Glossary
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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 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/
