Accreditation of a
learning institution or programme

Process of accrediting an institution of education or training, a programme of study, or a service, showing it has been approved by the relevant legislative and professional authorities by having met predetermined standards. Cedefop 2004 (adapted)

Basic skills

The skills and competences needed to function in contemporary society, for example: listening, speaking, reading writing, numeracy and life skills for survival.

Capacity building

Efforts aimed to develop human skills or societal infrastructures within a community or organization. UNESCO

Certification

The process of formally validating knowledge, know-how and/or skills and competences acquired by an individual, following a standard assessment procedure. Certificates, or diplomas, are issued by accredited awarding bodies. Cedefop 2002

Competence

An ability that extends beyond the possession of knowledge and skills. It includes: 1) cognitive competence; 2) functional competence; 3) personal competence; and 4) ethical competence. OECD 2005 working definition (extract)

Competitiveness

The overall economic performance of a nation, particularly its level of productivity, its ability to export its goods and services, and its maintenance of a high standard of living for its citizens.

Credit

Credit describes the value of an amount of learning. It can be transferred to a qualification other than the one in which it was gained ( credit transfer). Credit can be allowed to accumulate to predetermined levels for the award of a qualification ( credit accumulation). The processes involved in valuing credit, transferring credit and accumulating credit are governed by rules in a credit framework . OECD working definition 2005 (adapted)

Curriculum

A set of actions followed when setting up a programme of learning: it includes defining goals, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.

Cedefop 2004 (adapted)

Distance learning

Education imparted at a distance through communication media: radio, TV, telephone, correspondence, computer or video. Cedefop 2003

e-learning

Learning supported by information and communication technologies. It is not limited to digital literacy (acquiring ICT skills). Cedefop 2002

Employability

The degree of adaptability an individual demonstrates in finding and keeping a job, and updating occupational competences. Cedefop 2000

Equity

In the field of education, equity refers to the extent to which the costs and benefits of education (access, opportunities, treatment, output and outcomes) are distributed in a way that is considered to be fair. Cedefop 2005 - working definition.

Guidance

Guidance refers to a range of activities that enables citizens of any age and at any point in their lives to identify their capacities, competences and interests, to make meaningful educational, training and occupational decisions and to manage their individual life paths in learning, work and other settings in which these capacities and competences are learned and/or used. Cedefop 2005

Informal learning

Learning resulting from daily activities related to work, family or leisure. It is not organised or structured (in terms of objectives, time or learning support). Informal learning is in most cases unintentional from the learner's perspective. It typically does not lead to certification. Cedefop 2003

Key competences

Key competences represent a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment. Key competences include : communication; mother tongue and foreign languages, digital literacy, math, science and technology competences, learning to learn, interpersonal and civic competences, entrepreneurship and cultural expression. EU-E&T 2010 (2004) adapted

Learning community

A community that promotes a culture of learning by developing effective local partnerships between all sectors of the community, and supports and motivates individuals and organisations to learn. Cedefop 2003

Learning organisation

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. Cedefop 2003

Learning region

A region in which all stakeholders cooperate and learn together to devise joint solutions to meet local needs. Cedefop 2003

Lifelong learning

Lifelong learning embraces all learning activity undertaken throughout life, with the aim of improving knowledge, skills/competences and/or qualifications for personal, social and/or professional reasons. (Cedefop, 2003)

Non-formal learning

Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non-formal learning is intentional from the learner's point of view. It normally does not lead to certification. Cedefop 2003

Open learning

Learning in which learners can acquire knowledge, know-how and/or skills and competences in their own time and (within specified limits) at their own pace. Cedefop 2003

Policy initiatives

Policy initiatives are the measures implemented to make policy decisions work. Policy initiatives are characterized by a coherent set of goals, strategies and activities with a long-term perspective and supported by a steady and constant allocation of resources. (EC)

Professional/occupational competences

Competences, additional to key competences, associated with a specific profession/occupation

Qualification

A formal outcome of an accreditation or validation process. A qualification confers official recognition of value in the labour market and in further education and training. OECD 2005-working definition

Qualifications framework

An instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved.

OECD 2005 working definition (extract)

Quality assurance

Part of quality management focussed on providing confidence that quality requirements will be fulfilled. ISO 9000

Recognition of learning

The process of recording of achievements of individuals arising from any kind of learning in any environment; the process aims to make visible an individual's knowledge, skills and wider competences so that they can combine and build on learning achieved and be rewarded for it. OECD working definition 2005

Social cohesion

Values and principles, which aim to ensure that all citizens, without discrimination and on an equal footing, have access to fundamental social and economic rights. Council of Europe

Social dialogue

A process of exchange between social partners to promote consultation, dialogue and collective bargaining. Cedefop 2003

Social inclusion

Integration of individuals -or groups of individuals- into the social spheres of society, as citizens or members of different 'public' social networks. Social inclusion is fundamentally rooted in labour market or economic inclusion. Cedefop 2003

Social partners

Employers' associations and trade unions forming the two sides of (bi-partite) social dialogue. Cedefop 2003

Staff (teaching)

Persons with a pedagogical qualification who are, or are to become, employed.

Validation of learning

The process of assessing and recognising learning, including non-formal and informal learning. Validation usually refers to the process of recognising a wider range of skills and competences than is normally the case within formal certification. Cedefop 2000 (adapted)

Valuing learning

The process of promoting participation in and outcomes of (formal or non-formal) learning, in order to raise awareness of its intrinsic worth and to reward learning. Cedefop 2001