TVETipedia Glossary

In-service training

The industry work experience acquired during employment as a TVET trainer gained through the different modalities/training.

Source: (TESDA Circular No. 33 s. 2017)

Source:
TESDA (Philippines), TVET glossary of terms (online), (accessed 12/2022)
TESDA (Philippines), TVET glossary of terms (online), (accessed 12/2022)
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This glossary of terms intends to provide the TESDA key players, partners, and stakeholders an online and updated TVET information, concepts, to bring common understanding and clarification on the use of TESDA terminologies.

Training that is concurrent to official teaching responsibilities to improve teachers’ qualifications and skills. In-service training can be compulsory relating to official professional development activities to maintain or upgrade professional qualifications or it can also be optional with the sole purpose to improve skills.

Source:
UIS, UIL Glossary, (accessed 12/2022)
UIS, UIL Glossary, (accessed 12/2022)
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The UIS Glossary includes statistical terms related to education, science, technology and innovation, culture, and communication & information . Some of the entries contain translations in one or more of the following languages: Arabic, English, French and Spanish. Other entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk (*). This is a dynamic tool, which is regularly updated by the UIS.

Training provided to employees as part of their continuing professional development.

Source:
EU, European Adult Learning Glossary, Level 2, 2010
EU, European Adult Learning Glossary, Level 2, 2010
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This glossary is one output of European Commission project EAC/11/2008, 'Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector'. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l'illetrisme (ANLCI) and the University of Warsaw. Terms listed [...] are presented under six conceptual headings [...]. A seventh grouping representing general theories and concept in adult learning has also been including. The seven groups are: Theories and concepts in adult learning, Adult learning strategy, policy and legislation, adult skills and competences, access to and participation in adult learning, investment in adult learning, quality of adult learning, outcomes and of adult learning.