Organisation:	UNESCO Institute for Statistics (UIS), UN
Source:	UIS glossary (Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication.[...][Some] entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk. Website

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)

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

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 glossarys introduction)

Organisation:	United Nation Educational Scientific and Cultural Organisation, UN
Source:	Level-setting and recognition of learning outcomes: the use of level descriptors in the twenty-first century (2015)
Description:	Description of the report: "The aim of this research is to support a broader initiative that will explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes, including a set of world reference levels to facilitate the international recognition of qualifications." Description of the glossary: "The definitions of this glossary are provided by the authors, drawing on a wide range of literature in the field, and in particular the cited references for this publication. They do not necessarily coincide with official positions of UNESCO." pp.14;189

Organisation:	United Nation Educational Scientific and Cultural Organisation, UN
Source:	Rethinking Education: Towards a global common good? (2015)
Description:	The main objective of Rethinking Education is to stimulate public policy debate on the purpose of education and the organization of learning in a world of increasing complexity, uncertainty and contradiction. The publication is a call for dialogue. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world. UNESCO website

Learning which leads to a recognised qualification
Source: EU Commission AL 2010, Europe

Learning by working on real problems, implementing solutions, and reviewing and reflecting on the learning process.(Definition also used by the NCETA (Australia) )
Source: Wahba 2013, Global

Learning driven primarily by the learner, with the instructor acting as a facilitator.(Definition also used by the KEBS(Kenya))
Source: Wahba 2013, Global

The processes by which adults learn and build on their existing knowledge and skills.
Source: NCVER 2013, Australia

The entire range of formal, non-formal and informal learning activities which are undertaken by adults after a break since leaving initial education and training, and which results in the acquisition of new knowledge and skills
Note: This includes university-level or higher education undertaken after a break (other than for deferred entry) since leaving initial education and training (Note: This is a pragmatic definition for EU purposes; a full dictionary definition would include all higher education)
Source: EU Commission AL 2010, Europe

Asynchronous learning is learning online at different time and/or place using an online learning platform. Example of asynchronous learning is use of discussion forums and email for learning
Source: COL 2015, Global

Motivation to learn, learning preferences, self-confidence in learning, enjoyment of learning.
Source: EU Commission AL 2010, Europe

Situational (day to day life), institutional (rules and procedures), dispositional (attitude to learning) and/or financial factors which impede, dissuade or prevent engagement in learning programmes or activities.
Source: EU Commission AL 2010, Europe

It refers to the combination of online and supervised workshop training where the knowledge theories are conducted through the internet and the supervised workshop training are conducted face to face.
Source: TESDA 2010, Philippines

Blended learning is a teaching and learning approach that demonstrates blend of different methods, technologies, and resources to improve student learning. Some examples of blended learning are flipped classroom, online interaction followed by face-to-face teaching, online learning supplemented by face-to-face practical, etc.
Source: COL 2015, Global

A formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace, and at least in part at a supervised brick-and-mortar location away from home.
Source: Staker/Horn 2012, USA

Learning intended to fill the gaps accumulated by individuals during education or training, mainly to enable them to take part in training.
Source: CEDEFOP 2008, Europe

(also called Lifelong Learning) Job-related Continuing Learning or Lifelong Learning is the process in which different craftsmen and adults take part to acquire and / or learn new awareness, knowledge, skills or attitude competencies throughout life via all organized, systematic education, training, work and general life experiences in order to improve their opportunities for advancement and promotion. Continuing Learning or Lifelong Learning programmes are educational programmes usually offered to adults as part-time or short courses in professional fields, personal, academic or occupational subject areas to update and improve occupational skills.
Source: Wahba 2013, Global

A learning method in which apprentices or trainees or students work together in small groups.(Similar definition used by Queensland government)
Source: Wahba 2013, Global

Learning which providers offer in direct response to expressed needs in the market, such as courses for employers, individuals or community groups
Source: EU Commission AL 2010, Europe

A method of competency acquisition which employs print, radio, television, computer-based communications, satellite broadcasting, teleconferencing or other educational technologies which allows students to study on their own without having to regularly attend classes in conventional classrooms, or education imparted at a distance through communication media: radio, TV, telephone, correspondence, computer or video.
Source: TESDA 2010, Philippines

Distance Learning: The learner has been matched with a teacher, tutor, or volunteer with whom he/she has regular interaction with regard to the content of the distance learning curriculum, and who provides support throughout the distance learning experience. Distance learning is characterized by all of the following:

* A separation of place and/or time between the learner(s) and the instructor.
* The use of standardized curriculum.
* The delivery of education or training that employs technology in at least one of the following four categories:
* Computer Technology, such as the Internet or CD-ROM.
* Video Technology, such as videoconferencing, cable, satellite linkage, and videotapes.
* Audio graphic Technology, such as radio and audiotapes.
* Telephone Technology, such as teleconferencing.
* Support by a tutor, including help with content and assistance with technology, on line, on the telephone, or in person.

Source: DOE Virginia 2014, Virginia (USA)

Education and training imparted at a distance through communication media: books, radio, TV, telephone, correspondence, computer or video
Source: EU commission (NRDC) 2011, Europe

Also known as e-learning or online learning, it is a form of education in which teachers and students are physically separated. Various technologies such as Skype allow for teachers and students to interact and communicate. Traditional distance learning focused on individuals in remote areas and it used to be via mail.
Source: OECD (Trends education) 2016

Learning supported by information and communication technologies (ICT).
Source: CEDEFOP 2008, Europe

An umbrella term for providing computer instruction (courseware) on-line over the public internet, private distance learning networks or in house via an internet.
Source: TESDA 2010, Philippines

Term that have emerged to describe the application of information and communication technologies (ICTs) to enhance distance education, implement open learning policies, make learning activities more flexible and enable those learning activities to be distributed among many learning venues.
Source: COL 2003, Global

eLearning is an umbrella term that refers to the use of any digital device for teaching and learning, especially for delivery or accessing of content. Thus e-Learning can take place without any reference to a network or connectivity. The digital device used by the learner to access materials need not be connected to a digital network, either a local area network or to the Internet (or even to a cell phone network if a Tablet is used as a terminal or access device).
Source: COL 2015, Global

Teaching and learning of literacy and numeracy which is integrated with the teaching of vocational or academic skills.
Source: EU Commission AL 2010, Europe

The term “employer learning” is typically associated with a class of empirically testable models in which employers learn the productivity of workers over time. In these models, employers are assumed to use schooling attainment and other readily observed signals to predict productivity and set wages at the start of the career; as workers’ careers evolve, true productivity is revealed and the role of schooling in the wage setting process declines.
Source: Light/Mc Gee 2011, USA

Learning carried out by employed people partly or fully financed by their employers (direct sponsorship) and/or which took place during paid working hours (indirect sponsorship).
Source: CEDEFOP (Stats) 2015, Europe

Participatory training can also be described as ‘learning by doing’ or ‘experiential learning’. As is evident from these terms, action and ‘experiencing’ by participants form the starting point of their learning. The ‘theory’ provided by the trainer in the form of lectures and presentations is kept to the minimum and done at the end rather than at the beginning of a session. The students or participants first participate in an action or a practical exercise. They, then, share their feelings or observations on what they did. Finally, they analyze and draw learning points and conclusions from the exercise for use later in real life.
Source: ILO 2006, Global

Learning through experience, either in a real situation such as a workplace or in role play. (Definition also used by Queensland government)
Source: Wahba 2013, Global

The provision of a range of learning modes or methods giving learners greater choice of when, where and how they learn.
Source: NCVER 2013, Australia

Education and training that responds to learners’ needs and preferences. Flexible learning offers learners choices about how, where and when they learn with the aim of supporting motivation and persistence particularly when attendance at a college or centre is difficult, e.g. rural learners; adults with multiple responsibilities or health problems. ICT-based communication between students and teacher is a common feature of flexible learning, but it can also include physical meetings between students and teachers.
Source: EU Commission AL 2010, Europe

The provision of learning opportunities that can be accessed at any place and time. Flexible learning relates more to the scheduling of activities than to any particular delivery mode.
Source: COL 2003, Global

Opportunities that provide more choices to the learners in terms of when, where and how they learn. Flexible learning may include use of online learning, work place-based learning, part-time learning, distance learning, and many forms of face-to-face teaching and learning with options to fast track and defer courses.
Source: COL 2015, Global

Learning that takes place through a structured program of instruction which is generally recognised by the attainment of a formal qualification or award (for example, a certificate, diploma or degree).
Source: NCVER 2013, Australia

Learning that occurs in an organised and structured environment (e.g. in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to validation and certification.
Source: CEDEFOP 2008, Europe

Learning that occurs in an organised and structured education and training environment and that is explicitly designated as such.
Source: SAQA 2013, South Africa

Basic learning that supports further learning and that is intended to provide learning opportunities for the development of proficiency in one or more languages as well as in some form of mathematics or mathematical literacy.
Source: SAQA 2013, South Africa

The combination of face-to-face instruction and self-study, both undertaken under the direction of a teacher.
Source: EU commission (NRDC) 2011, Europe

Various forms of learning that are not organized or that involve communication not designed to bring about learning. Incidental or random learning may occur as a by-product of day-to-day activities, events or communication that are not designed as deliberate educational or learning activities. Examples may include learning that takes place during the course of a meeting, whilst listening to a radio programme, or watching a television broadcast that is not designed as an education programme.
Source: UNESCO UIS 2011, Global

Learning carried out by individuals to obtain knowledge and/or to learn new skills for a current or a future job, to increase earnings, to improve job and/or career opportunities in a current or another field and generally to improve their opportunities for advancement and promotion. Individuals can be employed, unemployed, inactive; learning can be financed or cofinanced by different actors (individuals or their families, employers, public authorities, etc.).
Source: CEDEFOP (Stats) 2015, Europe

An episode of learning in which learners undertake a physical activity, rather than watching a demonstration or listening to a lecture. Examples include building models and role-play. The term also relates to ‘learning style’; some learners prefer and learn better through active learning approaches.
Source: EU Commission AL 2010, Europe

Deliberate activity in which an individual participates with the intention to learn.
Source: UNESCO UIS 2011, Global

Learning acquired by repeated practice of a task, with or without prior instruction.
Source: CEDEFOP 2008, Europe

Learning acquired by repeated use of tools or facilities, with or without prior instruction.
Source: CEDEFOP 2008, Europe

A city which effectively mobilizes its resources in every sector to promote inclusive learning from basic to higher education; revitalize learning in families and communities; facilitate learning for and in the workplace; extend the use of modern learning technologies, enhance quality and excellence in learning; and nurture a culture of learning throughout life.
Source: UNESCO UIL 2015

A community that promotes a culture of learning by developing effective local partnerships between all sectors of the community, and supports and motivates individuals and organisations to learn.
Source: CEDEFOP 2008, Europe

The topics and activities which make up what is learned by an individual or group of learners during a learning process.
Source: CEDEFOP 2008, Europe

Cognitive and/or physical impairments which are barriers to adults’ learning
Source: EU Commission AL 2010, Europe

Cognitive and/or physical impairments which are barriers to learning in childhood, youth and as adults(Note: Does not include social disadvantages, for which see ‘Disadvantaged’)
Source: EU commission (NRDC) 2011, Europe

A component of modular training programs, in particular the ILO Modules of Employable Skill (MES), comprising detailed instructions on techniques needed for the performance of one or more specific tasks; corresponds to "learning module" in other modular programs.
Source: TESDA 2010, Philippines

Anyone who promotes the acquisition of knowledge and skills by establishing a favourable learning environment, including anyone exercising a teaching, training, supervision or guidance function. The facilitator helps the learner develop knowledge and skills by providing guidelines, feedback and advice throughout the learning process.
Source: CEDEFOP 2008, Europe

Specification of learning outcomes to be achieved upon completion of an educational or learning activity. These encompass improving knowledge, skills and competencies within any personal, civic, social or employment related context. Learning objectives are typically linked to the purpose of preparing for more advanced studies and/or for an occupation or trade or class of occupations or trades.
Source: UNESCO UIS 2013, Global

An organisation which promotes learning, and where individuals learn and develop through the work context, for the benefit of themselves, each other and the whole organisation, with such efforts being publicised and recognised.
Source: CEDEFOP 2008, Europe

An organisation where everyone learns and develops through the work context, for the benefit of themselves, each other and the whole organisation, with such efforts being publicised and recognised.
Source: NCVER 2013, Australia

The totality of information, knowledge, understanding, attitudes, values, skills, competencies or behaviours an individual is expected to master upon successful completion of an educational programme.
Source: UNESCO UIS 2011, Global

The set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process.
Source: UNEVOC/NCVER 2009, Global

The set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
Source: TESDA 2010, Philippines

The contextually demonstrated end-products of specific learning processes, which include knowledge, skills and values.
Source: SAQA 2013, South Africa

Set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
or
Statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence.
Source: CEDEFOP 2008, Europe

Results of what a learner knows, understands and is able to do upon completion of a learning process. (Comment: Learning outcomes are mainly formulated using either behaviourist or constructivist approaches.)
Source: UNESCO 2015, Global

A structured and purposeful set of learning.
Source: SAQA 2013, South Africa

The learning programme is a written document planning learning experiences in a specific learning setting. It is developed on the basis of the curriculum and takes into account the learners’ needs.
Source: CEDEFOP 2013, Europe

A region in which stakeholders cooperate to meet local learning needs and share resources to devise joint solutions.
Source: CEDEFOP 2008, Europe

A place in an educational institution (institute, college, centre or school) housing a collection of books and other resources (print, electronic, audiovisual, and equipment) for reference or loan to support the educational programmes of the institution. Learning Resource Centres also conduct information literacy programms, providing instruction in the effective use of information resources. (Definition also used by Queensland government and KEBS(Kenya) )
Source: Wahba 2013, Global

A society in which learning is considered important or valuable, where people are encouraged to continue to learn throughout their lives, and where the opportunity to participate in education and training is available to all.
Source: NCVER 2013, Australia

A non-endorsed component of a training package which provides information on how training programmes may be organised in workplaces and training institutions. This may include information on learning pathways, model training programmes, and training materials.
Source: NCVER 2013, Australia

Learning technologies are those that are used for enhancement of teaching, learning and assessment. In other words, it is the use of a range of ICTs for teaching, learning and assessment. Learning technologies can be seen deployed as tools for drill and practice, tutorials, information retrieval systems, simulations, communication, etc.
Source: COL 2015, Global

All learning activities undertaken throughout life for the development of competencies and qualifications.
Source: ILO 2006, Global

All learning activity undertaken throughout life, with the aim of improving knowledge, skills and/or qualifications for personal, social and/or professional reasons.
Source: UNESCO 1984, Global

All learning activity undertaken throughout life, which results in improving knowledge, know-how, skills, competences and/or qualifications for personal, social and/or professional reasons.
Source: CEDEFOP 2008, Europe

The process of acquiring knowledge or skills throughout life via education, training, work and general life experiences.
Source: NCVER 2013, Australia

All learning activity undertaken throughout life, with the aim of improving knowledge, skills and/or qualifications for personal, social and/or professional reasons.
Source: UNEVOC/NCVER 2009, Global

Learning that takes place in all contexts in life-formally, nonformally and informally. It includes learning behaviours and obtaining knowledge; understanding; attitudes; values and competences for personal growth, social and economic wellbeing, democratic citizenship, cultural identity and employability.
Source: SAQA 2013, South Africa

The process of acquiring knowledge or skills throughout life via education, training, work and general life experience.
Source: TESDA 2010, Philippines

(also called Continuing Learning) Job-related Continuing Learning or Lifelong Learning is the process in which different craftsmen and adults take part to acquire and / or learn new awareness, knowledge, skills or attitude competencies throughout life via all organized, systematic education, training, work and general life experiences in order to improve their opportunities for advancement and promotion. Continuing Learning or Lifelong Learning programmes are educational programmes usually offered as part-time or short courses in personal, academic or occupational subject areas.
Source: Wahba 2013, Global

This refers to all general education, vocational education and training, non-formal education and informal learning undertaken throughout life, resulting in an improvement in knowledge, skills and competences within a personal, civic, social and/or employment-related perspective. It includes the provision of counselling and guidance services.
Source: EU Commission LLP 2007-2013, Europe

Mobile learning involves the use of mobile technology, either alone or in combination with other information and communication technology (ICT), to enable learning anytime and anywhere. Learning can unfold in a variety of ways: people can use mobile devices to access educational resources, connect with others, or create content, both inside and outside classrooms. Mobile learning also encompasses efforts to support broad educational goals such as the effective administration of school systems and improved communication between schools and families.
Source: UNESCO 2013, Global

Mobile learning refers to the use of mobile or wireless devices for the purpose of learning while on the move.Typical examples of the devices used for mLearning include cellphones, smartphones, palm-tops, and hand-held computers. Tablet PCs, laptops and personal media players can also fall within this scope (Kukulska-Hulme & Traxler, 2005)
Source: COL 2014, Global

The internal drive and desire to learn. Also used in the sense of the learner’s purpose for learning, their objectives.
Source: EU Commission AL 2010, Europe

Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s point of view.
Source: CEDEFOP 2008, Europe

Learning that takes place through a program of instruction but does not usually lead to the attainment of a formal qualification or award, for example, in-house professional development programs conducted in the workplace.
Source: NCVER 2013, Australia

Planned learning activities, not explicitly designated as learning, towards the achievement of a qualification or part qualification; often associated with learning that results in improved workplace practice.
Source: SAQA 2013, South Africa

Formal learning usually takes place in schools, universities or training institutions and leads to a diploma or certificate. Non-formal learning includes free adult education within study circles, projects or discussion groups advancing at their own place, with no examination at the end. Informal learning can be found everywhere, e.g. in families, in the workplace, in NGOs, in theatre groups, or can also refer to individual activities at home, like reading a book.
Source: EU Commission LLP 2007-2013, Europe

Learning via educational material that is delivered on a computer via an intranet or the Internet.
Source: UNEVOC/NCVER 2009, Global

Term that have emerged to describe the application of information and communication technologies (ICTs) to enhance distance education, implement open learning policies, make learning activities more flexible and enable those learning activities to be distributed among many learning venues.
Source: COL 2003, Global

Online learning is e-learning with a mandatory inovlvement of a digital network which a learner needs in order to access at least part of the learning materials and services. Online learning refers to network enabled teaching and learning that allows the learner to have increased interaction with content, teacher and other learners.
Source: COL 2015, Global

Learning which gives to the learner a degree of flexibility in the choice of topics, place, pace and/or method.
Source: CEDEFOP 2008, Europe

Open and distance learning: A type of education, typically college-level, where students work on their own at home or at the office and communicate with the faculty and other students via e-mail, electronic for a, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based communication. Most distance learning programmes include a computer-based training system and communications tools to produce a virtual classroom. Because the Internet and World Wide Web are accessible from virtually all computer platforms, they serve as the foundation for many distance learning systems.
Source: EU Commission LLP 2007-2013, Europe

ODL The term open learning describes policies and practices that permit entry to learning with as few barriers as possible. The distance education system refers to the separation of the teacher and learner. Open learning is not the same as distance education but they are clearly complementary. Which is why we use the two terms together and the expression open and distance learning or ODL.
Source: COL OASIS 2016, Global

1. Open learning programmes are those the student can pursue in their own time and at their own pace.

2. An approach to learning which gives students flexibility and choice over what, when, at what pace, where, and how they learn, commonly using distance education and the facilities of educational technology.
Source: Ministry of Labour 2005, Jordan

(Open and Distance Learning) An approach to learning that focuses on freeing learners from constraints of time, space and place while offering flexible learning opportunities. It allows learners to work and combine family responsibilities with educational opportunities.
Source: SADC 2012, Africa

The knowledge, know-how and/or competencies acquired through previously unrecognized training or experience.
Source: UNEVOC/NCVER 2009, Global

Awareness, knowledge skills and attitude competencies acquired from previous study, work or life experiences. (Definition also used by Queensland government)
Source: Wahba 2013, Global

The principles and processes through which the knowledge, skills and competences of a person are made visible, mediated and assessed for the purposes of certification, progression and professional standing (Comment: Recognition can take place by making learning explicit through the codification of knowledge, skills and competences in qualifications, but it is not limited to this form).
Source: UNESCO 2015, Global

Recognition of learning is a process of granting official status to learning outcomes and/or competences, which can lead to the acknowledgement of their value in society.
Source: EU Commission(OpenCred study) 2016, Europe

Resource-based learning involves communication of curriculum between students and educators through use of resources (instructionally designed and otherwise) that harness different media as necessary. Resource-based learning strategies too can be integrated into any educational programme, using any mix of contact and distance education strategies. Resource-based learning need not imply any temporal and/or spatial separation between educators and students, although many resource-based learning strategies can be used to overcome such separation.
Source: UNESCO/COL 2011, Global

Learning by oneself without the aid of an instructor
Source: EU commission (NRDC) 2011, Europe

Self-directed learning is learning in which the conceptualization, design, conduct and evaluation of a learning project are directed by the learner.
Source: UNESCO (UNEVOC) 2009, Global

Synchronous learning is opposite of asynchronous learning, where learner interacts with teachers and/or learners online at the same time from different place.
Source: COL 2015, Global

Technology-Enabled Learning is taken to refer to the application of some form of digital technology to teaching and/or learning in an educational context. we use the term Technology-Enabled Learning (TEL) to describe the use of technology to support students’ learning, the word enabled refers to facilitation: learning is made possible by the use of technology.
Source: COL 2016, Global

A characteristic of vocational and professionally oriented qualifications that may be incorporated into programmes at all levels of all three the sub-frameworks. WIL may take various forms including simulated learning, work-directed theoretical learning, problem-based learning, project-based learning and workplace-based learning.
Source: SAQA 2013, South Africa

Work based learning is an educational approach for secondary and postsecondary students that provide opportunities to achieve employment- related competencies in the workplace, actually it provides students with knowledge and skills that help them connect school experiences to real-life work activities. 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.

(Adapted from NCVER - See definition below)
Source: UNEVOC community

Programs for both secondary and postsecondary 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.
Source: NCVER 2013, Australia

acquisition of knowledge and skills through carrying out – and reflecting on – tasks in a vocational context, either at the workplace (such as alternance training) or in a VeT institution.
Source: CEDEFOP 2014, Europe

Learning taking place through carrying out and reflecting on work tasks in a real environment
Source: EU commission (NRDC) 2011, Europe

Learning or training undertaken in the workplace, usually on the job, including on-the-job training under normal operational conditions, and on-site training, which is conducted away from the work process (e.g. in a training room).
Source: NCVER 2013, Australia

The process of learning through experience at the workplace, both formally and informally, and through different forms of working arrangements, such as teams or one-to-one. Also the creation of a learning environment in the workplace.

Source: UNEVOC/NCVER 2009, Global

Learning which takes place on site in the workplace, which can be statutory (e.g. health and safety), occupational and related to specific jobs, or wider programmes such as literacy, numeracy and language.
Source: EU Commission AL 2010, Europe

Learning or training undertaken in the workplace, usually on the job or on-site. (synonym to on-the-job training)
Source: ILO (SED) 2012, Global