Credit transfer system
Parent term: Credit transfer
2 definitions
 An instrument designed to enable accumulation of learning outcomes gained in formal, non-formal and/or informal settings, and facilitate their transfer from one setting to another for validation and recognition. A credit system can be designed: – by describing an education or training programme and attaching points (credits) to its components (modules, courses, placements, dissertation work, etc.); or – by describing a qualification using learning outcomes units and attaching credit points to every unit. 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 system which provides a way of measuring and comparing learning achievements (resulting from a course, training or a placement) and transferring them from one institution to another, using credits validated in training programmes. 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. |
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