Glossary
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academic M.Sc.-Master of Science degree, falling within the second Bologna cycle, usually including a short dissertation as well as taught courses, representing 120 ECTS credits and lasting 18-24 months.
Source: SOCRATES ECTS documentation http://ec.europa.eu/education/programmes/socrates/ects/index_en.html
access requirement-Minimum level/requirements for entry to training/courses.
Source: SOCRATES ECTS documentation http://ec.europa.eu/education/programmes/socrates/ects/index_en.html
accreditation-The process by which an accreditation body evaluates the quality of a higher institution as a whole (institutional accreditation) or a specific higher education programme (programme accreditation) in order to formally recognize it as education having met a certain predetermined minimal criteria or standards.
accreditation agency/body-An independent national or professional body that develops educational standards, criteria and procedures and conducts expert visits and peer reviews to assess whether or not those criteria are met.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
accreditation of prior learning (APL or APEL)-A process for giving recognition to the skills and experience gained before starting a traditional course. It normally involves collecting a portfolio of evidence and is often designed to allow an individual to gain entry to FE without the usual entry qualifications, or to permit exemption from certain courses.
active learning-Mode of learning in which learners take an active role in the learning process, by participating in and taking responsibility for the achievement of defined curricular goals.
Source: ECVET Technical Specifications, Brussels, EAC/A3/Mar. 28/06/05
admission to higher education programmes-The act of allowing qualified applicants to pursue studies in higher education at a given institution and/or a given programme.
alternative pathways-Routes by which competence may be achieved and recognised through a variety of methods.
Source: ECVET Technical Specifications, Brussels, EAC/A3/Mar. 28/06/05
articulation-Articulation or more specifically course articulation, refers to the process of comparing the content of courses that are transferred between postsecondary institutions such as colleges or universities.
articulation route-The setting out of an agreed and accepted framework for allowing progression through training or education programmes.
assessment (as part of accreditation process)-The process of systematic gathering, quantifying and using information to judge the effectiveness and adequacy of a higher education institution or a programme. It is a necessary basis for a formal accreditation decision.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
assessment criteria-Criteria against which learning/competence can be tested/measured.
autonomous learning-Independent, self-directed learning.
benchmark-An agreed standard; a measure of quality.
benchmarking-A standardized method for collecting and reporting critical operational data in a way that enables relevant comparisons of performances of different organizations or programmes, often with a view to establish good practice.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
best practice-Quality standard for practice within an industry.
blended learning-A method of educating that uses elearning techniques, such as online delivery through the Web or VLEs, discussion boards and email, combined with traditional face to face lectures, seminars, tutorials etc.
Bologna Process-The Bologna Process is the major contributor to the process of integration of European Higher Education, in line with the objectives of the Lisbon Declaration to make Europe the most competitive economy in the world. Its objectives are carried out within a framework of internationally agreed action lines set out at Bologna (6 action lines), Prague (3 lines) with a 10th added in Berlin.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
Bologna scorecard-The Stocktaking Report prepared by the Bologna Follow Up Group, containing detailed information regarding the progress made by each member country on the three priority lines; quality assurance, the two-cycle system and recognition of degrees and periods of study.
burst-mode learning-Intensive/concentrated periods of study.
Source: Scottish Qualifications Authority
calibrate-To test the accuracy of a piece of equipment against a set standard and make suitable adjustments prior to an investigation.
Source: Scottish Qualifications Authority
capacity building-Building the skills and knowledge of the workforce.
certification-Formal recognition of achievement by a national awarding body, professional or industry-specific body.
Code of Practice/Conduct-Industry-led standards for performance and or conduct.
cognitive skills-Mental abilities which include knowledge, comprehension, application, analysis, synthesis, evaluation.
Source: Bloom's Taxonomy
competencies/competences-Competence includes:i) cognitive competence involving the use of theory or concepts, as well as informal tacit knowledge gained experientially; ii) functional competence (skills or knowhow, those things that a person should be able to do when they are functioning in a given area of work, learning or social activity; iii) personal competence involving knowing how to conduct oneself in a specific situation; and iv) ethical competence involving the possession of certain personal and professional values.
Source: ECVET Technical Specifications, Brussels, EAC/A3/Mar. 28/06/05
contact time-Specified amount of tutor time allocated to learners in a specific course.
continual professional development (CPD)-Continuing process by which skills and knowledge are constantly updated.
Copenhagen Process-Procedures taken to implement the Copenhagen Declaration (29/11/02) on enhanced European cooperation in vocational education and training by means of four priorities: a) strengthening the European dimension in VET; b) increased transparency by means of the integration of existing instruments (European CV, Certificate and Diploma Supplements, CEF for languages, EUROPASS); c) recognition of competences and qualifications (ECVET, EQF for LLL, validation of non-formal and informal learning; d) quality assurance.
Source: Copenhagen Process documentation http://ec.europa.eu/education/policies/2010/vocational_en.html
credit point-Credit points are used to quantify the outcomes of learning, giving them a stated value based on the achievement of learning outcomes and their associated workload (Report, Ch.2.4.3, p 22).
Source: ECVET Technical Specifications, Brussels, EAC/A3/Mar. 28/06/05
credit system-A systematic way of describing an educational programme by attaching credits to its components. The definition of credits in higher education systems may be based on different parameters, such as student workload, learning outcomes and contact hours.
Source: SOCRATES ECTS documentation http://ec.europa.eu/education/programmes/socrates/ects/index_en.html
credit transfer-System allowing achievement in one course/qualification to be included in another course, for instance, in another country.
criterion-referenced assessment-Type of assessment where individuals are assessed against pre-defined criteria.
curriculum-Course of studies which is planned and guided by the educational institution, whether carried on in groups/classes or individually. The curriculum contains key elements such as aims and objectives, content and learning outcomes/competencies and skills, and evaluation.
curriculum development-Process by which new courses/training programmes are developed.
cycles (Bologna)-The three sequential levels identified by the Bologna Process (first cycle, second cycle and third cycle) within which all “Bologna” qualifications are located. The Dublin descriptors have been adopted as the cycle descriptors. First cycle qualifications are represented by 180-240 ECTS credits. This can include 120 ECTS credits for "short cycle" qualifications. Second cycle qualifications are represented by 90-120 ECTS credits (beyond 1st cycle credits), with a minimum of 60 ECTS credits. Third cycle (doctoral cycle) is not described in terms of credits, but of original work.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
diploma-Document certifying the successful completion of a course of study, often in the vocational and higher education sectors.
Diploma Supplement-A document attached to a higher education diploma aiming at improving international ‘transparency’ and at facilitating the academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the individual named on the original qualification to which this supplement is appended. It should be free from any value-judgments, equivalence statements or suggestions about recognition. It is a flexible non-prescriptive tool which is designed to save time, money and workload. It is capable of adaptation to local needs. A description of the national higher education system within which the individual named on the original qualification graduated has to be attached to the DS. This description is provided by the National Academic Recognition Information Centres (NARICs) and is available on the website: www.enic-naric.net
Source: Now in EUROPASS documentation http://ec.europa.eu/education/programmes/socrates/ects/index_en.html http:/
distance learning-Learning which may be undertaken in a non-formal setting - physically distanced from the institution/tutor.
Dublin descriptors-Generic statements of typical expectations of achievements and abilities associated with qualifications that represent the end of each Bologna cycle. The descriptors seek to identify the nature of the whole qualification. These will be used in the European Qualifications Framework.
ECTS-European Credit Transfer and Accumulation System-The European Credit Transfer and Accumulation System is a student-centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired. It is a credit system which provides a way of measuring and comparing learning achievements and transferring them from one institution to another. The main tools used to make ECTS work and facilitate academic recognition are the information package, the learning agreement and the transcript of records. ECTS credits are quantitative values allocated to the educational components of a study programme (lectures, seminars, tutorials, private study, practicals, field work, placements, dissertation work, etc.) They reflect the quantity of work each course unit requires in relation to the total quantity of work necessary to complete a full year of academic study.
Source: SOCRATES ECTS documentation http://ec.europa.eu/education/programmes/socrates/ects/index_en.html
ECVET-European Credit transfer system for Vocational Education and Training. ECVET is a European system of accumulation and transfer of credits designed for vocational education and training in Europe. It enables the attesting and recording of the learning achievement/learning outcomes of an individual engaged in a learning pathway leading to a qualification, a vocational diploma or certificate. It enables the documentation, validation and recognition of achieved learning outcomes acquired abroad, in both formal VET or in non-formal contexts. It is centred on the individual, based on the validation and the accumulation of his/her learning outcomes, defined in terms of the knowledge, skills and competences necessary for achieving a qualification. ECVET is a system designed to operate at the European level, interfacing with national systems and arrangements for credit accumulation and transfer. Within ECVET, the key components have been identified as units and modules. A unit denotes the smallest part of the curriculum, a module denotes the smallest part of a learning pathway.
Source: ECVET Technical Specifications, Brussels, EAC/A3/Mar. 28/06/05
e-learning-The delivery of content via all electronic media, including the internet, intranets, extranets, satellite, broadcast, video, interactive TV, and CD Rom. E-learning encompasses all learning undertaken, whether formal or informal, through electronic delivery.
Source: EU E-learning portal http://www.elearningeuropa.info/index.php?page=glossary&menuzone=1
entry level-Minimum standards set for acceptance onto a course.
entry requirement-Minimum requirements of certification/learning/prior experience needed for entry to a course/training.
episodic learning activities-Series of learning activities which are not sequential, which may not form part of the regular course/curriculum, often arising out of previously unidentified gaps/needs.
ethics-Idea, concept, moral belief that influences the behaviour, attitudes and philosophy of a group of people, Attitudes to animal welfare are now routinely included in issues affecting aquaculture.
EUROPASS-The Europass label brings together five transparency documents that cover qualifications and competences in a lifelong learning perspective:i) the Europass CV; ii) Europass Portfolio of Languages; iii) Europass Mobility (mobility experiences for learning purposes); iv) Europass Diploma Supplement qualifications in higher education); v) Europass Certificate Supplement (qualifications in vocational training).
Source: EUROPASS documentation http://ec.europa.eu/education/programmes/europass/index_en.html
European Higher Education Area (EHEA)-The construction by 2010 of the European Higher Education Area (where students and staff may move freely and have their qualifications recognized) is a major aim of the Bologna Process. The EHEA is structured around three cycles, with additional provision for a short cycle within the first cycle. The Dublin descriptors have been adopted as the cycle descriptors. The overarching framework of qualifications, the agreed set of European standards and guidelines for quality assurance and the recognition of degrees and periods of study are key characteristics of the structure of the EHEA.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
European Language Portfolio-Comes in three parts: the Language Passport, the Language Biography and the Dossier. The passport section gives an overview of the individuals' proficiency in different languages at a given point in time, defined in terms of skills and the common reference levels in the Common European Framework. It records formal qualifications as well as partial and specific competences.
Source: EUROPASS documentation http://ec.europa.eu/education/programmes/europass/index_en.html
European Research Area (ERA) ACRO-The European Research Area, to be in position by 2010, aims to promote the common use of scientific resources, the creation of jobs on a long-term basis and to stimulate competition in Europe.
evaluation-A systematic and critical analysis leading to judgments and/or recommendations regarding the quality of a higher education institution or programme.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
exemption-Agreed recognition of qualifications/learning allowing credit in another course.
experiential learning-Learning acquired through workplace or other previous experience.
externality-A term used to denote external evaluation of courses by external inspectors or academic peers. It is increasingly recognised as an essential part of quality assurance procedures.
facilitator-Person co-ordinating/managing learning/participation, to make the achievement of a specific goal easier, or more likely to happen.
flexible learning-Provision of study in such a way that students can arrange to study in their own time, or to select topics that are of special relevance to them.
formative assessment-Assessment aimed at determining a person's strengths and weaknesses with the objective of improving them. Generally expressed in words rather than grades, and generally not used in the final assessment.
Source: Scottish Qualifications Authority
Framework of Qualifications (European)-An overarching framework that makes transparent the relationship between “Bologna” national higher educational frameworks of qualifications and the qualifications they contain. It is an articulation mechanism between national frameworks. (Report, Dec.2004 Ch.2.1, p.14).
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
Framework of Qualifications (national)-The single description, at national level or level of an education system, which is internationally understood and through which all qualifications and other learning achievements in higher education may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications (Report, Dec.2004 Ch.2.1, p.14). Qualifications frameworks bridge the world of higher education and the world of work. Such frameworks employ clear reference points (learning outcomes, subject reference points/benchmark statements, levels/cycle descriptors, workload, qualifications descriptors) and provide a context for qualifications with regard to the nature, function and skills that they certify.
further education-Tertiary (college-based), post-school learning opportunities.
generic skills-Skills which are transferable across disciplines.
group working-Where a group of people work together on a common objective/task.
harmonisation-Matching/bringing together of programmes, practices across or within organizations.
higher education-Tertiary (university-based), post-school education and learning.
independent learning-Self-directed learning independent of any teaching or formal guidance.
individualised learning-Learning tailored to the individual’s specific needs.
informal learning-Learning acquired in a variety of settings, e.g., in the workplace, by individual research/reading; learning not acquired in a formal learning environment such as school, college or university. It typically does not lead to certification.
Source: Copenhagen Process documentation http://ec.europa.eu/education/policies/2010/vocational_en.html
information and communications technologies (ICT)-A term used to embrace all the technologies that go to form the Information Society: data processing, Internet, multimedia, and the telecommunications systems that enable information to be distributed.
Source: EU E-learning portal http://www.elearningeuropa.info/index.php?page=glossary&menuzone=1&numpagin
information technology-The broad subject concerned with all aspects of managing and processing information, on databases or in libraries, especially within a large organisation or company.
Source: EU E-learning portal http://www.elearningeuropa.info/index.php?page=glossary&menuzone=1&numpagin
investigation-A technical/scientific procedure for measuring and recording physiological parameters.
key transferable skills-Also known as generic skills. Employability or life-skills which contribute to lifelong learning, generally including the following elements: Reading, Writing and Arithmetic; Listening, Speaking, Thinking; Time and Project management; Information skills; Design and presentation; Problem identification, definition and solving; Personal knowledge.
Source: EU project TUNING documentation http://tuning.unideusto.org/tuningeu/
know-how-Practical application of knowledge and skills required for specific applications.
knowledge domain-Field of knowledge, sometimes comprising several specific and related areas, for instance, aquaculture.
language portfolio (European)-Comes in three parts: the Language Passport, the Language Biography and the Dossier. The passport section gives an overview of the individuals' proficiency in different languages at a given point in time, defined in terms of skills and the common reference levels in the Common European Framework. It records formal qualifications as well as partial and specific competences.
learner-centred approach-Teaching methodology and course delivery, in which the needs of the learner are paramount.
learning environment-Any location where learning takes place, e.g., formal classroom/lecture room, college, university, workplace, world-wide web.
learning outcome-Statements of what a learner is expected to know, understand and/or be able to do, or is able to demonstrate after the completion of any learning process or at the end of a period of learning.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
learning resources-Materials such as books, equipment, libraries, archives. Includes human as well as physical resources.
learning sequence-Coherent pattern of delivery of course content/learning/ training.
learning styles-The variety of methods or approaches chosen by individual learners to absorb and retain required knowledge, fulfil learning outcomes/tasks.
level (qualification)-Levels represent a series of sequential steps expressed in terms of a range of generic outcomes, against which typical qualifications can be positioned.
Source: Using Learning Outcomes, Adam, Edinburgh 2004
level indicator-Quality measure showing complexity of course/qualification.
life-long learning (LLL)-All learning activity undertaken throughout life, with the aim of improving knowledge, skills and competencies within a personal, civic, social and/or employment-related perspective.
Source: Copenhagen Process documentation http://ec.europa.eu/education/policies/2010/vocational_en.html
manager-In the workplace, the person with direct managerial responsibility for the worker in the sense of allocating, co-ordinating and evaluating her/his work.
mentor-Person who acts as an adviser to a learner, especially used in work-place learning environments. The activity is called mentoring.
moderator-Person responsible for ensuring that required agreed standards of course, modules, or learning outcomes have been met, sometimes involving site visits, detailed course inspections, etc.
modularization-The breaking down of course content into discrete pieces of work/learning. A process whereby educational courses are split into self contained units or modules. Students can pick and mix from a collection of units and acquire points for successful completion of each. These unit-points are then aggregated and can build up to a degree or some other qualification.
mutual recognition-Agreement between bodies to recognize one another’s qualifications.
National Qualifications Framework-The single description, at national level or level of an education system, which is internationally understood and through which all qualifications and other learning achievements in higher education may be described and related to each other in a coherent way and which defines the relationship between higher education qualifications (Report, Dec.2004 Ch.2.1, p.14). Qualifications frameworks bridge the world of higher education and the world of work. Such frameworks employ clear reference points (learning outcomes, subject reference points/benchmark statements, levels/cycle descriptors, workload, qualifications descriptors) and provide a context for qualifications with regard to the nature, function and skills that they certify.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
National Vocational Qualification (NVQ)-A qualification based on national standards, defining skills, knowledge and understanding needed at work. Intended for people aged 16 and over.
negotiated learning-Learning approach whereby teacher/tutor and individual learners jointly decide how the learning tasks and outcomes will best be achieved, taking into consideration the specific needs of the learner.
non-formal learning-Encompasses both informal learning (unplanned learning in work situations and elsewhere)but also includes planned and explicit approaches to learning introduced in work organisations and elsewhere, not recognised within the formal education and training systems.
Source: Copenhagen Process documentation http://ec.europa.eu/education/policies/2010/vocational_en.html
norm-referencing-The process of assessment by making a comparison with average levels of achievement, i.e., by ranking performance without assigning absolute measures.
notional learning time-The amount of time the average/atypical learner at a specified level may be expected to take to achieve the stated outcomes. Some learners may take more/less time than others.
open and distance learning (ODL)-Learning based outside the classroom, with a high degree of autonomy, relying on different delivery systems, including e-learning. It may take place at home, in the workplace or at a regional centre.
open learning-Flexible mode of learning including a variety of delivery methods and allowing for differing learning styles; without the constraints related to location, timetabling, entry qualifications, etc.
passive learner-Non-active learner.
passive learning-Mode of learning whereby the teacher is in control of the teaching/learning process, in which the learner receives pre-digested pieces of information/knowledge.
performance criteria-What must be done to achieve competence/complete tasks. Written statements of standards which an assessor uses to judge whether an individual can perform an activity.
Personal Profile Portfolio-The recognised ability of an individual to carry out certain tasks or functions. This should include recognition of the limits of the competence.
Source: EUROPASS documentation http://ec.europa.eu/education/programmes/europass/index_en.html
policy-Protocols, procedures and requirements to which the industry must adhere. Policies may be set at international, national, local or agency level and may be designed to help people implement legislation.
prior learning-What has been achieved entering a programme of learning by means of previous experience, knowledge or skills acquired in the workplace.
Source: Copenhagen Process documentation http://ec.europa.eu/education/policies/2010/vocational_en.html
professional M.Sc.-Master of Science degree, falling within the second Bologna cycle, usually consisting of taught courses, representing a minimum of 60 ECTS credits and lasting 12 months.
Source: SOCRATES ECTS documentation http://ec.europa.eu/education/programmes/socrates/ects/index_en.html
profile-The specific (subject) fields of learning of a qualification, or the broader aggregation of clusters of qualifications or programmes from different fields that share a common emphasis or purpose (e.g., an applied vocational as opposed to more theoretical academic studies).
qualification-A formal expression of knowledge, skills and wider competences of individuals. They are recognised at local, national or sectoral level and, in certain cases, at international level.
qualification descriptors-Guidelines for developing qualifications to a pre-determined standard; characteristic outcomes under a number of broad areas.
qualification structure-The content of the qualification expressed as units of learning.
quality assurance-The ongoing process of monitoring and maintaining educational quality and standards.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
recognition (academic)-Refers to the acceptance of education qualifications from abroad as suitable to replace a domestic qualification in relation to particular further education or employment activities.
Source: Bergen Ministers 'Meeting Glossary http://www.bologna-bergen2005.no/
records-Written records of learners' achievement during a period of learning, maintained either by the learner or the teacher, or both. Generally held in a portfolio format and can be quantitative (grades obtained in each course) or qualitative.
reliability-In statistics, the technique by which the same or compatible results can be obtained through different experiments or statistical tests.
sector-Term used to describe a specific part of the national economy, such as the aquaculture sector.
self-learning-Autonomous learning. Independent, self-directed learning.
short-cycle qualification-Within the first Bologna cycle, short cycle qualifications can be included which is represented by 120 ECTS credits.
student-centred learning-Teaching methodology and course delivery in which the needs of the student/ learner, rather than the tutor/teacher, are the main focus.
summative assessment-Assessment generally taking place at the end of a course and leading to the attribution of a grade or a mark to the learner, which will allow the learner to move to the next part of the course, or which completes the course.
teacher-centred approach-Methodology whereby the teacher/tutor is in charge of all aspects of the learning process.
team leader-A person who is heading up a team of workers to achieve common outcomes. The team leader may, or may not, have direct management responsibility for the workers in their team.
technician-A worker whose key function is to provide scientific and technical support to the company.
tertiary education-All post-school education.
transferable skills-Also known as generic skills. Employability or life-skills which contribute to lifelong learning, generally including the following elements: Reading, Writing and Arithmetic; Listening, Speaking, Thinking; Time and Project management; Information skills; Design and presentation; Problem identification, definition and solving; Personal knowledge.
Source: EU project TUNING documentation http://tuning.unideusto.org/tuningeu/
transparency-Transparency is concerned with: enabling mutual recognition of courses, degrees, qualifications to take place, using clearly stated course content, assessment procedures and instruments set out in a harmonized clearly understandable framework.
tutor-led module-Unit of work which is wholly directed by the teacher, in which the learner follows the path set out by the tutor.
unit of learning-Part of the course content which has been broken down into component/relevant/discrete parts, i.e., module.
university-The university is an autonomous institution at the heart of societies differently organised because of geography and historical heritage; it produces, examines, appraises and hands down culture by research and teaching. To meet the needs of the world around it, its research and teaching must be morally and intellectually independent of all political authority and economic power.
Source: Bologna Declaration (1988)
validation-Formal approval by a recognized body.
work area-The term ‘workplace’ refers to the physical installations where the production/work of the company is undertaken, such as a farm, laboratory or testing area.
work experience-Knowledge gained from having been in contact with the labour market through working.
work placement-The activity where students are placed outside their institution for part of their study period in order to acquire work-related skills, for instance to do teaching practice in a school, or to work in a factory.
workload-A quantitative measure of all learning activities that may be feasibly required for the achievement of learning outcomes (lectures, seminars, practical work, private study, information retrieval, research, examinations). 60 credits measure the workload of a full-time student during one academic year. The student workload of a full-time study programme in Europe amounts in most cases to 36/40 weeks per year and in those cases one credit stands for 25 to 30 working hours.
Source: Bergen Ministers' Meeting Glossary http://www.bologna-bergen2005.no/
workplace-based learning-Learning acquired in the work place, normally under the supervision of a person from the same company as well as a professional teacher from outside the company.
