Most used glossary…
An award that is conferred is given or granted by an awarding body which recorded that a student has obtained excellent skills, competence and knowledge during his/her time in the college.
It is the anticipated result of learning generally in all education and training.
Award-type is a category of award sharing the same level and feature. An award-type can affect the combination of standard skills, competence and knowledge on a certain field of learning. Award-type can generally define as descriptors.
Award type- Descriptor- it is a description of a certain named class awards sharing the same levels and features.
They are the group of people who makes an award. This might involves private awarding bodies national awarding bodies and professional awarding bodies.
Formal learning (Learning)
Formal learning handles education program or training conveyed by the educators and training providers. It is evaluated and this can result to awards.
Informal Learning (Learning)
Learning that comes from work and life experience of a person also known as experiential learning. Sometimes it is considered as unintentional learning and the learner might not determine at the moment or period of the experience that is contributed in her/his knowledge, competence and skills.
Learning: Non-formal Learning
Learning that transpire along the primary system of training and education. It can be evaluated but it does not result in formal certification. One good example of non-formal learning are; training and learning programs undertaken in the work area trade union or voluntary sector and sometimes in community base learning.
This describe what a student is expecting to understand, to know or can do following positive completion of time of learning. Those awards given in the NFQ are based on the learning results.
It is the creative and effective demonstration of skill and deployment knowledge in human situation. The situation entails civic and social ones or specific occupational one. It draws on conduct, emotions, sense of self-efficacy, values of the learner not to mention the procedural and declarative knowledge. Competence results can therefore be claimed in the manner, “in a specific range of uncertainties, a student can be able to”.
Competence – context
It is where the student can apply his/her skills and knowledge.
Competence – role
It is the responsibility that the student can take, and in groups or individually, for the application of his/her skills and knowledge.
Competence- learning to learn
It is the extent wherein the student can determine the gaps in her/his development and make essential moves to fill out those gaps.
Competence – insight
It is where students have combined all his/her intellectual, physical, emotional and moral aspect of his/her knowledge into their self-identity and interaction with others.
Grid of level signs
The grid demonstrates how the result in every sub-strands development within the ten levels.
Particular conditions that define the features and benefits of the framework
Field of Study; Field of Learning-
It is a basis for classification of the awards within the structure according to the subject of the learning they involve.
Knowledge and Skill
Skill is the performance of a duty that in some manner it responds to and manipulates the physical and social environment of the person. Knowledge supports skill but not identical to skill. Knowledge or savoir-faire, is the procedural know-how needed to do the task.
Skill and Know-how-range
It is the extent of the intellectual, physical and also other skills demonstrated by the student or learner.
Skill and know-how-selectivity
The intricacy of the problems which a student can handle using the obtained skills and the approach with which the student tackles them.
This refers to the intellectual representation of happenings, events and ideas. This can obtained from professional experience and formal study. This also entails understanding, memory, analysis, thinking and research.
The level of the students’ knowledge
Refer to a person who has acquired skills, knowledge and competence.
This involves a series of successive steps. Every level set a range of basic knowledge, competence and skills that acquired by learners. Normally, levels are not standards themselves however it is an indicator of the series of standards which can be determined in an organize sequence.
It is an extensive definition of learning results at a given level, when it comes to the eight sub-strands of competence, skills and knowledge.
Learning activity acquired the entire life, with the purpose of enhancing skills, knowledge and competences in a personal social or civic employment-related standpoint.
These are the major class of awards created at every level. At each level, award-types capture a classic range of attainments at the level.
These minor award-types will bestow credit for student who attains a series of learning results, without attaining the specified integration of learning outcomes needed for a major award.
It is the specific award in an award types that are labeled with respect to field of study. Basics for name award involve reference to competence and knowledge skill within a certain field of study. For example National Craft Certificate- Motor mechanic, Master of Philosophy in Medieval Language, Culture and Literature, National Diploma in Construction in Architectural Technology, National Vocational Certificate Level 2 in Business Studies – Secretarial.
National of Qualifications
The individual, globally or nationally accepted units wherein all learning attainments can be gauged are pertinent to one another in a visible manner in which defines the bond between all academic and training awards.
The standard aspects figure out how “study in Ukraine” will build structure.
Programme of Education and Training
This implies to any method wherein learners may obtain knowledge, competence or skill and involves courses of instruction or study, training, apprenticeships and employment.
The process where student can shift from one programme of education to another program of education where every programme is of a greater level compared to the preceding one.
Provider (of the programme of training and education)
A somebody who, or board which, offers, procures or organizes an academic and training program.
No variance created between a qualification and an award
Recognition (of Learning) Course
A common acceptance of the claim to the basics of learning on the side of the student as being valid and legitimate.
Recognition of Prior Learning
It is a recognition of learning has taken place, yet not certainly been evaluated or gauge before entering a program. This might have been received through non-formal, formal or informal ways.
Recognition (of Award Equivalence)
The acceptance of the award from the awarding body as similar for a number of stated purposes or purpose, to another set award of that body.
These are made for precise, fairly narrow, purposes
Any party or person with interest in the basis of qualifications
Learning results are split in to three strands of skill, competence and knowledge.
Learning results are split in eight sub-strands. This identifies the bases of order with the types of learning results related with awards at different levels.
It is for learning that can be added to a previous award.
It is where the student can transfer from one education and training program to another sort of program, having obtained recognition for knowledge, competence and skill acquired. Similar for transfer from other institution to Ukraine university or right from country of Ukraine to other country.
Validation of a Programme
This is beneficial for awarding body to formally distinguish a course of study and training, thus delegating duty for the evaluation of learning to the provider of the said program, subject to suitable quality reassurance arrangement. Whereas validation means it is the process wherein an awarding board must satisfy itself which the student can attain knowledge, competence or skill for the purpose of the award given by the awarding body.
Values and Principles
This involves supporting the development of national qualification.
Volume of basic of knowledge, competence or skills pertains to the amount of the sills, knowledge and competence in a certain levels or level. The higher the amount of skill, knowledge and competence, the greater the volume will get.