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:	Southern African Development Community (SADC) , Southern Africa
Source:	SADC Glossary (2011)
Description:	Glossary starting at p26. Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document). Front page

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:	Organisation for Economic Co-operation and Development,
Source:	Glossary of Key terms in Evaluation and results-based management (2002 (republished in 2010))
Description:	Evaluation is a field where development partners – often with widely differing linguistic backgrounds – work together and need to use a common vocabulary. [...] The selection of terms and their definitions in the attached glossary have been carefully discussed and analysed and have benefited from advice and inputs, notably from DAC [Development asistance committee] Members and the academic evaluation community.p.3

Organisation:	International Labor Organization (Skills and Employability Department), UN
Source:	An Introductory Guide to National Qualifications Frameworks (2007)
Description:	Glossary p63 "There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood. This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems."p. iii (Preface)

In October 2005, ENQA-VET was established by the European Commission in order to continue the work of the Technical Working Group on Quality in VET and provide a sustainable platform for members (representing 22 Member countries) to support the implementation of the Copenhagen Declaration.[...] ENQA-VET, by implementing its work programme, developed:

- a culture and shared understanding of quality assurance and continuous improvements across the EU

- a sustainable platform for quality assurance on which mutual trust was built

- common instruments and guidelines for the development of quality assurance in VET systems

EQAVET builds on the results and outcomes achieved by ENQA-VET (2005-2009)

Source: EQAVET 2014, EU

Reference framework to help EU Member States and participating countries develop, improve, guide and assess the quality of their own vocational education and training systems.
Source: CEDEFOP 2014, Europe

System designed and developed to provide guidelines that will enable the management of Enterprises and TVET Institutions to set valid and reliable Quality Controls (QC) in place with a view to having reasonable Quality Assurance (QA) that their workers/trainees/students are well trained, assessed, verified, proved to be competent and provided "Evidences" that they can effectively perform all tasks assigned to them, including Health, Safety and Environmental Protection (HSEP) (or Occupation Health and safety OHS) and Business Critical Tasks, up to the Minimum Competency Level (Standard) required at Work Location.
Source: Wahba 2013, Global