Knowledge
5 child terms
 The outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of study or work. Source: CEDEFOP 2008, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
| Source: | Terminology of European education and training policy (2008) |
| Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced. Source: UNESCO (Rethinking Education) 2015, Global
| Organisation: | United Nation Educational Scientific and Cultural Organisation, UN |
| Source: | Rethinking Education: Towards a global common good? (2015) |
| Description: | The main objective of Rethinking Education is to stimulate public policy debate on the purpose of education and the organization of learning in a world of increasing complexity, uncertainty and contradiction.
The publication is a call for dialogue. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world. UNESCO website |
Child terms
 Knowledge criteriaKey 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. Source: Wahba 2013, Global
| Organisation: | Moustafa Wahba (TVET consultant), Egypt |
| Source: | TVET glossary MW (2013) |
| Description: | The Egyptian TVET expert Moustafa Wahba developed a glossary based on his own experience as a consultant in TVET. Moustafa Wahba (UNEVOC e-Forum) |
Knowledge economyAn 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. Source: UNEVOC/NCVER 2009, Global
| Organisation: | UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER), UNESCO/Australia |
| Source: | TVET glossary: some key terms (2009) |
| Description: | This glossary has been published in the "International Handbook of Education for the Changing World of Work" (Vol. 1, chapter 5)
"The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided." p. 59 (International Handbook of education vol 1) |
Knowledge standardThe second level in the Scales of Competency Standards (Levels) used when applying Competency Based Education and Training CBET. 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.
(Note: Also see 'Scales of competences' in 'Competence Standards for Technical and Vocational Education and Training TVET' by Eng. Moustafa Wahba) Source: Wahba 2013, Global
| Organisation: | Moustafa Wahba (TVET consultant), Egypt |
| Source: | TVET glossary MW (2013) |
| Description: | The Egyptian TVET expert Moustafa Wahba developed a glossary based on his own experience as a consultant in TVET. Moustafa Wahba (UNEVOC e-Forum) |
Knowledge-based societyA society whose processes and practices are based on the production, distribution and use of knowledge. Source: CEDEFOP 2008, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2008) |
| Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
Knowledge-intensive jobsJobs requiring access to and the use of large quantities of knowledge (as opposed to labour intensive jobs) Source: EU commission (Skills panorama) 2015, Europe
| Organisation: | EU skills panorama, Europe |
| Source: | Glossary (Online repertory - Accessed in January 2016) |
| Description: | Access here the definitions of key skills-related terms and concepts
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Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.Website |
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