Certification scheme
Specific certification requirements related to specified categories of persons to which the same particular standards and rules, and the same procedures apply.
Certification process
All activities by which a certification body establishes that a person fulfils speci- fied competence requirements, including application, evaluation, decision on cer- tification, surveillance and recertification, use of certificates and logos/marks.
Certificate/ diploma
An official document, issued by an awarding body, which records the achieve- ments of an individual following a standard assessment procedure.
Competence
Demonstrated ability to apply knowledge and/or skills and, where relevant, dem- onstrated personal attributes in an habitual or changing situation, and/or as defined in the certification scheme.
Comparability
The extent to which it is possible to establish equivalence between the level and content of formal qualifications (certificates or diplomas) at sectoral, regional, national or international levels.
e-Skills
e-skills encompasses a wide range of capabilities (knowledge, skills and compe- tences) and issues with an e-skills dimension span over a number of economic and social dimensions. The term e-Skills includes ICT Practitioner Skills, ICT User Skills and e-Leadership Skills.
Education
Education is responsible and lays the foundation for the initial transfer of core knowledge and basic understanding (know-how) of ICT workers. Education
teaches concepts, theories, problem solving capabilities and constitutes the pre- requisite to be trained on specific job requirements.
Formal learning
Learning that takes place in the form of physical, face-to-face, teacher-centred classroom training (instructor-led training).
Informal learning
Learning which takes place in the work context, relates to an individual’s per- formance in their job and/ or their employability, and which is not formally or- ganised into a programme or curriculum by the employer. Learning resulting from daily activities related to work, family or leisure. It is not organised or structured (in terms of objectives, time or learning support). Informal learning is in most cases unintentional from the learner’s perspective. It typically does not lead to certification.
ICT skills
The skills needed for efficient use of ICT. Professional ICT skills: ability to use advanced ICT tools, and/or to develop, repair and create such tools. Applied ICT skills: ability to use simple ICT tools in general workplace settings ( in non-IT jobs). Basic ICT skills or “ICT literacy”: skills needed to use efficiently the basic functions of information and communication technologies (ICT). Ability to use ICT for basic tasks and as a tool for learning.
ICT
Information and communication technology (ICT) is technology which provides for the electronic input, storage, retrieval, processing, transmission and dissemi- nation of information.
ICT practitioners
ICT practitioners possess the capabilities required for specifying, designing, de- veloping, installing, operating, supporting, maintaining, managing, evaluating and
researching ICT systems, for the benefit of others. ICT Practitioners include both professional ICT (“Informatics”) and non-professional ICT workers.
ICT users
ICT users need the capabilities required for effective use by the individual of ICT systems and devices. ICT users make use of the systems as tools in support of their own work, which is, in most cases, not ICT. User skills cover the utilisation of common generic software tools, such as word processing, spreadsheets, pres- entations, e-mail and internet, and use of specialized tools supporting business functions within user sectors.
Knowledge
Knowledge summarises the capabilities and skills applied by individuals to pro- vide solutions for specific problems. Two major categories for knowledge are:
explicit and implicit. Explicit knowledge can be accessed and transferred by other individuals; implicit knowledge is bound to the personal capacities and experience of a certain individual.
Know-how
Practical knowledge or expertise.
Learning
Learning is a cumulative process whereby individuals gradually assimilate in- creasingly complex and abstract entities (concepts, categories, and patterns of behaviour or models) and/or acquire skills and competences.
Learning outcome(s)/ learning attainments
The set of knowledge, skills and/or competences an individual acquired and/or is able to demonstrate after completion of a learning process.
Lifelong learning
All learning activity undertaken throughout life, with the aim of improving knowledge, skills and/or qualifications for personal, social and/or professional reasons.
Non-formal learning
Non-formal learning includes any organised, learner-centred, more flexible edu- cational activity outside the established formal system.
Qualification
Demonstration of personal attributes, education, training and/or work experience.
Qualification as certificates or diplomas or other evidence linked to the delivery and assessment of training received. The requirements for an individual to enter or progress within an occupation.
Quality standards
Quality standards are provided in formal way by independent standardisation bodies and sector associations documented in form of normative doucments. De facto standards are offered by public and/or private initiatives and are achieved through a broad acceptance by the actors in a specific sector/field. Quality stan- dards can be distinguished concerning their focus e.g. on process, method, con- tent.
Recognition
The process of granting official status to skills and competences either through the award of certificates or through the grand of equivalence, credit units, validation of gained skills and/or competences (formal recognition). The acknowledgement of the value of skills and/or competences by economic and social stakeholders (social recognition).
Skills
The knowledge and experience needed to perform a specific task or job. Capabili- ties of an invidual, definable by content, to be acquired and activated through re- lated professional training. In this context, capabilities are the physical or psy- chological attributes of an individual to be applied in activity-related approaches.
Test
Provision of information about an individual’s standing with respect to a specific set of knowledge, skills, and competence as defined by a specific job profile or occupational role.
Validation of informal/ non-formal learning
The process of assessing and recognising a wide range of knowledge, know-how, skills and competences, which people develop throughout their lives within dif- ferent environments, for example through education, work and leisure activities.
Vocational and education and training (VET)
Education and training which aims to equip people with skills and competences that can be used on the labour market.
Work experience
Continuously gathered by individuals fulfilling their occupational role, and gained in the daily working process, but as well by informal learning and continuous professional development.