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

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	Glossary of selected Terminology: The labour market And vocational education and training Occupational safety and health The Hashemite Kingdom of Jordan (2005 - Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources (Adapted translation of the glossarys introduction)

Organisation:	International Labor Organization (Skills and Employability Department), UN
Source:	Upgrading informal apprenticeship: A resource guide for Africa (2012)
Description:	This publication promotes a policy learning approach to build on the strengths of informal apprenticeship systems and reap their potential. It provides an overview of what we know about upgrading informal apprenticeship for decision- makers in ministries, trade unions and employers’ organizations, ILO skills and employment specialists in the field, and training experts in other international or national development agencies who are dealing with or envisage dealing with the training system of the informal economy. p. 1 (Purpose)

Formal apprenticeship refers to a system by which a learner (the apprentice) acquires the skills for a trade or craft in an enterprise learning and working side by side with an experienced craftsperson, usually complemented by classroom-based instruction. Apprentice, master craftsperson/employer and the training provider conclude a training agreement that is regulated by formal laws and acts. Costs of training are shared between apprentice, master craftsperson/employer and the government.
Source: ILO (SED) 2012, Global

Training that is given in an orderly, logical, planned and systematic manner in a specially equipped workshop under the guidance of a qualified trainer for a specific period of time in the specified field.
Source: NCVER 2013, Australia

Education or training provided in educational institutions, such as schools, universities, colleges, or off-the-job in a workplace, usually involving direction from a teacher or instructor.
Source: UNEVOC/NCVER 2009, Global

Learning that occurs within an organized and structured context and which is provided in Educational Institutions such as Universities, Colleges, Schools or provided as Off-the-Job Education and Training in Enterprises’ Training Centres (In-company Training Centres) and Workplaces and usually involving direction from a trainer or instructor or teacher and may lead to a formal recognition (diploma, certificate).
Source: Wahba 2013, Global

Education provided in the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous ‘ladder’ of full-time education for children and young people, generally beginning at age five to seven and continuing up to 20 or 25 years old.

In some countries, the upper parts of this ‘ladder’ are constituted by organized programmes of joint part-time employment and part-time participation in the regular school and university system: such programmes have come to be known as the ‘dual system’ or equivalent terms in these countries.
Source: UNESCO UIS (ISCED) 1997, UN

(Formal education) Education that is institutionalised, intentional and planned through public organizations and recognised private bodies and -in their totality- constitute the formal education system of a country. Formal education programmes are thus recognised as such by the relevant national education authorities or equivalent authorities, e.g any other institution in cooperation with the national or sub-national education authorities. Formal education consists mostly of initial education. Vocational education, special needs education and some parts of adult education are often recognised as being part of the formal education system.
Source: UNESCO UIS 2011, Global