theoretical or practical training for teachers and trainers.
Kommentteja
training of trainers: is for teaching/training personnel, either practising: (i) as professional teachers or trainers (ii) as professionals in a given field who accompany trainees in their work environment (occasional teachers or trainers); covers a wide range of skills: knowledge specific to the field in question (general, technical or scientific); educational, psychological and sociological skills; management skills; familiarity with the world of work; and knowledge of training schemes and target audience; also covers training related to course design, organisation and implementation as well as the content of training activities, i.e. imparting knowledge, know-how and skills.
The degree to which knowledge, skills and competences can be used in a new occupational or educational environment, and/or to be validated and certified.
The move from education or training to employment, covering the period between leaving education and entering the labour market.
Kommentteja
transition between school and employment (integration path, type of employment – with regard to level and status – and duration) is complex. Integration depends on many factors (gender, age, qualification, employment policy, guidance and counselling provision, etc.).
The degree of visibility and legibility of qualifications, of their content and value on the (sectoral, regional, national or international) labour market and in the education and training systems.
Kommentteja
source
based on Cedefop, 2004.
Läheisiä verbejä
comparability of qualifications, mutual recognition of qualifications
Any activity offering a learner guidance, counselling or supervision by an experienced and competent professional. The tutor supports the learner throughout the learning process (at school, in training centres or on the job).
Kommentteja
tutoring covers various activities: academic subjects (to improve educational achievement); careers (to ease the transition from school to work); personal development (to encourage learners to make wise choices).
A set of knowledge, skills, and/or competences which constitute a coherent part of a qualification. A unit can be the smallest part of a qualification that can be assessed, transferred, validated and, possibly, certified. A unit can be specific to a single qualification or common to several qualifications.
Kommentteja
the characteristics of units (content, size, total number of units composing a qualification, etc.) are defined by the competent body responsible for the qualification at the appropriate level. The definition and description of units can vary according to the qualifications system and the procedures of the competent body. However, the ECVET system proposes to provide for every unit: the generic title of the unit; the knowledge, skills and competence which are contained in a unit; the criteria for assessment of the corresponding learning outcomes.
source
European Commission, 2006c.
Läheisiä verbejä
European credit system for vocational education and training (ECVET), European qualification framework for lifelong learning (EQF)
Final stage of secondary education that normally begins at the end of compulsory education. The entrance age is usually 15 or 16 years. Entrance qualifications (completion of compulsory education) and other minimum entry requirements are generally needed. Instruction is often more subject-oriented than lower secondary education (ISCED 2). The typical duration of ISCED level 3 varies from two to five years.
Kommentteja
source
Unesco, 1997; Eurydice, 2006.
Läheisiä verbejä
European qualification framework for lifelong learning (EQF), first stage of tertiary education (ISCED 5), lower secondary education (ISCED 2) , post-secondary (non-tertiary) education (ISCED 4)
Short-term targeted training typically provided following initial education or training, and aimed at supplementing, improving or updating knowledge, skills and/or competences acquired during previous training.
Kommentteja
source
Cedefop, 2004.
Läheisiä verbejä
continuing education and training, initial education and training, retraining
Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.
Kommentteja
source
Cedefop.
Läheisiä verbejä
assessment of learning outcomes, certification of learning outcomes
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.
Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market.
