Qualification
12 definitions, 17 child terms
 A formal expression of the vocational or professional abilities of a worker which is recognized at international, national or sectoral levels. An official record (certificate, diploma) of achievement which recognizes successful completion of education or training, or satisfactory performance in a test or examination. Source: UNESCO 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 |
Certification awarded to an individual in recognition of having achieved particular knowledge, skills or competencies. It is also the formal expression of the vocational or professional abilities of a worker which is recognized at international, national or sectoral levels. Source: ILO 2006, UN
The formal outcome (certificate, diploma or title) of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards and/or possesses the necessary competence to do a job in a specific area of work. Source: CEDEFOP 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 |
When a competent body determines that an individual has learned knowledge, skills and/or wider competences to specific standards. Source: OECD 2009
The official confirmation, usually in the form of a document certifying the successful completion of an educational programme or of a stage of a programme. Qualifications can be obtained through: i) successful completion of a full programme; ii) successful completion of a stage of a programme (intermediate qualifications); or iii) validation of acquired knowledge, skills and competencies, independent of participation in such programmes. This may also be referred to as a ‘credential’. Source: UNESCO UIS 2013, UN
| Organisation: | UNESCO Institute for Statistics (UIS), Global |
| Source: | UIS glossary (Continuously updated) |
| Description: | The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. Some of the entries contain translations in one or more of the following languages: Arabic, Chinese, English, French, Russian and Spanish. Other entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk. UIS |
The term qualification covers different aspects: (a) see above, the definition from CEDEFOP. (b) job requirements: the knowledge, aptitudes and skills required to perform the specific tasks attached to a particular work position (ILO). 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 |
Formal certification that is awarded by an accredited authority in recognition of the successful completion of an educational program. In the vocational education and training (VET) sector, qualifications are awarded when a person has satisfied all requirements of the units of competency or modules that comprise an Australian Qualifications Framework (AQF) qualification, as specified by a nationally endorsed training package or an accredited course that provides training for that qualification. Source: NCVER 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 |
1. Certification awarded to a person on successful completion of a course in recognition of having achieved particular knowledge, skills or competencies. 2. The requirements for an individual to enter or progress within an occupation. Source: 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. |
A group of competencies packaged from the supermarket of competency. It represents a clear meaningful set-up in the workplace and is aligned with the Phil. TVET Qualifications Framework Descriptor. Depending on the breadth, depth and scope of competency, a qualification may fall under national certificate level I, II, III, or IV. 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 |
A registered national qualification consisting of a planned combination of learning outcomes which has a defined purpose or purposes, intended to provide qualifying learners with applied competence and a basis for further learning and which has been assessed in terms of exit level outcomes, registered on the National Qualifications Framework (NQF) and certified and awarded by a recognised body. Source: SAQA 2013, South Africa
| Organisation: | South African Qualifications Authority (SAQA) , South Africa |
| Source: | TVET Standard Glossary of Terms (2013) |
| Description: | This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. SAQA 2013 |
Planned combination of learning outcomes with a defined purpose or purposes, including defined, applied and demonstrated competence and a basis for further learning. Source: SADC 2011, Southern Africa
| Organisation: | Southern African Development Community (SADC) , Southern Africa |
| Source: | SADC Glossary (2011) |
| Description: | Glossary starting at p26.
Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document). SADC 2011 |
A package of standards or units judged to be worthy of formal recognition in a certificate. Source: ILO (SED) 2007, UN
| Organisation: | International Labor Organization (Skills and Employability Department), Global |
| Source: | An Introductory Guide to National Qualifications Frameworks (2007) |
| Description: | Glossary p63
There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood.
This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems.ILO 2007 |
Child terms
 Comparability of qualificationsThe extent to which it is possible to establish equivalence between the level and content of formal qualifications (certificates or diplomas) at sectoral, regional, national or international levels. 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 |
Determined for the purpose of pegging qualifications to a qualifications framework based on a wide range of criteria including purpose, specifications and characteristics of the qualification, high level learning outcomes in relation to level descriptors, credits, and quality assurance arrangements Source: SADC 2011, Southern Africa
| Organisation: | Southern African Development Community (SADC) , Southern Africa |
| Source: | SADC Glossary (2011) |
| Description: | Glossary starting at p26.
Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document). SADC 2011 |
Entry qualificationThe minimum and “must” qualifications of a trainee to a training program that will ensure effective and efficient training. 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 |
The minimum academic knowledge and/or practical competencies, and/or work experience that a learner must have completed in order to be admitted for study towards a qualification or part qualification; this may include recognition of other forms of prior learning such as non-formal and informal learning and work experience deemed as comparable for entry. Source: SAQA 2013, South Africa
| Organisation: | South African Qualifications Authority (SAQA) , South Africa |
| Source: | TVET Standard Glossary of Terms (2013) |
| Description: | This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. SAQA 2013 |
The awareness, knowledge, skills and experience required for entry to a qualification or training programme. (Similar definition used by Queensland government) 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 minimum qualification required for employment in a particular occupation. 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 |
Level of qualificationThe term covers two aspects:
level of attainment in formal education and training, recognised in a qualification system or in a qualification framework.
or
level of proficiency acquired through education and training, work experience or in non-formal/informal/ settings. 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 |
Low qualified personHaving qualifications at level 1 of the European qualifications framework (EQF) for lifelong learning, that is: basic general knowledge, basic skills required to carry out simple tasks, and competence to work or study under direct supervision in a structured context Source: EU commission (NRDC) 2011, Europe
National qualificationA qualification that is defined by nationally promulgated training regulations and is created by combining units of competency into groups that correspond to meaningful job roles in the workplace and aligning these with a national qualifications framework, in this case PTQF. 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 |
Occupational qualificationThe combined aptitudes and skills which permit someone to take up a job. 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. |
Outcome-based qualificationWhere qualifications are based on clear statements of what the learner must know or be able to do. Sometimes, the term ‘competence-based’ is used with the same meaning. However, sometimes ‘competence-based’ has a more specific meaning. (See definition of 'Competence-based qualification' from the same source) Source: ILO (SED) 2007, UN
| Organisation: | International Labor Organization (Skills and Employability Department), Global |
| Source: | An Introductory Guide to National Qualifications Frameworks (2007) |
| Description: | Glossary p63
There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood.
This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems.ILO 2007 |
OverqualificationSituation where an individual has a higher qualification than the current job requires. 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 |
Workers hold a higher qualification than the job requires Source: ILO (STATS) 2014, Europe
| Organisation: | International Labour Organization, UN |
| Source: | Skill mismatch in Europe (2014) |
| Description: | This brief is part of theefforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch.
The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).ILO 2015 |
Qualification certificationAwarded to a person on successful completion of a course in recognition of having achieved particular awareness, knowledge, skills or attitude competencies. 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) |
Certification awarded to a person on successful completion of a course in recognition of having achieved particular knowledge, skills or competencies. 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. |
Qualification descriptorA unique descriptor stating the purpose of the qualification and how it relates to other qualification types; it enables comparisons with other qualifications and provides a basis for designing, evaluating, approving and reviewing qualifications and their associated curricula. Source: SAQA 2013, South Africa
| Organisation: | South African Qualifications Authority (SAQA) , South Africa |
| Source: | TVET Standard Glossary of Terms (2013) |
| Description: | This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. SAQA 2013 |
Qualification systemAll 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 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 |
Qualification typeThe classification of a qualification within a sub-framework of the NQF. Source: SAQA 2013, South Africa
| Organisation: | South African Qualifications Authority (SAQA) , South Africa |
| Source: | TVET Standard Glossary of Terms (2013) |
| Description: | This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. SAQA 2013 |
Qualification variantA qualification based on a specific qualification type that is described with a qualifier. Source: SAQA 2013, South Africa
| Organisation: | South African Qualifications Authority (SAQA) , South Africa |
| Source: | TVET Standard Glossary of Terms (2013) |
| Description: | This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF).
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. SAQA 2013 |
Qualifications frameworkThe structure into which accredited qualifications are placed, allowing learners, training providers and employers to gain information about the broad equivalence of qualifications. 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 |
A system for placing qualifications that meet certain standards of quality on one of a series of hierarchical levels. Source: ILO 2006, UN
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. 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 |
A structure for setting out the levels at which vocational qualifications accredited by regulatory authorities can be recognized. 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. |
Transparency of qualificationsThe 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. 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 |
The degree to which the value of qualifications can be identified and compared in the (sectoral, regional, national or international) labour and training markets. 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 |
UnderqualificationSituation where an individual has a lower qualification than the current job requires. 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 |
Workers hold a lower qualification than the job requires. Source: ILO (STATS) 2014, Europe
| Organisation: | International Labour Organization, UN |
| Source: | Skill mismatch in Europe (2014) |
| Description: | This brief is part of theefforts that the ILO Department of Statistics is undertaking to contribute to the statistical understanding and quantification of skills mismatch.
The brief provides an overview of approaches to measure skills mismatch, and illustrates two approaches using data from the European Social Survey(ESS).ILO 2015 |
Vocational qualificationQualifications that are delivered by registered training organisations such as TAFE, private providers and vocational divisions of universities that are nationally recognised. 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 |
An externally recognized qualification of an approved standard, accredited by an Awarding Body. 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) |
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