The sum of methods and processes used to evaluate the attainments (knowledge, know-how and/or competences) of an individual, and typically leading to certification.
Source: Cedefop, 2003
Awarding body
A body issuing qualifications (certificates or diplomas) formally recognising the achievements of an individual, following a standard assessment procedure.
An official document, issued by an awarding body, which records the achievements of an individual following a standard assessment procedure.
Source: Cedefop, 2002.
Certification (of competences)
The process of formally validating knowledge, know-how and/or competences acquired by an individual, following a standard assessment procedure. Certificates or diplomas are issued by accredited awarding bodies.
Comment: certification validates the outcome of either formal learning (training actions) or informal/non-formal learning.
Source: Cedefop, 2002.
Civil society
A ‘third sector’ of society beside the State and the market, embracing institutions, groups and associations (either structured or informal), which may act as mediator between citizens and public authorities.
Source: Cedefop, 2001 in European Commission, communication Making a European area of lifelong learning a reality, doc. COM(2001) 678 final.
Comparability (of qualifications)
The extent to which it is possible to establish equivalence between the level and content of formal qualifications (certificates or diplomas) at sectoral, regional, national or international levels.
Source: Cedefop, 2000.
Competence
Ability to apply knowledge, know-how and skills in an habitual and/or changing work situation.
Source: Cedefop, 2002.
Continuing vocational education and training
Education or training after initial education or entry into working life, aimed at helping individuals to:
improve or update their knowledge and/or competences;
acquire new competences for a career move or retraining;
continue their personal or professional development.
Learning that occurs in an organised and structured context (in a school/training centre or on the job) and is explicitly designated as learning (in terms of objectives, time or learning support). Formal learning is intentional from the learner’s point of view. It typically leads to certification.
A range of activities designed to help individuals take (educational, vocational, personal) decisions and to carry them out before and after they enter the labour market.
Learning resulting from daily work-related, family or leisure activities. 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.
Source: Cedefop, 2003.
Initial vocational education and training
Either general or vocational education carried out in the initial education system, in principle before entering working life.
A cumulative process whereby individuals gradually assimilate increasingly complex and abstract entities (concepts, categories, and patterns of behaviour or models) and/or acquire skills and competences.
Source: adapted from Lave, 1997.
Learning outcome(s)/learning attainments
The set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process.
Source: Cedefop, 2003.
Lifelong learning
All learning activity undertaken throughout life, with the aim of improving knowledge, skills/competences and/or qualifications for personal, social and/or professional reasons.
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 typically does not lead to certification.
An official record (certificate, diploma) of achievement which recognises successful completion of education or training, or satisfactory performance in a test or examination; and/or
the requirements for an individual to enter, or progress within an occupation.
A process of exchange between social partners to promote consultation, dialogue and collective bargaining.
Comment:
social dialogue can be bipartite (involving representatives of workers and employers) or tripartite (also associating public authorities and/or representatives of civil society, NGOs, etc.);
social dialogue can take place at various levels (company, sectoral/cross-sectoral and local/regional/national/transnational);
at international level, social dialogue can be bilateral, trilateral or multilateral, according to the number of countries involved.
Source: 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.
The degree of intelligibility of qualifications allowing their value to be identified and compared on the (sectoral, regional, national or international) labour and training markets.
The process of assessing and recognising a wide range of knowledge, know-how, skills and competences which people develop throughout their lives in different contexts, for example through education, work and leisure activities.
Source: adapted from The international encyclopaedia of education.
Valuing learning
The process of promoting participation in and outcomes of (formal or non-formal) learning, to raise awareness of its intrinsic worth and to reward learning.
Source: Cedefop, 2001 in European Commission, communication Making a European area of lifelong learning a reality, doc. COM(2001) 678 final.
Vocational education and training (VET)
Education and training which aims to equip people with skills and competences that can be used on the labour market.