Organisation:	UNESCO institute for statistics, UN
Source:	ISCED (International Standard Classification of Education 2011) (2011)
Description:	The ISCED 2011 classification was adopted by the UNESCO General Conference at its 36th session in November 2011.Initially developed by UNESCO in the 1970s, and first revised in 1997, the ISCED classification serves as an instrument to compile and present education statistics both nationally and internationally. p. iii (Foreword)

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)

Organisation:	Technical Education and Skills Development Authority (TESDA), Philippines
Source:	TVET glossaries of terms (2010)
Description:	The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country. p. iii

Organisation:	South African Qualifications Authority (SAQA) , South Africa
Source:	TVET Standard Glossary of Terms (2013)
Description:	This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. Website

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)

Organisation:	United Nation Educational Scientific and Cultural Organisation, UN
Source:	Level-setting and recognition of learning outcomes: the use of level descriptors in the twenty-first century (2015)
Description:	Description of the report: "The aim of this research is to support a broader initiative that will explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes, including a set of world reference levels to facilitate the international recognition of qualifications." Description of the glossary: "The definitions of this glossary are provided by the authors, drawing on a wide range of literature in the field, and in particular the cited references for this publication. They do not necessarily coincide with official positions of UNESCO." pp.14;189

Evaluation of individuals’ achievement of learning objectives, using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) during or at the end of an educational programme. (Also used for ISCED 2011)
Source: UNESCO 1984, Global

Assessment of the learners achievement provides information about what has been learned at a particular point in time. This process often involves the use of standardized tests or examinations and is often used during courses and at the end, for the purpose of progression and/or graduation. ‘Formative’ assessment takes place during a course and ‘summative’ assessment at the end.
Source: UNESCO IIEP/IBE;PEIC 2015, Global

The process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by validation and certification.
Source: CEDEFOP 2008, Europe

The process of issuing a certificate, diploma or title formally attesting that a set of learning outcomes knowledge, know-how, skills and/or competences) acquired by an individual have been assessed and validated by a competent body against a predefined standard.

Source: CEDEFOP 2008, Europe

(a) Formal recognition: the process of granting official status to skills and competences either through the: –award of qualifications (certificates, diploma or titles); or –grant of equivalence, credit units or waivers, validation of gained skills and/or competences; and/or (b) Social recognition: the acknowledgement of the value of skills and/or competences by economic and social stakeholders.
Source: CEDEFOP 2008, Europe

Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.
Source: CEDEFOP 2008, Europe

Validation of competences: The process of assessing and recognising educational and training content, knowledge, skills and competences acquired during a specific learning and/or training experience.
Source: EU Commission LLP 2007-2013, Europe