Dual system
4 child terms
 Education or training combining periods in an educational institution or training centre and in the workplace. The alternance scheme can take place on a weekly, monthly or yearly basis. Depending on the country and applicable status, participants may be contractually linked to the employer and/or receive a remuneration. (Also referred to as Alternance training) 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) |
Child terms
 Dual accreditationFormal recognition of a course both academically (by a school or college) and vocationally (by an employer or industry) Source: NCVER 2013, Australia
| Organisation: | National Centre for Vocational Education Research (NCVER), Australia |
| Source: | Glossary of VET (2013 - online version continuously updated, Accessed in Jan. 2016) |
| Description: | The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. Website |
Dual enrolmentEnrolment of a trainee/student in two TVET Institutions at the same time.(Definition also used by Queensland government) 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) |
Dual system education programmesProgrammes that combine school- or college- and work-based education. Both components are substantial (i.e go beyond a single internship or occasional class), although the work-based part usually occupies 50% of the programme time or more. Source: UNESCO UIS 2011, Global
Dual training system (DTS)An instructional delivery system of technical and vocational education and training that combines in-plant and in-school training based on a training plan collaboratively designed and implemented by an accredited dual system agricultural, medical, industrial and business establishments. Source: TESDA 2010, Philippines
| 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 |
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