Technical and vocational education and training (TVET)
Parent terms: Technical and vocational education, Vocational education and training
6 definitions, 5 child terms
 ‘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 |
Child terms
 Greening TVETGreening TVET is an essential and cross-cutting theme for sustainable development. It refers to the efforts to reorient and reinforce existing TVET institutions and policies in order to reinforce achievement of sustainable development. Thus, greening TVET acknowledges the relationship between sustainable development and green development and clarifies different definitions of green jobs and green skills as well.
{From the same author, read also about the "5 pillars" of Greening TVET: green campus, green curriculum, green community, green research and green culture (See p.12).
http://www.unevoc.unesco.org/SWL2014/presentations/Parallel%20Session%204%20-%20Shyamal%20Majumdar.pdf)} Source: Majumdar 2010
GTVET comprises economic, ecological and social aspects and thus contributes to sustainable development. It is a cross-cutting issue that plays a role in any occupational sector: in industry, handicraft, agriculture, forestry, fisheries, services and administration. GTVET contributes to the transition to green economies and green societies by providing green competencies in a holistic approach including formal, non-formal and informal learning environments.
(extracted from "International Framework for Action: Greening TVET" (Draft), UNESCO-UNEVOC 2014.)
Transformative TVETThe concept of transformative TVET stems from the Shanghai Consensus of 2012 (UNESCO 2012) and essentially gravitates around the notions of lifelong learning, innovation, sustainability and education for well-being. Until date, the new concept appears to be rather vague, both theoretically and with regard to policies and practices. Source: UKFIET 2015, Global
TVET collegeA public or private institution that is established or declared as: (i) a technical and vocational education and training college; or (ii) a private college that is registered. 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 |
TVET institutionAny establishment providing Technical and Vocational Education and Training TVET, including colleges, institutes, centres and schools. 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) |
TVET providerOrganizations which delivers Technical and Vocational Education and Training TVET programmes such as adult and community education providers, agricultural colleges, TVET operations of some universities, schools, private providers, community organizations, industry skill centres, commercial and enterprise training providers. (Definition also used by KEBS (Kenya) ) 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) |
An organisation which delivers vocational education and training (VET) programs. In Australia, VET providers comprise the state and territory TAFE systems, 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. 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 |
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