Curriculum
8 definitions, 4 child terms
 An organized programme of both theoretical and practical studies, the successful completion of which is considered necessary to achieve specified educational goals corresponding to different levels of knowledge and qualification. Source: UNESCO 1984, Global
| Organisation: | United Nations Educational, Scientific and Cultural Organization (UNESCO) , UN |
| 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.UNESDOC |
A detailed description of the objectives, content, duration, expected outcomes, learning and training methods of an education or training programme. Source: ILO 2006, Global
The inventory of activities implemented to design, organise and plan an education or training action, including the definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers. 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 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. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
The word Curriculum has the meaning of educational path and describes the learning process in a much more comprehensive and complex fashion than is possible with Plans of learning content or learning material. These days, curriculum development is oriented towards the learner - the student/trainee and his learning process than towards the content of learning. Source: UNEVOC 1993, UN
| Organisation: | UNEVOC, Global |
| Source: | International workshop on Curriculum (1993) |
| Description: | This workshop is the second activity in the Workplan of UNEVOC for 1993. The Workshop reviewed and analyzed the existing practices in the design, implementation and evaluation of curriculum, and identified some common trends and successful practices. |
A statement of the training structure and expected methods of learning and teaching that underpin a qualification or part qualification to facilitate a more general understanding of its implementation in an education system. 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. Website |
a) Systematic group of courses or sequences of subjects required for a graduation or certification in a major field of study; or b) a general overall plan of the content or specific materials of instruction that the school should offer the student by way of qualifying him for graduation or certification of entrance into a professional or vocational field; or c) a body of prescribed educational experience under school supervision, designed to provide an individual with the best possible training and experience to fit him for a trade or profession. and d) any type of instructional and learning materials to be delivered using a computer and/or internet. 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. p. iii |
The set of courses and their contents offered by an institution such as a school, college or university, and partially or entirely determined by an external body. Source: EU Commission AL 2010, Europe
| Organisation: | European Union, Europe |
| Source: | European Adult Learning Glossary (2010) |
| Description: | This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l'illetrisme (ANLCI) and the University of Warsaw. Terms listed [...] are presented under six conceptual headings [...]. A seventh grouping representing general theories and concept in adult learning has also been including. The seven groups are: Theories and concepts in adult learning, Adult learning strategy, policy and legislation, adult skills and competences, access to and participation in adult learning, investment in adult learning, quality of adult learning, outcomes and of adult learning. p.2 (About) |
The term curriculum refers to the design, organisation and planning of learning activities, while the term programme refers to the implementation of these activities. Source: CEDEFOP (Modularisation) 2015, Europe
| Organisation: | European Centre for the Development of Vocational Training, Europe |
| Source: | The role of modularisationand unitisation in vocational education and training (2015) |
| Description: | This study investigates the role of modules and units in VET in 15 EU countries and aims to determine how these structures fit in the wider VET systems. It provides a comparative analysis of different modularisation and unitisation practices and the rationale behind their implementation, and an outline of the different national contexts in which modular and unitised structures developed over time. It also offers a close-up of three different approaches to modularisation in one occupational area, in Germany, the Netherlands and Scotland.Backcover |
Child terms
 Core curriculumSyllabus defining the essential subjects and skills; generally taken to include literacy, numeracy, ICT and modern foreign languages. What is deemed essential varies between countries. Source: EU Commission AL 2010, Europe
| Organisation: | European Union, Europe |
| Source: | European Adult Learning Glossary (2010) |
| Description: | This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l'illetrisme (ANLCI) and the University of Warsaw. Terms listed [...] are presented under six conceptual headings [...]. A seventh grouping representing general theories and concept in adult learning has also been including. The seven groups are: Theories and concepts in adult learning, Adult learning strategy, policy and legislation, adult skills and competences, access to and participation in adult learning, investment in adult learning, quality of adult learning, outcomes and of adult learning. p.2 (About) |
Curriculum exemplarA model or sample of competency-based curriculum. 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. p. iii |
Developing a curriculum (DACUM)Developing a curriculum (DACUM) is an occupational analysis method aimed at the achievement of results that may be immediately applied to the development of training curricula. It has been specially promoted and developed by the Centre on Education and Training for Employment of the Ohio State University of the United States. For further information see: http://dacumohiostate.com/process.htm Source: UNEVOC community
| Organisation: | UNESCO-UNEVOC International Centre, Global |
| Source: | UNEVOC community (2008-2014) |
| Description: | Definitions adapted or created by the UNEVOC community through the former TVETipedia project. The UNEVOC community is composed of more than 3000 experts from all around the world. |
Enacted curriculumThe delivery of the curriculum in an education and training institution which includes consideration of the quality of leadership and management, ethos and values, teaching and learning, extracurricular activities, learner support, institutional performance and the management of quality towards improvement of teaching and learning. 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. Website |
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