European Adult Learning Glossary, Level 1

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Study on European Terminology in Adult Learning for a commonlanguage and common understanding and monitoring of thesectorCall Number: EAC 11/2008European Adult Learning Glossary, Level 1Authors: Professor Greg Brooks (University of Sheffield, UK) andDr Maxine Burton (Institute of Education, University of London,UK)

About this glossaryThis glossary is one output of European Commission project EAC/11/2008, ‘Study onEuropean Terminology in Adult Learning for a common language and common understandingand monitoring of the sector’. Work on this study was led by the National Research andDevelopment Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education,University of London, and carried out in collaboration with colleagues from the DeutschesInstitut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte contrel’Illettrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw.Other project outputs include a review of European data sources on adult learning containingdraft proposals for collecting core data to monitor the sector on a regular basis andrecommendations for new indicators and benchmarks for adult learning.An up-to-date common language is a prerequisite to overcoming the misunderstandings andlack of comparable data which impede monitoring of the sector. In accordance with the termsof reference, the purpose of this glossary is to support the European Commission, all MemberStates and other European countries covered by the study and stakeholders in the sector inmonitoring and analysing the adult learning sector in Europe by improving the quality andcomparability of data.Two glossaries have been produced in the course of this project. The glossary presented here –the Level 1 glossary – is intended to be a practical reference tool for policy-makers andadministrators that will enable better communication between the Member States. The termsincluded in the Level 1 glossary are those essential for that purpose, and in particular termswhose definitions must be agreed (as far as possible) and understood at a European level inorder for the policy discussions to proceed smoothly.The Level 2 glossary contains considerably more terms and is intended for use by specialists.The primary purpose of the Level 2 glossary is to serve as a resource for monitoring the adultlearning sector. Rather than being listed alphabetically, terms in the Level 2 glossary areorganised conceptually. During the course of the project the team decided to structure the2

Level 2 glossary in line with the framework constructed to present the data source findings, toallow greater synthesis between the two strands of the project as well as provide context fordiverse definitions or lack of shared understanding on terms. As this Level 1 glossary isconceived of as a pocket guide, reflections on its production and the process of arriving at theterms and definitions included within it are included within the Level 2 glossary as part of thewider discussion of the development of the glossary. Terms and definitions included in theLevel 2 glossary are presented in English only, in order to allow the Commission to undertakea wider consultation exercise on content than can be conducted within the parameters of thecurrent study.The Level 1 glossary includes all 28 official languages of the 27 member states of theEuropean Union (EU), the four candidate states, and the two states which are members of theEuropean Economic Area but not of the EU (33 countries in total). A list of the countries andlanguages is included in section 6 of the draft final report, along with an account of themethodology used to compile the glossary.The main body of this glossary contains 67 key terms for the sector, presented in alphabeticalorder in English, one term per page. Each page contains (in this order): the term in English a definition of the term in English a note of the source of the definition the translation of the term into French, then into German, and then into the other 25languages, these being listed in alphabetical order of their names in English.At appropriate points in the alphabetical listing 10 other terms appear at the top of a page,with a note to ‘see’ another term. These terms were not considered to be key terms, but toneed only such cross-references.3

A further nine terms which were deemed to be key terms at a late stage (that is, after the mainbody of the Level 1 glossary had been completed and therefore too late to request translationsfrom the experts who had provided the other translations) also appear at appropriate points inthe alphabetical listing, although they appear without definitions or translations; it is proposedto add these terms to the main list, with definitions and translations, in the second edition ofthis glossary, and at that stage also to Level 2. For reference, these terms are: access ividuallearningroute,individualisation of learning, learning module, learning offer, qualification.Preceding the main body of the glossary is an alphabetical listing of the 67 key terms and theirdefinitions, in English only, with references to the pages on which the main entries can befound.Full references and a list of acknowledgements can be found at the end of this glossary. Adiscussion of the challenges involved in producing this glossary and in selecting definitions isincluded in the Level 2 glossary.4

List of key terms and definitions, in EnglishTermAccess toeducationAccreditationof an educationor trainingprogrammeAccreditedlearningAdultAdult learningAdult learningproviderAdult learningteacherAdult learningtrainerApprenticeshipBarriers tolearningBasic skillsDefinitionConditions, circumstances or requirements (e.g. qualification,education level, skills or work experience, etc.) governingadmittance to and participation in education and traininginstitutions or programmesA process of quality assurance through which accredited status isgranted to a programme of education or training showing it hasbeen approved by the relevant legislative or professionalauthorities by having met predetermined standardsLearning which leads to a recognised qualificationPage11Any person aged 16 years or older who has left the initialeducation and training system(Note: This is a pragmatic definition for EU purposes, based onthe fact that 16 is the age of majority in some EU countries, e.g.Scotland, and that international surveys of adult literacy andnumeracy tend to cover the age-range 16 to 60, 64 or 65)The entire range of formal, non-formal and informal learningactivities which are undertaken by adults after a break sinceleaving initial education and training, and which results in theacquisition of new knowledge and skillsNote: This includes university-level or higher educationundertaken after a break (other than for deferred entry) sinceleaving initial education and training(Note: This is a pragmatic definition for EU purposes; a fulldictionary definition would include all higher education)Any organisation or individual providing learning activities foradultsA person who is acknowledged as having the status of a teacher ofadult learners according to the legislation and/or practice of agiven countryA person who works with adult learners to impart practicalknowledge or skills, and whose expertise has been acquiredthrough experience and not necessarily through formalqualificationsSystematic long-term training alternating periods at the workplaceand in an educational institution or training centreSituational (day to day life), institutional (rules and procedures),dispositional (attitudes to learning) and/or financial factors whichimpede, dissuade from or prevent engagement in learningprogrammes or activities.The skills needed to live in contemporary society, e.g. listening,speaking, reading, writing, mathematics and ICT145121315161718192021

TermCommunitybased gDisadvantagedDistancelearningEarly ionalnumeracyFunding ing taking place in local communities, delivered by22educational providers in collaboration with themThe ability to apply learning outcomes adequately in a definedcontext (education, work, personal or professional development)A training process or activity which has as its primary objectivethe acquisition of new competences or the development andimprovement of existing ones, and which is financed at least partlyby the enterprises for their employees, who either have a workingcontract or who benefit directly from their work for the enterprise,such as unpaid family workers and casual workers. The trainingprocesses or activities must be planned in advance and must beorganised or supported with the special goal of learningExcluded from social rights or from social life or whose situationis precarious(Note: Does not include cognitive and/or physical impairments,for which see ‘Learning difficulties/disabilities’)Education and training imparted at a distance throughcommunication media: books, radio, TV, telephone,correspondence, computer or videoThe percentage of the population aged 18-24 with only lowersecondary education or less and no longer in education or training:(Note: This is a pragmatic definition for EU benchmark purposes;a full dictionary definition would not specify this age-range, and amore general definition would be: Those who left school withoutcompleting secondary education, or experienced a lack of successat the end of upper secondary school, that is, left withoutqualifications. ‘Second chance education’ (q.v.) is intended forpeople meeting this description.)Learning that occurs in an organised and structured environment(e.g. in an education or training institution or on the job) and isexplicitly designated as learning (in terms of objectives, time orresources). Formal learning is intentional from the learner’s pointof view. It typically leads to validation and certification.The ability to read and write at a level of competence that enablesfull participation in social and economic lifeThe ability to use numbers and other mathematical concepts at alevel of competence that enables full participation in social andeconomic lifeAn organisation responsible for funding teaching and learningprovisionAny route by which funding for teaching and learning ischannelled to learning providersThe combination of face-to-face instruction and self-study, bothundertaken under the direction of a teacher62324252627282930313233

TermHard to engageHighereducationICT skillsIndividuallearningaccountIndividuallearning planInformallearningInformation,advice andguidance ngdifficulties/disabilitiesLiberal ult to attract into formal or non-formal learning and/or not34suited by educational provision(Note: ‘Outreach’ (q.v.) is intended to attract people meeting thisdescription into learning)Education at ISCED level 5 or above35The skills needed for efficient use of information andcommunication technologies (ICT)A system of public incentives to encourage access of adults tolearning – for example those not already benefiting from publiclyfunded education or trainingA written record of the planning process and of ongoing and exitinterviews, negotiated and drafted by the learner and the teacherLearning resulting from everyday activities related to work, familyor leisure. It is not organised or structured in terms of objectives,time or learning support. Informal learning is in most casesunintentional from the learner’s perspectiveA range of activities designed to help individuals take educational,vocational or personal decisions and carry them out before andafter they enter the labour marketA work-based training process or activity for apprentices/trainees.It leads to a formal qualification. The activities are often financed(partly or wholly) by the enterprise, but this is not a mandatorycondition. Apprentices/trainees often have a special trainingcontract1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in scienceand technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;7) Sense of initiative and entrepreneurship;8) Cultural awareness and expression.Cognitive and/or physical impairments which are barriers tolearning in childhood, youth and as adults(Note: Does not include social disadvantages, for which see‘Disadvantaged’)Liberal non-formal and voluntary educational system for all ages,more common in Nordic countries and comprising folk highschools and study associationsAll learning activity undertaken throughout life which results inimproving knowledge, know-how, skills, competences and/orqualifications for personal, social or professional reasons736373839404142434445

TermLifewidelearningDefinitionPageLearning, either formal, non-formal or informal which takes place46across the full range of life activities (personal, social orprofessional) and at any stageThe ability to read and write47Literacy(Note: This is the basic meaning; the definition excludes the wideruses in English which can include oracy (speaking and listeningskills) and numeracy; it also excludes the modern use of ‘literacy’in English to mean ‘capability’, as in ‘financial literacy’,‘emotional literacy’, etc.)Having qualifications at level 1 of the European qualifications48Low qualifiedframework (EQF) for lifelong learning, that is: basic generalknowledge, basic skills required to carry out simple tasks, andcompetence to work or study under direct supervision in astructured contextHaving qualifications, especially in literacy and numeracy, below49Low-skilledISCED level 3Guidance and support provided in a variety of ways to a young50Mentoringperson or novice (i.e. someone joining a new learning communityor organisation) by an experienced person (mentor) who acts as arole model, guide, tutor, coach or confidant51Mother tongue The first language(s) spoken in early childhood. More than onelanguage can be mother tongues for one person.(‘First language’ and ‘L1’ are synonyms for this in English.)52New basic skills Skills such as ICT, foreign languages, social, organisational andcommunication skills, technological culture, entrepreneurship53Non-accredited Learning which does not lead to a recognised qualificationlearningLearning which is embedded in planned activities not oflearningobjectives,learninglearningtime or learning support). Non-formal learning is intentional fromthe learner’s point of view.The ability to use numbers and other mathematical concepts55NumeracyVocational training undertaken away from the normal work56Off-the-jobsituation. It is usually only part of a whole training programme, intrainingwhich it is combined with on-the-job trainingVocational training given in the normal work situation. It may57On-the-jobconstitute the whole training or be combined with off-the-jobtrainingtrainingA range of activities outside formal educational institutions58Outreachdesigned to identify and attract non-learners, in order to encouragethem to enrol in education and training programmes(Note: see also ‘Hard to engage’)8

ationPriority entionReturns tolearningSecond chanceeducationSelf-directedlearning (selfstudy)Social partnersTertiary-levelattainmentThird sectorDefinitionPageAdult participation in lifelong learning, i.e. the percentage of the59population aged 25-64 participating in education and trainingduring the 4 weeks prior to the survey(Note: This is a pragmatic definition for EU purposes, in relationto the EC benchmark as calculated by the Labour Force Survey; afull dictionary definition would be much wider, and definitionsused in other surveys will differ)Continuing in learning activities in spite of difficulties60(Note: See also ‘Self-directed learning’)Education followed by an individual after compulsory education61which sets minimum legal standards and duration of obligatoryschoolingLow-skilled workers; those entering adulthood without62qualifications; marginalised groups; migrants; older workersImprovement in attainment or self-confidence63What adult learners do next in terms of study, employment,64earnings, or civic activityAn instrument for the development and classification of65qualifications (e.g. at national or sectoral level) according to a setof criteria (e.g. using descriptors) applicable to specified levels oflearning outcomesKeeping adults on educational courses66(Note: The purpose of keeping adults on courses is principally sothat they complete the courses and/or gain a qualification, but mayalso be for accountability (financial/statistical) reasons)Benefits that learners gain from learning67(Covers both economic returns and social returns)Re-entry to learning, as distinct from higher education and from68learning continuing from initial education and training(See also ‘Early school leavers’)Learning by oneself without the aid of an instructor69(Note: See also ‘Persistence’, of which self-directed learning maybe one aspect)At national level, employers’ and workers’ organisations in70conformity with national laws and/or practices and, at Communitylevel, employers’ and workers’ organisations taking part in thesocial dialogue at Community levelThe percentage of those aged 30-34 who have successfully71completed tertiary-level education (ISCED levels 5 and above)(Note: This is a pragmatic definition for EU purposes; a fulldictionary definition would not specify this age-range)Organisations which are self-governing and constitutionally72independent of the state, do not distribute profits to shareholders,and benefit to a significant degree from voluntarism. The sectorencompasses voluntary and community organisations, charities,social enterprises, and cooperatives9

TermTraining oftrainersUpskillingValidation oflearningoutcomesVocationaleducation andtraining (VET)Work-basedlearningDefinitionTheoretical or practical training for teachers and trainersShort-term targeted training typically provided following initialeducation and training, and aimed at supplementing, improving orupdating knowledge, skills and/or competences acquired duringprevious trainingConfirmation by a competent body that learning outcomes(knowledge, skills and/or competences) acquired by an individualin a formal, non-formal or informal setting have been assessedagainst predefined criteria and are compliant with the requirementsof a validation standard. Validation typically leads to certificationEducation and training which aims to equip people withknowledge, know-how, skills and/or competences required inparticular occupations or more broadly in the labour marketLearning taking place through carrying out and reflecting on worktasks in a real environment10Page7374757677

EnglishdefinitionAccess to educationConditions, circumstances or requirements (e.g. qualification, education level,skills or work experience, etc.) governing admittance to and participation ineducation and training institutions or programmessourceCedefop 2008aFrenchconditions d'admission / d’accès à l’éducationGermanZugang zur Bildung / BildungszugangBulgarianдостъп до образованиеCroatiandostupnost obrazovanjaCzechpřístup ke vzděláváníDanishadgangskrav til uddannelseDutchtoegang tot onderwijs / toegankelijkheid van het onderwijs / kans op onderwijsEstonianligipääs hariduseleFinnishkoulutukseen pääsyGreekπρόσβαση στην εκπαίδευσηHungarianhozzáférés az oktatáshozIcelandicaðgangur að námeIrishfáil ar oideachasItalianaccesso alla formazioneLatvianizglītības pieejamībaLithuanianšvietimo prieinamumasMacedonian пристап до образованиеMalteseaċċess għall-ed

Level 2 glossary in line with the framework constructed to present the data source findings, to allow greater synthesis between the two strands of the project as well as provide context for diverse definitions or lack of shared understanding on terms. As this Level 1 glossary is conceived of as a pocket guide, reflections on its production and the process of arriving at the terms and .

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