Organisation:	Wikipedia, Global
Source:	Wikipedia (Accessed in Oct. 2014)
Description:	English version of Wikipedia: http://en.wikipedia.org/wiki/Blended_learning http://en.wikipedia.org/wiki/Capacity_building http://en.wikipedia.org/wiki/Massive_open_online_course http://en.wikipedia.org/wiki/National_Occupational_Standards http://en.wikipedia.org/wiki/Training

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)

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)

A period of intensive vocational training or retraining which enables individuals to obtain the necessary qualifications in a much shorter period than usual in order to enter an occupation at the required level.
Source: NCVER 2013, Australia

Conditions, circumstances or requirements (e.g. qualification, education level, skills or work experience, etc.) governing admittance to and participation in education and training institutions or programs.
Source: CEDEFOP 2008, Europe

Education or training combining period 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.
Source: CEDEFOP 2008, Europe

The system of vocational training whichcombines formal training with work experience through inplant training.
Source: Ministry of Labour 2005, Jordan

Socioeconomic added value of education and training.
Source: CEDEFOP 2014, Europe

Training which takes place in class away from a person’s job.(Also known as Off-the-Job Training or Instructor Led Training ILD)
Source: Wahba 2013, Egypt

It refers to short-term programs conducted or coordinated by NGOs, LGUs, training centers and other TVET providers which are intended to address the specific needs of a community. Such programs are usually conducted in informal settings such as barangay hall, basketball courts and other available venues in a community.
Source: TESDA 2010, Philippines

Competency-based training (CBT) is an approach to vocational education and training that places emphasis on what a person can do in the workplace as a result of completing a program of training. Competency-based training programs are often comprised of modules broken into segments called learning outcomes, which are based on standards set by industry, and assessment is designed to ensure each student has achieved all the outcomes (skills and knowledge) required by each module. Ideally, progress within a competency-based training program is not based on time. Some competency-based training modules have two assessment components: 1. On-the-job 2. Off-the-job
(adapted from: AICL Student Handbook v4, p35 - Accessed in Nov. 2014. Source: http://www.aicl.nsw.edu.au/data/download/AICL_Student_Handbook%20_Feb_10_V4.0.pdf )
Source: UNEVOC community

Training which develops the awareness, skills, knowledge and attitudes required to achieve certain competency standards (levels).
Source: NCVER 2013, Australia

A system by which the student is trained on the basis of demonstrated ability rather than on that of elapsed time.
Source: TESDA 2010, Philippines

The use of computer systems and packages for managing learning, automating much of the assessment and administration associated with teaching or training programmes. Computer Managed Learning CML differs from Computer Based Training, in that the computer is not generally used as the primary medium of delivery. (Similar definition used by KEBS(Kenya) )
Source: Wahba 2013, Egypt

An educational method in which a computer is the primary medium for instruction and learning.
Source: Ministry of Labour 2005, Jordan

A legal agreement between an employer and an apprentice or trainee which defines the rights and responsibilities of each party. These include the employer guaranteeing to train the apprentice or trainee in the agreed occupation or training area and to allow time off work to attend any required off-the-job training; and the apprentice or trainee agreeing to learn all aspects of the occupation or training area and to work for the employer for a specified period. It supersedes the indenture system.(Also called: Training agreement or Training contract)

Source: NCVER 2013, Australia

Training in communicative, behavioural and attitudinal skills required for successful interaction with individuals of other cultures. It is often given to personnel about to undertake overseas assignments.
Source: NCVER 2013, Australia

Item of costs that are specifically traced to, or caused by the training. Items include, among others, consumables used in the course of the program, training supplies, materials, utilities, venue and equipment.
Source: TESDA 2010, Philippines

Institutional or work-based training that is delivered by external or in-house training personnel and paid for by the employer. May also be referred to as employer-sponsored training.
Source: NCVER 2013, Australia

A training scheme to develop persons for self-employment or for organizing, financing and/or managing an enterprise.
Source: TESDA 2010, Philippines

Entrepreneurship education has been defined as “a collection of formalized teachings that informs, trains, and educates anyone interested in participating in socioeconomic development through a project to promote entrepreneurship awareness, business creation, or small business development”. [...]
Enterprise education (also called entrepreneurial education on the other hand, is usually conceived more broadly, seeking to foster self-esteem and confidence by drawing on the individual’s talents and creativity, while building the relevant skills and values that will assist students in expanding their perspectives on schooling and opportunities beyond. Methodologies are based on the use of personal, behavioural, motivational, attitudinal and career planning activities.
Source: UNESCO/ILO 2006, UN

For the purpose of this guidance, enterprise education is defined as the process of equipping students (or graduates) with an enhanced capacity to generate ideas and the skills to make them happen. Entrepreneurship education equips students with the additional knowledge, attributes and capabilities required to apply these abilities in the context of setting up a new venture or business.
All of this is a prerequisite for entrepreneurial effectiveness, that is, the ability to function effectively as an entrepreneur or in an entrepreneurial capacity, for example within small businesses or as part of 'portfolio careers, where multiple job opportunities, part time work and personal ventures combine'. Enterprise and entrepreneurship are transdisciplinary, with a strong connection to issues of employability, innovation, knowledge transfer, commercialisation, and intellectual property.
Source: QAA 2012, UK

The ability to create and build something practically from nothing. It is willingness to take calculated risks and then do everything possible .
Source: Ministry of Labour 2005, Jordan

Training undertaken to gain entry into the workforce or further vocational education and training. It is often used in connection with apprenticeship training. (Also called: Initial training)
Source: NCVER 2013, Australia

Judgment on the value of an intervention, training programme or policy with reference to criteria and standards (such as its relevance or efficiency).
Source: CEDEFOP 2011, Europe

Training that is given in an orderly, logical, planned and systematic manner in a specially equipped workshop under the guidance of a qualified trainer for a specific period of time in the specified field.
Source: NCVER 2013, Australia

1. Training in which the role of the learners and the teachers is defined and in which one party has the responsibility for training the other.

2. Training that is provided in a training establishment rather than independently or on – the - job.
Source: Ministry of Labour 2005, Jordan

Instruction given in education and training institutions or specially designed training areas, including enterprises in formal apprenticeship systems. Training is structured and systematic, and follows pre-defined content and precise learning objectives
Source: ILO (SED) 2012, UN

(1) Training subsequent and complementary to initial training. (2) A 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.
Source: NCVER 2013, Australia

The portion of the Dual Training System (DTS) program where students/trainees receive practical learning by being integrated in the regular work system of an establishment.
Source: TESDA 2010, Philippines

Any training (including apprenticeship) provided on the premises of an undertaking in which the trainee is employed; may be given on the job or off the job or in a combination of the two.
Source: TESDA 2010, Philippines

Training and professional development of staff, often sponsored by the employer, and usually provided during normal working hours.
Source: TESDA 2010, Philippines

Training provided to employees as part of their continuing professional development.
Source: EU Commission AL 2010, Europe

Training that usually occurs on the job through interactions with co-workers as part of the day-to-day work.
Source: NCVER 2013, Australia

(also called: Entry-level training) Pre-employment training for an occupation, generally divided into two parts: basic training followed by specialisations.
Source: NCVER 2013, Australia

The breaking down of whole educational qualifications into useful sub-units (modules) each of which has measurable outcomes that are assessed (and in some cases certified) in their own right as well as contributing to a larger overall educational outcome (primarily a qualification).
Source: NCVER 2013, Australia

A system where training content is divided into independent units or modules which can be combined to form a program suited to individual needs, technical developments, or occupational structure, etc., permitting continuous adaptation of the program.
Source: TESDA 2010, Philippines

(Modularisation)A system in which qualifications consist of a number of modules, each of which can be certificated independently. Sometimes, this is known as ‘unitisation’ and ‘modularisation’ is used to refer to a system in which learning programmes consist of a number of components
Source: ILO (SED) 2007, UN

All forms of skills development relevant for the world of work provided in schools, training centres or enterprises that are recognized by governmental authorities or by bodies authorized by the government to do so. Training delivered within the national training system has access to government funding or other training resources provided by the government.
Source: ILO (SED) 2012, UN

The indicator presents the share of young people who are neither in education and training nor in employment, as a percentage of the total number of young people in the corresponding age group. Young people in education include those attending part-time as well as full-time education, but exclude those in non-formal education and in educational activities of very short duration. Employment is defined according to the ILO Guidelines and covers all those who have been in paid work for at least one hour in the reference week of the survey or were temporarily absent from such work.
Source: OECD 2014

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.
Source: CEDEFOP 2008, Europe

Training which takes place away from a person's job, usually off the premises, e.g. at TAFE, but may also be on the premises, e.g. in a special training area.
Source: NCVER 2013, Australia

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.
Source: UNEVOC/NCVER 2009

Training conducted at the work site (e.g. in a training room) but not on the job.
Source: NCVER 2013, Australia

(also known as Work Based Training or In-service Training or On-Site Training) Defined as the training undertaken at work place or on site as part of the practical training, productive work and professional development of either the trainees and students enrolled in TVET institutions (institutes, centres and schools) and conducted by the relevant instructors and teachers or the workers employed by industrial organizations/enterprises and conducted by the relevant trainers and first line supervisors.
Source: Wahba 2013, Egypt

Training undertaken in the workplace as part of the productive work of the learner.
Source: NCVER 2013, Australia

Vocational training given in the normal work situation; it may constitute the whole training or be combined with off-the-job training.
Source: UNEVOC/NCVER 2009

Training within the enterprise given at the work station and using jobs of commercial value for instruction and practice purposes.
Source: TESDA 2010, Philippines

(also known as Work Based Training or In-service Training or On-Site Training) It is defined as the training undertaken at work place or on site as part of the practical training, productive work and professional development of either the trainees and students enrolled in TVET institutions (institutes, centres and schools) and conducted by the relevant instructors and teachers or the workers employed by industrial organizations / enterprises and conducted by the relevant trainers and first line supervisors.
Source: Wahba 2013, Egypt

A path or sequence of learning or experience that can be followed to attain competency and qualifications.
Source: NCVER 2013, Australia

Sequencing of qualifications that allows learners to move vertically, diagonally and, in some cases, horizontally, through National Qualifications Framework (NQF) levels, giving learners recognition for full or partially completed qualifications or part qualifications.
Source: SAQA 2013, South Africa

A sequence of learning or experience to be followed for attaining competence.
Source: ILO 2006, UN

A set of related education or training programmes provided by schools, training centres, higher education institutions or VET providers that facilitates individuals’ progression within or between activity sectors.
Source: CEDEFOP 2008, Europe

Various combinations of education, training and employment activities that individuals may undertake over time to reach a certain destination, for example a desired qualification or type of employment.
Source: UNEVOC/NCVER 2009

Education beyond the compulsory age prescribed by statute in each state or territory, including the senior years of secondary schooling, and all higher, further, or other post-secondary education.
Source: NCVER 2013, Australia

Education followed by an individual after the minimum legal school leaving age.
Source: UNEVOC/NCVER 2009

Education followed by an individual after compulsory education, which sets minimum legal standards and duration of obligatory schooling.
Source: CEDEFOP 2008, Europe

Education and training opportunities for people who have left school as well as for those adults who may never have been to school but require education opportunities.
Source: SAQA 2013, South Africa

Pre-service training refers to the educational background and previous work experiences of the employee
Source: DoE 1998, USA

Training arranged primarily to acquaint young people with materials, tools and standards relating to a range of occupations, to prepare them for choosing an occupational field or a line of training.
Source: NCVER 2013, Australia

Training enabling individuals to acquire new skills giving access either to a new occupation or to new professional activities.
Source: CEDEFOP 2008, Europe

Training to facilitate entry to a new occupation.
Source: NCVER 2013, Australia

Training for acquisition of skills and knowledge required in practicing an occupation other than the one for which the person was originally trained. It may require training specialization.
Source: TESDA 2010, Philippines

Retraining enables individuals to improve their existing knowledge and skills or to acquire new ones, whether for their current jobs or occupations, or for new ones.
Source: Ministry of Labour 2005, Jordan

Advanced level training to broaden specialized knowledge of a particular task, function or aspect of an occupation.
Source: UNEVOC/NCVER 2009

Training activities which have a specified content or predetermined plan designed to develop employment related skills and competencies.
Source: NCVER 2013, Australia

Anyone, who in the context of initial and/or continuing vocational training, is competent to intervene in the training process by teaching or training.
Source: UNESCO 1984, UN

A person with pedagogical and professional skills, as well as experience, who imparts practical and theoretical training in an education and training institution or enterprise.
Source: ILO 2006, UN

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.
Source: CEDEFOP 2008, Europe

Those who are primarily responsible for imparting practical vocational skills.
Source: OECD 2009

Persons who, through their duties, are involved directly in the vocational education and training process in the Member States
Source: EU Commission LLP 2007-2013, Europe

(also called: Contract of training) A legally binding agreement between an apprentice or trainee and an employer which defines the rights and responsibilities of each party. These include the employer guaranteeing to train the apprentice or trainee in the agreed occupation or training area, and to allow time off work to attend any required off-the-job training; and the apprentice or trainee agreeing to learn all aspects of the occupation or training area, and to work for the employer for a specified period. It supersedes the indenture system.
Source: NCVER 2013, Australia

Stipend or other payment made by an employer or from public funds to an employee undergoing training for a certain period, usually outside the normal place of work.
Source: UNEVOC/NCVER 2009

A map identifying the sequence of learning, training and experiences that can be followed to attain competency. (Definition also used by NCVER. See learning pathway)
Source: Wahba 2013, Egypt

The capacity of the training or education provider to absorb in terms of number of enrollees in a particular program and in terms of physical facilities.
Source: TESDA 2010, Philippines

(also called: Contract of training, Training agreement) A legally binding agreement between an apprentice or trainee and an employer which defines the rights and responsibilities of each party. These include the employer guaranteeing to train the apprentice or trainee in the agreed occupation or training area, and to allow time off work to attend any required off-the-job training; and the apprentice or trainee agreeing to learn all aspects of the occupation or training area, and to work for the employer for a specified period. It supersedes the indenture system.
Source: NCVER 2013, Australia

An environment in which training is seen as important and is closely linked with business strategy, particularly in creating competitive advantage for an enterprise. Opportunities are given to all employees to participate in training to develop their skills and competencies.
Source: NCVER 2013, Australia

The systematic collection and analysis of data relevant to the development and implementation of learning activities.
Source: UNEVOC/NCVER 2009

Any body which imparts vocational training.
Source: UNEVOC/NCVER 2009

Expenditure of an organization on training for benefit; improvement factors include increased productivity, reduction of waste, improved employee retention and improved profitability.
Source: NCVER 2013, Australia

Levy imposed on employers with a view to financing training activities.
Source: UNEVOC/NCVER 2009

The progression of a training system through a series of stages of development.
Source: Wahba 2013, Egypt

Individuals, enterprises and governments interacting with public and private providers for the delivery of training services and products leading to a diverse and flexible national skills pool.
Source: NCVER 2013, Australia

A system of competition among public and private providers in the provision of vocational education and training.
Source: UNEVOC/NCVER 2009

A distinct system by which training is delivered.
Source: TESDA 2010, Philippines

A systematic analysis of present and future skills needs against the skills available to implement an efficient training strategy.
Source: CEDEFOP 2008, Europe

Learning providers and clients, e.g. employers and employees’ representatives working together to identify the training needs of employees to inform the design of a learning programme.
Source: EU Commission AL 2010, Europe

Training needs: This term is used to address the needs which a specific target group will have for education/training and upgrading their qualifications. Mapping of training needs for a specific target group will often be one of the steps in project planning and implementation.
Source: EU Commission LLP 2007-2013, Europe

Theoretical and/or practical training for teachers or trainers.
Source: CEDEFOP 2008, Europe

An organisation which provides vocational education, training and/or assessment services.
Source: NCVER 2013, Australia

A nationally endorsed, integrated set of units of competency, assessment requirements, Australian Qualifications Framework (AQF) qualifications and credit arrangements, and one or more quality assured companion volumes. Training packages specify the skills and knowledge required to perform effectively in the workplace.
Source: NCVER 2013, Australia

An integrated set of nationally endorsed standards, guidelines and qualifications for training, assessing and recognizing people ’s skills, developed by industry to meet the training needs of an industry or group of industries. Training packages consist of core endorsed components of competency standards, assessment guidelines and qualifications, and optional non-endorsed components of support materials such as learning strategies, assessment resources and professional development materials. (Definition also used by Queensland government)
Source: Wahba 2013, Egypt

A documented program of training and assessment required for an apprenticeship/traineeship training contract. It is developed by a registered training organisation in consultation with the parties to the contract as the basis for training and assessing a person undertaking an apprenticeship or traineeship.
Source: NCVER 2013, Australia

A plan containing the basic guidelines and elements required to suit the training needs of any Enterprise or TVET Institution such as the Training Goals, Learning Objectives & Learning Methodology.
Source: Wahba 2013, Egypt

Combination of decisions, objectives and guidance emanating from an official body to fix the goals and priorities for vocational training.
Source: UNEVOC/NCVER 2009

1. Designed to achieve a specific vocational outcome, may include course, module (subject), on-the-job training. 2. Training activities defined in terms of objectives, target population, contents and results.
Source: UNEVOC/NCVER 2009

A set of education and training activities designed to achieve a specific vocational outcome, e.g. a course, module (subject), on-the-job training, etc. (Definition also used by Queensland government)
Source: Wahba 2013, Egypt

The training activities and methods needed to achieve a set of training objectives,organised into a logical sequence over a specified period of time.
Source: Ministry of Labour 2005, Jordan

An organisation which delivers vocational education and training (VET) programs. In Australia, VET providers comprise the state and territory TAFE systems, Australian Technical Colleges, adult and community education providers, agricultural colleges, the VET operations of some universities, schools, private providers, community organisations, industry skill centres, and commercial and enterprise training providers.(also called: VET provider, Vocational education and training provider)
Source: NCVER 2013, Australia

An organization which delivers vocational education and training programmes; may be public, private or non-governmental.
Source: UNEVOC/NCVER 2009

Any organisation or individual providing education or training services.
Source: CEDEFOP 2008, Europe

A series of reforms in vocational education and training which were introduced by Commonwealth, state and territory governments from about the mid 1980s to 1996 to improve the competitiveness of Australian industry.
Source: NCVER 2013, Australia

A TESDA promulgated document that serves as basis for which the competency-based curriculum and instructional materials and competency assessment tools are developed. This document represents specific qualification. How the competencies in this qualification can be gained, assessed and be given recognition is detailed in this promulgated document.
Source: TESDA 2010, Philippines

This refers to the sections of the Training Regulations that gives information and important requirements for TVET providers to consider when designing training programs corresponding to a national qualification (see definition of qualification); this includes information on curriculum design, training delivery, trainee entry requirements, training tools and equipment, and trainer qualifications. (Training Regulations Framework).
Source: TESDA 2010, Philippines

An entitlement to education or training issued to a learner or trainee and redeemable for the course and provider of the student’s choice.
Source: TESDA 2010, Philippines

See vocational education and training (VET).
Source: CEDEFOP 2008, Europe

Vocational training is broadly defined as any type of job-related learning that raises an individual's productivity, and includes learning in formal vocational and technical school programmes in trianing centres or institutes, and in the workplace, both on and off the job.
Source: Tsang 1997, International

Training provided by an organization primarily for its own employees using the employer’s own staff or consultants. Workbased training can be conducted either onsite or at an off-site location.
Source: NCVER 2013, Australia

Programmes for both secondary and post-secondary students which provide opportunities to achieve employment-related competencies in the workplace. Work-based learning is often undertaken in conjunction with classroom or related learning, and may take the form of work placements, work experience, workplace mentoring, instruction in general workplace competencies, and broad instruction in all aspects of industry. (Definition also used in NCVER 2008)
Source: Wahba 2013, Egypt