Vocational education and training (VET)
Parent terms: Vocational education (VE), Vocational training
6 definitions, 4 child terms
 Those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Source: UNESCO 1984, UN
| Organisation: | United Nations Educational, Scientific and Cultural Organization (UNESCO) , Global |
| Source: | Terminology of Technical and Vocational Education (1984) |
| Description: | 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.UNESCO, International Bureau of Education |
Education and training beyond compulsory education, but excluding degree-level programmes, which provides individuals with occupational or work-related knowledge and skills. Source: ILO 2006, UN
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. Source: CEDEFOP 2008, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2008) |
| Description: | This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004 with new languages added: English, Spanish, German, French, Italian and Portuguese.
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. CEDEFOP |
Education and training programmes containing both knowledge (theoretical understanding) and practical skills, designed for, and typically leading to, a particular job or type of job. Source: OECD 2009
Post-compulsory education and training, excluding degree and higher level programs delivered by further education institutions, which provides people with occupational or work-related knowledge and skills. VET also includes programs which provide the basis for subsequent vocational programs. Alternative terms used internationally include technical and vocational education and training (TVET), vocational and technical education and training (VTET), technical and vocational education (TVE), vocational and technical education (VTE), further education and training (FET), and career and technical education (CTE). Source: NCVER 2013, Australia
| Organisation: | National Centre for Vocational Education Research (NCVER), Australia |
| Source: | Glossary of VET (2013 - online version continuously updated) |
| Description: | The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. NCVER |
The merging between the Vocational Education and the Vocational Training. It is a post-compulsory education and training, excluding degree and higher level programmes delivered by higher education institutions, which provides people with occupational or work-related awareness, knowledge, skills and attitude. Source: Wahba 2013, Egypt
| Organisation: | Moustafa Wahba (TVET consultant), Egypt |
| Source: | TVET glossary MW (2013) |
| Description: | The Egyptian TVET expert Moustafa Wahba developed a glossary based on his own experience as a consultant in TVET. Moustafa Wahba (UNEVOC e-Forum) |
Child terms
 Attractiveness of vocational education and trainingcapacity of vocational education and training to:
• encourage individuals to deliberately choose vocational and training education and training;
• offer quality qualifications that open up career prospects;
• persuade employers to recruit holders of VeT certificates. Source: CEDEFOP 2014, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2014) |
| Description: | This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2008.
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.CEDEFOP |
Continuing vocational education and training (CVET)Education 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, or continue their personal and professional development. Source: NCVER 2013, Australia
| Organisation: | National Centre for Vocational Education Research (NCVER), Australia |
| Source: | Glossary of VET (2013 - online version continuously updated) |
| Description: | The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. NCVER |
(Continuing vocational training) A training process or activity which has as its primary objective the acquisition of new competences or the development and improvement of existing ones, and which is financed at least partly by the enterprises for their employees, who either have a working contract or who benefit directly from their work for the enterprise, such as unpaid family workers and casual workers. The training processes or activities must be planned in advance and must be organised or supported with the special goal of learning Source: EU commission (NRDC) 2011, Europe
Initial vocational education and training (IVET)( See also: Entry level training; also: Initial training)
1.General or vocational education carried out in the initial education system, usually before entering working life.
2.Pre-employment training for an occupation, generally divided into two parts; basic training followed by specialization. Source: UNEVOC/NCVER 2009
| Organisation: | UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER), Global |
| Source: | TVET glossary: some key terms (2009) |
| Description: | 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. MacKenzie, J.; Polvere, R. 2009. TVET glossary: some key terms. In Maclean, R. et al., eds. International handbook of education for the changing world of work, Vol.1., p.59-76. |
That vocational education and training which is undertaken before or upon first entering an occupation or job. Source: Ministry of Labour 2005, Jordan
| Organisation: | Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan |
| Source: | Glossary of selected Terminology: The labour market And vocational education and training Occupational safety and health The Hashemite Kingdom of Jordan (2005 - Not available online) |
| Description: | Glossary 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:
-Ministry of labour.
-VTC(Vocational training centers).
-Department of statistics.
-National Centre for human resources development/Al Manar-information system project development human resources
(Adapted translation of the glossary's introduction) |
(Initial vocational training) A work-based training process or activity for apprentices/trainees. It leads to a formal qualification. The activities are often financed (partly or wholly) by the enterprise, but this is not a mandatory condition. Apprentices/trainees often have a special training contract Source: EU commission (NRDC) 2011, Europe
Technical and vocational education and training (TVET)‘Technical and vocational education and training’ (TVET) is understood as comprising education, training and skills development relating to a wide range of occupational fields, production, services and livelihoods.
TVET, as part of lifelong learning, can take place at secondary,post-secondary and tertiary levels and includes work-based learning and continuing training and professional development which may lead to qualifications. TVET also includes a wide range of skills development opportunities attuned to national and local contexts. Learning to learn, the development of literacy and numeracy skills, transversal skills and citizenship skills are integral components of TVET. Source: UNESCO (GC) 2015, UN
(TVE)A comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Technical and vocational education is further understood to be:
(a) an integral part of general education;
(b) a means of preparing for occupational fields and for effective participation in the world of work;
(c) an aspect of lifelong learning and a preparation for responsible citizenship;
(d) an instrument for promoting environmentally sound sustainable development;
(e) a method of facilitating poverty alleviation Source: UNESCO Revised Recommendation, 2001
| Organisation: | UNESCO, Global |
| Source: | Revised Recommendation concerning Technical and Vocational Education (2001) |
| Description: | This Recommendation should be understood as setting forth general principles, goals and guidelines to be applied by each individual country according to its socio-economic needs and available resources in a changing world, with a view also to enhancing the status of technical and vocational education.UNESCO 2001 |
Post-compulsory education and training, excluding degree and higher level programs delivered by further education institutions, which provides people with occupational or work-related knowledge and skills.
Also: Career and technical education (CTE) (USA); Further education and training (FET) (UK, South Africa); Vocational and technical education and training (VTET) (South-East Asia); Vocational education and training (VET); Vocational and technical education (VTE) (AUS).” Source: UNEVOC/NCVER 2009
| Organisation: | UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER), Global |
| Source: | TVET glossary: some key terms (2009) |
| Description: | 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. MacKenzie, J.; Polvere, R. 2009. TVET glossary: some key terms. In Maclean, R. et al., eds. International handbook of education for the changing world of work, Vol.1., p.59-76. |
Technical and vocational education and training, used as an equivalent term for vocational education and training (VET) especially in the Asia-Pacific region. Source: NCVER 2013, Australia
| Organisation: | National Centre for Vocational Education Research (NCVER), Australia |
| Source: | Glossary of VET (2013 - online version continuously updated) |
| Description: | The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. NCVER |
Non-academic technical education and practical training that develop the skills and knowledge of apprentices (learners of trades or crafts) working in different sectors of industry and trainees / students trained in different TVET Institutions (TVET Institutes, Centres & Schools). The TVET is that part of the education system that provides courses and training programmes related to employment with a view to enable the transition from Secondary Education to work for young trainees / students (social objective) and supply the labour market with competent apprentices (economic objective). The TVET is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of awareness, knowledge, skills, and attitudes relating to occupations in various sectors of economic and social life. Source: Wahba 2013, Egypt
| Organisation: | Moustafa Wahba (TVET consultant), Egypt |
| Source: | TVET glossary MW (2013) |
| Description: | The Egyptian TVET expert Moustafa Wahba developed a glossary based on his own experience as a consultant in TVET. Moustafa Wahba (UNEVOC e-Forum) |
The education or training process where it involves, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills relating to occupations in various sectors of economic life and social life, comprises formal (organized programs as part of the school system) and non-formal (organized classes outside the school system) approaches. Source: TESDA 2010, Philippines
| Organisation: | Technical Education and Skills Development Authority (TESDA), Philippines |
| Source: | TVET glossaries of terms (2010) |
| Description: | The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines.
The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. TESDA 2010 |
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