Sindh Trade Testing Board

ACRONYMS	Definition
3D	Three Dimensional
5G	Fifth Generation
AC	Assessment Center
AI	Artificial Intelligence
AT	Apprenticeship Training
AT	Accelerated Training (Short Course)
CATs	Competency Assessment Tools
CAV	Certification, Authentication and Verification
CB	Competency Based
CBC	Competency-Based Curriculum
CBLM	Competency-Based Learning Material
CBT	Competency-Based Training
CBET	Competency Based Education and Training
CBT & A	Competency Based Training and Assessment
CCIs	Chamber of Commerce and Industries
CCTV	Closed Circuit Television
CIT
CoC	Certificate of Competency
CPD	Continuous Professional Development
CMT	Chief Master Trainer
COE	Center of Technical Excellence
CS	Competency Standards
CSO	Customer Service Officer
eCOPY	Electronic Copy
CU	Competency Unit
DACUM	Developing A Curriculum
DIT
EBT	Enterprise-Based Training
EQF	European Qualification Framework
FAQs	Frequently asked questions
FPCCI	Federation of Pakistani Chambers of Commerce and Industry
GII	Grade II
GIII	Grade III
GIZ	German Corporation for International Cooperation(Translation)
GTTI	Government Technical Training Institute
HRD	Human Resource Development
HW	Hazardous Waste
IAC	Institutions Advisory Committee
IAG	Industry Advisory Groups
ILO	International Labor Organization
IMC	Institute Management Committee
ISO	International Organization for Standardization
IT	Information Technology
KPI	Key Performance Indicators
LI	Level 1
L2	Level 2
L2	Level 3
L4	Level 4
LD	Level Descriptor
LG	Learner Guide
LMI	Labor Market Information
LO	Learning Outcomes
M&E	Monitoring & Evaluation
NAVTTC	National Vocational Technical Training Commission
NCRC	National Curriculum Review Committee
NGO	Non-Government Organization
NOSS	National Occupational Skills Standards
NSS	National Skills Strategy
NSU	NVQF Support Unit
NTB	National Training Bureau
OJT	On-the-Job Training
OSH	Occupational Safety and Health
PNVQF	Pakistan National Vocational Qualification Framework
PVTC	Punjab Vocational Training Council
POE	Portfolio of Evidence
PPE	Personal Protective Equipment
QA	Quality Assurance
QAB	Qualification Awarding Body
QCC	Qualification Curriculum Committee
QR	Qualification Register
QSC	Qualification Standard Committee
QSSC	Qualification Standard Sub-Committee
RCC	Recognition of Current Competences
RD	Regional Directorate
RPL	Recognition of Prior Learning
RTO	Registered Training organization
SBTE	Sindh Board of Technical Education
SDA	Skills Development Analysis
SDC	Skills Development Council
SSC	Sector Skills Councils & Standard Setting Committee
STA	Staff Training Academy
STEVTA	Sindh Technical education & Vocational Training Authority
STI	Staff Training Institute
TA	Trade Association
TEVTA	Technical Education and Vocational Training Authoritie
TG	Trainer Guide
TLM	Teaching Learning Material
TNA	Training Needs Analysis
ToT	Training of Teacher
TP	Training Program
TSSP	TVET Sector Support Programme
TA&QEC	TVET Accreditation & Quality Evaluation Committee
TTB	Trade Testing Board
TTBS	Trade Testing Board Sindh
TU	Trade Unions
QDC	Qualification Development Committee
WCCI	Women Chamber of Commerce & Industries

Familiarity with TEVT terms is vital for improving the quality and relevance of vocational training, Testing & certification.

Some of the key concepts and terms, Nationally and Internationally applied in TEVT Related institutions may be relevant are Tabulated:

A
S.No	Term	Definition
1.	Accelerated Learning Programmes, ALPs,	Training programs which focus on completing learning in a shorter period of time. Also Known as Short Term Training . Compressed Training ,Crash Training
2.	Accreditation	Status/grading/level wise Recognition of a Training organization.
3.	Achievement	Gaining a qualification , module , unit or other recognised formal vocational outcome.
4.	Achievement certificate	Document to demonstrate that the learner has completed assorted training module/s.
5.	Achievement Summery	Report of Formative assessment
6.	action planning	A technique in which people make practical plans for how they will use their learning within their work.
7.	Active learning	Active learning is a method of learning in which learners are actively or experientially involved in the learning process and where there are different levels of active learning, depending on learner’s involvement. In short, active learning requires learners to do meaningful learning activities and think about what they are doing.
8.	ADDIE	An instructional systems development model that comprises five phases: Ø Analysis, Design, Development, Evaluation & implementation.
9.	Adhere	Stick to safety standards
10.	Admit card	The document issued by the QAB to permit a trainee to appear for examinations at a test, examination or assessment center .
11.	affective domain	A classification of learning objectives that focuses on the learner’s emotions in terms of their attitudes,
12.	Affiliation	The process conducted by an authorized body i.e. TTBS that permits organization to deliver specified Vocational Training
13.	andragogy	An approach to teaching adults
14.	Assessment	-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.
15.	Assessment guide	The Assessment Guide provides a toolkit and templates to use for valid reliable and equitable assessment.
16.	Assessment materials	Resources developed as support materials to training package s that help employers, learners, trainers, assessors and RTOs to understand and collaborate in the assessment process; RTOs establish and maintain quality assurance mechanisms; learners prepare for assessment; trainers prepare learners for assessment; assessors conduct assessment.
17.	Assessment Plan	A plan pertaining to carrying an employee’s assessment including details relating to the relevant competency standards, types of evidence, areas of emphasis, time, place and means by which the assessment process will be implemented.
18.	Assessor	A Person authorized to conduct NVQ assessment
19.	Assessment Center	a place where people are tested and interviewed for a job .
20.	Assessment Plan	A plan of evidences gathering activities for determination of individual’s competency.
21.	Assessment instrument	Documented activities developed to determine competency, such as questioning, observation & practical performance.
22.	Assessment Moderation	The quality assurance activity to verify that the assessment was done according to prescribed assessment principals.
23.	attitude	A person’s habitual feelings or thoughts that influence their response and choice of action.
24.	Apprenticeship	A combined on and off the Job Training.
25.	Apprentice	A person undergoing apprenticeship training.
26.	Aptitude	A natural ability to do something.
27.	Audio-visual aids	Delivery methods that involve a combination of sound and visual images
28.	Awarding Body	Awarding body issuing qualifications ( certificate s, diploma s or titles) formally recognising the learning outcome s ( knowledge , know-how , information , values , skills and competence s) of an individual, following an assessment procedure.
29.	Awareness training	Training that aims to inform people and raise their level of consciousness about a subject.

B
S.No	Term	Definition
1.	BBSHRRDB	The Benazir Bhutto Shaheed Youth Development Program [BBSYDP], initiated in 2008-09 by Government of Sindh, has been passed on to Benazir Bhutto Shaheed Human Resource Research & Development Board, for empowering youth (aged between 18-35 years) with employable skill sets that will multiply work avenues for them.
2.	BBYSDP	The Benazir Bhutto Shaheed Youth Development Program was established in 2008 by Government of Sindh as training program for young unemployed people . In 2013 the programme converted into BBSHRRDB .
3.	Bias	Influence in an unfair way
4.	Basic Skills	A fundamental skill that is the basis of later learning or is essential for employment .
5.	benchmark measures	A set of measurements or standards against which jobs can be compared and used to establish goals for performance improvements.
6.	blended learning	The combination of multiple approaches to learning.
7.	Bloom’s taxonomy	Benjamin Bloom’s classification of three learning domains: cognitive, psychomotor and affective domain.
8.	Blue (collar) Job	individuals who engage in hard manual labor, typically in the agriculture, manufacturing, construction, mining, or maintenance sectors
9.	Bridge Training	Development training programme with a particular focus on electoral processes to minimize competency gap.

C
S.No	Term	Definition
1.	Capacity building	The process by which individuals, groups and organizations increase their ability to perform core functions, solve problems, define and achieve objectives; to understand and deal with their development needs in a broad context and in a sustainable manner.
2.	Capability	Refers to the set of functions that a person can effectively perform.
3.	Career education	Educational program conducted in secondary schools to give students informed guidance, counselling and instruction to enable them to make a suitable career choice and to help them prepare for it.
4.	Career guidance	The services which help people of any age to manage their careers and to make the educational, training and occupational choices that are meaningful for them. It helps people to reflect on their ambitions, interests, qualifications, skills and talents. The overall aim of career guidance is to develop the capacity of individuals to manage their careers (known as ‘career management skills’). It involves a range of connected learning activities that help people to access services, resources and experiences related to employment and further education and training. The related terms such as ‘career counselling’, ‘career development’, ‘careers information, advice and guidance’, ‘vocational counselling’ or ‘vocational guidance’ are used to refer to the range of activities that is included here within the term career guidance.
5.	Career counselling	The process of assisting and guiding people in their career choices and development.
6.	Centers of Vocational Excellence (CoVE)	Centres of Vocational Excellence (CoVEs) are formed to provide high quality vocational skills to young people and adult s, and contribute to regional development, innovation , industrial clusters, smart specialisation strategies and social inclusion .
7.	Certificate	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.
8.	Certification	The formal acknowledgement of successful achievement of a defined set of outcomes.
9.	Child	Every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier.
10.	Child labour	Work undertaken by children under the legal minimum working ages. Read More https://www.ilo.org/sites/default/files/wcmsp5/groups/public/@asia/@ro-bangkok/@ilo-islamabad/documents/publication/wcms_819050.pdf
11.	Children with special educational need	Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect their behaviour or ability to socialize.
12.	Class-based training	Training which takes place in class away from a person’s job. (Also known as Off-the-Job Training or Instructor Led Training)
13.	Cluster	grouping of two or more qualifications, Levels, or Modules in qualification manuals.
14.	Co-operative vocational education	A combined programme of Training, applying to the Training institute and industry.
15.	Colombo Plan	The Colombo Plan is an inter-governmental organisation consisting of 28 member countries, including Pakistan, operating on the partnership concept of self-help and mutual help to enhance human resource development and south-south cooperation.
16.	Commonwealth of Learning	COL is the world’s only intergovernmental organisation solely concerned with the promotion and development of distance education and open learning . COL’s mission is to help governments, institutions and organisations expand the scale, efficiency and quality of learning by using appropriate open, distance and technology-based approach.
17.	Competence	The application of knowledge and skills in context which is described using learning outcomes .
18.	Competency	Competency is the ability to apply and use a set of knowledge , and related skills , abilities to successfully perform functions or tasks in a defined work setting.
19.	Competency element	The fundamental component or part or basic building block of a unit of competency (competence standard) and which describe the key activities or elements of the work covered by a particular occupation / trade / job. Assessments are carried out at the element level by virtue of the corresponding criteria for each.
20.	Competency module (also called Subject)	an aggregation of the awareness, knowledge, skills and attitudes of the tasks which reflect what a competent person in a particular role should be able to perform.
21.	Competency standard	Benchmarks to assess the knowledge , skills and attitude s required by an individual in order to perform in the workplace. These benchmarks are combined together to form units of competencies .
22.	Competency unit	Units of competency are made up of elements describing the key activities or elements of the work covered by a particular occupation /trade/job.
23.	Competency-based assessment (CBA)	The gathering and judging of evidence in order to decide whether a person has achieved a standard of competence .
24.	Competency-based education (CBE)	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) occupation al 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
25.	Competency-based education and training (CBET)	An approach to vocational education and training in which skills , knowledge and attitude s are specified in order to define, steer and help to achieve competence standards , mostly within a kind of national qualifications framework .
26.	Competency-based qualification (CBQ)	National Vocational Qualifications (NVQs) or Competence-based qualifications reflect the skills and knowledge needed to do a job effectively. They are work-based qualifications that give learners the opportunity to demonstrate their competence in the area of work or job role to which the qualification relates.
27.	Competency-based training (CBT)	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 attitude s required to achieve competency .
28.	Competent	Properly or sufficiently qualified or fit to perform tasks associated with the job.
29.	Completion	(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 .
30.	Computer-aided design (CAD)	A computer-based software to aid in design processes. CAD software is frequently used by different types of engineers and designers. CAD software can be used to create two-dimensional (2-D) drawings or three-dimensional (3-D) models. CAD/CAM (computer-aided design/computer-aided manufacturing) is software used to design products such as electronic circuit boards in computers and other devices.
31.	Computer-based training	An educational method in which a computer is the primary medium for instruction and learning.
32.	Contingency	an event (such as an emergency) that may but is not certain to occur
33.	Controller of Examination (COE)	The Person who is responsible of Maintaining over all examinations record of the Candidates. Scheduling Examinations, ensuring and maintaining strict secrecy of all information regarding the examinations. Issuance of transcripts to the Examinee, keep record of Examination results and ensure departmental secrecy. COE is also responsible to supply the record for further process I.e, Certification
34.	Cooperative learning	A learning method in which apprentices or trainees work together in small groups.
35.	Course	A unit of instruction comprising a sequence of training activities in a particular field or range of related fields of education. This can also be referred to as a ' module ', ' unit ' or 'subject'.
36.	Curriculum	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.
37.	CV	Curriculum Vitae – is an itemized list of a person's entire education, publications, accomplishments, notable projects, awards, honors, achievements, and professional experiences.

D
S.No.	Term	Definition
1.	Daily wage	Daily cash net wage paid to the wage employee from the employer.
2.	Demand-driven TVET	“Demand-driven” means responsive to the workforce challenges and needs defined by employers.
3.	Developing a curriculum (DACUM)	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.
4.	Development	Long-term efforts aimed at bringing improvements in the economic, political, and social status, environmental stability, and the quality of life for all segments of the population.
5.	Digital pedagogy	How best to use existing, new and emergent digital technologies in teaching and learning.
6.	Digital platform	A software-based online infrastructure that facilitates interactions and transactions between users.
7.	Digitalization	The practice of utilizing technology to enhance corporate processes.
8.	Dimensions of competency	Dimensions are part of the broad concept of competency, which includes all aspects of work performance as represented by task skills, task management skills, contingency management skills and job/role environment skills.
9.	Diploma	A qualification given at secondary (vocational education and training) and tertiary education levels.
10.	Disability	Disability is a broad concept, covering impairments, activity limitations, and participation restrictions. Impairment is a problem in body function or structure; an activity limitation is a difficulty encountered by an individual in executing a task or action; while a participation restriction is a problem experienced by an individual in involvement in life situations. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which they live. Overcoming the difficulties faced by people with disabilities requires interventions to remove environmental and social barriers.
11.	Disadvantaged youth	young people with fewer chances to achieve goods such as education and Trainings or societal positions.
12.	Distance education	A generic term for modes of education in which the learner and the teacher are separated in time and space. It includes online education (with around 80% of the content delivered online) and blended education (with 30-79% of the content delivered online), as well as modes of education using printed material delivered by post and/or other tools for bridging the distance.
13.	Distance learning	Also known as e-learning or online learning, it is a form of education in which teachers and students are physically separated. Various technologies such as Skype allow for teachers and students to interact and communicate. Traditional distance learning focused on individuals in remote areas and it used to be via mail.
14.	Domestic worker	Any person engaged in domestic work within an employment relationship; a person who performs domestic work only occasionally or sporadically and not on an occupation al basis is not a domestic worker.
15.	Dropout	For a learner, disengagement from an education or training programme before its completion, without having achieved the relevant learning or training objectives.
16.	Dual apprenticeship	Education or training combining periods in an educational institution or training centre and in the workplace. The scheme can take place on a weekly, monthly or yearly basis.
17.	Dual enrolment	The term dual enrollment refers to students being enrolled concurrently in two distinct academic programs or institutions.
18.	Dual training	A combination of enterprise-based training and institution-based vocational education. Training is based on the practical requirements of the workplace and helps the learner acquire initial work experience. Institution-based vocational education supports and supplements enterprise-based training.
19.	Dual training system (DTS)	A learning modality that provides in-school and in-plant training interventions following a mutually-designed competency-based curriculum and outcome-based training plan without prior notice and advice to the local government unit concerned.
20.	Dual vocational training	Trainees in the dual system typically spend part of each week at a vocational school and the other part at a company, or they may spend longer periods at each place before alternating.
21.	Duty	a task or action that one is required to perform as part of one's job.

E
S.No.	Term	Definition
1.	Early childhood	Early childhood is defined as the period of a child's development from birth to eight years. This period of a child’s life is important to their holistic development.
2.	E-commerce	Commonly known as (electronic marketing) e-commerce or eCommerce, consists of the buying and selling of products or services over electronic systems such as the Internet and other computer networks.
3.	E-learning	Distance or E learning is a mode of delivering education or training programmes remotely. It does not require a simultaneous interaction between the teacher/trainer and the learner.
4.	EdGPT	EdGPT models are GenAI models trained with specific data to serve educational purposes. In other words, EdGPT aims to refine the model that has been derived from massive amounts of general training data with smaller amounts of high-quality, domain-specific education data
5.	Education 5.0	Education 5.0 is the use of new technologies to provide more humanized teaching, with a focus on learner’s social and emotional development and solutions that improve life in society.
6.	Education and training leave	Leave from current workplace, with a right to return, for a legally designated or mutually agreed period of time. Leave is frequently unpaid.
7.	Education and training system	It comprises all institutions and processes involved in education and training and their relationship.
8.	Education for all (EFA)	Article 26 of the 1948 Universal Declaration of Human Rights states that “Everyone has the right to education.” Education is not only a right, but a passport to human development that opens doors and expands opportunities and freedoms.
9.	Effective pathway	It means that those with TVET qualifications or practitioner backgrounds should have a full opportunity to benefit from further , post secondary and higher education .
10.	Elements of competency	Any of the basic building blocks of a unit of competency which describe the key activities that must be performed to demonstrate competence in the tasks covered by the unit.
11.	Emerging occupation	A new occupation or one that consists of a new combination of existing skills and knowledge for which there is considerable existing or projected demand.
12.	Emerging skills	Abilities for which demand is increasing in existing or new occupation s.
13.	Employability	The capacity of a person to secure a job, to keep it, to cope with changing technology and labour market conditions and to build a career.
14.	Employability skills	The skills which enable people to gain, keep and progress in employment , including skills in the clusters of work readiness and work habits, interpersonal skills and learning, thinking and adaptability skills.
15.	Employed	The employed comprise all persons of working age who during a specified brief period, such as one week or one day, were in the following categories: a) paid employment (whether at work or with a job but not at work); or b) self-employment (whether at work or with an enterprise but not at work).
16.	Employee	Jobs where the occupants hold clear (written or oral) or implicit employment contracts which give them a basic remuneration which is not directly dependent upon the revenue of the unit for which they work (this unit can be a corporation, a non-profit institution, a government unit or a household).
17.	Employer	Workers who, working on their own account or with one or a few partners, hold the type of job defined as a "self-employment job' and, in this capacity, on a continuous basis (including the reference period) have engaged one or more persons to work for them in their business as "employee(s)".
18.	Employment	A person’s work , occupation , job or business. (Definition also used by the Queensland government)
19.	Employment rate	Percentage of people in a given group (often this is the whole population of working age, but it may also be a specific age-group, etc.) who are in employment.
20.	Enabling course	A course designed to equip a student to take up a new subject or course by covering the gaps between the student's existing knowledge and skills and the prerequisites and assumed knowledge of the new subject or course. It generally applies to the vocational education and training (VET) sector.
21.	Enabling environment	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.
22.	Enrolment	Individuals officially registered in a given educational programme, or stage or module thereof, regardless of age.
23.	Enterprise	An enterprise is considered to be any entity engaged in an economic activity, irrespective of its legal form. This includes, in particular, self-employed persons and family businesses engaged in craft or other activities, and partnerships or associations regularly engaged in an economic activity.
24.	Entrepreneurial skills	Entrepreneurial skills are defined as two kinds of competency : that of creating value and that of enabling contingency. The ability to create good customer relationships, competency to master the technology and competency to develop products or services, as well as production and logistical competences, belong to value creative competences. The competency to direct and steer business operations, the competency to develop personnel and the competency to master knowledge are all competencies which enable contingency.
25.	Entrepreneurship	May be defined as the capacity and willingness of individuals to develop, organise and manage a business venture, along with any of its risks, in order to make a profit.
26.	Entrepreneurship competence	Entrepreneurship competence refers to the capacity to act upon opportunities and ideas, and to transform them into values for others. It is founded upon creativity, critical thinking and problem solving, taking initiative and perseverance and the ability to work collaboratively in order to plan and manage projects that are of cultural, social or financial value.
27.	Entrepreneurship training	A program that intends to develop persons for self-employment or for organizing, financing and/or managing an enterprise .
28.	Entry qualification	The minimum academic knowledge and/or practical competencies , and/or work experience that a learner must have completed in order to be admitted for study towards a qualification or part qualification.
29.	Entry-level skill	A skill required to commence employment in an organisation or more generally to gain entry into the workforce.
30.	Entry-level training	Training undertaken to gain entry into the workforce or further vocational education and training . It is often used in connection with apprenticeship training. (Also called: Initial training )
31.	ePortfolio	An ePortfolio is a digital collection of evidence showcasing an individual’s learning journey over time. It includes documents, images, videos, and audio recordings, which are curated to demonstrate an individual’s skills , knowledge , and achievements.
32.	Equivalence	Equivalence refers to a state of being of equal value. The term is usually used to give equal value to a level of the competences a learner obtained from outside the formal education and training system with those gained in the formal education and training system.
33.	Equivalence of certificates	International evaluation and official recognition of academic degrees and/or certificate s and occupational qualification s.
34.	Equivalence of qualification	Official recognition in a country and between countries of degrees, diploma s, certificate s and occupational qualifications issued by different education and training institutions.
35.	Equivalency	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 )
36.	European Training Foundation (ETF)	"The European Training Foundation is the EU agency supporting countries surrounding the European Union to reform their education , training and labour market systems.
37.	Evaluation	Evaluation is the systematic and objective assessment of an ongoing or completed policy, plan, or programme, including its design, implementation, and results. It aims to assess the relevance and fulfilment of objectives and strategies with the intention of informing decision-making. ‘Formative’ evaluation relates to ongoing activities and helps guide implementation. ‘Summative’ evaluation assesses the results of a particular initiative, after completion.
38.	Evaluation of education and training	Judgment on the value of an intervention, training programme or policy with reference to criteria and standards (such as its relevance or efficiency).
39.	Evidence	The compilation of data on which to base proof of being competent to perform a relevant task or the sum total of activities within one’s job. The three most common types of evidence are 1-observation, 2-work products and 3-replies to questions.
40.	Evidence criteria	Key statements about tasks or activities in a job which enable an assessor to judge a person’s competence.
41.	Experiential learning	Participatory training can also be described as ‘learning by doing’ or ‘experiential learning’. As is evident from these terms, action and ‘experiencing’ by participants form the starting point of their learning. The ‘theatrical Knowledge’ provided by the trainer in the form of lectures and presentations is kept to the minimum and done at the end rather than at the beginning of a session. The learners or participants first participate in an action or a practical exercise. They, then, share their feelings or observations on what they did. Finally, they analyze and draw learning points and conclusions from the exercise for use later in real life.
42.	Experimental development	Experimental development is systematic work, drawing on knowledge gained from research and practical experience and producing additional knowledge, which is directed to producing new products or processes or to improving existing products or processes.

F
S.No.	Term	Definition
1.	Fee	a payment made to a professional person or to a professional or public body in exchange for advice or services.
2.	Flexibility (for NVQ assessment)	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.
3.	Flexible delivery	A mode of education more adaptable to time/geographical constraints than face-to-face classrooms. Often appeals to mature, rural/remote learners or others with competing life demands (i.e., employment /child care).
4.	Flexible learning	The provision of learning opportunities that can be accessed at any place and time. Flexible learning relates more to the scheduling of activities than to any particular delivery mode.
5.	Flipping the classroom	Flipping the classroom is an instructional strategy that leverages a blended learning model to achieve what the name implies: “flipping” the traditional classroom model.
6.	Formal apprenticeship	Formal apprenticeship refers to a system by which a learner (the apprentice ) acquires the skills for a trade or craft in an enterprise learning and working side by side with an experienced craftsperson, usually complemented by classroom-based instruction.
7.	Formal education and training	Education that is institutionalised, intentional and planned through public organizations and recognised private bodies.
8.	Formal learning	Formal learning refers to a type of learning program in which the goals and objectives are defined by the, instructional designer and recognized by the QAB. It is also called structured learning or synchronous learning.
9.	Formal training	Training that is given in an orderly, logical, planned and systematic manner in a specially equipped workshop under the guidance of a qualified trainer for a specific period of time in the specified field.
10.	Formal TVET	Formal TVET refers to technical and professional programmes offered within the formal Training system, which lead to certifications.
11.	Formative assessment	It is an evaluative activity, used to gauge a learner’s understanding prior to a summative assessment activity. It should provide both the trainer and learner with information that can be used to improve the learner’s understanding of a module.
12.	Foundation skills	The literacy and numeracy skills necessary for getting work that can pay enough to meet daily needs. These skills are also a prerequisite for continuing in education and training, and for acquiring transferable and technical and vocational skills that enhance the prospect of getting a job.
13.	Foundational competence	a part qualification that consists of two learning areas: Communications and Mathematical Literacy.
14.	Foundational skills	Foundational skills are the fundamental, portable skill s that are essential to conveying and receiving information that is critical to training and workplace success. These skills are fundamental in that they serve as a basis - the foundation - for supporting additional operations/tasks and learning.
15.	Funding body	An organization responsible for funding teaching and learning provision.
16.	Funding stream	Any route by which funding for teaching and learning is channelled to learning providers.
17.	Further training	(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.
18.	Future skillls	Future skills or future competences are empirically determined competences that are important for specific areas (domains) or contexts of action. There are various ways to determine this, for example expert surveys or the analysis of job advertisements.

G
S.No	Term	Definition
1.	Gap Training	a way of filling in the relevant gaps in knowledge, skills, and. experiences.
2.	Gender	Gender refers to the social attributes and opportunities associated with being male, female or neutral. Gender is part of the broader socio-cultural context. Other important criteria for socio-cultural analysis include class, race, poverty level, ethnic group and age."
3.	Gender analysis	The women and men have different experience, knowledge , talents and needs. Gender analysis explores these differences so policies, programmes and projects can identify and meet the different needs of men and women.
4.	Gender equality	The understanding that women and men have equal conditions for realizing their full human rights and for contributing to, and benefiting from, economic, social, cultural and political development.
5.	Gender expression	How a person expresses their own gender to the world, for example, through their name, clothes, how they walk, speak, communicate, societal roles and their general behaviour
6.	Gender-based violence	Violence against someone based on gender discrimination, gender role expectations and/or gender stereotypes; or based on the differential power status linked to gender that results in, or is likely to result in, physical, sexual or psychological harm or suffering.
7.	Gender-responsive pedagogy	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.
8.	General competencies	The minimum general technical competencies required to be acquired by all occupation s / trades during their training and career development period. They are not specific to work in a particular occupation , job, trade or industry, but is important for work, education and life generally, e.g. communication and information skills, planning and organizational skills, mathematical skills, solving problems, computer literacy , interpersonal competence, and analytical skills.
9.	General education	General education is defined as education programmes that are designed to develop learners’ general knowledge , skills and competencies , as well as literacy and numeracy skills, often to prepare participants for more advanced education programmes at the same or a higher level and to lay the foundation for lifelong learning .
10.	Generative AI (GAI /GenAI)	Generative AI (GenAI) is an artificial intelligence (AI) technology that automatically generates content in response to prompts written in natural-language conversational interfaces. Rather than simply curating existing webpages, by drawing on existing content, GenAI actually produces new content. The content can appear in formats that comprise all symbolic representations of human thinking.
11.	Generic competency	Generic competency refer to what are known as transferable skills, or sometimes, as graduate attributes and they include life-long learning skills which allow individuals to function not only in disciplinary or subject domains but also in general employment and social situations .
12.	Generic hard skills	Technical and job-specific abilities, which can be applied effectively in almost all jobs in a majority of companies, occupation s and sectors and in personal life and which are thus perceived as highly transferable.
13.	Generic skills	A skill which is not specific to work in a particular occupation or industry, but is important for work, education and life generally, including communication skills, mathematical skills, organizational skills, computer literacy, interpersonal competence and analytical skills.
14.	GIZ (Germany)	Gesellschaft für Internationale Zusammenarbeit (GIZ) GIZ is the main German development agency. It was established on 1 January 2011, through a merger of three German development organizations. GIZ's core competence is capacity development : has been working in Pakistan since 1961
15.	Global citizenship	A distinct set of competences to act collaboratively and responsibly to find global solutions to global challenges, and to strive for the collective good.
16.	Grade	The process of applying standardized measurements for varying levels of achievements in a Training.
17.	Graduation	The successful completion of an education / Training programme . It is possible for a graduate to have more than one graduation, if the learner was enrolled simultaneously in two or more programmes and successfully completed them.
18.	Grants	Co-funding of skills training and lifelong learning using instruments like scholarships and bursaries, voucher s, training subsidies, stipends and other allowances (in cash or in kind), conditional cash transfers, cost-reimbursement and individual learning account s.
19.	Graphic design	Graphic design is carried out by companies and individuals engaged primarily in the design of graphic material for the purposes of display or publication.
20.	Green economy	A green economy is defined as low carbon, resource efficient and socially inclusive. In a green economy, growth in employment and income are driven by public and private investment into such economic activities, infrastructure and assets that allow reduced carbon emissions and pollution, enhanced energy and resource efficiency, and prevention of the loss of biodiversity and ecosystem services.
21.	Green jobs	Green jobs or positions in agriculture, manufacturing, construction, installation, and maintenance, as well as scientific and technical, administrative, and service-related activities, that contribute substantially to preserving or restoring environmental quality. Specifically, but not exclusively, this includes jobs that help to protect and restore ecosystems and biodiversity; reduce energy, materials, and water consumption through high-efficiency and avoidance strategies; de-carbonize the economy; and minimize or altogether avoid generation of all forms of waste and pollution.
22.	Green skills	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 attitude s 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 attitude s 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.
23.	Green transition	The green transition is a process towards a new development model that ensures environmentally sustainable and fairer societies. It is a necessity to address the human-induced climate change emergency, environmental degradation (water, land, forests, atmosphere) as well as the loss of biodiversity.
24.	Green Work	This refers to all work involved in production of environmental goods and services. It includes employment , voluntary work and own‐use production work to produce environmental goods and services.
25.	Greenhouse effect	The greenhouse effect is the warming of the earth’s atmosphere caused by a build-up of carbon dioxide and other greenhouse or trace gases that act like a pane of glass in a greenhouse, allowing sunlight to pass through and heat the earth but preventing a counterbalancing loss of heat radiation.
26.	Greening	The process of pursuing knowledge and practices with the intention of becoming more environmentally friendly, enhancing decision-making and lifestyle in more ecologically responsible manner, that can lead to environmental protection and sustainability of natural resources for current and future generation.
27.	Greening TVET	Greening TVET is an essential and cross-cutting theme for sustainable development . It refers to the efforts to reorient and reinforce existing TVET institutions and policies in order to reinforce achievement of sustainable development.
28.	Gross domestic product	Sum of gross value added by all resident producers in the economy, including distributive trades and transport, plus any product taxes and minus any subsidies not included in the value of the products.
29.	Gross enrolment ratio	Total enrolment in a specific level of Training, regardless of age, expressed as a percentage of the eligible official school-age population corresponding to the same level of education in a given school year.
30.	Guidance and counselling	A range of activities designed to help individuals make educational, vocational or personal decisions and carry them out before and after they enter the labour market .
31.	Guidance of learners	The counselling of learners by specially trained individuals who meet nationally recognised standards for education, training and development practitioners.
32.	Guided learning	The combination of face-to-face instruction and self-study, both undertaken under the direction of a teacher.
33.	Gulf Qualifications Framework (GQF)	The Gulf Qualifications Framework is a metaqualifications framework for the Gulf region proposed by the Gulf Cooperation Council. The Gulf Cooperation Council (GCC) is a regional intergovernmental political and economic union consisting of Bahrain, Kuwait, Oman, Qatar, Saudi Arabia and the United Arab Emirates (UAE). On behalf of the GCC, the UAE National Qualifications Authority is leading the development of GQF.

H
S.No	Term	Definition
1.	Hard skills	The technical and analytical competencies and know-how that allow the worker to perform the mechanical aspects of a job.
2.	Hardware	Physical equipment, like computers and printers, as opposed to software, which is the data programme giving hardware instructions.
3.	Healthcare	Healthcare is the maintenance, improvement or restoration of health via the prevention, diagnosis and treatment of disease, illness, injury or other physical and mental impairments in human beings.
4.	Higher education (HE)	Higher education comprises all post-secondary education , training and research guidance at education institutions such as universities that are authorized as institutions of higher education by state authorities. Education that normally takes place in public universities and registered private higher education institutions.
6.	Home language	A language learned in childhood in the home environment, also referred to as mother tongue, first language, or native language.
7.	Horizontal Progression	Refers to the progression of an individual learner to acquire further education in the same level of Technical & Vocational qualifications.
8.	Human capital	Intangible resources ( knowledge , know-how , skills , competences, experience, education and training, health) accumulated by an individual or a group (team, organisation, company, community), and which contribute to the achievement of individual and collective objectives (production of goods and services, well-being).
9.	Human development	Human development is a process of enlarging people’s choices—as they acquire more capabilities and enjoy more opportunities to use those capabilities. Human development implies that people must influence the process that shapes their lives. In all this, economic growth is an important means to human development.
10.	Human resource development (HRD)	HRD is "the process of increasing the knowledge , the skills, and the capacities of all the people in a society. In economic terms, it could be described as the accumulation of human capital and its effective investment in the development of an economy.
11.	Human rights	rights inherent to all human beings, regardless of race, sex, nationality, ethnicity, language, religion, or any other status. Human rights include the right to life and liberty, freedom from slavery and torture, freedom of opinion and expression, the right to work and education, and many more.
12.	Human-centered approach	Human-centered approach is a concept that comes from data science; it defines a problem-solving process primarily focused on understanding the user perspective of the problem and the development of solutions that really meet their needs.
13.	Hybrid skill	A mixture of the skills and knowledge , possibly from different disciplines, generally required in sectors applying high technology.

I
S.No	Term	Definition
1.	IAEVG	“The International Association for Educational and Vocational Guidance (IAEVG) provides global leadership in and advocates for guidance by promoting ethical, socially just, and best practices throughout the world so that career, educational and vocational guidance and counselling is available to all citizens from competent and qualified practitioners.”
2.	ICT skills	Information and communication technologies is the ability to use tools of information and communication technology to define one’s information problem clearly, access information efficiently, evaluate the reliability, authority and bias of the sources, organize and synthesize one’s information with the best ICT tools available in order to use it effectively and responsibly.
3.	ICT-assisted instruction	ICT-assisted instruction refers to teaching methods or models of instruction delivery that employ ICT in supporting, enhancing and enabling course content delivery. It includes any, all or combinations of the following: radio-, television-,computer- and Internet-assisted instruction.
4.	Illiterate	It applies to persons unable to read or write in any language and who were never awarded a certificate from any formal education system.
5.	ILO/Cinterfor	The Inter-American Centre for Knowledge Development in Vocational Training (ILO/Cinterfor) is a technical service of the International Labour Organization , created in 1963 to develop a permanent learning and community among national vocational training institutions, disseminating knowledge, experiences and good practices in the field of vocational training and human resources development."
6.	Image of TVET	In many countries to the present day TVET is rated second class education. Parents who can afford it rarely send their son and/or their daughter to a vocational school. They predominantly prefer general education. This phenomena, the image of TVET is low in many countries. This includes those with advanced industrial economies as well as those with developing economies.
7.	Impact indicators	Measurement descriptions used to verify the impact or the achievement of the project goal. Indicators must be quantifiable and documented. Impact indicators include target numbers and tracking systems.
8.	In-company trainers	In-company trainers are defined as internal trainers (employed by the company) who provide internal training (training organised and carried out in and/or by the company for their staff) and support learning of adults (CVET) in non-formal and informal learning environments within the company.
9.	In-company training	Refers to the training of employees of a company or students of an institution conducted by employees in the company or workplace institution.
10.	In-plant training	The portion of a Training Program where trainees receive practical learning that may be integrated in the regular work system of an establishment whenever and wherever possible. Guided by a training plan that is mutually accepted by the TVET provider -partners.
11. 17.	Incidental or random learning	Various forms of learning that are not organized or that involve communication not designed to bring about learning. Incidental or random learning may occur as a by-product of day-to-day activities.
12.	Inclusive Education and Training	Learning which ensures equal access and successful participation of all citizens – including those from disadvantaged groups – to promote their social and occupational inclusion.
13. 21.	Inclusive pedagogy	An approach to teaching and learning that supports teachers to respond to individual differences between learners, but avoids the marginalisation that can occur when some students are treated differently.
14.	Inclusive TVET	A system that meets skill development needs of all learners, regardless of their social background, gender , level of achievement, ethnicity, disability , migration status, etc.
15.	Indenture	Historically, the legal agreement between an apprentice and an employer under which the apprentice was bound to the employer for a specified period in return for the training received; superseded by contract of training.
16.	Industry 4.0 (4IR)	The Fourth Industrial Revolution , 4IR, or Industry 4.0, conceptualises rapid change to technology, industries, and societal patterns and processes in the 21st century due to increasing interconnectivity and smart automation.
17.	Industry 5.0	Industry 5.0 is still in development. It is expected to focus on collaboration between humans and machines to empower people to fully utilize their skills and make work safer, more efficient, and more meaningful. Industry 5.0 will also mean the introduction of even more advanced technologies, such as artificial intelligence and robotics , which can support and complement humans in new ways.
18. .	Industry organization	An organisation representing an industry, including peak business and employer organisations and industry advisory bodies such as the industry skills councils.
19. 30.	Industry reforming/ restructuring	A process of changing the forms of work within organizations, enterprises and across industry in order to improve productivity, competitiveness, quality and flexibility . This may involve job redesign, award restructuring, new technology, and ongoing training or retraining of workers.
20. 31.	Industry regulator	A body or organisation responsible for the regulation and/or licensing arrangements within a specific industry or occupation . An industry regulator may specify training and assessment requirements for licences in occupation s they regulate. Industry regulators play a significant role in the delivery and assessment of nationally recognised training in their specific industry sectors.
21.	Informal economy	All activities that are, in law or practice, not covered or not sufficiently covered by formal arrangements, such as labour law protection, formal wages and benefits, and paying taxes. This term also refers to the nature of the production unit, such as an informal enterprise or household, where economic activity is taking place without formal regulation as a business.
22.	Informal education and training	-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.
23.	Informal employment	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.
24.	Informal learning	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.
25.	Informal pathway	Learning or achievement acquired by an individual through workplace/labour market experience.
26.	Informal sector	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.
27.	Informal training	Training that usually occurs on the job through interactions with co-workers as part of the day-to-day work.
28.	Informal TVET	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.
29.	Information	Information is an organized collection of facts and data.
30.	Information and communication technology (ICT)	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 programmes. 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).
31.	Information society	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.
32.	Initial education	Formal education of individuals before their first entrance to the labour market, i.e. when they will normally be in full-time education.
33.	Initial education and training	General or vocational learning carried out in the initial education and training system, usually before entering working life.
34..	Initial training	(also called: Entry-level training) Pre-employment training for an occupation , generally divided into two parts: basic training followed by specialisations.
35.	Initial vocational education and training (IVET)	-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.
36.	Innovation	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.
37.	Institutional assessment	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.
38.	Institutions	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.
39.	Instructional design	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.
40.	Integrated assessment	-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.
41.	Integration	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 pre-existing structures, attitudes and an unaltered environment.
42.	Intelligent tutoring systems (ITS)	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.
43.	Inter-Agency Group on TVET (IAG-TVET)	The Interagency 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 organisations involved in the delivery of policy advice, programmes 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 Organisation for Economic Co-operation and Development (OECD), the United Nations Industrial Development Organization (UNIDO), and many more international groups & Organizations.
44.	Interactive Open Educational Resources (iOER)	A discrete, digital, interactive instructional resource used to teach a specific learning objective in a course or curriculum.
45.	Intermediary	The 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 .
46.	Intermediate skills	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 occupation s 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 occupation s require a high level of literacy and numeracy and welldeveloped interpersonal skills.
47.	Intern	A student or a TVET Institution’s graduate undergoing supervised practical training.
48.	Internal assessment	Any assessment conducted by a provider, the outcomes of which count towards the achievement of a qualification.
49.	International Labour Organization (ILO)	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 devise programmes promoting decent work for all women and men. The organization was founded in 1919. The organization helped out to Develop NOSS in Pakistan.
50.	International qualifications	Qualifications awarded at international level, outside public authorities’ jurisdiction.
51.	International sectoral competence framework (ISCF)	A framework clearly structured by levels that sets out different levels of knowledge , skills and competence s required by individuals to act in a specific field of activity or to perform specific job roles.
52.	International sectoral standard	Set of learning outcomes relevant for one or more occupations that is used for developing qualification s in at least two countries. These standards are developed/maintained by international sectoral organisations or other international or national bodies cooperating across countries but they do not necessarily award the qualifications.
53.	International Standard Classification of Education (ISCED)	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.
54.	International Standard Classification of Occupations (ISCO)	The International Standard Classification of occupation s (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.
55.	International Vocational Education and Training Association (IVETA)	"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.
56.	Internationally mobile students	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.
57.	Internet of things (IoT)	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.
58.	Internet-assisted instruction	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.
59.	Internship	Internships are on Job training systems, shorter than apprenticeship s. Durations for internships usually vary between four weeks and six months, Internships cover a limited set of skills relevant for an occupation .
60.	ISCED-T 2021	The International Standard Classification of Teacher Training Programmes (ISCED-T 2021) is a framework for assembling, compiling, and analysing cross-nationally comparable statistics on teacher training programmes and the related teacher qualifications.

J
S.No	Term	Definition
1.	Job	A job is a set of tasks and duties performed, or meant to be performed, by one person, including for an employer or in self employment .
2.	Job analysis	The process of examining a job in detail to identify its component tasks; the detail and approach may vary according to the purpose for which the job is being analyzed, e.g., training, equipment design, work layout.
3.	Job description	A set of tasks or activities to be performed by an individual which delimits the function of the job (or position) occupied by that individual.
4.	Job evaluation	A systematic way to gather and analyze information about the content and human requirements of the job, and the context in which the job is performed. This process identifies the existing tasks, duties and responsibilities of the job and what awareness, knowledge , skills , abilities and attitude s are needed to do the job.
5.	Job guide	A guide giving information on jobs, education and training pathways .
6.	Job network	A network of private, community and government organizations assisting people to find jobs.
7.	Job placement	Process of supporting individuals to find job s 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 .
8.	Job shadowing	Job shadowing is a type of on-the-job training that allows an interested employee to follow and closely observe another employee performing the role. This type of learning is usually used to onboard new employees into an organization or into a new role. Job shadowing may also be used as a learning opportunity for interns or students to gain an understanding of the role requirements and the job tasks.
9.	Job specifications	The awareness, knowledge , skills , abilities and attitude s required by an individual to perform the job.
10.	Job standard	The level of achievement that an individual is expected to reach by reference to specified rating levels (standards) and criteria that have been decided for each task / activity within a job/job title.
11.	Job tenure	Job tenure is typically measured by the length of time workers have been in their current job or with their current employer , and so refers to continuing spells of employment rather than to completed spells.
12.	Job-related learning	Learning carried out by individuals to obtain knowledge and/or to learn new skills for a current or a future job, to increase earnings, to improve job and/or career opportunities in a current or another field and generally to improve their opportunities for advancement and promotion. Individuals can be employed, unemployed, inactive; learning can be financed or cofinanced by different actors (individuals or their families, employers, public authorities, etc.).
13.	Job-relevant skills	Job-relevant skills are task-related and build on a combination of cognitive and socio-emotional skills . Cognitive skills, defined as the “ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to engage in various forms of reasoning, to overcome obstacles by taking thought. Social-emotional skills, also referred to as soft or non-cognitive skills, relate to traits covering multiple domains - social, emotional, personality, behavioral, and attitudinal among them.
14.	Job-specific skills and competences	Specialised knowledge , abilities and know-how needed to perform a particular job adequately.

K
S.No	Term	Definition
1.	Key competences	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.
2.	Key competencies	Any of several generic skills or competencies considered essential for people to participate effectively in the workforce. Key competencies apply to work generally, rather than being specific to work in a particular occupation or industry.
4.	Key performance indicators (KPIs)	The Indicators, help an organization define and measure progress toward organizational goals. Once an organization has analyzed its mission, identified all its stakeholders , and defined its goals, it needs a way to measure progress toward those goals. Key Performance Indicators are those measurements.
6.	Kinaesthetic learning	An episode of learning in which learners undertake a physical activity, rather than watching a demonstration or listening to a lecture. Examples include building models and role-play. The term also relates to ‘learning style’; some learners prefer and learn better through active learning approaches.
7.	Know-how	Practical knowledge of an individual or a group on a product, service or process.
8.	Knowledge	Facts, information, and skills acquired through experience or education; the theoretical or practical understanding of a subject.
9.	Knowledge criteria	Key statements about tasks or activities in a job which enable the trainer / instructor/ teacher to train and the individual and the assessor to judge an individual’s awareness, knowledge, skills , mastery and attitude .
10.	Knowledge economy	An economy that is driven by ideas and knowledge , rather than by material resources, and in which the keys to job creation and higher standards of living are innovation and technology embedded in services and manufactured products.
11.	Knowledge standard	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.
12.	Knowledge test	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.
13.	Knowledge transfer	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.
14.	Knowledge-based society	Society whose processes and practices are based on production, distribution and use of knowledge .
15.	Knowledge-intensive jobs	Jobs requiring access to and the use of large quantities of knowledge (as opposed to labour intensive jobs)

L
S.No	Term	Definition
1.	Labour force	Labour force comprises all persons of working age who furnish the supply of labour for the production of goods and services The economically active population, employed and unemployed. The population 15 years old and over, whether employed or unemployed, who contribute to the production of goods and services in the country. Any group, persons who were employed or unemployed.
2.	Labour force participation rate	The proportion (in percent) of the total number of persons in the labor force to the total population 15 years old and over.
3.	Labour force survey	Standard household-based survey of work-related statistics.
4.	Labour market	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.
5.	Labour market change	Labour market change refers to labour market adjustments to structural change. Various labour market outcomes can be used to assess labour market change, such as working conditions, levels of job creation, levels of labour market participation, changes in occupations and tasks, as well as changes in employment relations.
6.	Labour market information (LMI)	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.
7.	Labour market participation	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).
8.	Labour market 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.
9.	Labour market programme	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.
10.	Labour market scarring	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.
11.	Labour market transition	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.
12.	Labour migration	Labour migration is the cross-border movement of people seeking employment.
13.	Labour mobility	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.
14.	Labour supply	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.
15.	Language of instruction	Language used in teaching.
16.	Learner achievement	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.
17.	Learner self-efficacy	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.
18.	Learner-centred	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.
19.	Learner-centred TVET teaching	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.
20.	Learners	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.
21.	Learners vulnerable to exclusion	Learners vulnerable to exclusion encompasses all learners whose educational experience is ‘impacted upon by a number of pressures, forces, levers, discriminations and disadvantages’
22.	Learners with additional support needs	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.
23.	Learners with disabilities and/or special educational needs	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.
24	Learning	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.
25.	Learning achievement	(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.
26.	Learning activity	Deliberate activity in which an individual participates with the intention to learn.
27.	Learning analytics	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.
28.	Learning and Development (L&D)	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.
29.	Learning by doing	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.
30.	Learning by using	Instructional model in which the learner acquires knowledge, skills or competences by repeated use of tools or facilities, with or without prior instruction.
31.	Learning community	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.
32.	Learning content / training content	Topics and activities which make up what is learned by an individual or a group of learners during an ]education or training process.
33.	Learning culture	An environment in which opportunities for learning are openly valued and supported and are built, where possible, into all activities.
34.	Learning difficulties / disabilities	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’).
35.	Learning element	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.
36.	Learning environment	Refers to the physical locations, contexts and cultures where learners learn. It can also encompass the culture of a Training organization and workshop.
73.	Learning facilitator	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.
38.	Learning factory	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.
39.	Learning Management System (LMS)	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.
40.	Learning mobility	The capacity of a learner to move to a new place and participate in education activities in the place of destination.
41.	Learning objectives	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.
42.	Learning organisation	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.
43.	Learning outcomes	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.
44.	Learning pathway	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.
45.	Learning programme	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.
46.	Learning region	Geographic area – national or cross-border – in which stakeholders cooperate to meet local learning needs and share resources to devise joint solutions.
47.	Learning resource centre (LRC)	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.
48.	Learning society	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.
49.	Learning strategy	A non-endorsed component of a training package which provides information on how training programmes may be organised in workplaces and training institutions.
50.	Learning style	A deep-rooted preference that an individual has for a particular type of learning. This preference can change.
51.	Learning support assistant (LSA)	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’.
52.	Learning technologies	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.
53.	Learning to learn	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.
54.	Leaver survey	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.
55.	Lesson plan	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.
56.	Level	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.
57.	Level descriptor	A definition of the characteristics of a qualification that would lead to it being assigned to a particular level. A statement describing learning achievement.
58.	Level of qualification	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.
59.	License	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
60.	Life skills	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.
61.	Lifelong guidance (and counselling)	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.
62.	Lifelong learning (LLL)	Lifelong learning is rooted in the integration of learning and living, covering learning activities for people of all ages
63.	Lifewide learning	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.
64.	Linked (qualifications) framework	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.
65.	Literacy	The ability of an individual to read and write with understanding a simple short statement related to his/her everyday life.
66.	Literacy rate, 25-64 years	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.
67.	Live streaming	Real time transmission of live video and/or audio over the internet using streaming technologies. Data streaming occurs when a pre-existing multimedia file can be played back without being completely downloaded first.
68.	Livelihood skills	Capabilities, resources, and opportunities for pursuing individual and household economic goals, in other words, income generation. Livelihood skills include technical and vocational abilities (carpentry, sewing, computer programming, etc.); skills for seeking jobs, such as interviewing strategies; and business management, entrepreneurial, and money management skills.
69.	Log book	The personal data folder which contains all documentation and evidence relevant to each assignment and each module in the training and development roadmap and keeps a record of the awareness, knowledge, skills and attitude competencies acquired during training and development.
70.	Logbook	A record kept by a learner of the knowledge, skills or competencies attained during on- or off-the-job training. Also called portfolio.
71.	Loose (qualifications) framework	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).
72.	Low-skilled person	Individual whose level of educational attainment is lower than a predetermined standard.

M
S.No	Term	Definition
1.	Macro-credential	Units of learning that include degrees and credit-bearing certificates. awarded by or awarding organizations. They indicate learning achievement of a broad body of knowledge, transferable skills or technical proficiency.
2.	Makerspace	A makerspace is a collaborative work space inside a a training institution for making, learning, exploring and sharing that uses high tech to no tech tools. These spaces are open to learners, and entrepreneurs and have a variety of maker equipment including 3D printers, laser cutters, cnc machines, soldering irons and even sewing machines.
3.	Massive open online course (MOOC)	‘Online courses designed for a large number of participants that can be accessed by anyone anywhere, as long as they have an internet connection.’
4.	Mathematical literacy	The capacity to identify, understand and engage in mathematics, and to make well-founded judgements about the role that mathematics plays in an individual’s current and future private life, occupational life, social life with peers and relatives, and life as a constructive, concerned and reflective citizen.
5.	Mentor	Mentor is an experienced professional, normally outside the individual’s direct reporting line, who provides the individual with advice, guidance and support in his or her technical and personal development. The mentor has the added responsibility of acting as a liaison between line personnel and the individual when there is an issue or grievance that affects the training and development process.
6.	Mentoring	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.
7.	Merger	Occurs when two organizations combine to form a single institute.
8.	Metaverse	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,
9.	Methodology	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.
1.	Micro-credential	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.
2.	Microlearning	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.
3.	Migrant	Migrant is “a generic term for anyone moving to another country with the intention of staying for a certain period of time.
4.	Migrant worker	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.
5.	Migration	Migration is the movement of people from one place to another and has two main types: labour and forced migration.
6.	Minimum competency	An essential skill for a given age, grade, or level of performance.
7.	Minority	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.
8.	Mobile learning (mLearning)	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.
9.	Mobile training	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.
10.	Mobility	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.
11.	Moderation	An evaluative process of gathering data about that assessment held if it was is valid, reliable and fair.
12.	Modular course	A course composed of modules.
13.	Modular programmes	Training programmes in which learner may compose the content of their education in a flexible way by combining different courses or modules. Modular programmes thus often do not have clearly-defined sequencing.
14.	Modular training	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.
15.	Module	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.
16.	Monitoring	Monitoring is the countinuous 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).
17.	Monitoring and evaluation system (MES)	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.
18.	Montessori	A system of education for young children that seeks to develop natural interests and activities rather than use formal teaching methods.
19.	Motivation to learn	The internal drive and desire to learn. Also used in the sense of the learner’s purpose for learning, their objectives.
20.	Multi-skilling	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).
21.	Multiculturalism	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
22.	Mutual recognition (of qualifications)	Process of official acknowledgment by one or more countries or organisations of the similarity of value of qualifications .

N
S.No	Term	Definition
1.	National curriculum framework (NCF)	The NCF of a country is the foundation for curricular development. It informs the enhancement and development of syllabus materials, teacher guides, textbooks, learning materials, and wider teaching resources (including technical and scientific resources).
1.	National employment policy	A vision and a practical, comprehensive plan for achieving a country’s employment goals.
2.	National occupational standards (NOS)	A National Occupational Standard (NOS) is a document that describes the knowledge, skills and understanding an individual needs to be competent at a job.
3.	National occupational skill standards (NOSS)	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)
4.	National qualification	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.
5.	National qualifications framework (NQF)	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.
6.	National Skills Qualifications Framework (NSQF)	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.
7.	National training system	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.
8.	National vocational qualifications (NVQ)	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.
9.	National vocational qualifications framework (NVQF)	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).
10.	Natural sciences	Natural sciences include: mathematics; computer and information sciences; physical sciences; chemical sciences; earth and related environmental sciences; biological sciences; and other natural sciences.
11.	Net zero	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.
12.	New basic skills	The skills such as information and communication technology (ICT) skills, foreign languages, social, organisational and communication skills, technological culture, entrepreneurship.
13.	Non-compulsory curriculum	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".
14.	Non-formal education (NFE)	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.
15.	Non-formal learning	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.
16.	Non-formal TVET	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.
17.	Non-governmental organizations (NGO)	Non-state entities providing social services and working on a not-for-profit basis.
18.	Non-traditional occupation	Any occupation in which women or men have historically been underrepresented.
19.	NORRAG	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).
20.	Not in employment, education or training (NEET)	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)
21.	Numeracy	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.

O
S.No	Term	Definition
1.	Observer	An independent person who assists in implementing a fair and valid competence based assessment and development scheme. This person's primary role is to assist with the Quality Assurance / Quality Control of the assessment and verification processes and to ensure consistency in practice.
2.	Occupation	Occupation refers to the kind of work performed in a job. The concept of occupation is defined as a “set of jobs whose main tasks and duties are characterized by a high degree of similarity”. A person may be associated with an occupation through the main job currently held, a second job, a future job or a job previously held.
3.	Occupational profile	Refers to “a description of the knowledge, skills, competences that a professional or worker must have to perform a task competently at the workplace. The occupational profile therefore emphasises what a prospective practitioner must have learned.
4.	Occupational qualification	- Occupational qualifications prepare students, learners, workers, and employees for work. -The combined aptitudes and skills which permit someone to take up a job.
5.	Occupational safety and health (OSH)	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.
6.	Occupational skills profile (OSP)	An OSP summarises essential characteristics required for a given job: the level of education and training required.
7.	Occupational specialisation	A skills set related to an occupation and which may be more or less complex than that of the occupations to which it relates.
8.	Occupational standards	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.
9.	Off-the-job training	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.
10.	On-site training	Training conducted at the work site (e.g. in a training room) but not on the job.
11.	On-the-job training (OJT)	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)
12.	Online credential	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.)
13.	Online education	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)
14.	Online job advertisement (OJA)	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.
15.	Online job vacancy (OJV)	OJVs are a rich source of information about skills and other job requirements which is difficult to gather via traditional methods.
16.	Online learning	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.
17.	Open access	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.
18.	Open and distance learning (ODL)	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.
19.	Open and flexible TVET	Worthwhile learning offered in ways that gives learners more choice of how they acquire knowledge and skills relevant for current employment and citizenship.
20.	Open data	Open Data is research data that is freely available on the internet & can be freely used, re-used and distributed without restriction.
21.	Open education	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.
22.	Open educational practices (OEP)	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.
23.	Open educational resources (OER)	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.
24.	Open learning	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.
25.	Open license	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.
26.	Open training market	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.
27.	Organised educational activity	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.
28.	Out-of-school number	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.
29.	Out-of-school rate	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.
30.	Outcome	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)
31.	Outcome indicator	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.
32.	Outcome-based qualification	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)
33.	Output	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.
34.	Output standard	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.
35.	Outsourcing training	The practice of having training services provided by a training provider or person outside the business or organization.
36.	Overeducation	Workers have more years of education than the job requires.
37.	Overqualification	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.
38.	Overskilling	Situation where an individual is not able to utilise fully his/her abilities in his/her current job.
39.	Occupational accident	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.
40.	Occupational analysis	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.

P
S.No	Term	Definition
1. 2.	Partial (qualifications) framework	A Qualifications Framework that does not include all sectors of education and training in which qualifications are offered.
2.	Part Time	Employed for or occupying only part of the usual working day or week.
3. 3.	Pathway of training	A path or sequence of learning or experience that can be followed to attain competency and qualifications.
4. 4.	Pedagogy	The art and science of teaching, as a professional practice and as a field of academic study. It encompasses not only the practical application of teaching but also curriculum issues and the body of theory relating to how and why learning takes place.
5. 5	Pedagogical knowledge	The understanding of teaching practices and classroom management that educators bring to their job.
6.	Pedagogical Skill	an Trainer’s ability to plan and deliver a well-rounded curriculum to their learners.
7. 6.	Percentage of vocational enrolment	Total number of students enrolled in vocational programmes at a given level of education, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at that level.
8.	Performance	The execution or accomplishment of work, acts, feats, etc. a particular action, deed, or proceeding.
9. 6.	Performance based funding	Integration of performance elements in funding formulas to improve quality market relevance and access to training, including through output and outcome monitoring and competitive bidding.
10. 7.	Performance criteria	The part of a unit of competency specifies the required level of performance to be demonstrated by learners to be deemed competent.
11. 8.	Performance-based contracts	Integration of performance-based elements in funding formulas to improve quality and access to training, including output and outcome monitoring and competitive bidding. Providers can boost access by vulnerable groups of all ages and create a better response to skills needs.
12. 9.	Permeability	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.
13. 1	Person with special needs	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.
14. .	Personal research and development (R&D)	Investments in improving your personal skills and capabilities.
15. 1	Persons outside the labour force	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.
16. 1	Planning of training	Education followed by an individual after the minimum legal school leaving age.
17. 1	Policy	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.
18. 1	Policy formulation	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.
19. 2	Portable skill	A skill or competency that can be transferred from one work context to another.
20.	Portfolio	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.
21. 2	Post-school education and training	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.
22. 2	Post-secondary education	All education beyond secondary school level, including that delivered by universities, further education colleges and community providers.
23. 25.	Post-training support	Services provided after certification to facilitate the transition to employment or self-employment, including employment services and business development services.
24.	Practical	An examination or lesson in which Knowledge and procedures learned are applied to the actual making or doing of something.
25. 2	Practical competence	The demonstrated ability to perform a set of tasks and actions in authentic contexts.
26. 2	Pre-apprenticeship course	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)
27. 2	Pre-apprenticeship programme	These programmes aim to provide young people with the necessary preparation that will facilitate their access to a regular apprenticeship programme.
28. 2	Pre-requisites	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.
29. 3	Pre-vocational course	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.
30. 3	Pre-vocational education	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.
31. 3	Pre-vocational training	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.
32. 3	Precarious employment	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.
33.	Persistence	The fact of continuing in an opinion or course of action in spite of difficulty or opposition.
34. 3	Primary education	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.
35.	Prior knowledge	the information, no matter how limited, a person already has before starting a new process
36. 3	Prior learning	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.
37. 3	Prior Learning Assessment and Recognition (PLAR)	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.
38.	Private Institute	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.
39. 4	Privatization	Privatisation refers to transfer of ownership and control of government or state assets, firms and operations to private investors.
40. 4	Process innovation	Implementation of a new or significantly improved production or delivery method. This includes significant changes in techniques, equipment or software.
41. 4	Production with training	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.
42. 4	Productive employment	Employment that pays enough to satisfy the basic needs of workers and their dependents.
43. 4	Profession	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.
44. 4	Professional continuing education	The education of adults in professional fields, updating and improving occupational skills, often involving short-term, intensive, specialised courses.
45.	Professional development	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.
46. 4	Professional development activity	(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.
47.	Profililng	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.
48.	Provincial Training Board (PTB)	In Pakistan, Provincial Training Board have been constituted 1980s to 2003), and working under National Training Board (NTB) to regulate and promote Vocational Training.
49.	Programme	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.
50. 4	Programme of education or training	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.
50.	Public private partnership (PPP)	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.
51.	Public sector	The public sector comprises the general government sector plus all public corporations including the central bank.
52.	Pupil-teacher ratio (PTR)	Average number of pupils(learners) per teacher(Trainer) at a certain level in a given year.

Q
S.No	Term	Definition
1.	Qualification	-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.
2.	Qualification certification	Certification awarded to a person on successful completion of a course in recognition of having achieved
3.	Qualification descriptor	A unique descriptor stating the purpose of the qualification and how it relates to other qualification types; it enables comparisons with other qualifications and provides a basis for designing, evaluating, approving and reviewing qualifications and their associated curricula.
4.	Qualification mismatch	Qualification mismatches correspond to misalignments between the qualifications demanded in the labour market and the qualifications possessed by the labour force.
5.	Qualification standards	Qualification Standards are a description of the minimum requirements necessary to perform work of a particular occupation successfully and safely. These minimum requirements may include specific job-related work experience, education, medical or physical standards, training, security, and/or licensure.
6.	Qualification system	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.
7.	Qualification type	The classification of a qualification within a sub-framework of the NQF.
8.	Qualification variant	A qualification based on a specific qualification type that is described with a qualifier.
9.	Qualifications framework	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.
10.	Qualifications system	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.
11.	Qualified trainer	Trainer who has the minimum academic qualifications necessary to teach at a specific level of education.
12.	Qualitative data	The data describing the attributes or properties that an object or system possesses.
13.	Quality	the standard of training System as measured against other system of a similar kind; the degree of excellence. View quality Policy of TTBS
15.	Quality assurance	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.
16.	Quality assurance management system (QAMS)	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.
17.	Quality auditor	One who conducts quality audit; must be qualified to conduct quality audits.
18.	Quality control	Part of quality management focused in fulfilling quality requirements.
19.	Quality cycle	A four-step problem-solving process, also known as the Deming cycle, Shewhart cycle, Deming wheel, or plan-do-check-act.
20.	Quality document	A document that contains requirements for quality system elements for products or services. The results of activities such as inspections or quality audits.
21.	Quality endorsement	The formal recognition awarded to a registered training organisation (RTO) on the basis of its implementation of a quality system.
22.	Quality improvement	The actions taken to increase the value to the customer by improving the effectiveness and efficiency of processes and activities throughout the organizational structure.
23.	Quality management	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)
24.	Quality management principles	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.
25.	Quality management systems	The totality of an organization's management processes designed to meet identified quality standards.
26.	Quality manual	Document specifying the quality management system of an organisation.
27.	Quality of life	Quality of life is the notion of human welfare (well-being) measured by social indicators rather than by “quantitative” measures of income and production.
28.	Quality system	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)
29.	Quality-endorsed training organisation	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.
30.	Quantitative data	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.
31.	Questionnaire	A group or sequence of questions designed to elicit information upon a subject, or sequence of subjects, from an informant.
32.	Questionnaire design	Questionnaire design refers to the design (text, order, and conditions for skipping) of the questions used to obtain the data needed for the survey.
Click here for ‘’R’’

R
S.No	Term	Definition
2.	Reasonable adjustments / Reasonable accommodations	Reasonable adjustments are a way to remove barriers to education. Training institutions adjust policies and practices in education for learners with disabilities. The duty applies to all staff and is anticipatory (not compensatory). This means that adjustments are in place before learners with particular requirements are present in the institute. It recognises each learner’s right to attend and the need to remove barriers to participation and learning..
3.	Recognition	A formal acknowledgment by a competent recognition authority (e.g. TTBS) of the validity and academic level of a vocational qualification, of partial studies, or of prior learning. Formal recognition: the process of granting official status to skills and competences: through the award of qualifications (Certificates, diploma or titles); through the grant of equivalence, credit units or waivers, validation of gained skills and/or competences.
4.	Recognition of a foreign qualification	The formal acceptance of the appropriateness of a foreign qualification for a specific purpose.
6.	Recognition of current competencies (RCC)	Recognition of Current Competency (RCC) is where individual have previously successfully completed the requirements for a unit of competency and are now required (e.g. by a QAB) to be reassessed to ensure that competency is being maintained.
7.	Recognition of learning	The principles and processes through which and competences of a person are made visible, mediated and assessed for the purposes of certification, progression and professional standing.
8.	Recognition of learning outcomes	This term has two dimensions: Formal recognition: process of granting official status, by an accredited body, to knowledge, know-how, information, skills and competences of an individual through qualification awarding & Social recognition: acknowledgement of value of knowledge, know-how, skills and competences of an individual by economic and social stakeholders.
9.	Recognition of prior learning (RPL)	The process, of identifying, documenting, assessing and certifying a person’s competencies, acquired through formal, non-formal or informal learning, based on established qualification standards.
10.	Recognition, Validation and Accreditation (RVA)	Recognition, Validation and Accreditation (RVA) of all forms of learning outcomes is a practice that makes visible and values the full range of competences (knowledge, skills and attitudes) that individuals have obtained through various means in different phases and contexts of their lives. RVA gives individuals an incentive to continue to learn, empowers them and enables them to become more active in the labour market and in society in general.
11.	Recognized qualification	The official sanction by the relevant national education authorities of a qualification awarded upon achievement of the learning objectives of an education programme.
14.	Record of learning	A statement of all learning for which a student is enrolled or which the student has completed that is issued by an authorised issuing organisation.
15.	Recreational learning	Learning which is for personal development purposes, recreation and leisure, undertaken to improve quality of life. Recreational learning can lead to vocational learning if the goals of learners in their chosen subject become workoriented.
16.	Reentry student	An individual who returns to an education system programme or institution following an extended absence.
17.	Refresher course	Training to refresh skills and knowledge which may have been partly forgotten, usually as a result of a temporary interruption in occupational life. A course which revises or updates previously acquired knowledge and skills.
18.	Refugee	A refugee is an individual who owing to well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.
19.	Regenerative production	Regenerative production provides food and materials in ways that support positive outcomes for nature, which include but are not limited to: healthy and stable soils, improved local biodiversity, improved air and water quality. In agriculture, regenerative production schools of thought include agroecology, agroforestry, and conservation agriculture.
20.	Regional qualifications framework (RQF)	Set of agreed principles, procedures and standardised terminology intended to ensure effective comparability of qualifications and credits within a particular region.
22.	Registration	The authorisation of training organisations by the national or state VET regulator to deliver training and/or conduct assessments and issue nationally recognised qualifications.
23.	Regular education	Initial education designed for individuals without special educational needs.
24.	Regulation	Law supported by an enabling statute and issued by an executive branch of government.
25.	Regulatory authority	Administrative body established by law with the power to exercise regulatory functions.
26.	Remuneration	(also: stipend or training allowance) Stipend or other payment made by an employer, institution or government to an individual undergoing training, usually outside his/her place of work.
27.	Renewable energy	Energy that is "derived from natural processes (e.g. sunlight and wind) that are replenished at a higher rate than they are consumed.
28.	Research and experimental development (R&D)	Research and experimental development (R&D) comprise creative and systematic work undertaken in order to increase the stock of knowledge – including knowledge of humankind, culture and society – and to devise new applications of available knowledge. The term R&D covers three types of activity: basic research, applied research and experimental development.
29.	Resilience	The capacity of a system, community, or individual potentially exposed to hazards, to adapt. This adaptation means resisting or changing in order to reach and maintain an acceptable level of functioning and structure.
30.	Resilient	Ability to recover from human made or natural disasters.
31.	Retraining	Training enabling individuals to acquire new skills giving access either to a new occupation or to new professional activities.
32.	Resource-based learning	Resource-based learning involves communication of curriculum between students and educators through use of resources (instructionally designed and otherwise) that harness different media as necessary.
33.	Restrictive apprenticeship	Restrictive apprenticeships only helps apprentices in their current workforce position and do not provide opportunities for wider learning.
34.	Retention	The ability of an education system or organization to retain its teachers or other education staff. The term may refer to the strategies employers adopt to retain employees in their workforce, as well as the outcome.
35.	Retraining	Training enabling individuals to acquire new skills giving access either to a new occupation or to new professional activities.
36.	Right to education and training	Universal Declaration of Human Rights, 1948 (Article 26) states that everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
38.	Risk analysis	(also risk assessment A systematic process for assessing and integrating professional judgements about probable adverse conditions and/or events. The risk assessment process should provide means of organising and integrating professional judgements for development of the work schedule.
39.	Robotics	Robotics is a branch of engineering that involves the conception, design, manufacture and operation of robots. The objective of the robotics field is to create intelligent machines that can assist humans in a variety of ways. Robotics can take on a number of forms. A robot may resemble a human, or it may be in the form of a robotic application, such as robotic process automation (RPA), which simulates how humans engage with software to perform repetitive, rules-based tasks.
40.	Rubric	A framework – usually a matrix or grid, made up of a set of criteria and standards that describe an expected level of performance.

S
S.No	Term	Definition
1.	SAARC Regional Qualifications Framework (SAARC RQF)	Initial plans exist for a South Asian Association for Regional Cooperation (SAARC) Regional Qualifications Framework covering the SAARC countries: Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka..
2.	SAMR model	The SAMR Model categorizes four different degrees of classroom technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification, and Redefinition.
3.	Scheduled hours	The hours of instruction or teaching activity (including examination / assessment / verification time) that the training provider schedules for a module or unit of competency enrolment
4.	School to work program	A program aimed at developing partnerships between schools and industry, business and the vocational education and training sector in order to establish accredited vocational education and training (VET).
5.	School to work transition (STW)	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.
6.	School-based training	In school-based (vocational and technical) programmes, instruction takes place (either partly or exclusively) in educational institutions.
7.	SDG 4	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.
8.	SDG 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)
9.	Second chance education	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.
10.	Secondary VET (SVET)	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.
11.	Sector	Segment of the economy in which enterprises have the same activity (economic function, products or services, technology).
12.	Sector skills bodies (SSBs)	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)
13.	Sectoral approach	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.
14.	Sectoral Qualifications Framework (SQF)	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.
15.	Sectoral skills plan	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.
16.	Segregation	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.
17.	Self assessment	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)
18.	Self employed	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.
19.	Self-directed learning	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.
20.	Self-employment	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.
21.	Self-evaluation	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.
22.	Semi-skilled worker	A worker who has some skill or special training, but less than that required for undertaking skilled tasks.
23.	Short course	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.
24.	Short duration course (SDC)	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)
25.	Signature pedagogy	The types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions.
26	Simulation training	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.
27	Simulator	A device used especially in training to reproduce the conditions of the working situation, enabling tasks to be learned and practiced safely and economically
28	Skill	-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.
29.	The Skill Development Council (SDC)	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/)
30.	Skill imbalance	A difference between the aggregate quantities of demand and supply of individuals with different levels of skill in an economy.
31.	Skill level	Skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation.
32.	Skill needs	Demand for particular types of knowledge and aptitudes on the labour market (total demand within a country or region, economic sector, etc.).
33.	Skill needs analysis	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.
34.	Skill recognition	The recognition, acknowledgement or verification of skills and qualifications by educational institutions, professional bodies, employers, registration authorities and other organisations.
35.	Skill shortage	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.
36.	Skill transfer	The skills used in one field of work being applied in another field of work.
37.	Skill upgrading	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.
38.	Skilled worker	A person who has the skills needed to work in a recognised trade or occupation.
39.	Skills	-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.
40.	Skills acquisition	The process of acquiring the ability to carry out a task or job completely.
41.	Skills analysis	An identification of the skills or competencies needed for each job.
42.	Skills and Qualifications mismatch	A broad definition of education-occupation mismatch is that educational qualifications of labor do not match those required for the job.
43.	Skills audit	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.
44.	Skills bootcamps	A concept of Bootcamps is a newly introduced element in the Further Edcuation system of the UK, where it serves to address skills gaps.
45.	Skills centre	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.
46.	Skills certification	Formal recognition of workers' skill qualifications, independent of the manner in which they were acquired.
47.	Skills competition	"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.
48.	Skills development	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.
49.	Skills for green jobs	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.
50.	Skills for the green transition	‘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.
51	Skills forecast	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.
52.	Skills foresight	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.
53.	Skills gap	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.
54.	Skills intelligence	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.
55.	Skills mismatch	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.
56.	Skills needs anticipation	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.
57.	Skills observatory	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.
58.	Skills passport	A record of the competencies possessed by a person and recognised through formal assessment.
59.	Skills portfolio	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.
60.	Skills priorities	A list of skills considered critical to the growth of priority sectors and industries at national, regional and provincial levels.
61.	Skills recognition agency	An organisation that provides an assessment service and issues qualifications and statements of attainment, but does not deliver raining.
62.	Skills shortage	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.
63.	Skills surplus	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.
64.	Skills transfer	The transfer of skills or competencies from one work context to another.
65.	Skills utilization	The extent to which skills are effectively applied in the workplace to maximise workplace and individual performance.
66.	Skills utilization rate	The proportion (in percent) of employed graduates at time of survey whose jobs are related to skills acquired to total employed graduates.
67.	Skills vs. Competence	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.
68.	Small and Medium Enterprises (SME)	The category of micro, small and medium-sized enterprises (SMEs) is made up of enterprises which employ fewer than 250 persons.
69.	Small business	A business conducted on a small scale generally identified by management units with small number of employees in different sectors of industry.
70.	Smart curation of learning materials	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.
71.	Smart education	(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.
72.	Smart learning	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.
73.	SMART objectives (SMART)	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.
74.	Social capital	The networks and shared norms, values and understanding that facilitate cooperation within and among groups.
75.	Social cohesion	Degree to which different groups in a society can live together and share common values.
76.	Social dialogue	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.
77.	Social inclusion	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.
78.	Social partners	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.
79.	Soft skills	-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.
80.	Special education	Classes or instruction designed for students categorized as having special educational needs. (see also Children with special educational needs and disabilities)
81.	Special entry	(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.
82.	Special needs education	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.
82.	Specialised skills	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.
83.	Specifications	Explicit set of requirements to be satisfied by a material, product, or service.
84.	Stakeholder	Person or organization that can affect, be affected by, or perceive themselves to be affected by the decision or activity of an organization.
85.	Standard	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)
86.	Standard of competence	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.
87.	Standardisation	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.
88.	Statement of attainment	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.
89.	STEVTA	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.
90.	STEAM education	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.
91.	STEM education	Education curriculum that focuses heavily on the subjects of science, technology, engineering and mathematics.
92.	STEM skills	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.
93.	Stigma	Opinions or judgements held by individuals or society that negatively reflect on a person or group. Discrimination occurs when stigma is acted on.
94.	Streams	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.
95.	Structured training	Training activities which have a specified content or predetermined plan designed to develop employment related skills and competencies.
96.	Structured workplace learning (SWL)	(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.
97.	Student council	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.
98.	Study circle	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.
99.	Study orientation	A habitual way of learning adopted in tackling more specific types of task.
100.	Subjectivity	Application of judgement based on an individual perspective when objective data is not available. Source: Social Value International.
101.	Subsidized loans	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.
102.	Subtractive manufacturing	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).
102.	Summative assessment	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.
104.	Support competencies	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.
105.	Sustainability	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.
106.	Sustainable	Involving methods that do not completely use up or destroy natural resources beyond their capacity to renew themselves.
107.	Sustainable development (SD)	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.
108.	Sustainable work	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.
109.	Syllabus	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’.
110.	Synchronous learning	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.
111.	Systems thinking	A method of critical thinking to facilitate better decision-making and reduce unintended consequences considering connections and interdependencies of a system’s parts.

T
S.No	Term	Definition
1. 2	Target population	All statistical units (innovators and non-innovators, for instance) in the business sector covered by the national innovation survey. This sector includes both goods-producing and services industries.
2. 8	Teacher	A Person whose function is to impart knowledge, know-how or skills to learners in an education or training institution.
3. 9	Teacher Management Information System (TMIS)	As part of an EMIS, or as a stand-alone database, a system designed to collect, manage, process and report individual teacher-level data about a teaching force.
4. 10	Teaching and learning materials (TLM)	A package of materials that support the teaching programme and the learning activities that are aimed at helping the learner achieve the competencies. It includes trainer and learner's guides.
5. 11	Teaching, learning and assessment (TLA)	It is helpful to think about teaching, learning and assessment in TVET as components of an ecosystem of skills, including their development and deployment; of the agents who operate within the system, the teachers, learners and administrators of the system; and of the social and industrial contexts in which skills are developed, certified and deployed.
6. 13	Technical and vocational education (TVE)	A comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. Technical and vocational education is further understood to be: (a) an integral part of general education; (b) a means of preparing for occupational fields and for effective participation in the world of work; (c) an aspect of lifelong learning and a preparation for responsible citizenship]; (d) an instrument for promoting environmentally sound sustainable development; (e) a method of facilitating poverty alleviation.
7. 14	Technical and vocational education and training (TVET)	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.
8. 15	Technical and vocational skills	Many jobs require specific technical know-how, from growing vegetables to using a sewing machine, laying bricks or using a computer.
9. 17	Technical skills	Specialized skills, knowledge or know-how needed to perform specific duties or tasks.
10. 18	Technical-vocational programme	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.
11. 19	Technology-based education	The term technology-based education: refers to systems of teaching and learning in which a technology other than print has a major role.
12. 22	Telecommuting	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.
13. 23	Teleworking	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).
14. 24	Tertiary education	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.
15. 27	The World Bank Group (WBG)	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.
16. 31	Tracer study / graduate survey	Standardised follow-up survey of education and training graduates, carried out after graduation or at the end of the learning action.
17. 33	Trade	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.
18. 34	Trade balance	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
19. 35	Trade course	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.
20. 36	Traditional apprenticeship	Traditional apprenticeship describes the system of skills transmission from a father or a mother to one of their children, including close family members.
21. 37	Traditional instruction	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.
22. 38	Trained Teacher	A person whose function is to impart knowledge, know-how or skills to learners in an education or training institution.
23. 39	Trainee	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.
24. 41	Trainer	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.
25. 42	Training	Education designed to achieve particular learning objectives, especially in vocational education.
26. 43	Training agreement	A legally binding agreement between an apprentice or trainee and an employer which defines the rights and responsibilities of each party.
27. 44	Training and development roadmap	A map identifying the sequence of learning, training and experiences that can be followed to attain competency.
28. 45	Training capacity	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.
29.	Training Center	A place or an organization, where any form of training including Technical, Vocational or occupational, takes place.
30. 47	Training course planning and design	A set of consistent methodological activities employed in designing and planning training initiatives and schemes against objectives set.
31. 48	Training culture	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.
32. 49	Training funds	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.
33. 50	Training investment	Expenditure of an organization on training for benefit; improvement factors include increased productivity, reduction of waste, improved employee retention and improved profitability.
34. 52	Training levy	Levy imposed on employers with a view to financing training activities.
35. 53	Training lifecycle/ matrix	The progression of a training system through a series of stages of development.
36. 54	Training market	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.
37. 55	Training modality	A distinct system by which training is delivered.
38. 56	Training needs	The training required to meet the demands of an individual, organization or national economy.
39. 57	Training needs analysis (TNA)	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.
40. 59	Training of trainers (ToT)	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).
41. 60	Training path	The sum of learning sequences followed by an individual to acquire knowledge, skills or competences.
42. 61	Training organisation	An organisation which provides vocational education, training and/or assessment services.
43. 62	Training package	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.
44. 63	Training plan	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.
45. 64	Training programme	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.
46. 65	Training provider	Any organisation or individual providing education or training services.
47. 67	Training regulations (TRs)	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.
48. 68	Training standards	The information on curriculum design, training delivery, trainee entry requirements, training tools and equipment, and trainer qualifications.
49. 70	Training system	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.
50. 72	Transfer	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.
51. 73	Transferability	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.
52. 74	Transferable skill	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.
53. 75	Transformative learning	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.
54. 77	Transition from education or training to work	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.
55. 78	Transition programme	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.
56. 82	Transparency of qualifications	The degree to which the value of qualifications can be identified and compared in education,training, the workplace and elsewhere.
57. 83	Transversal skills	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).
58. 86	Tutoring	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.
59. 87	TVET College	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
60. 88	TVET institution	Any establishment providing Technical and Vocational Education and Training, including colleges, institutes, centres and schools.
61. 90	TVET provider	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.

U
S.No	Term	Definition
1.	Unaccredited training	Training that does not lead to a nationally recognised qualification.
2.	Undereducation	Workers have less years of education than the job requires.
3.	Underemployed	Includes all employed persons who express the desire to have additional hours of work in their present job or an additional job, or to have a new job with longer working hours. It can be categorized as visibly underemployed and the invisibly underemployed.
4.	Underqualification	Workers hold a lower qualification than the job requires.
5.	Unemployed	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.
6.	Unemployment	Unemployment refers to a situation where a person actively searches for employment but is unable to find work. Unemployment is considered to be a key measure of the health of the economy. The most frequently used measure of unemployment is the unemployment rate. It's calculated by dividing the number of unemployed people by the number of people in the labor force.
7.	Unit	Units are a set of learning outcomes (knowledge, skills and/or competences) which constitute a coherent part of a qualification. A unit can be the smallest part of a qualification that can be assessed, transferred, validated and, possibly, certified (such as in relation to ECVET). A unit can be specific to a single qualification or common to several qualifications.
8.	unskilled	An unskilled worker is one who does operations that involve the performance of simple duties, which require experience of little of no independent judgment or previous experience although familiarity with the occupational environment is necessary. His work may thus require in addition to physical exertion familiarity with a variety of articles or goods.
9.	Upskilling	Short-term targeted training typically provided following initial education or training, and aimed at supplementing, improving or updating knowledge, skills and competences.
10.	Unit of competency	The statements of the skills and knowledge required for effective performance in a particular job or job function. They identify the skills and knowledge, as outcomes that contribute to the whole job function. Units of competency are an endorsed component of training packages.

V
S.No	Term	Definition
1.	Validation	The confirmation by an officially approved body that learning outcomes or competences acquired by an individual have been assessed against reference points or standards through pre-defined assessment methodologies.
2.	Validation of learning outcomes	Evaluation of an individual’s achievement of learning objectives using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) not presuming participation in an education programme.
3.	Validation of non-formal and informal learning (VNIL / VNFIL)	Validation of non-formal and informal learning (VNFIL) is a process, which identifies, assesses, and formally certifies the knowledge, skills, and competences which individuals develop throughout their lives by means of participation in non-formal and informal learning as per National Occupational Standards. A system of VNIL opted at TTB Sindh is RPL.
4.	Values	Values are the ideals that give significance to our lives; that are reflected through the priorities we choose; and that we act on consistently and repeatedly. UNESCO, emphasizes the need for TVET systems to adapt to the changes and demands of the knowledge-based society of the twenty-first century. A sustainable knowledge-based society must be values-centred.
5.	Virtual experiment laboratories	(Virtual labs) Multimedia applications, which allow video and digital simulations of laboratory activities in a real manner but without the risks and costs associated with laboratory experiments.
6.	Virtual learning environment (VLE)	A VLE is a platform used in education to give access to educational content online.
7.	Virtual Reality (VR)	VR is an emerging technology using computer-generated graphics to produce a realistic 3D environment for multiple sensory. Virtual Reality in education involves the creation of a simulated experience that can be similar to the real world.
8.	Vocational competency	Vocational competency in a particular industry consists of broad industry knowledge and experience, usually combined with a relevant industry qualification. A person who has vocational competency will be familiar with the content of the vocation and will have relevant current experience in the industry. Vocational competencies must be considered on an industry-by-industry basis and with reference to the guidance provided in the assessment guidelines of the relevant training package.
9.	Vocational counselling	A range of activities designed to help individuals make educational, vocational or personal decisions and carry them out before and after they enter the labour market.
10.	Vocational education (VE)	Vocational education is defined as education programmes that are designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation, trade, or class of occupations or trades. Such programmes may have work-based components (e.g. apprenticeships, dual-system education programmes). Successful completion of such programmes leads to labour market-relevant, vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market. Education designed to develop occupational skills.
11.	Vocational education and training (VET)	Learning which aims to acquire knowledge, know-how, information, values, skills and competences – either job-specific or transversal – required in specific occupations or more broadly on the labour market.
12.	Vocational education and training provider	An organisation which delivers vocational education and training (VET) programs.
13.	Vocational guidance	Advice and direction given to people to enable them to make an informed choice about the kind of working life for which they are suited and which matches their aspirations. Assistance given to an individual in solving problems related to occupational choice and progress.
14.	Vocational orientation	To provide the knowledge and skills to enter the economy through a general, broad orientation in vocational areas, as well as general learning in essential areas such as Language and Mathematics. Information and education provided to enable learners to learn about working life and the variety of choices facing them.
16.	Vocational pedagogy	The science, art and craft of teaching and learning vocational education' or 'the sum total of the many decisions which vocational teachers take as they teach, adjusting their approaches to meet the needs of learners and to match the context in which they find themselves.'
17.	Vocational placement	A period of unpaid work with an employer undertaken by vocational education and training (VET) students in order to satisfy the requirements of a course or module, with supervision provided by the employer, the training provider or both.
18.	Vocational preparation	Programmes designed to ease the transition from school to work, enhance the employability of young people and teach them how to cope with the world of work.
19.	Vocational programmes	Vocational education prepares participants for direct entry, without further training, into specific occupations. Successful completion of such programmes leads to a labour-market relevant vocational qualification.
20.	Vocational qualification	Qualifications that are delivered by registered training organisations such as TAFE, private providers and vocational divisions of universities that are nationally recognised. An externally recognized qualification of an approved standard, accredited by an Awarding Body.
21.	Vocational rehabilitation	Measures aimed at enabling a disabled person to secure, retain and advance in suitable employment and thereby to further such person's integration or reintegration into society.
22.	Vocational teacher	-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.
23.	Vocational trainer	Vocational trainers are those, whether in VET institutions or workplaces, who are primarily responsible for imparting practical vocational skills, and vocational teachers are those who are primarily responsible for vocational theory. In addition, many VET institutions also contain general teachers who are responsible for general subjects such as mathematics, or second languages. In practice the divisions between different types of teacher and trainer will work very differently in different countries and the boundaries are often blurred.
24.	Vocational training	Vocational training is broadly defined as any type of job-related learning that raises an individual's productivity, and includes learning in formal vocational and technical school programmes in training centres or institutes, and in the workplace, both on and off the job.
25.	Vocational Training Center (VTC)	A Place or Institution where Technical and vocational Training is provided.
26.	Vocational Training Institute (VTI)	An institution to provide Technical and vocational Training. Normally STAVTA Vocational Institutes provide Vocational Trainings in larger verity of Trades than the VTCs.
27.	Volume of Learning	It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that the design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. The volume of learning allocated to a qualification should include all teaching, learning and assessment activities that are required to be undertaken by the typical student to achieve the learning outcomes. These activities may include some or all of the following: guided learning (such as classes, lectures, tutorials, on-line study or self-paced study guides), individual study, research, learning activities in the workplace and assessment activities.
28.	Volunteers	Adults who assist qualified adult learning teachers, or who take a role as one-to-one tutors for literacy and numeracy learners. Often referred to as ‘volunteer tutors’, they are engaged following short training courses, followed by in-service training.
29.	Voucher	An entitlement to education or training issued to a student and redeemable for the course and provider of the student's choice.
30.	Vulnerable	(A person) in need of special care, support, or protection because of age, disability, or risk of abuse or neglect.
31.	Vulnerable groups	Refer to segments of the population that are more susceptible to experiencing harm, discrimination, or disadvantage due to various factors such as their social, economic, geographic location, or physical circumstances. These groups may face increased risks, have limited access to resources or opportunities, and require specific support and protection to ensure their well-being and equal participation in society.

W
S.No	Term	Definition
1.	Wage and labour costs	Wage and labour costs may be described through use of three distinct and complementary indicators: average real wages, nominal and real wage rates and/or earnings, average compensation costsThe first two may be viewed from the workers’ standpoint and represent a measure of the levels and trends of their purchasing power and an approximation to their standard of living. The third measure provides an estimate of employers’ expenditure on the employment of labour.
2.	Waste management	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.
4.	Whole-institution approach	A whole-institution approach considers an integrated process for mainstreaming sustainability in the whole process of an institution.
5.	Whole-of-government approach	Integrated approach to public service delivery - including for skills development - from isolated silos in public administration to efficient networks to tackle the growing complexity of problems. Collaborative responses and work across portfolio boundaries to achieve an integrated government response to particular issues, and maximize all available resources, personnel, funding, and equipment and supplies.
6.	Work	Work is any activity that not only leads to the production and consumption of goods or services, but also goes beyond production for economic value. Work thus includes activities that may result in broader human well-being, both for the present and for the future.
7.	Work experience	A period (usually one or two weeks) of unpaid work undertaken by secondary school students, typically during Year 10 as part of their careers education, to gain some insight into the world of work. (may also be referred to as: Student placement (USA)) Unpaid work undertaken by secondary school students as part of their careers education. Exposure and interactions gained through being in the workplace. Opportunities given to learners to apply what they are learning (or have learned) to real jobs in a real working environment.
8.	Work integrated learning (WIL)	A characteristic of vocational and professionally oriented qualifications that may be incorporated into programmes at all levels of all three the sub-frameworks. WIL may take various forms including simulated learning, work-directed theoretical learning, problem-based learning, project-based learning and workplace-based learning.
9.	Work placement	A period of unpaid work with an employer undertaken by vocational education and training (VET) students in order to satisfy the requirements of a course or module, with supervision provided by the employer, the training provider or both. Work in an enterprise, often unpaid, for learners to meet vocational education and training requirements. The work is supervised by the employer, the education and training institution, or both.
10.	Work-based education	Educational activities which take place in a work environment, usually in the context of vocational education programmes. The aim is to achieve specific learning objectives through practical instruction and participation in work activities under the guidance of experienced workers or trainers.
11.	Work-based learning (WBL)	Work-based learning refers to all forms of learning that takes place in a real work environment. It provides individuals with the skills needed to obtain and keep jobs and progress in their professional development. Apprenticeships, internships/traineeships and on-the-job training are the most common types of work-based learning. Apprenticeships & On-the-job training.
12.	Work-based training	Training provided by an organization primarily for its own employees using the employer’s own staff or consultants. Workbased training can be conducted either onsite or at an off-site location. (View also work-based learning, workplace learning and on-the-job training)
13.	Workforce development	Workforce development is a term that has evolved to describe any one of a relatively wide range of coordinated national policies and programs related to human resource development and learning for work, including youth vocational training, adult training and retraining, and related employment initiatives. It is often used in discussions at a sectoral level.
14.	Workplace learning	Learning or training undertaken in the workplace, usually on the job, including on-the-job training under normal operational conditions, and on-site training, which is conducted away from the work process (e.g. in a training room).
15.	Workplace-based learning (WBL)	The exposure and interactions required to practice the integration of knowledge, skills and attitudes required in the workplace.
16.	World reference levels	A unique set of cross-cutting knowledge, skills and competences that enables an individual to act collaboratively and responsibly, to find global solutions to global challenges, and to strive for the collective good.
18.	WorldSkills International	The WorldSkills International organization runs global skills competitions.

No TEVT Term related

Y
S.No	Term	Definition
1-	Year-to-date data	Data expressed in cumulative terms from the beginning of the year; sometimes referred to as cumulative data.
2-	Young people not in employment, education or training (NEET)	The number of young people aged 16-24 who are not participating in education or work-related training and are not in work.
3-	Youth	The United Nations defines ‘youth’ as those persons between the ages of 15 and 24 years.
4-	Youth measures	Youth measures of labour market programmes include only special programmes for youth in transition from school to work. It does not include young people’s participation in programmes that are open to adults as well.
5-	Youth networks	Youth networks are a dynamic platform for youth engagement that can serve to unite individuals of varied backgrounds toward a common goal.
6-	Youth pathways programme (YPP)	A special programme designed to assist youths in the transition from school to work by developing links between schools, industry and the local community, and through support, guidance, education and training.
7-	Youth unemployment	Youth unemployment refers to the share of the labor force ages 15-24 without work but available for and seeking employment.
8-	Youth/ adult literacy rate	The youth literacy rate is defined by the percentage of the population aged 15 to 24 years that can read and write. It is typically measured according to the ability to comprehend a short simple statement on everyday life.

Z
S.No	Term	Definition
1.	Zero population growth (ZPG)	Zero population growth (ZPG) is the absence of population growth in which equal birth and death rates create a stable human population.
2.	Zero-hour contract	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

TVET Terms

TVET Terms

Abbreviation A

Abbreviation B

Abbreviation C

Abbreviation D

Abbreviation E

Abbreviation F

Abbreviation G

Abbreviation H

Abbreviation I

Abbreviation J

Job

Job analysis

Job description

Job evaluation

Job guide

Job network

Job placement

Job shadowing

Job specifications

Job standard

Job tenure

Job-related learning

Job-relevant skills

Job-specific skills and competences

Abbreviation K

Key competences

Key competencies

Key performance indicators (KPIs)

Kinaesthetic learning

Know-how

Knowledge

Knowledge criteria

Knowledge economy

Knowledge standard

Knowledge test

Knowledge transfer

Knowledge-based society

Knowledge-intensive jobs

Abbreviation L

Labour force

Labour force participation rate

Labour force survey

Labour market

Labour market change

Labour market information (LMI)

Labour market participation

Labour market policies

Labour market programme

Labour market scarring

Labour market transition

Labour migration

Labour mobility

Abbreviation M

Microlearning

Migrant

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

4.

Migrant worker

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.

5.

Migration

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

Minimum competency

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

Minority

Mobile learning (mLearning)

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.

Mobile training

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.

Mobility

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.

Moderation

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

Modular course

A course composed of modules.

Modular programmes