TVET Terms

-A process to determine a learner’s achievement of expected learning outcomes / Competency determination process.

-An exercise that seeks to measure a learner’s skills, performance, & knowledge in a subject area.

1)A paper given as proof of having passed an examination or Test in education and/or Formal, informal or Non-formal training.

2)Document provided to a Competent individual as the evidence of qualification.

Work undertaken by children under the legal minimum working ages.

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A systematic development and delivery of the training is guided by five essential elements:

(i) The tasks to be taught are identified by the experts in the occupation.

(ii) The programme allows each learner to have the opportunity to develop and to be evaluated on the competencies achieved.

(iii) Assessment of competency is not only based on knowledge and attitude but primarily on the actual demonstration of the competency.

(iv) occupational standards or unit competency standards should be used as the basis for assessing achievement and students/trainees should be aware of them.

(v) Students progress through the programme by demonstrating the attainment of specified competencies

A structured training and assessment system that allows individuals to acquire skills and knowledge in order to perform work activities to a specified standard.

A method of training which develops the skills, knowledge and attitudes required to achieve competency.

(Completion of an education programme)

Participation in all components of an education program (including final examinations if any), irrespective of the result of any potential assessment of achievement of learning objectives.

1)The term curriculum refers to the design, organisation and planning of learning activities.

2)Design, planning and sequencing of teaching and learning processes. It includes a statement of purpose, contents, activities and learning practices, as well as the modalities for assessing learners’ achievements.

The DACUM Model is an engaging and systematic way to:

Perform occupational competency analyses,

Develop a performance chart or competency map for  competency-based training. The DACUM Analysis has become a standard in many organizations including NAVTTC Pakistan. 

A person’s work, occupation, job or business.

(Definition also used by the Queensland government)

Covers the indicators related to the institutional arrangements, facilities, budget, policies and practices to support a positive learning environment and to support school engagement with the community. The country meets the aspects if it meets four of the following criteria: (a) has institutional arrangements supporting breadth of skills, (b) has budget supporting breadth of skills, (c) has policies promoting positive school climate, and(d) has policies for schools to engage with communities.

The comparison of one qualification with another based on a curriculum comparison that enables the degree of similarity of the qualification to be established by a subject matter expert.

(Comment: Equivalency is typically determined by competent recognition authorities)

(see also Equivalency test)

Giving allowance for changing conditions in the workplace and different contexts for the same competency.

To be flexible, an assessor should:

-use the RPL process when it's relevant,

-use different types of evidence gathering activities to suit different contexts, or workers with special needs be prepared to change the time or location of the assessment event if there are problems with the existing arrangements.

(1) Training subsequent and complementary to initial training.

(2) A short-term targeted training typically provided following initial vocational training and aimed at supplementing, improving or updating knowledge, skills and/or competences acquired during previous training.

1. The learning needs of male and female learners are addressed in teaching and learning processes (inside and outside of the classroom).

2. Training staff have to be  gender-aware and gender-responsive in their planning and facilitation of courses, and continuously reflecting and adapting. 

In essence, green skills are about both

(i)technical knowledge and skills that enable professionals to effectively use green technologies and processes (i.e. resource efficient technologies or processes that reduce waste and minimise the environmental impact of human action); and

(ii) transversal skills, as well as knowledge, values and attitudes that help them take pro-environmental decisions in their work and lives. These overall green skills are already being introduced in training systems globally.

(Skills for the green economy)

Knowledge, abilities, values and attitudes needed to live, work and act in economies and societies seeking to reduce the impact of human activity on the environment. impact of human activity on the environment.

-Learning resulting from daily life activities related to work, family or leisure. Informal learning is part of non-formal learning. It is often referred to as experiential learning and can to a certain degree be understood as accidental learning.

-Unstructured education/training that takes place outside the formal education/training system.

Work that lacks social and legal protections and employment benefits. These jobs may be found in the formal sector, the informal sector or in households.

Forms of learning that are intentional or deliberate but are not institutionalized. They are less organized and structured than either formal or non-formal education. Informal learning may include learning activities that occur in the family, in the work place, in the local community, and in daily life, on a self-directed, family-directed or socially-directed basis.

Learning or achievement acquired by an individual through workplace/labour market experience.

The informal sector consists of unregistered and small, unincorporated private enterprises engaged, at least partly, in producing goods and services for the market. An enterprise is unregistered when it is not registered under national laws.

Training that usually occurs on the job through interactions with co-workers as part of the day-to-day work.

Informal TVET is principally the domain of learning-by-doing skills acquisition. Experience derived from practicing a trade or by working with others can lead to the acquisition of skills that increase the productivity of the person learning and therefore, presumably, their well-being. 

Information is an organized collection of facts and data.

Refer to a range of technologies and tools used to create, collate and communicate information and knowledge. ICTs are used in daily life to prepare documents, talk to others by phone, listen to radio and watch television programmers. Some ICTs involve one-way communication, while others facilitate two-way communication. Some can include only one medium (e.g. telephone), while others can handle more than one medium (e.g. computer and television).

A society in which information technology, computers and telecommunications are widely used to facilitate communication nationally and internationally and to promote access to libraries, data archives and other stores of information held by private organizations or in the public domain.

Formal education of individuals before their first entrance to the labour market, i.e. when they will normally be in full-time education. 

General or vocational learning carried out in the initial education and training system, usually before entering working life.

(also called: Entry-level training) Pre-employment training for an occupation, generally divided into two parts: basic training followed by specialization.

-General or vocational education carried out in the initial education system, usually before entering working life.

-Pre-employment training for an occupation, generally divided into two parts; basic training followed by specialization.

Innovation is defined as a substantial change in the way TVET is practised in an institution, making it more relevant to the needs of the economy, society and environment. Innovation also encompasses non-R&D activities that are developed by TVET institutions from an existing stock of knowledge or knowledge external to the institution, not only through internal systematic R&D activities.

An assessment undertaken by the institution for its students to determine their achievement of the learning outcomes in the module of instructions in a given unit of competency or clusters of competencies. 

Comprise any set of premises in a permanent structure or structures designed to house (usually large) groups of persons who are bound by either a common public objective or a common personal interest.

Instructional design is the systematic development of specifications using learning and instructional theory to ensure the quality of training. In job-related training. the aim of instructional design is to improve employee performance and to increase organizational efficiency and effectiveness. There are many instructional systems design models, most of which are based on popular ones such as the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. 

-An approach to assessment that covers multiple elements and/or units of competency. The integrated approach attempts to combine knowledge, understanding, problem solving, technical skills, attitudes and ethics into an assessment task to reduce the time spent on testing and make assessment more 'authentic'.

-Summative assessment to decide wither the learner is Competent or not yet.

Learners labelled as having ‘special educational needs’ are placed in mainstream education settings with some adaptations and resources, but on condition that they can fit in with preexisting structures, attitudes and an unaltered environment.

are computer programs designed to deliver individualized instruction and feedback to learners. These systems harness AI techniques to offer a learning environment that adapts to the student's needs, creating a one-on-one educational experience. 

The Inter-agency Group on Technical and Vocational Education and Training (IAG-TVET) was convened by UNESCO in 2008 to ensure a good coordination of activities by the key international organization involved in the delivery of policy advice, programme and research on TVET. It enhances knowledge-sharing and a common understanding of key issues. 

The IAG-TVET comprises the United Nations Educational, Scientific and Cultural Organization (UNESCO), International Labour Organization, the Organization for Economic Co-operation and Development (OECD), the United Nations Industrial Development Organization (UNIDO), and many more international groups & Organizations.  

A discrete, digital, interactive instructional resource used to teach a specific learning objective in a course or curriculum. 

he term “intermediary” should be understood as an entity, other than the host enterprise or the educational and training institution, that coordinates, supports or assists in the provision of an apprenticeship. 

Intermediate skills refer to the jobs classified by the International Labour Organization (ILO) as skill level 2 and skill level 3:

Skill level 2: These occupations generally require relatively advanced literacy and numeracy skills for the purposes of reading instruction manuals, recording information or events and performing routine calculations.

Skill level 3: These typically involve the performance of complex, practical tasks that require extensive knowledge of a specific field. These occupations require a high level of literacy and numeracy and well developed interpersonal skills. 

A student or a TVET Institution’s graduate undergoing supervised practical training. 

Any assessment conducted by a provider, the outcomes of which count towards the achievement of a qualification. 

ILO is the only tripartite U.N. agency, bringing together governments, employers and workers of 187 Member States to set labour standards, develop policies and device programme promoting decent work for all women and men. The organization was founded in 1919. The organization helped out to Develop NOSS in Pakistan.

Qualifications awarded at international level, outside public authorities’ jurisdiction.

A framework clearly structured by levels that sets out different levels of knowledge, skills and competences required by individuals to act in a specific field of activity or to perform specific job roles. 

Set of learning outcomes relevant for one or more occupations that is used for developing qualifications in at least two countries. These standards are developed/maintained by international secretarial organizations or other international or national bodies cooperating across countries but they do not necessarily award the qualifications. 

ISCED is designed to serve as a framework to classify educational activities as defined in programmes and the resulting qualifications into internationally agreed categories. The basic concepts and definitions of ISCED are therefore intended to be internationally valid and comprehensive of the full range of education systems.

The International Standard Classification of occupations (ISCO) is one of the main international classifications for which ILO is responsible. It belongs to the international family of economic and social classifications. ISCO is a tool for organizing jobs into a clearly defined set of groups according to the tasks and duties undertaken in the job. 

"IVETA is an organization and network of vocational educators, vocational skills training organizations, business and industrial firms, and other individuals and groups interested or involved in vocational education and training worldwide. IVETA is dedicated to the advancement and improvement of high-quality vocational education and training wherever it exists and wherever it is needed. 

Internationally mobile students are individuals who have physically crossed an international border between two countries with the objective to participate in educational activities in the country of destination, where the country of destination of a given student is different from their country of origin.

System of interrelated computing devices, mechanical and digital machines, objects, animals or people that are provided with unique identifiers and the ability to transfer data over a network without requiring human-to-human or human-to-computer interaction. Examples include the control of lights or air-conditioning systems from a remote location, and autonomous cars.

Internet-assisted instruction refers to an interactive learning method using the Internet to deliver instructional materials on a computer or through other devices, in accordance with learners’ pedagogical needs. This mode of instruction helps to develop autonomy in research activities and information literacy skills.From a statistical perspective, an educational institution that has an Internet laboratory devoted to pedagogical use is counted as having Internet-assisted instruction. 

Internships  are on Job training systems, shorter than apprenticeships. Duration for internships usually vary between four weeks and six months, Internships cover a limited set of skills relevant for an occupation. 

The International Standard Classification of Teacher Training Programmes (ISCED-T 2021) is a framework for assembling, compiling, and analyzing cross-nationally comparable statistics on teacher training programmes and the related teacher qualifications.

Process of supporting individuals to find jobs matching their skills.Job placement can be carried out by (public or private) employment services or education institutions;

job placement encompasses activities such as drafting a CV, preparation for interviews, skills audit / competence profiling, lifelong guidance;

this term is close not synonymous with: work placement / traineeship.

Key Competences enable every individual to adapt to changes of society. They are important for the personal fulfillment and development,

Key competences are:

1) Communication in the mother tongue;

2) Communication in foreign languages;

3) Mathematical competence and basic competences in science and technology;

4) Digital competence;

5) Learning to learn;

6) Social and civic competences;

7) Sense of initiative and entrepreneurship;

8) Cultural awareness and expression.

The second level in the Scales of Competency Standards (Levels) used when applying Competency Based Education and Training. A person at the knowledge Level is characterized by:

- Knows how to do and can work independently without supervision.

- Describe, participate, contribute, explain, work with guidelines, and know when to refer to guidance. 

A test with questions about professional, theoretical and subject-oriented knowledge aimed at understanding and application. This test can have different forms that can also be combined in one test.

The process of training providers engaging in various activities to pass their knowledge to different audiences. Knowledge transfer requires two-way exchanges for successful and sustainable collaborations. 

Society whose processes and practices are based on production, distribution and use of knowledge. 

Jobs requiring access to and the use of large quantities of knowledge (as opposed to labour intensive jobs) 

The system of relationships between the supply of people available for employment and available jobs.

A system consisting of employers as buyers and workers as sellers, the purpose of which is to match job vacancies with job applicants and to set wages.

Labour market information (LMI) is:

- Data about the workplace, including employment rates and salary information;

- Any information about the structure and working of a labour market and any factors likely to influence the structure and working of that market, including jobs available, people available to do those jobs, the mechanisms that match the two, changes in the external and internal business environements; and

- essentially data, statistics and research about the workplace including things like unemployment rates, salary, demand for, and supply of, labour.

Labour market participation refers to individuals being either in work or seeking work. Labour market participation is often expressed as a proportion or rate, whereby the total number in the labour force is expressed as a proportion of the working age population (usually people aged 15–64).

Policies Labour market policies is the collective term to refer to the generic set of policies which are used usually by governments and are aimed at influencing the operation of and outcomes in the labour market.

A programme designed to increase the number of people in employment or to improve the employment prospects of a target group, e.g. by the payment of subsidies to businesses who take on long-term unemployed people, young people, etc.

Labour market scarring occurs when there is a negative or zero return to some form of participation in the labor market - either unemployment or a certain type of employment.

Duration or process of that a young person (aged 15-29) passes from the end of schooling (or entry to first economic activity) to the first decent job.

Labour migration is the cross-border movement of people seeking employment.

The movement of members of the labor force between areas or industries. Not to be confused with the geographical mobility of peoples guaranteed by the civil and political right FREEDOM OF MOVEMENT.

The supply of workers, hours or effort for the production of goods and services, and is determined by the size of the population, the proportion able and willing to work and the number of hours worked by each individual.

Language used in teaching.

The successful completion of a qualification or part qualification that is captured on the National Learners’ Records Database (NLRD - The electronic management information system of the NQF under the authority of SAQA (South African Qualification Authority), which contains records of qualifications, part qualifications, learner achievements, recognised professional bodies, professional designations and all related information such as registrations and accreditations.

An alternative to the term self-confidence. Unlike self-confidence, which is a global feeling of being able to accomplish most tasks, self-efficacy is focused on a specific task and represents the feeling of being able to accomplish that task, which in this context is success in adult learning.

Learning which gives learners greater autonomy and control over choice of subject matter, learning methods and pace of study. Gibbs, G. (1992). Assessing More Students. Oxford: Oxford Brookes University.

Learner-centred TVET teaching should demonstrate the following three components:

Engagement and participation of through various learning situations.

Autonomy of learners on the content and method of learning with teachers’ guidance and support.

Outcome-based activities that integrate skills and knowledge to prepare for a professional life.

An inclusive term referring to anyone learning, including student of vocational Training interns and people learning non-formally and informally as well as people enrolled for particular qualifications or part qualifications. also referred to as a trainee.

Learners vulnerable to exclusion encompasses all learners whose educational experience is ‘impacted upon by a number of pressures, forces, levers, discriminations and disadvantages’

Learners with additional support needs’ refers to learners  who experience barriers to learning resulting from learner-environment interaction.

There are many reasons why learners may need additional support (either short- or long-term) to help them learn. Such needs may be due to:

disability or health;

learning environment;

family circumstances;

social and emotional factors.

Learners with disabilities may have a limitation in one or multiple functional domains (e.g. walking, seeing), on a spectrum from minimal to severe. The limitation arises from the interaction between a person’s intrinsic capacity and environmental and personal factors that hinder their full, effective participation in society on an equal basis with others.

Learners with special educational needs may have a ‘learning difficulty and/or disability that may require special education support.

Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.

A process by which an individual assimilates information, ideas values and thus acquires knowledge, know how, information, values, skills and/or        competences.

(also:  learning outcomes)

The 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.

Deliberate activity in which an individual participates with the intention to learn.

Gathering, analysing and visualising big data, especially as generated by digital devices, about learners and learning processes, with the aim of supporting or enhancing teaching and learning.

Learning and development (L&D) is a systematic process to enhance employees’ skills, knowledge, and competency, resulting in better work performance.

L&D is a core HR function and a significant part of an organization’s overall people development strategy. It plays a key role in attracting and retaining talent, enriching company culture, and engaging employees.

Instructional model in which the learner acquires knowledge, skills or competences by repeating an action or a task, with or without prior instruction. or Learning acquired by transforming one’s mental assets through confrontation with reality, resulting in new knowledge and skills.

Instructional model in which the learner acquires knowledge, skills or competences by repeated use of tools or facilities, with or without prior instruction.

Group of individuals (enterprise(s), organisation(s), institution(s), industry/sector, municipality/region) which promotes a culture of learning by developing effective partnerships, hence supporting and motivating individuals and organisations to learn.

Topics and activities which make up what is learned by an individual or a group of learners during an ]education or training process.

An environment in which opportunities for learning are openly valued and supported and are built, where possible, into all activities.

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’).

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.

Refers to the physical locations, contexts and cultures where learners learn. It can also encompass the culture of a Training organization and workshop.

Person who promotes the acquisition of knowledge and skills by establishing a favourable learning environment, including anyone exercising a teaching, training, supervision or lifelong guidance function.

Learning factories provide the opportunity to apply theoretical knowledge gained in the classroom and practice skills needed in the workplace. The Learning Factory is equipped with state-of-the-art equipment and the latest technological evolutions, allowing students to perform workplace tasks in a safe environment.

Learning Management System (LMS) often also called course management system or virtual learning environment, is a web-based software system that assists teachers to manage courses and deliver lessons online. It helps in administration, tracking and reporting of the learning process. An LMS usually has the following constituent components: content creation, organisation, delivery, learner support interactions, assessment and grading, and management of the learning process.

The capacity of a learner to move to a new place and participate in education activities in the place of destination.

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.

Entity (company, institution or municipality/region) which promotes learning, and where individuals learn and develop through the work context, for the benefit of themselves, one another and the whole organisation, with such efforts being publicised and recognised.

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. 

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. Results of what a learner knows, understands and is able to do upon completion of a learning process.

– An intended, identifiable, and measurable learning or behaviour that is demonstrated by a learner following a sequence of learning.

In training packages, a path or sequence of learning or experience that can be followed to attain competency. Learning pathways may be included as part of the non-endorsed component of a training package.

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.

A structured and purposeful set of learning.

Geographic area – national or cross-border – in which stakeholders cooperate to meet local learning needs and share resources to devise joint solutions.

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.

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.

A non-endorsed component of a training package which provides information on how training programmes may be organised in workplaces and training institutions.

A deep-rooted preference that an individual has for a particular type of learning. This preference can change.

Along with the individual education plan, learning support assistants (LSAs) are the most used form of support for learners with disabilities/other additional support needs. They are also called ‘teaching assistants’, ‘special needs assistants’ or ‘paraprofessionals’.

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.

A key competence: the ability to pursue and persist in learning, to organise one's own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully.

Survey aiming to find out the destination of learners after   completing education or training. Leaver surveys are generally conducted at regular intervals (for instance six or 12 months after graduation); They help to assess the relevance and effectiveness of education or training.

A plan prepared by the trainer to teach complete modules with detail of teaching and learning activities to be conducted, methodologies to be used and undertakinq formative assessment to ensure learning has taken place.

A stage in a hierarchical system used for grouping qualifications that are deemed to be broadly equivalent. Also sometimes called a ‘reference level’.

Levels means NQF level structures which starts with level 1 qualification (semi-skilled worker) and successfully progress up to level 8.

A definition of the characteristics of a qualification that would lead to it being assigned to a particular level.

A statement describing learning achievement.

Level of attainment in education and training, recognised in a qualifications system or in a qualifications framework. or Level of proficiency acquired through education and training, work experience or in informal settings.

Licenses are credentials that permit:

A- the holder is allowed to impart recognized vocational training  for specified period of time.

B- occupational practice in a specified field or occupation. An occupational license can only be awarded by a government licensing agency based on a set of criteria.

Life skills defined in a general way mean a mix of knowledge, behaviour, attitudes and values. They include competencies such as critical thinking, creativity, ability to organise, social and communication skills, adaptability, problem solving, ability to co-operate on a democratic basis that are needed for actively shaping a peaceful future.

A continuous process that enables citizens at any age and at any point in their lives to identify their capacities, competences and interests, to make educational, training and occupational decisions and to manage their individual life paths in learning, work and other settings in which those capacities and competences are learned and/or used.

Lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages.

Learning, either formal, non-formal or informal, that takes place across the full range of life activities (personal, social or professional) and at any stage of life.

A National Qualifications Framework in which the different sectors (secondary schools, VET and higher education) are in distinct tracks but (as against a tracked system) there is an emphasis on identifying similarities and equivalence and establishing credit transfer between tracks.

The ability of an individual to read and write with understanding a simple short statement related to his/her everyday life.

Percentage of the population aged 25 to 64 years who can both read and write with understanding a short simple statement on their everyday life.

A record kept by a learner of the knowledge, skills or competencies attained during on- or off-the-job training. Also called portfolio.

A National Qualifications Framework based on general principles, with essentially a communicating and enabling role. In a loose framework differences in approach are accepted where thought necessary (as against a tight framework).

Individual whose level of educational attainment is lower than a predetermined standard.

The activity of guiding, advising or counselling a learner.

In lifelong guidance, mentoring covers various activities to help individuals take educational, vocational decisions and carry them out before and after they enter the labour market.

Occurs when two organizations combine to form a single institute.

The Metaverse is a powerful new virtual medium with the potential to enhance the mentor/mentee relationship. Recent innovations like augmented reality, virtual reality and digital identities,

It is a structured approach to solve a problem. Statistically: It is a set of research methods and techniques applied to a particular field of study.

A micro-credential is a record of focused learning achievement verifying what the learner knows, understands or can do.

Includes assessment based on clearly defined standards and is awarded by a QAB.

Microlearning refers to small units of learning that can be completed in a short time. These “bitesize” chunks of learning can be aggregated into larger lessons/ modules or programmes of learning. The term also refers to the process of using small chunks of multi-modal resources for just-in-time learning in the workplace or in professional development programmes.

Migrant is “a generic term for anyone moving to another country with the intention of staying for a certain period of time.

A person who is to be engaged, is engaged or has been engaged in a remunerated activity in a State of which he or she is not a national.

Migration is the movement of people from one place to another and has two main types: labour and forced migration.

An essential skill for a given age, grade, or level of performance.

A group numerically inferior to the rest of the population of a State and/or in a non-dominant position, whose members possess ethnic, religious or linguistic characteristics differing from those of the rest of the population and show, if only implicitly, a sense of solidarity, directed towards preserving their culture, traditions, religion or language.

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.

Training taken to learners by means of a mobile training centre, or with the help of mobile equipment which can be installed temporarily in education and training institutions or enterprises.

The ability of an individual to move and adapt to a new occupational environment.

Improved access of learners to education and training institutions across countries.

Labour market mobility is the extent to which people move, or are able or willing to move from one job to another.

An evaluative  process of gathering data about  that assessment held if it was is valid, reliable and fair.

A course composed of modules.

The breaking down of whole educational qualifications into useful sub-units (modules) each of which has measurable outcomes that are assessed (and in some cases certified) in their own right as well as contributing to a larger overall educational outcome (primarily a qualification).

CBT vocational qualifications developed by NAVTTC are  Modular based.

A unit of education or training which can be completed on its own or as part of a course and which is considered as a component that makes up a Competency Development Framework for a given discipline or profession. Module is an aggregation of the awareness, knowledge, skills and attitude competencies which reflect what a competent person in a particular role should be able to perform.

Monitoring is the continuous and systematic collection of data on specified indicators in order to provide the main actors of an ongoing development intervention with indications as to the extent of progress and the achievement of objectives (in relation to allocated resources).

System that provides processes, guidelines and indicators for undertaking NVQF monitoring and evaluation for efficient and smooth management and implementation at national and provincial levels.

A system of education for young children that seeks to develop natural interests and activities rather than use formal teaching methods.

The internal drive and desire to learn. Also used in the sense of the learner’s purpose for learning, their objectives.

Training of workers in a number of skills which enables them to perform a variety of tasks or functions across traditional boundaries. Multiskilling may be horizontal (broad skilling), vertical (upskilling) or diagonal (contributory skilling).

A model of integration policies that welcomes the preservation, expression and sometimes even the celebration of cultural diversity. This approach encourages migrants to become full members of society while retaining their cultural identities. It combines the recognition of varied backgrounds, traditions.

Process of official acknowledgment by one or more countries or organisations of the similarity of value of qualifications.

NOSS is a document that outlines the skills, required of an employee working in industry at a certain level of employment to achieve specific skills. In Pakistan, National occupational skill standards are the Vocational and occupational training guidelines developed with ILO collaboration. The standards classify Industry workers into Three types:

G-III(Basic Level,   G-II(Intermediate Level & G-I(Advance Level)

A 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 qualification framework. National vocational qualifications system in Pakistan operates under  NVQF guidelines.

An NQF is an instrument used to classify a country’s qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level.

NQFs classify qualifications by level, based on learning outcomes - that is, what the holder of a certificate or diploma is expected to know, understand, and be able to do.

The National Skills Qualifications Framework (NSQF) is a competency-based framework that organizes all qualifications according to a series of levels of knowledge, skills and aptitude. statement of what the Learner must know or be able to do; whether the learning took place in a classroom, on-the-job or less formally. The Framework indicates the comparability of different qualifications and how one can progress from one level to another.

All forms of skills development relevant for the world of work provided in schools, training centres or enterprises that are recognized by governmental authorities or by bodies authorized by the government to do so. Training delivered within the national training system has access to government funding or other training resources provided by the government.

National recognized and endorsed qualifications of an approved standard assessing someone’s competence in a work situation and which are based on national occupational standards (levels) and accredited by a national awarding body.

Qualifications approved and notified at the national level, and registered under the National Vocational Qualification Framework.

A National Vocational Qualification Framework describes levels and level descriptors and procedures and policy guidelines for development, assessment and management of National Vocational Qualifications (NVQs).

Natural sciences include: mathematics; computer and information sciences; physical sciences; chemical sciences; earth and related environmental sciences; biological sciences; and other natural sciences.

Net zero means cutting greenhouse gas emissions to as close to zero as possible, with any remaining emissions re-absorbed from the atmosphere, by oceans and forests for instance.

The skills such as information and communication technology (ICT) skills, foreign languages, social, organisational and communication skills, technological culture, entrepreneurship.

The non-compulsory curriculum is defined as the average instruction time students are entitled to above the compulsory hours of instruction. The subjects covered by the noncompulsory curriculum often vary from school to school or from region to region and may take the form of "non-compulsory elective subjects".

Non-formal education refers to education that occurs outside the formal institution system. Non-formal education is often used interchangeably with terms such as community education, adult education, lifelong education and second-chance education.

Non-formal learning is learning that has been acquired in addition or alternatively to formal learning. In some cases, it is also structured according to educational and training arrangements, but more flexible. It usually takes place in community-based settings, the workplace and through the activities of civil society organisations. Through the recognition, validation and accreditation process, non-formal learning can also lead to qualifications and other recognitions.

outcomes of non-formal learning may be validated and may lead to certification e.g. through RPL.

Non-formal TVET refers to training and education offered outside the formal educational system. Entry into these programmes does not necessarily depend on the completion of formal education. Non-formal TVET is provided by a wide variety of actors, including national training institutes —the historical hubs of the Latin American model—, private institutes and training within firms. Unlike formal TVET, which often leads to a diploma or a certification at the completion of studies, non-formal programmes may increase skills and employability, but do not necessarily certify the education received.

Non-state entities providing social services and working on a not-for-profit basis.

Any occupation in which women or men have historically been underrepresented.

Network for international policies and cooperation in education and training (NORRAG)

NORRAG is a global network of over 5,000 members for international policies and cooperation in education and training. NORRAG is now mainly supported by the Swiss Agency for Development and Cooperation (SDC) and the Open Society Foundations (OSF).

NEET is an acronym for ‘not in employment, education or training’, used to refer to the situation of many young people, aged between 15 and 29, in Europe. The acronym first emerged in the UK in the late 1980s. Since then, interest in the NEET group has grown at EU policy level, and NEET-equivalent definitions have been created in most Member States. The aim of the NEET concept is to broaden understanding of the vulnerable status of young people and to better monitor their problematic access to the labour market.

(also Neither in employment nor in education and training, and Youth not in employment, education or training).

The ability to use mathematical skills in appropriate and meaningful ways in order to meet the varied demands of personal, study, social and work life.

- Occupational qualifications prepare students, learners, workers, and employees for work.

-The combined aptitudes and skills which permit someone to take up a job.

Occupational safety and health (OSH) is generally defined as the science of the anticipation, recognition, evaluation and control of hazards arising in or from the workplace that could impair the health and well-being of workers, taking into account the possible impact on the surrounding communities and the general environment.

An OSP summarises essential characteristics required for a given job: the level of education and training required.

A skills set related to an occupation and which may be more or less complex than that of the occupations to which it relates.

Occupational Standards define the knowledge, skills and attitudes required for effective workplace performance. They specify what a person should know and do in order to effectively carry out the functions of a particular job in the context of the work environment.

Training undertaken away from a normal work context.

Comment

Off-the-job training is usually only part of a whole training programme, in which it is combined with on-the-job training.

Training that takes place away from the job in a specially designed training area or in a training institution.

Training conducted at the work site (e.g. in a training room) but not on the job.

Training undertaken in the workplace as part of the productive work of the learner.

(also known as Work Based Training or In-service Training or On-Site Training)

The electronic representation of the different types of learning acquired and mastered by an individual (Examples include the Europass CV, test-based credentials, online badges and online certificates.)

Online education is not synonymous with distance education. Most or all of the content (over  80%) is delivered via the Internet only.(also online learning and online training)

An online job advertisement (OJA) is information posted online about a job opening targeted at potential job-seeking applicants.

Online job advertisements are usually published on job posting websites, company websites and portals for job seekers.

OJVs are a rich source of information about skills and other job requirements which is difficult to gather via traditional methods.

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.

Open Access is the free, immediate, online availability of research articles coupled with the rights to use these articles fully in the digital environment. Open Access ensures that anyone can access and use these results—to turn ideas into industries and breakthroughs into better lives.

Open and Distance Learning (ODL) is the provision of distance education opportunities in ways that seek to mitigate or remove barriers to access, such as finances, prior learning, age, social, work or family commitments, disability, incarceration or other such barriers. “Open and Distance Learning (ODL) system is a system wherein teachers and learners need not necessarily be present either at same place or same time and is flexible in regard to modalities and timing of teaching and learning as also the admission criteria without compromising necessary quality considerations.

Worthwhile learning offered in ways that gives learners more choice of how they acquire knowledge and skills relevant for current employment and citizenship.

Open Data is research data that is freely available on the internet &  can be freely used, re-used and distributed without restriction.

Open Education encompasses resources, tools and practices that are free of legal, financial and technical barriers and can be fully used, shared and adapted in the digital environment. Open Education maximizes the power of the Internet to make education more affordable, accessible and effective.

Open Educational Practice(s) (OEP) can be defined as the deliberate use of OER in teaching and learning (referring to the best ways of reusing, re-mixing, redistributing, retaining and revising OER) or a broad commitment to and practice of cooperation, collaboration and sharing of resources and expertise for social interaction, knowledge creation and peer learning.

Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others.

Open Learning refers to policies and practices of openness in entry requirements (with minimal or no restriction on qualifications), choice of courses, place of study and time, etc. It is an educational philosophy where learning can happen anywhere, anytime from any resource, and therefore, can also inform practice in face-to-face institutions.

Open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the rights to access, re-use, re-purpose, adapt and redistribute ducational materials.

A system of open competition among public and private training organisations in the provision of vocational education and training (VET). It provides users with greater choice of programs and providers.

Educational activity planned in a pattern or sequence with explicit or implicit aims. It involves a providing agency (person or persons or body) that facilitates a learning environment, and a method of instruction through which communication is organized.

Those not enrolled, defined over the following populations:

Children of official primary school age.

Adolescents of official lower secondary school age.

Youth of official upper secondary school age.

Those of the official age group for a given level of education not enrolled, expressed as a percentage of the population in that age group.

Required qualities of those considered qualified or competent at a certain level of learning.

A result or consequence of participation in, or completion of an education or training programme e.g. employment, promotion, higher salary, further study. (Definition also used by Queensland government)

Statistics on the outcomes of VET measuring, for example, job performance, rate of access to next level of education or rate of inclusion on the labour market.

Where 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)

Immediate and direct tangible result of an intervention.

Output consists of those goods or services that are produced within an establishment that become available for use outside that establishment, plus any goods and services produced for own final use.

In education and training, value that sets the level of performance to be attained.

Comment

Output standards can be applied to:

systems, to set the level of performance to be achieved by the whole country or region;

providers, to set the level of performance to be achieved by education and training providers;

learners, to set the level of performance to be achieved.

The practice of having training services provided by a training provider or person outside the business or organization.

Workers have more years of education than the job requires.

Situation where an individual has a higher qualification – type or level, work experience – higher than his/her current job requires.

this term is close to, but not synonymous with: overeducation, overskilling.

Situation where an individual is not able to utilise fully his/her abilities in his/her current job.

An occupational accident is an unexpected and unplanned occurrence, including acts of violence, arising out of or in connection with work which results in one or more workers incurring a personal injury, disease or death.

The process or method for identifying the activities and requirements of workers and the technical and environmental factors of the occupation through observation, interview and study.

The Capacity of education and training systems to enable learners to:

access and move among different pathways (programmes, levels) and systems;

validate learning outcomes acquired in another system or in non-formal/informal settings.

Broad group of persons for whom schools need to adapt their curriculum, teaching method and organization, in addition to providing additional human or material resources to stimulate efficient and effective learning.

Investments in improving your personal skills and capabilities.

A Person, who is not part of the labour force, meaning he or she is neither employed nor unemployed. The set of people outside the labour is also called the "inactive population" and can include pre-school children, school children, students, pensioners and housewives or -men, for example, provided that they are not working at all and not available or looking for work either; some of these may be of working-age.

Education followed by an individual after the minimum legal school leaving age.

A set of related decisions taken by a public authority to achieve a selected goal.

Government-issued document which sets out the principles, guidelines and strategy for ICT in education.

The process of identifying, researching and analysing issues to shape the policy agenda, drafting the policy, and setting out how the policy will be implemented, monitored and evaluated.

A skill or competency that can be transferred from one work context to another.

A systematic collection of work that represents activities, accomplishments, and achievements over a specific period of time in one or more areas of the curriculum.

Education and training opportunities for people who have left school as well as for those adults who may never have been to school but require education opportunities.

All education beyond secondary school level, including that delivered by universities, further education colleges and community providers.

Services provided after certification to facilitate the transition to employment or self-employment, including employment services and business development services.

An examination or lesson in which Knowledge and procedures learned are applied to the actual making or doing of something.

The demonstrated ability to perform a set of tasks and actions in authentic contexts.

A course which provides initial training in a particular industry or occupation. Successful completion of the course can assist participants to obtain an apprenticeship, and may enable the term of the apprentice's training agreement to be reduced. (Pre-traineeship course)

These programmes aim to provide young people with the necessary preparation that will facilitate their access to a regular apprenticeship programme.

In vocational education and training (VET), a requirement for admission to a particular course or module, e.g. satisfactory completion of a specific subject or course, at least five years in the workforce, etc.

A course designed to prepare people for vocational education and training or work, including bridging courses, basic literacy and numeracy training, or training in job skills.

Education which is mainly designed to introduce participants to the world of work and to prepare them for entry into vocational or technical education programmes. Successful completion of such programmes does not yet lead to a labour-market relevant vocational or technical qualification.

Training arranged primarily to acquaint young people with materials, tools and standards relating to a range of occupations, to prepare them for choosing an occupational field or a line of training.

A work relation where employment security, which is considered one of the principal elements of the labour contract, is lacking. This includes temporary and fixed term labour contracts, involuntary part-time work and subcontracting. This term is used to describe the shift in the developed world away from the norm or full-time, secure work.

The fact of continuing in an opinion or course of action in spite of difficulty or opposition.

primary education, are typically designed to provide students with fundamental skills in reading, writing and mathematics (i.e. literacy and numeracy) and establish a solid foundation for learning and understanding core areas of knowledge.

the information, no matter how limited, a person already has before starting a new process.

The knowledge, know-how and/or competencies acquired through previously unrecognized training or experience.

Knowledge and skills acquired in earlier study and work or through experience.

Prior Learning Assessment and Recognition of Prior Learning. Prior is a  processes that allow individuals to identify, document, have assessed and gain recognition for their prior learning. The learning may be formal, non-formal or informal, or experiential.

Independent training organisation owned by a non-government entity, such as a firm, business enterprise or individual. Although the principal activity is Providing vocational Training.

Privatisation refers to transfer of ownership and control of government or state assets, firms and operations to private investors.

Implementation of a new or significantly improved production or delivery method. This includes significant changes in techniques, equipment or software.

Income-generating opportunities available to individuals during (or as part of) their training, for example, learners supporting production units at a vocational institute in return for payment or a reduction of fees and training costs borne by trainees.

Employment that pays enough to satisfy the basic needs of workers and their dependents.

Professions are ‘institutionally autonomous’ self-regulating entities, responsible for developing and enforcing their own codes of practice and standards of behaviour. Self-regulation is achieved through the oversight of professional bodies, entities responsible for establishing and enforcing professional standards. These standards are enshrined in professional codes of conduct and regulations around ethical practice.

The education of adults in professional fields, updating and improving occupational skills, often involving short-term, intensive, specialised courses.

The process of gaining soft skills through during  career training and after entering the workforce. It can include taking classes or workshops, attending professional or industry conferences, or earning a certificate to expand your knowledge in your chosen field.

(of teachers) Any activity that develops an individual’s skills, knowledge, expertise and other characteristics as a teacher. These include personal study and reflection, collaborative development of new approaches, as well as formal courses.

The automated processing of personal data to analyse or predict aspects of a person’s performance, economic situation, health, personal preferences, interests, reliability, behaviour, location or movements.

In Pakistan, Provincial Training Board have been constituted 1980s to 2003), and working under National Training Board (NTB) to regulate and promote Vocational Training.

A group of training activities defined by the subject matter to be covered, content, objectives, target population, methodology, duration and expected outcomes.

See Learning programme or in the case of general and further education and training, see curriculum.

Structured pathway of learning or training designed to equip a person with the competencies relevant to requirements for the award of a qualification.

Inventory of activities, content and methods implemented to achieve education or training objectives (acquiring knowledge, know-how, information, values, skills and competences), organised in a logical sequence over a specified period.

Arrangements whereby the private sector provides infrastructure assets and services that traditionally have been provided by government, such as hospitals, schools, prisons, roads, bridges, tunnels, railways, and water and sanitation plants.

The public sector comprises the general government sector plus all public corporations including the central bank.

Average number of pupils(learners) per teacher(Trainer) at a certain level in a given year.

-A formal proof of successfully completed learning according to an agreed standard.

-Formal expression of the vocational or professional abilities of a worker which are recognized at international, national or sectoral levels and which takes the form of an official record (certificate or diploma) of achievement.

- Certification awarded to a person on successful completion of a course in recognition of having achieved particular knowledge, skills or competencies.

- The requirements for an individual to enter or progress within an occupation.

Qualification Awarding Body (QAB) An institution or organization authorized to issue credentials to individuals who successfully meet the requirements for a degree, diploma, certificate, or other qualification. The  TTB Sindh is an occupational & vocational qualification awarding Body.

All 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.

The classification of a qualification within a sub-framework of the NQF.

A qualification based on a specific qualification type that is described with a qualifier.

Instrument for developing, classifying and issuing qualifications at international, national, regional or provincial  levels according to a set of criteria (such as descriptors) applicable to specified levels of learning outcomes.

A qualifications framework can be used to:

establish national standards of knowledge, skills and competences;

promote quality of education;

provide a system of coordination or integration of qualifications and enable comparison of qualifications by relating qualifications to one another;

promote access to learning, transfer of learning outcomes and progression in learning.

Organised range of mechanisms, structures and activities which enable citizen access to education and training, leading to qualifications adapted to needs and giving access to employment, recognition of skills and qualifications, lifelong guidance and lifelong learning.

Trainer who has the minimum academic qualifications necessary to teach at a specific level of education.

The data describing the attributes or properties that an object or system possesses.

the standard of training System  as measured against other system of a similar kind; the degree of excellence.

View quality Policy of TTBS

Processes involved with ensuring that relevant standards and requirements for teaching, learning, assessment, and management have been met in accordance with legal and or organisational requirements.

System designed and developed to provide guidelines that will enable the management of Enterprises and TVET Institutions to set valid and reliable Quality Controls at Work Location.

One who conducts quality audit; must be qualified to conduct quality audits.

Part of quality management focused in fulfilling quality requirements.

A four-step problem-solving process, also known as the Deming cycle, Shewhart cycle, Deming wheel, or plan-do-check-act.

A document that contains requirements for quality system elements for products or services. The results of activities such as inspections or quality audits.

The formal recognition awarded to a registered training organisation (RTO) on the basis of its implementation of a quality system.

The actions taken to increase the value to the customer by improving the effectiveness and efficiency of processes and activities throughout the organizational structure.

Quality management encompasses all the activities that determine quality policy objectives and responsibilities, implemented by means such as quality planning, quality control, quality assurance and quality improvement within a Competency Assurance Management System. (Similar definition used by Queensland government).

Used by management as a guide towards improving performance. The Quality Management Principles were derived from the experience of experts on the technical committees and represent the main elements that a good quality system must have. The eight principles are: Customer Focus, Leadership, Involvement of People, Process Approach, Systems Approach to Management, Continual Improvement, Factual Approach to Decision-making, and Mutually Beneficial Supplier Relationship.

The totality of an organization's management processes designed to meet identified quality standards.

Document specifying the quality management system of an organisation.

Quality of life is the notion of human welfare (well-being) measured by social indicators rather than by “quantitative” measures of income and production.

A management system designed to ensure that the Training Provider’s products and services are always meeting or exceeding defined quality standards and are subjected to continuous improvement. (Similar definition used by Queensland government).

A registered training organisation (RTO) which had been granted recognition by a state or territory recognition or training authority on the basis of its implementation of a quality system. Once quality-endorsed, an RTO could receive delegated powers of self-management for the scope of its registered operations and self-management of accreditation of its own courses within the parameters set by the former Australian Recognition Framework.

Quantitative data is data expressing a certain quantity, amount or range. Usually, there are measurement units associated with the data, e.g. metres, in the case of the height of a person. It makes sense to set boundary limits to such data, and it is also meaningful to apply arithmetic operations to the data.

A group or sequence of questions designed to elicit information upon a subject, or sequence of subjects, from an informant.

Questionnaire design refers to the design (text, order, and conditions for skipping) of the questions used to obtain the data needed for the survey.

The process of transferring from school to the workforce or further study.

The process of moving from education or training to employment, covering the period in which this change takes place.

In school-based (vocational and technical) programmes, instruction takes place (either partly or exclusively) in educational institutions.

Sustainable Development Goal 4 (SDG 4) is the education goal. It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” SDG 4 is made up of 10 targets.

169 targets that have been set in relation to the 17 SDGs. (see also SDG 4, and SDG target 4.1, SDG target 4.2, SDG target 4.3, SDG target 4.4, SDG target 4.5, SDG target 4.6, SDG target 4.7)

Education specifically targeted at individuals who, for a variety of reasons, never attended school or left school either before completion of the level of education in which they were enrolled or completed the level but wish to enter an education program or occupation for which they are not yet qualified.

Secondary vocational education and training (SVET) is the training in skills and teaching of knowledge related to a specific trade, occupation or vocation in which the student or employee wishes to participate, as part of secondary education.

Segment of the economy in which enterprises have the same activity (economic function, products or services, technology).

Sector Skills Bodies (SSBs) aim to increase and strengthen the involvement of industry in the way skill systems are governed and operate. (see also Sector Skills councils)

A sectoral approach to skills development is defined as one which looks at changing skills needs from the perspective of a particular sector. The term sector is used here to define specific areas of economic activity, the subdivisions used for analysis and classification in an economic system.

A sectoral qualifications framework describes qualification levels functioning in a given sector or industry. SQFs are developed for those areas of activity when such a need arises. The main idea adopted in the development of sectoral frameworks is that they are created “by the sector for the sector”. This means that the widest possible range of stakeholders is involved in the process of developing the framework. These include companies active in a given sector, trade unions, chambers and industry organisations, representatives of higher education and vocational education and training, as well as regulatory institutions.

A document which contains the trends and prospects of a particular industry demand and supply, goals, strategies, policies and programs and serves as a planning tool for addressing industry skill needs and a decision making framework for both government and private sector.

Segregation occurs when students with disabilities are educated in separate environments (classes or schools) designed for students with impairments or with a particular impairment. Segregation is most blatant when students with disabilities are forced to go to a school only for students with disabilities, but it also happens when students are educated in separate classes in a regular school. These are sometimes called resource classes.

Assessment by which the learner gathers information about and reflects on his or her own learning, judges the degree to which it reflects explicitly stated goals or criteria, identifies strengths and weaknesses, and revises accordingly. It is the learner’s own assessment of personal progress in knowledge, skills, processes, and attitudes. (Adapted from: Ontario Ministry of Education 2002).

1) A process in which learners/ trainees / students collect evidences about themselves, judge and assess their own performance against particular competency standards and criteria;

2) A process in which an enterprise or training provider assesses the extent to which it satisfies the criteria for quality endorsement of the training provider’s learning, education and training system and identifies opportunities for improvement.

(Similar definition used by Queensland government)

Jobs where remuneration is directly dependent upon the profits (or the potential for profits) derived from the goods and services produced. The self-employed include employers, own-account workers, contributing family workers and members of producers’ cooperatives.

Self-directed learning is learning in which the conceptualization, design, conduct and evaluation of a learning project are directed by the learner.

Learning by oneself without the aid of an instructor.

Self-employment is defined as the employment of employers, workers who work for themselves, members of producers' co-operatives, and unpaid family workers. The latter are unpaid in the sense that they lack a formal contract to receive a fixed amount of income at regular intervals, but they share in the income generated by the enterprise. Unpaid family workers are particularly important in farming and retail trade. All persons who work in corporate enterprises, including company directors, are considered to be employees. Self-employment may be seen either as a survival strategy for those who cannot find any other means of earning an income or as evidence of entrepreneurial spirit and a desire to be one's own boss.

Someone who is self-employed has no employer and usually has no or few employees.

Any process or methodology carried out by a (of a VET provider) VET provider under its own responsibility, to evaluate its performance or position in relation to two dimensions:

an internal dimension (?micro level?) that covers services, internal staff, beneficiaries or clients, policy and/or internal organisation, development plan, etc.; and

an external dimension (?macro level?) that covers analysis of the educational offer of this institution compared to others: relationship with the territorial system of actors (local decision-makers, unions, local governments, type of labour market and needs of VET, information network, type of populations interested in a learning offer and evolution of the needs, main results of work at national and European levels in the VET sector).

This double self-evaluation allows VET providers not only to improve their internal systems of quality control but also to evaluate their own position in their various environments.

Source: based on Cedefop, Technical working group on quality in VET.

A worker who has some skill or special training, but less than that required for undertaking skilled tasks.

A course of vocational education and training (VET) which stands alone and does not usually lead to a full qualification. A statement of attainment may be issued on successful completion.

A short learning programme through which a learner may or may not be awarded credits towards a qualification or a part qualification, depending on the purpose of the programme.

A TVET course which stands alone and does not usually lead to a full qualification. A statement of attainment may be issued on successful completion. (Definition also used by KEBS, Kenya)

The types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions.

Teaching method which reproduces conditions and situations found in particular jobs or occupations by using model machines or equipment specially built for training. Simulation training is used, for example, in training pilots.

A device used especially in training to reproduce the conditions of the working situation, enabling tasks to be learned and practiced safely and economically.

-The ability to carry out the tasks and duties of a given job. 

-Ability to apply knowledge and use know-how to complete tasks and solve problems.

- Ability to carry out mental or manual activity, acquired through learning and practice, where skill is an overarching term which includes knowledge, competency and experience as well as the ability to apply these in order to complete tasks and solve work-related problems.

An organization that was established in 1995 which operates as an employer-led, autonomous body, specializing in demand-driven and industry-specific training programs across Pakistan. Read More..

( https://sdckarachi.org.pk/)

A difference between the aggregate quantities of demand and supply of individuals with different levels of skill in an economy.

Skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation.

Demand for particular types of knowledge and aptitudes on the labour market (total demand within a country or region, economic sector, etc.).

Process of identifying skill gaps and shortages, anticipating skill needs, and assessing the capacity of qualifications systems (education and training provisions, funding schemes, etc.) to meet the needs of the economy.

The recognition, acknowledgement or verification of skills and qualifications by educational institutions, professional bodies, employers, registration authorities and other organisations.

Where the demand for employees in specific occupations is greater than the supply of those who are qualified, available and willing to work under existing industry conditions.

Situation where skill supply (type of abilities and number of people available on the labour market) is not sufficient to meet labour market demand.

The skills used in one field of work being applied in another field of work.

Vocational training to provide supplementary and generally higher-grade qualifications and knowledge within the same trade or profession to enable the trainee to better his/her work situation and eventually to make themselves eligible for promotion.

A person who has the skills needed to work in a recognised trade or occupation.

-A bundle of knowledge, attributes and capacities that can be learnt and that enable individuals to successfully and consistently perform an activity or task to carry out a Job.

-The ability to perform tasks and solve problems.

The ability to do in context which is described using learning outcomes.

The process of acquiring the ability to carry out a task or job completely.

An identification of the skills or competencies needed for each job.

A broad definition of education-occupation mismatch is that educational qualifications of labor do not match those required for the job.

Process of analysing knowledge, skills and competences, work experience and motivations of an individual, to identify his/her training needs, define a career project or prepare a retraining / reskilling plan.

A concept of Bootcamps is a newly introduced element in the Further Edcuation system of the UK, where it serves to address skills gaps.

An industry- or enterprise-based training facility offering a range of accredited training to enterprise employees, industry groups and individuals. Skills centres may be in-plant or standalone, or may be linked with a college or group training organisation.

Formal recognition of workers' skill qualifications, independent of the manner in which they were acquired.

"A skills competition provides an opportunity for individuals or teams to compete against one another to demonstrate their talent in a particular vocational skill, using tasks derived from real life, industry-based scenarios.

The acquisition of practical competencies, know-how and attitudes necessary to perform a trade or occupation in the labour market.

The development of skills or competencies which are relevant to the workforce.

Skills that are necessary to successfully perform tasks for green jobs and to make any job greener. The term includes both core and technical skills, and covers all types of occupations that contribute to the process of greening.

‘Skills for the green transition’ include skills and competences but also knowledge, abilities, values and attitudes needed to live, work and act in resource-efficient and sustainable economies and societies.

Process of predicting skill demand (jobs) and skill supply (labour force) in the short, medium or long term, as well as the corresponding qualification requirements (type and level), using quantitative or qualitative model-based projections.

Systematic analysis of future skill supply and demand, using participatory methodologies to identify how political, economic, social, technological, legal and environmental factors (PESTLE analysis) change the nature of work and the demand for related skills.

Situation in which the skills level of as employee or group of employees is lower than that required to perform the job adequately, or the type of skill does not match the job requirements.

Type or level of skills is different from that required to adequately perform the job.

The outcome of an expert-driven process of identifying, analysing, synthesising and presenting quantitative and/or qualitative skills and labour market information. These may be drawn from multiple sources and adjusted to the needs of different users.

Skills mismatch is an encompassing term which refers to various types of imbalances between skills offered and skills needed in the world of work. ...

Vertical mismatch: The level of education or qualification is less or more than required.

Horizontal mismatch: The type/field of education or skills is inappropriate for the job.

Any forward-looking diagnostics used to identify skills needs expected on future labour markets, performed by any type of method, quantitative or qualitative, including interaction, exchange and signalling between labour market actors.

A Skills Observatory is a tool for observation and monitoring of skills needs expressed by companies, allowing users to have a closer approach to anticipation of skills at national (or international) levels.

A record of the competencies possessed by a person and recognised through formal assessment.

A collection of materials that provide samples of work-related achievements and a record of skills that show what kind of worker a person is and how s/he meets the employment criteria.

A list of skills considered critical to the growth of priority sectors and industries at national, regional and provincial levels.

An organisation that provides an assessment service and issues qualifications and statements of attainment, but does not deliver raining.

Skill shortages are usually defined as instances when the demand for a particular skill exceeds the supply of available people with that skill at marketclearing wage rates.

Situation of imbalance where the supply of the workforce with a particular type of skills exceeds demand on the job market.

Supply for a particular type of skill exceeds the supply of people with that skill.

The transfer of skills or competencies from one work context to another.

The extent to which skills are effectively applied in the workplace to maximise workplace and individual performance.

The proportion (in percent) of employed graduates at time of survey whose jobs are related to skills acquired to total employed graduates.

Although many people use the words "skills" and "competencies" interchangeably, there are some differences in what these terms mean in the workplace. While a skill typically relates to a single proficiency, competencies more often encompass a group of related strengths.

The category of micro, small and medium-sized enterprises (SMEs) is made up of enterprises which employ fewer than 250 persons.

A business conducted on a small scale generally identified by management units with small number of employees in different sectors of industry.

The use of AI techniques to automatically identify learning materials (such as open educational resources) and sections of those materials that might be useful for a teacher or learner.

(A) smart education (system) is considered as the educational behaviors (system) provided by training institution with the characteristics of a high learning experience, learning content adaptation and teaching efficiency.

Smart learning is concerned with context-aware  learning. Contexts include the interactions between learners and environments. Therefore, smart learning environments can be deemed technology-supported learning environments that implement adaptations and provide appropriate support in the right places and at the right time on the basis of individual learners’ needs.

Mnemonic used in management to help setting objectives which are:

Specific: precise about what is going to be achieved;

Measurable: with quantified objectives;

Achievable;

Realistic: are the necessary resources available;

Timed: within manageable timing.

The networks and shared norms, values and understanding that facilitate cooperation within and among groups.

Degree to which different groups in a society can live together and share common values.

Includes all types of negotiation, consultation or simply exchange of information between, or among, representatives of governments, employers and workers, on issues of common interest relating to economic and social policy.

Process that aims to ensure citizens’ access to the opportunities, infrastructures and resources necessary to participate fully in economic, social and cultural life and to enjoy a standard of living and well-being that is considered normal in society.

The term generally used to refer to representatives of management and labour (employer organisations and trade unions), and in some contexts public authorities, that engage in social dialogue.

-A set of intangible personal qualities, traits, attributes, habits and attitudes that can be used in many different types of jobs.

-The inter-personal and intra-personal skills required to be effective in the workplace.

Classes or instruction designed for students categorized as having special educational needs.

(see also Children with special educational needs and disabilities)

(also called alternative entry or alternative category entry) Entry to a course by special arrangement where a student or trainee does not meet the standard entry requirements.

Education designed to facilitate the learning of individuals who, for a wide variety of reasons, require additional support and adaptive pedagogical methods in order to participate and meet learning objectives in an educational programme.

Specialised skills include the specific “know-how” needed for a fulfilling and meaningful life and decent employment which learners acquire often as result of their participation in post-basic education, including through technical and vocational education and training (TVET). These skills may relate to a specific job, task, academic discipline.

Explicit set of requirements to be satisfied by a material, product, or service.

Person or organization that can affect, be affected by, or perceive themselves to be affected by the decision or activity of an organization.

Explicit statements about expected capabilities to be met as an expression of accomplishment. 

A level or measure of achievement; a statement of performance or outcome criteria. (Definition also used by Queensland government)

A performance specification describing what is expected of a person performing a particular work activity. It is expressed in elements of work together with performance criteria.

The action of producing a form or system of training or education that is uniform for a specified target group, or region or nation.

Agreed arrangement of fixed same levels of educational competence and quality attached to whole education and training systems.

Certification issued to a student for partial completion of a qualification, including, where relevant, the units of competency achieved under nationally endorsed standards. Achievements recognized by statements of attainment can accumulate towards a qualification within the National Qualifications Framework.

The objective of Sindh Technical Education and Vocational Training Authority is to develop quality workforce meeting local and international labor market needs by ensuring excellence in training through Research & Development, Effective Management and Regulation of TEVT setup in the  Sindh Province of Pakistan.

STEAM Education is an approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.

Education curriculum that focuses heavily on the subjects of science, technology, engineering and mathematics.

Science, Technology, Engineering and Maths skills - skills expected to be held by people with a tertiary-education level degree in the subjects of science, technology, engineering and maths.

Opinions or judgements held by individuals or society that negatively reflect on a person or group. Discrimination occurs when stigma is acted on.

The various directions of specialization available in secondary education institutions. These may be chosen based on the individual's interests and ability and may include general, classic, scientific, technical or vocational education.

Training activities which have a specified content or predetermined plan designed to develop employment related skills and competencies.

(also called: Vocational placement, Work placement) The on-the-job or work placement component of a VET in Schools program. The competencies or 'learning outcomes' commonly reflect nationally recognised, industry-defined competency standards. The student is not paid by the employer.

Board of students whose role is to establish a link between learners and education and training providers to ensure their views and needs are communicated to management. Comment: students councils are generally elected. They can play a key role in improving quality of education and training by gathering students? opinions and debating issues. They play an increasing role in shaping VET offers according to their needs.

A group of people meeting regularly for the co-operative study of a subject or problem. A study circle does not have a teacher with specialized knowledge of the subject or problem, but may have a leader trained in techniques of group leadership.

A habitual way of learning adopted in tackling more specific types of task.

Application of judgement based on an individual perspective when objective data is not available.

Source: Social Value International.

Loan schemes allow individuals to borrow financial resources for education and training purposes, under favourable conditions, generally with public participation on part of the costs. Favourable conditions include lower interest rates, guarantees, income-contingent payments or even remission of loans.

Subtractive manufacturing is an umbrella term for various controlled machining and material removal processes that start with solid blocks, bars, rods of plastic, metal, or other materials that are shaped by removing material through cutting, boring, drilling, and grinding. These processes are either performed manually or more commonly, driven by computer numerical control (CNC).

An evaluation made by a teacher or assessor at the end of an assessment activity that usually counts towards a grade or a score for a unit of learning.

Assessment that occurs at a point in time and is carried out to summarise achievement at that point in time. Often more structured than formative assessment, it provides teachers, students and parents with information on student progress and level of achievement.(also called: Assessment of learning)

Assessment conducted at the end of sections of learning, at the end of a whole learning programme, or at any point in the learning programme, to evaluate learning related to a particular qualification, part qualification, or professional designation.

Appraisal of a student’s work which determines or contributes to a final grade or score.

Specific technical competencies required to be acquired by a particular discipline from other disciplines to carry out the roles covered by the Competency Development Framework.

The concept of sustainability relates to the maintenance and enhancement of environmental, social and economic resources, in order to meet the needs of current and future generations.

Involving methods that do not completely use up or destroy natural resources beyond their capacity to renew themselves.

Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

TVET contributes to sustainable development by empowering individuals, organizations, enterprises and communities and fostering employment, decent work and lifelong learning so as to promote inclusive and sustainable economic growth and competitiveness, social equity and environmental sustainability.

Sustainable work means that working and living conditions are such that they support people in engaging and remaining in work throughout an extended working life.

A document which outlines the aims, selection and sequence of contents to be covered, mode of delivery, materials to be used, learning tasks and activities, expected learning objectives or outcomes, and assessment/evaluation schemes of a specific course, unit of study or teaching subject. It is often used incorrectly as an equivalent of the term ‘curriculum’.

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

A method of critical thinking to facilitate better decision-making and reduce unintended consequences considering connections and interdependencies of a system’s parts.

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.

In the Term TEVT,Technical refers to: subject matters that are technical in nature, relating to hardware and software, including trouble shooting practises and engineering processes.

Vocational relates to: an occupation or an employment, often referring to hands-on skills within professional trades.

Education refers to: formal education, starting in high school and also including post secondary education, such as colleges, polytechnics and universities.

Training refers to: informal education, also called life long learning or continuing education, often used in initiatives of reskilling or upskilling.

Many jobs require specific technical know-how, from growing vegetables to using a sewing machine, laying bricks or using a computer.

Specialized skills, knowledge or know-how needed to perform specific duties or tasks.

Technical-vocational education programme is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations or trades.

The term technology-based education: refers to systems of teaching and learning in which a technology other than print has a major role.

Work at satellite offices or at home using a computer and related equipment that links the telecommuter to the employer’s main office. The telecommuter may be required to spend some time (e.g., 1 or 2 days each week) in the main office.

Teleworking is a work arrangement in which work is performed outside a default place of work, normally the employer’s premises, by means of information and communication technologies (ICT).

Tertiary education builds on secondary education, providing learning activities in specialised fields of education. It aims at learning at a high level of complexity and specialisation.

With 189 member countries, staff from more than 170 countries, and offices in over 130 locations, the World Bank Group is a unique global partnership: five institutions working for sustainable solutions that reduce poverty and build shared prosperity in developing countries.  The World Bank Group is the largest financier of education in the developing world, working in 90 countries and committed to helping them reach SDG4: access to inclusive and equitable quality education and lifelong learning opportunities for all by 2030.

Standardised follow-up survey of education and training graduates, carried out after graduation or at the end of the learning action.

An occupation in which people gain skills.

Any group of interrelated jobs or any occupation which is traditionally or officially recognized as craft or artisan in nature requiring specific qualifications that can be acquired through work experience and/or training.

Indicates if a country enjoys a surplus or deficit in the trade of goods. If the figure is positive, the country is exporting more goods than it is importing. In the figure is negative, the country is importing more goods than it is exporting.

A course offered by a vocational education and training provider that covers the off-the-job training requirements of an apprenticeship and supplements the on-the-job training, now being replaced by training package qualifications.

Traditional apprenticeship describes the system of skills transmission from a father or a mother to one of their children, including close family members.

A structured education program that focuses on face-to-face teacher-centered instruction, including teacher-led discussion and teacher knowledge imparted to students. Students are matched by age, and possibly also ability.

A person whose function is to impart knowledge, know-how or skills to learners in an education or training institution.

A person receiving training in a vocational area or undertaking a traineeship. The successful completion of a traineeship leads to a minimum of a certficate in the relevant vocational area.

Anyone who fulfils an activity linked to the (theoretical or practical) training function, either in an institution for education or training, or at the workplace.

Education designed to achieve particular learning objectives, especially in vocational education.

A legally binding agreement between an apprentice or trainee and an employer which defines the rights and responsibilities of each party.

A map identifying the sequence of learning, training and experiences that can be followed to attain competency.

The capacity of the training or education provider to absorb in terms of number of enrollees in a particular program and in terms of physical facilities.

A place or an organization, where any form of training including Technical, Vocational or occupational, takes place.

A set of consistent methodological activities employed in designing and planning training initiatives and schemes against objectives set.

An environment in which training is seen as important and is closely linked with business strategy, particularly in creating competitive advantage for an enterprise. Opportunities are given to all employees to participate in training to develop their skills and competencies.

Stocks and flows of financing which combine government budget and outside regular public budgets such as levies and donor funds. They aim at developing skills needed by enterprises and individuals to enable growth, innovation and successful careers.

Expenditure of an organization on training for benefit; improvement factors include increased productivity, reduction of waste, improved employee retention and improved profitability.

Levy imposed on employers with a view to financing training activities.

The progression of a training system through a series of stages of development.

Individuals, enterprises and governments interacting with public and private providers for the delivery of training services and products leading to a diverse and flexible national skills pool.

A distinct system by which training is delivered.

The training required to meet the demands of an individual, organization or national economy.

The analysis of the need for training of a specified group (e.g. employees in an enterprise) related to the skills required, e.g. for career advancement, employability, etc. in the workplace

A systematic analysis of present and future skills needs against the skills available to implement an efficient training strategy.

Learning providers and clients, e.g. employers and employees’ representatives working together to identify the training needs of employees to inform the design of a learning programme.

Theoretical or practical training for teaching and training personnel, either practising as professional teachers or trainers or as professionals in a given field who accompany trainees in their work environment (occasional teachers or trainers).

The sum of learning sequences followed by an individual to acquire knowledge, skills or competences.

An organisation which provides vocational education, training and/or assessment services.

An integrated set of nationally endorsed standards, guidelines and qualifications for training, assessing and recognizing people ’s skills, developed by industry to meet the training needs of an industry or group of industries. Training packages consist of core endorsed components of competency standards, assessment guidelines and qualifications.

A plan containing the basic guidelines and elements required to suit the training needs of any Enterprise or TVET Institution such as the Training Goals, Learning Objectives & Learning Methodology.

A set of education and training activities designed to achieve a specific vocational outcome, e.g. a course, module (subject), on-the-job training, etc.

Any organisation or individual providing education or training services.

This refers to the package of qualifications, competency standards, training standards, assessment, and certification arrangements in a specific sector.

National Vocational And Technical Training Commission in Pakistan develops TRs under the NVQF.

The information on curriculum design, training delivery, trainee entry requirements, training tools and equipment, and trainer qualifications.

The structured organisation and implementation of training at the national, regional or sector level. It includes policy making bodies, training institutions and prografilmes, as well as co-ordinating, financing and accreditation mechanisms.

The degree to which knowledge, skills and competences can be used in new occupational or educational environments, validated and certified.

|Competenciesy that can be transferred to a new job, occupation, or education and training programme.

Transferability refers to the property of a unit of competency to be used in a range of different contexts within an industry in across industries or across industries.

Transferable skills include the ability to solve problems, communicate ideas and information effectively, be creative, show leadership and conscientiousness, and demonstrate entrepreneurial capabilities. People need these skills to be able to adapt to different work environments and so improve their chances of staying in gainful employment.

Transformative Learning is an approach to learning which deliberately explores dilemmas that force the learner to question his or her own assumptions through critical thinking and questioning.

Process of moving from learning to employment, covering the period between leaving education or training, and entering the labour market.

Comment

Transition from education or training to work is complex and depends on many factors (sex/gender, age, qualification, employment policy, guidance and counselling provision, etc.);

this term is close to, but not synonymous with: labour market transition.

A programme, class or course designed to prepare people for the transfer from one level of education to the next, or from education to the workforce.

The degree to which the value of qualifications can be identified and compared in education, training, the workplace and elsewhere.

Skills that are typically considered as not specifically related to a particular job, task, academic discipline or area of knowledge and that can be used in a wide variety of situations and work settings (for example, organizational skills).

Process of providing support to a trainee (remedial or additional teaching to grasp new concepts, review of previous classes, completion of assignments, preparation for exams) to help him/her improve his/her performance.

A 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. Colleges of technology, in Pakistan can be considered as TEVT college.

Any establishment providing Technical and Vocational Education and Training, including colleges, institutes, centres and schools.

Organization which delivers 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.

The unemployed comprise all persons of working age who were:

a- without work during the reference period, i.e. were not in paid employment or self-employment;

b- currently available for work, i.e. were available for paid employment or self-employment during the reference period; and

c- seeking work, i.e. had taken specific steps in a specified recent period to seek paid employment or self-employment.

-A person whose function is to impart knowledge or know-how to students or trainees in a vocational school or training centre.

-The vocational teacher's functions tend to overlap with those of the trainer; the teacher usually works in a school situation and gives both related instruction and some, if not all, of the practical training.

The characteristic activities of waste management include:

(a) collection, transport, treatment and disposal of waste,

(b) control, monitoring and regulation of the production, collection, transport, treatment and disposal of waste, and

(c) prevention of waste production through in-process modifications, reuse and recycling.

Under this type of contract the workers are not entitled to any minimum number of hours of work. While it may be advantageous for certain categories of employees (access to the labour market, short working hours may be useful for students), it has some disadvantages:

Little job security.

No predictable and regular working hours.

In extreme cases workers do not work at all for long periods.

Low wages and high income insecurity.No key benefits, e.g. pensions and health insurance.Work dissatisfaction