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What is practical knowledge education? Practical knowledge can often lead to a deeper understanding of a concept through the act of personal experience. Theoretical learning is what the knowledge is about and the practical application is how the knowledge learnt needs to be implemented in certain real life situations.
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What is practical knowledge?

Knowledge is something that can be gained on a day to day basis, sometimes even without realising. You might have heard the phrase, “Knowledge is power”, which to be fair is true in most cases, is not necessarily the what of this article. Knowledge can be classified into various types based on different classifiers, the most commonly known are theoretical and practical knowledge. Theoretical knowledge is something that is generally gained by reading a book, an article, viewing a presentation, and so on. It involves a person to understand why a certain method is followed, why other methods failed, what went into developing these methods, what is the significance or impact of this method, etc.

• While theoretical knowledge may be considered somewhat important, it is practical knowledge that always gets the limelight.
• Practical knowledge is when a person gets some sort of hands-on experience with the concept under discussion.
• He/she gets to work on the concept, and understand by experience more than reading, why some method is used, what problems arise while following the method, and how to rectify it.

Practical knowledge always gets the limelight since people generally learn something faster when they work on it on their own. Whether it be reading a lesson for an exam, learning a new language, or learning to ride a bike. “Where theory is often taught in the ideal of a vacuum, the practical is learned through the reality of life.” I often find the prospect of playing for and against in a debate satisfying and endearing.

1. It allows me to challenge myself into thinking of all possible ways I can make an argument to defeat the argument I just made from the other side.
2. But can we make a case for Theoretical knowledge? I can only draw from my experiences, and I find theory and its practice to be interesting, but in different ways.

The theory can make the reader doze off if it is not engaging or interesting, just like this article. But it also manages to spark the imagination of the reader. It gives them a world of their own, which they can populate with their subconscious. If I had the option of reading a book on, “The Space beyond and the Mystery of the Universe”, by let’s say the late Stephen Hawking, or watching a documentary in High Definition of the same, I’ll probably end reading the book. You may argue that reading a novel may be better than watching its video counterpart, but reading a book on Maxwell’s equations, or the Number theory is always going to be a sleep-fest. Yes, that is true, but if the book is written in such a manner, that it engages with the reader, makes the reader think, then reading it would be time well spent.

Practical knowledge is just pure, isn’t it? A few years back, in my college, we were given something called, “E-lab”. In this “E-lab”, we had to write about 10 programs of easy to intermediate level, using a programming language (JAVA) for each section, and there were 10 sections. This was going to replace the traditional lab, where there were 1-2 programs we had to do in every lab, and they were generally of beginner level.

When this was announced in class, I was taken aback and was quite worried about the prospect of completing all programs by the end of the semester. Considering, I had never learnt or used JAVA, my concerns were quite honest. When I started doing them, I had to look-up the internet every 5 minutes for searching the syntax, the logic of the program or to debug some error. This is why I gave the example of fiction earlier. If books and theory could be presented interestingly and engagingly, just like fictions and novels do, then people will read them more, and it’ll help in information retention better. One has to at the end of the day remember that, both theoretical and practical knowledge is important if you want to be an expert in the field.
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What is an example of practical knowledge?

*Practical Learning and Theoretical Learning* – Learning is the acquisition of knowledge or skills through study, experience, or being taught a particular topic or subject. There is an understanding – Theoretical knowledge and practical knowledge are necessary to be an expert Theoretical learning may give you Theoretical Understanding and clarity about the topic taken wherein it teaches the reasoning, techniques and theory of knowledge. But on the other Hand “Knowing-How” is better than just knowing where we can understand how things progress one after the other.
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What does practical education mean?

Practical education is slowly making its way towards becoming the major mode of education. Not only are many young people are studying practical education but also old people. Practical education these days is mainly based on bookish learning. Even when coming to remote rural areas, many world-class educational institutes are offering practical lessons to students.

But why are these students getting the type of education that they need to prepare them to compete in the global arena? Firstly, most of the time, practical education helps students understand the relationship between theory and practice. Without theory, there is no real practical education. Practical training imparts students with the basic knowledge on how to handle materials and handle their jobs.

On the one hand, it also helps students learn how to work with people in organizations and solve problems; while on the other hand, it gives them the skills to analyze problems and come up with practical solutions. Therefore, practical education imparts students with the knowledge to analyze theoretical knowledge and translate them into practice.

• Without theoretical knowledge, students cannot know what is good for them to do, what is bad for them to do, and what they should and shouldn’t do.
• By having a clear understanding of theoretical aspects, the student is able to create an action plan by which they can effectively use their theoretical knowledge in real-life situations.

And by having this action plan in mind, they are able to apply the practical knowledge in the workplace, school, or college. This explains the second aspect of practical education, which is that it is able to provide students with real-life skills and competencies.

1. In the classroom, the teacher is imparting theoretical knowledge, but through the classroom activity, the students are able to apply the theory learned to real-life situations.
2. However, just because they are applying theoretical knowledge, they are not necessarily solving problems.
3. They are instead acquiring skills and competencies that they can then apply in different situations in order to achieve certain goals.

Practical education has two objectives, which are the development of competency and the improvement of skill and ability. By working on both these aspects of Practical Education, the educational system develops competency and understanding. The improvement of skill and ability entails practical experience and the application of theories.

Practical education helps one to build on their theoretical knowledge and build on this with practical experience. The development of theoretical knowledge helps one to become aware of what they have already known, what they need to know more about, and what they should do now in order to accomplish their goals.

Practical education is the means by which an individual is able to apply what they already know in their everyday lives. In turn, this knowledge helps one to become better able to solve problems in their personal and professional lives. A practical education system works hand-in-hand with theoretical teaching.

1. Teachers emphasize both the theoretical and practical application of their teachings.
2. The use of hands-on activities as well as real-life experiences to help students practice what they have learned in lectures.
3. Teachers are also open to utilizing different methods of teaching like discussion boards, group work, and one-on-one coaching.

These practices are meant to strengthen the students’ comprehension of concepts, sharpen their practical application skills, and inculcate discipline. Practical education is the means by which individuals develop and enhance their skills, abilities, and knowledge in order to solve practical problems in their personal and professional lives.
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What is the importance of practical knowledge?

Theoretical Knowledge Vs Practical Application User Rating: 4 / 5 Manish Ramnani “The task of the modern educator is not to cut down jungles, but to irrigate deserts.” -C.S. Lewis The knowledge you get is more important, than from where you get that knowledge. You can easily find examples of people who went or didn’t went to school but rather they went on to have a great success.

Theoretical knowledge and practical knowledge are like two sides of the coin, both are equally important. It is necessary to understand both the ends of the spectrum. It takes hours to acquire the art of practical techniques putting in the time to understand how these techniques fit into a larger context and how they work.

Theoretical knowledge means learning anything without adopting practical approach. It helps you understand why one technique is successful while the other fails. Theory teaches you the experience of others. Theoretical knowledge can give you a deeper understanding of a concept through seeing it in the context of understanding the why behind it.

Practical education is better because it makes you capable enough to know how things happen in the real world. The best part of practical application is whatever we learn through the practical way that knowledge will remain with us for a longer period. In practical application, we learn the facts in an interesting manner which are the best part of learning.

If you enjoy your study then you will never get bored or feel nervous of it. Today our education system needs a practical approach therefore, they put prominence on the experience of ‘hands on learning’. Practical knowledge can give the best exposure of learning.

1. The scope of practical knowledge is very wide, there are some things you can only learn through doing and experiencing.
2. For e.g.: An “on the job” experience which is also called Internship.) Practical knowledge can often lead to a deeper understanding of a concept through the act of personal experience.

Theoretical learning is what the knowledge is about and the practical application is how the knowledge learnt needs to be implemented in certain real life situations. The mode of practical application along with theory gives everyone a clear explanation about the facts.

Theory teaches about the experiences of others while by practically experiencing the particular task you can build your own experiences. Philosophically, knowledge is intangible but the practical application made it tangible by applying those skills in practice. Having learnt the difference between theoretical knowledge and practical application.

Let’s take an example of VESIM and the exposure it provided not only theoretical knowledge but also practical application. Right from Sell-On activity we were spurred to take on a practical approach and it seemed to continue as and when our MBA journey was progressing then be it the Swachh Bharat Abhiyan, Tree Plantation drive, Literati Fest, Basic 18, Yuva for Seva and the summer internship to the annual function, the Navratri function by CGPT there were ample opportunities created for us to successfully learn the art of management through practical approach of knowledge.
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What is the best definition of practical?

Prac·​ti·​cal. ˈprak-ti-kəl. : of or relating to action and practice rather than ideas or thought. for practical purposes. : being such in practice or effect : virtual.
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Which method is most useful to give practical knowledge to students?

The project method of teaching imparts practical knowledge t Option 3 : The basis of knowledge of the student is his personal experiences. Free 10 Questions 10 Marks 10 Mins The project method of teaching imparts practical knowledge to the students because the basis of knowledge of the student is his personal experiences.

Dewey and Kilpatrick jointly contributed to develop this method. It promotes active learning by association and mutual co-operation of a group of peers to gain quality experiences. It emphasizes the voluntary participation of students by working in a group and applying practical knowledge to complete a project.

India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.4 Crore+ Students : The project method of teaching imparts practical knowledge t
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Why is practical education important for students?

Practical education – Education nowadays is fully based on bookish knowledge. The creative thinking part seems to be missing in our education system. The education system that we have today barely offers opportunities to the students to think individually based on their own capabilities.

Different individuals have different talents and different learning abilities. The system however places stress on textbook knowledge a lot, thereby forcing students to resort to rote learning, which comprises memorising facts and figures. Students must be involved in creative learning, physical education, music and other extra-curricular activities for their overall development.

Focus should not only be on academic success of students. Educating children also means teaching them life skills. We need to bring some reforms in our education system so as to understand the creative talents of different students and prepare them for their life challenges accordingly.

But when we talk about education system in Nepal, we also need to look at the schools across the country. Even in the 21st century, remote parts of the country lack proper school infrastructure. The state must ensure that every child enjoys his/ her right to education. When we come to urban centres, especially in the Capital Kathmandu, we see lots of “world class” educational institutes.

But are we giving our children the kind of education they require to prepare themselves to compete at the international level? It is high time we started addressing twin issues simultaneously. Firstly, in rural parts we got to build school infrastructure and equip schools with good teachers.

Secondly, in schools across the country, focus must shift from giving bookish knowledge to practical education. Our policy makers must understand that education is not only about books and exams and memorising facts, formula and theorems. Education is when students learn something new. Unless students are motivated to use their creative skills in learning, bookish knowledge could leave them half-educated, devoid of capacity to deal with real challenges they will face in future.

Well-educated students not only do well in life but also can contribute in nation-building. So apart from bookish knowledge, practical education is very important in schools for students, as it helps in overall development of the individual, society and the country. ×
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What is the process of imparting skills and practical knowledge?

TVETipedia Glossary Broadly speaking, education refers to any act or experience that has a formative effect on an individual’s mind, character, or physical ability. In its technical sense, education is the formal process by which society, through schools, colleges, universities and other institutions, deliberately transmits its cultural heritage and its accumulated knowledge, values and skills to the next generation.

Organisation:	, Europe
Source:	(Online repository (Accessed in January 2016))
Description:	The Glossary contains short definitions of all terms used in ‘Statistics Explained’ Statistics Explained is: * an encyclopaedia on European Union statistics; * a portal to further information for occasional and for regular users; * a statistical glossary.

The process by which societies deliberately transmit their accumulated information, knowledge, understanding, attitudes, values, skills, competencies and behaviours across generations. It involves communication designed to bring about learning. Source: (1) The process of imparting awareness, knowledge, skills and attitudes or behaviors; (2) the field of study concerned with teaching and learning. (Definition also used by Queensland government)Source: Education is understood here to mean learning that is deliberate, intentional, purposeful and organized. Source:

Organisation:	, UN
Source:	(2015)
Description:	The main objective of Rethinking Education is to stimulate public policy debate on the purpose of education and the organization of learning in a world of increasing complexity, uncertainty and contradiction. The publication is a call for dialogue. It is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.

Child terms Conditions, circumstances or requirements (e.g. qualification, education level, skills or work experience, etc.) governing admittance to and participation in education and training institutions or programs. Source:

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

Education specifically targeting individuals who are regarded as adults by the society to which they belong to improve their technical or professional qualifications, further develop their abilities, enrich their knowledge with the purpose to complete a level of formal education, or to acquire knowledge, skills and competencies in a new field or to refresh or update their knowledge in a particular field.

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

General or vocational education provided for adults after initial education and training for professional and/or personal purposes, and which aims to: – provide general education for adults in topics of particular interest to them (e.g. in open universities); – provide compensatory learning in basic skills which individuals may not have acquired earlier in their initial education or training (such as literacy, numeracy) and thus to; – give access to qualifications not gained, for various reasons, in the initial education and training system; – acquire, improve or update knowledge, skills or competences in a specific field: this is continuing education and training.

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

Education programs designed for adults, often incorporating approaches to education which draw on the learner’s life or work experiences, involve learners in planning the learning activities and encourage learning in groups as well as more self-directed learning. Source:

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

This denotes all forms of non-vocational adult learning, whether of a formal, non-formal or informal nature.Source:

Organisation:	, Europe
Source:	(2011)
Description:	Online glossary of the LLP(Lifelong learning programme)of the European Union. “The Lifelong Learning Programme (LLP) was designed to enable people, at any stage of their life, to take part in stimulating learning experiences, as well as developing education and training across Europe. With a budget of nearly €7 billion, the programme, which ran from 2007-2013, funded a range of exchanges, study visits, and networking activities. The activities of LLP continue under the new Erasmus+ programme from 2014-2020.”

The entire body of organized educational processes, whatever the content, level and method, whether formal or otherwise, whether they prolong or replace initial education in schools, colleges and universities as well as in apprenticeship, whereby persons regarded as adults by the society to which they belong, improve their technical or professional qualifications, further develop their abilities, enrich their knowledge with the purpose:Source: Education provided for adults, often intended for general education rather than vocational education.Source:

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	(2005 – Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources

The whole range of educational activities, taking place in various settings, that aim to meet basic learning needs as defined in the World Declaration on Education for All (Jomtien, Thailand, 1990). According to ISCED standard, basic education comprises primary education (first stage of basic education) and lower secondary education (second stage).

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

Education and training that takes place in primary and secondary schools, as well as in adult education and training centres. Source:

Organisation:	, South Africa
Source:	(2013)
Description:	This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

Similar to ‘basic skills’ or literacy and numeracy, but suggesting a primary focus on education, and a broad curriculum rather than literacy and numeracy as skills.Source:

Organisation:	, Europe
Source:	(2010)
Description:	This glossary is one output of European Commission project EAC/11/2008, ‘Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector’. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), Institute of Education, London in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE), the Agence Nationale de Lutte contre l’illetrisme (ANLCI) and the University of Warsaw. Terms listed are presented under six conceptual headings, A seventh grouping representing general theories and concept in adult learning has also been including. The seven groups are: Theories and concepts in adult learning, Adult learning strategy, policy and legislation, adult skills and competences, access to and participation in adult learning, investment in adult learning, quality of adult learning, outcomes and of adult learning.

Educational program conducted in secondary schools to give students informed guidance, counselling and instruction to enable them to make a suitable career choice and to help them prepare for it. Source:

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

Education programmes which are community-based and community-directed and intended primarily for the members of the local community.(Definition also used by the government of Queensland)Source: Competency-based education (CBE) is built on the philosophy that “almost all learners can learn equally well if they receive the kind of instructors they need”.

Although technical vocational education has always been concerned with the practical demonstration of the skill, CBE places a new and systematic emphasis on this principle. In this approach, the systematic development and delivery of the training is guided by five essential elements: (i) The tasks to be taught are identified by the experts in the occupation.

(ii) The programme allows each learner to have the opportunity to develop and to be evaluated on the competencies achieved (iii) Assessment of competency is not only based on knowledge and attitude but primarily on the actual demonstration of the competency (iv) Occupational standards or unit competency standards should be used as the basis for assessing achievement and students/trainees should be aware of them (v) Students progress through the programme by demonstrating the attainment of specified competencies Source:

Organisation:	, Jamaica
Source:	(2006)
Description:	Note from the TVETipedia staff: This resource can no longer be found on its corporate author’s website. It might be out-of-date. Find below the description of the source, as in our archives. “This guide has been specifically developed for principals, coordinators and teachers associated with introducing competency-based education and training in schools. Several questions are posed, the answers to which guide the implementation of competency-based education and instructional material delivery. Many flexible innovative and creative methodologies emerge from the dynamics of this programme, and sharing best practices will lead to its successful implementation.”

The number of years or age span during which children are legally obliged to attend school. Source:

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

The minimal legal standards and duration of obligatory schooling. Source:

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

Education which individuals are required by law to undertake (i.e 10 years of general education ).Source:

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	(2005 – Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources

Educational programmes or services offered by business and industry, either in-house or cooperatively with a TVET Institution.(Definition also used by Queensland government)Source: Education or training programs provided for persons in correctional institutions, especially as part of rehabilitation programs.Source:

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

Education and training imparted at a distance through communication media: books, radio, TV, telephone, correspondence, computer or video.Source:

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

A mode of education in which students enrolled in a course do not attend the institution, but study off-campus and may submit assignments by mail or email(also be referred to as: Distance study or Distance learning).Source:

Organisation:	, UNESCO/Australia
Source:	(2009)
Description:	This glossary has been published in the “International Handbook of Education for the Changing World of Work” (Vol.1, chapter 5) “The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided.”

The delivery of learning or training to those who are separated mostly by time and space from those who are teaching or training. The teaching is done with a variety of “mediating processes”* used to transmit content, to provide tuition and to conduct assessment or measure outcomes.

Organisation:	, Global
Source:	(2011)
Description:	This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively.The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest.

Distance Education is a mode of teaching and learning characterized by separation of teacher and learner in time and/or place for most part of the educational transaction, mediated by technology for delivery of learning content with possibility of face-to-face interaction for learner teacher and learner-learner interaction, provision of two-way didactic communication, and acceptance of industrial process for division of labour, and economies of scale.

Organisation:	, Germany
Source:	(2016)
Description:	The Impact of Distance Education on Adult Learning (IDEAL) has been studied in a joint project between the International Council for Open and Distance Education (ICDE), the UNESCO Institute for Lifelong Learning (UIL) and Study Portals (SP). The project examined the interrelations of adult learning, higher education and distance education while analysing if and how higher education institutions contributed to adult learning by means of distance education. This final report will present a meta analysis in an attempt to answer the central research question:”how can the distance education programmes offered by European higher education institutions be better matched to the needs of adult learners?”

Early leaver from education and training, previously named early school leaver, generally refers to a person aged 18 to 24 who has finished no more than a lower secondary education and is not involved in further education or training; their number can be expressed as a percentage of the total population aged 18 to 24.

For Eurostat statistical purposes, an early leaver from education and training is operationally defined as a person aged 18 to 24 recorded in the Labour force survey (LFS): * whose highest level of education or training attained is ISCED 0, 1, 2 or 3c short; * who received no education or training in the four weeks preceding the survey.

Source:

Organisation:	, Europe
Source:	(Online repository (Accessed in January 2016))
Description:	The Glossary contains short definitions of all terms used in ‘Statistics Explained’ Statistics Explained is: * an encyclopaedia on European Union statistics; * a portal to further information for occasional and for regular users; * a statistical glossary.

also simply Dropout) Withdrawal from an education or training programme before its completion. Comments: (a) this term designates both the process (early school leaving) and the persons (early school leavers) who fail to complete a course; (b) besides early school leavers, dropouts may also include learners who have completed education or training but failed the examinations.Source:

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

The Education for All movement is a global commitment to provide quality basic education for all children, youth and adults. The movement was launched at the World Conference on Education for All in 1990 by UNESCO, UNDP, UNFPA, UNICEF and the World Bank.

1. Participants endorsed an ‘expanded vision of learning’ and pledged to universalize primary education and massively reduce illiteracy by the end of the decade 2005-2015.
2. Ten years later, with many countries far from having reached this goal, the international community met again in Dakar, Senegal, and affirmed their commitment to achieving Education for All.

They identified six key education goals which aim to meet the learning needs of all children, youth and adults by 2015: Goal 1: Expand early childhood care and education Goal 2: Provide free and compulsory primary education for all Goal 3: Promote learning and life skills for young people and adults Goal 4: Increase adult literacy by 50 per cent Goal 5: Achieve gender parity by 2005, gender equality by 2015 Goal 6: Improve the quality of education TVET particularly contributes to EFA goals 3 and 6 as they relate to life skills.

Organisation:	, UN
Source:	(Accessed in January 2016)
Description:	UNESCO website Definition of Youth: http://www.unesco.org/new/en/social-and-human-sciences/themes/youth/youth-definition/ Definition of EFA: http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/the-efa-movement/ Definition of ESD: http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/ Definition of OER: http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/

People in every country of the world must plan for, cope with, and find solutions to issues that threaten the sustainability of our planet. Involving the three spheres of environment, society and economy, education for sustainable development (ESD) can assist people to understand and address the global issues that affect the sustainability of communities and nations. Source:

Organisation:	, Global
Source:	(2008-2014)
Description:	Definitions adapted or created by the UNEVOC community through the former TVETipedia project. The UNEVOC community is composed of more than 3000 experts from all around the world.

Education for sustainable development (ESD) is not a particular programme or project, but is rather an umbrella for many forms of education that already exist, and new ones that remain to be created. ESD promotes efforts to rethink educational programmes and systems (both methods and contents) that currently support unsustainable societies.

1. ESD affects all components of education: legislation, policy, finance, curriculum, instruction, learning, assessment, etc.
2. ESD calls for lifelong learning and recognizes the fact that the educational needs of people change over their lifetime.
3. Many individuals and organizations around the world already implement ESD (e.g.

a teacher weaving sustainability themes into primary education using participatory methods; a community development worker raising people’s awareness on rights which are denied to them; or a public health worker training people to draw water from clean sources).

Organisation:	, UN
Source:	(Accessed in January 2016)
Description:	UNESCO website Definition of Youth: http://www.unesco.org/new/en/social-and-human-sciences/themes/youth/youth-definition/ Definition of EFA: http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/the-efa-movement/ Definition of ESD: http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-sustainable-development/education-for-sustainable-development/ Definition of OER: http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/open-educational-resources/what-are-open-educational-resources-oers/

Relationship between students, educational institutions and industry. Source:

Organisation:	, UNESCO/Australia
Source:	(2009)
Description:	This glossary has been published in the “International Handbook of Education for the Changing World of Work” (Vol.1, chapter 5) “The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided.”

Relationship between educational programmes or courses of study and status or opportunities in the workforceSource:

Organisation:	, UNESCO/Australia
Source:	(2009)
Description:	This glossary has been published in the “International Handbook of Education for the Changing World of Work” (Vol.1, chapter 5) “The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided.”

Established institution that provides education as its main purpose, such as a school, college, university or training centre. Such institutions are normally accredited or sanctioned by the relevant national education authorities or equivalent authorities.

Organisation:	, South Africa
Source:	(2013)
Description:	This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

A training scheme to develop persons for self-employment or for organizing, financing and/or managing an enterprise.Source:

Organisation:	, Philippines
Source:	(2010)
Description:	The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country.

Entrepreneurship education has been defined as “a collection of formalized teachings that informs, trains, and educates anyone interested in participating in socioeconomic development through a project to promote entrepreneurship awareness, business creation, or small business development”.

Enterprise education (also called entrepreneurial education on the other hand, is usually conceived more broadly, seeking to foster self-esteem and confidence by drawing on the individual’s talents and creativity, while building the relevant skills and values that will assist students in expanding their perspectives on schooling and opportunities beyond.

Methodologies are based on the use of personal, behavioural, motivational, attitudinal and career planning activities.Source:

Organisation:	, Global
Source:	(2006)
Description:	Definitions on p21-22 “This book is intended for all those interested in youth development as the first step in a long-term strategy for information exchange on innovatory models of education delivery at secondary level. It draws on various experiences around the world and will hopefully generate discussion on questions such as: How can we harness the imagination and entrepreneurial talents of secondary students as assets for development? How should these talents be channelled? What are the contents, subjects, topics that support the entrepreneurial process? What should be the institutional framework for entrepreneurship education? What kind of teachers is needed? How do we systematically measure the performance of entrepreneurship education and training?”

For the purpose of this guidance, enterprise education is defined as the process of equipping students (or graduates) with an enhanced capacity to generate ideas and the skills to make them happen. Entrepreneurship education equips students with the additional knowledge, attributes and capabilities required to apply these abilities in the context of setting up a new venture or business.

All of this is a prerequisite for entrepreneurial effectiveness, that is, the ability to function effectively as an entrepreneur or in an entrepreneurial capacity, for example within small businesses or as part of ‘portfolio careers, where multiple job opportunities, part time work and personal ventures combine’.

Enterprise and entrepreneurship are transdisciplinary, with a strong connection to issues of employability, innovation, knowledge transfer, commercialisation, and intellectual property.Source: The ability to create and build something practically from nothing.

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	(2005 – Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources

Judgment on the value of an intervention, training programme or policy with reference to criteria and standards (such as its relevance or efficiency).Source:

Organisation:	, Europe
Source:	(2011)
Description:	This glossary is an updated and extended version of Quality in training – La qualité dans la formation, published by Cedefop in 2003. It considers a series of important recent policy developments at European level, including setting up a European qualifications framework for lifelong learning (EQF) and the development of a European credit system for vocational education and training. It is intended for researchers, experts and all those involved in improving the quality of learning curricula, learning providers and education and training systems. It does not represent an exhaustive inventory of the terminology used by specialists.

Training that is given in an orderly, logical, planned and systematic manner in a specially equipped workshop under the guidance of a qualified trainer for a specific period of time in the specified field.Source:

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

Education or training provided in educational institutions, such as schools, universities, colleges, or off-the-job in a workplace, usually involving direction from a teacher or instructor.Source:

Organisation:	, UNESCO/Australia
Source:	(2009)
Description:	This glossary has been published in the “International Handbook of Education for the Changing World of Work” (Vol.1, chapter 5) “The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided.”

Learning that occurs within an organized and structured context and which is provided in Educational Institutions such as Universities, Colleges, Schools or provided as Off-the-Job Education and Training in Enterprises’ Training Centres (In-company Training Centres) and Workplaces and usually involving direction from a trainer or instructor or teacher and may lead to a formal recognition (diploma, certificate).Source: Education provided in the system of schools, colleges, universities and other formal educational institutions that normally constitutes a continuous ‘ladder’ of full-time education for children and young people, generally beginning at age five to seven and continuing up to 20 or 25 years old.

• In some countries, the upper parts of this ‘ladder’ are constituted by organized programmes of joint part-time employment and part-time participation in the regular school and university system: such programmes have come to be known as the ‘dual system’ or equivalent terms in these countries.
• Source: (Formal education) Education that is institutionalised, intentional and planned through public organizations and recognised private bodies and -in their totality- constitute the formal education system of a country.

Formal education programmes are thus recognised as such by the relevant national education authorities or equivalent authorities, e.g any other institution in cooperation with the national or sub-national education authorities. Formal education consists mostly of initial education.

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

Education and training that takes place in primary and secondary schools, as well as in adult education and training centres.Source:

Organisation:	, South Africa
Source:	(2013)
Description:	This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

Education that is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning.

1. General educational programmes are typically school- or college-based.
2. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.Source: 1.

Common areas which all pupils should know and experience.2. Education which aims to equip people with a broad range of knowledge and skills, usually to enable them to meet their responsibilities as citizens and to enable them to function in their society.Source:

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	(2005 – Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources

Education that normally takes place in public universities and registered private higher education institutions which offer qualifications that meet the requirements of the Higher Education Qualifications Sub-Framework (HEQSF – The sub-framework of the NQF for Higher Education used in South Africa).Source:

Organisation:	, South Africa
Source:	(2013)
Description:	This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

The stage of formal education following the secondary education covering the programs on: a) all courses of study leading to bachelor’s degree, and b) all degree courses of study beyond bachelor’s degree level.Source:

Organisation:	, Philippines
Source:	(2010)
Description:	The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country.

Post-secondary education offered by a university or other recognized higher education institution, or through Open Learning, leading to the award of a degree or higher level qualification. (Definition also used by Queensland government)Source: Tertiary education that is of a higher academic level than secondary education, usually requiring a minimum level of admission and successful completion of secondary education.Source:

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	(2005 – Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources

Education at ISCED level 5 or aboveSource:

Organisation:	, Europe
Source:	(2011)
Description:	This glossary is one output of European Commission project EAC/11/2008, ‘Study on European Terminology in Adult Learning for a common language and common understanding and monitoring of the sector’. 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 and administrators that will enable better communication between the Member States. Work on this study was led by the National Research and Development Centre for Adult Literacy and Numeracy (NRDC) at the Institute of Education, University of London, and carried out in collaboration with colleagues from the Deutsches Institut für Erwachsenenbildung (DIE) in Bonn, the Agence Nationale de Lutte congtre L’illetrisme (ANLCI) in Lyon, the University of Sheffield, and the University of Warsaw.

Formal education of individuals before their first entrance to the labour market, i.e. when they will normally be in full-time education. It thus targets individuals who are regarded as children, youth and young adults by the society to which they belong. It is typically provided by educational institutions in a continuous educational pathway.Source:

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

A classification system that provides a framework for the comprehensive statistical description of national educational systems and a methodology that translates national educational programmes into internationally comparable levels of education. The basic unit of classification in ISCED is the educational programme.

Organisation:	, UN
Source:	(1984)
Description:	This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.

The International Standard Classification of Education (ISCED 2011) provides a comprehensive framework for organising education programmes and qualification by applying uniform and internationally agreed definitions to facilitate comparisons of education systems across countries.

1. ISCED is a widely-used a global reference classification for education systems that is maintained and periodically revised by the UIS in consultation with Member States and other international and regional organizations.
2. ISCED 2011 is the second major revision of this classification (initially developed in the 1970s and revised in 1997).

It was adopted by the UNESCO General Conference in November 2011.Source:

Organisation:	, UN
Source:	(2012)
Description:	As national education systems vary in terms of structure and curricular content, it can be difficult to benchmark performance across countries over time or monitor progress towards national and international goals. In order to understand and properly interpret the inputs, processes and outcomes of education systems from a global perspective, it is vital to ensure that data are comparable. This can be done by applying the International Standard Classification of Education (ISCED), the standard framework used to categorise and report cross-nationally comparable education statistics.

The educational levels covered by this review are pre-school, primary school and secondary school (ISCED 0-3). The main focus is on first- and second-generation migrants enrolled in these levels of education. Following the definition adopted by the OECD Programme for International Student Assessment (PISA), “first-generation migrants” refers to those children who were born abroad and whose parents were also born abroad, while “second generation migrants” refers to those children who were themselves born inside the receiving country but whose parents were born abroad.

Organisation:	, Global
Source:	(2009)
Description:	(Working paper) Migrant students in most OECD countries tend to have lower education outcomes than their native peers. Extensive previous research has described the system level, school level and invididual level factors that influence the education outcomes of migrant students. Building on such previous research, this paper looks at the ways in which education policies can influence theses factors to help provide better educational opportunities for migrant students.

The indicator presents the share of young people who are neither in education and training nor in employment, as a percentage of the total number of young people in the corresponding age group. Young people in education include those attending part-time as well as full-time education, but exclude those in non-formal education and in educational activities of very short duration.

Organisation:	, Europe
Source:	(Online repertory – Accessed in January 2016)
Description:	Access here the definitions of key skills-related terms and concepts, Skills Panorama aims to improve Europe’s capacity to assess and anticipate skill needs to help make education and training systems more responsive to labour market needs and to match better skill supply and demand across Europe. Skills Panorama is brought to you by the European Commission, Directorate-General for Employment, Social Affairs and Inclusion and powered by Cedefop, the European Centre for the Development of Vocational Training.

The indicator young people neither in employment nor in education and training, abbreviated as NEET, corresponds to the percentage of the population of a given age group and sex who is not employed and not involved in further education or training. The numerator of the indicator refers to persons meeting these two conditions: * they are not employed (i.e.

Organisation:	, Europe
Source:	(Online repository (Accessed in January 2016))
Description:	The Glossary contains short definitions of all terms used in ‘Statistics Explained’ Statistics Explained is: * an encyclopaedia on European Union statistics; * a portal to further information for occasional and for regular users; * a statistical glossary.

Education that is institutionalized, intentional and planned by an education provider. The defining characteristic of non-formal education is that it is an addition, alternative and/or a complement to formal education within the process of the lifelong learning of individuals.

It is often provided to guarantee the right of access to education for all. It caters for people of all ages, but does not necessarily apply a continuous pathway-structure; it may be short in duration and/or low intensity, and it is typically provided in the form of short courses, workshops or seminars.

Non-formal education mostly leads to qualifications that are not recognized as formal qualifications by the relevant national educational authorities or to no qualifications at all. Non-formal education can cover programmes contributing to adult and youth literacy and education for out-of-school children, as well as programmes on life skills, work skills, and social or cultural development.Source:

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

Education which takes place outside the formal system on either a regular or an intermittent basis.Source:

Organisation:	, UN
Source:	(1984)
Description:	This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.

Learning which is embedded in planned activities not explicitly designated as learning (in terms of learning objectives, learning time or learning support). Non-formal learning is intentional from the learner’s point of view.Source:

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

Any organised and sustained educational activity that does not correspond exactly to the definition of formal education. Non-formal education may therefore take place both within and outside educational institutions, and cater to persons of all ages.Source:

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

Any organized educational activity and training outside the established formal system, that is, intended for specific objectives and to serve identifiable clientele.Source:

Organisation:	, Philippines
Source:	(2010)
Description:	The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country.

Non formal education and training: Learning embedded in planned activities that are not explicitly designated as learning, but which contain an important learning element.Source:

Organisation:	, UNESCO/Australia
Source:	(2009)
Description:	This glossary has been published in the “International Handbook of Education for the Changing World of Work” (Vol.1, chapter 5) “The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided.”

Non-formal education and training is understood as education and training leading to qualifications which are not directly recognised as such by relevant national education authorities (or equivalent authorities) or not leading to any qualifications at all (although recognition and validation of learning outcomes could then be used and indirectly lead to formal qualifications).

This concept is therefore distinguished from formal education and training, which: (a) typically takes place in (or, in the case of formal apprenticeships, dually involve) the system of schools, colleges and universities and other formal education institutions; (b) normally, although not necessarily, constitutes a continuous ladder of education for children and young people; (c) is directly relevant for the determination of the highest level of formal education attained.

It is also distinguished from random and informal learning which are not intentional and/or not institutionalised.Source: (also online learning and online training) Learning or training conducted via a computer network e.g. using the internet and the World Wide Web, a local area network (LAN),or an intranet.

Organisation:	, Germany
Source:	(2016)
Description:	The Impact of Distance Education on Adult Learning (IDEAL) has been studied in a joint project between the International Council for Open and Distance Education (ICDE), the UNESCO Institute for Lifelong Learning (UIL) and Study Portals (SP). The project examined the interrelations of adult learning, higher education and distance education while analysing if and how higher education institutions contributed to adult learning by means of distance education. This final report will present a meta analysis in an attempt to answer the central research question:”how can the distance education programmes offered by European higher education institutions be better matched to the needs of adult learners?”

Education and training opportunities for people who have left school as well as for those adults who may never have been to school but require education opportunities. Source:

Organisation:	, South Africa
Source:	(2013)
Description:	This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public.

Education which is mainly designed to introduce participants to the world of work and to prepare them for entry into vocational or technical education programmes. Successful completion of such programmes does not yet lead to a labour-market relevant vocational or technical qualification.

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

School- or college-based education) Educational activities taking place in institutions established for the education of children and youth in the course of initial education programmes which aim to achieve specific learning objectives through classroom instruction including courses in specialised learning environments (e.g.

1. Laboratory, music room, computer room or gym) and group work under the guidance of a teacher or teachers.
2. Students are often grouped by grade, age or level of ability.
3. Source: Scientific and technical education and training (STET) includes all activities related to * specialised non-university higher education and training; * higher education and training leading to a university degree; * post-graduate and further training; *organised life-long training for scientists and engineers.

These activities correspond broadly to ISCED levels 5, 6 and 7.Source:

Organisation:	, Europe
Source:	(Online repository (Accessed in January 2016))
Description:	The Glossary contains short definitions of all terms used in ‘Statistics Explained’ Statistics Explained is: * an encyclopaedia on European Union statistics; * a portal to further information for occasional and for regular users; * a statistical glossary.

Education specifically targeted at individuals who, for a variety of reasons, never attended school or left school either before completion of the level of education in which they were enrolled or completed the level but wish to enter an education programme or occupation for which they are not yet qualified.

Participants are often older than the typical target age group for the given ISCED level programme (but not necessarily adults). Sometimes also referred to as ‘bridging programmes’ or ‘re-integration programmes’. Source: Secondary education provides learning and educational activities building on primary education and preparing for labour market entry, post-secondary non-tertiary education and tertiary education.

Broadly speaking, secondary education aims at learning at an intermediate level of complexity.Source:

Organisation:	, UN
Source:	(2013)
Description:	The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives. Based on the feedback to the consultation document, a new version of the Glossary has been prepared. The final document has been further revised by a small editorial team comprising: Mr Massimo Amadio and Ms Ruth Creamer, UNESCO IBE; Ms Dakmara Georgescu, Programme Specialist, UNESCO Regional Bureau for Education in the Arab States and Cluster Office (Beirut); Mr Jan Berkvens; Mr Alexandru Crisan (Romania), Lead Education Consultant, World Bank and Kuwait Government Partnership Programme for Education; and Mr Philip Stabback.

Secondary education (ISCED levels 2 and 3). Secondary education provides learning and educational activities building on primary education and preparing for labour market entry, post-secondary non-tertiary education and tertiary education. Broadly speaking, secondary education aims at learning at an intermediate level of complexity.

Organisation:	, Europe
Source:	(2008)
Description:	This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe).

Education designed to facilitate the learning of individuals who, for a wide variety of reasons, require additional support and adaptive pedagogical methods in order to participate and meet learning objectives in an educational programme. Reasons may include (but are not limited to) disadvantages in physical, behavioural, intellectual, emotional and social capacities.

Educational programmes in special needs education may follow a similar curriculum as that offered in the parallel regular education system, however they take individuals’ particular needs into account by providing specific resources (e.g. specially trained personnel, equipment, or space) and, if appropriate, modified educational content or learning objectives.

These programmes can be offered for individual students within already existing educational programmes, or be offered as a separate class in the same or separate educational institutions.Source:

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

Educational activity and support designed to address special education needs.Source:

Organisation:	, UNESCO/Australia
Source:	(2009)
Description:	This glossary has been published in the “International Handbook of Education for the Changing World of Work” (Vol.1, chapter 5) “The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided.”

An educational alternative that focuses on the teaching of students with academic, behavioral, health or physical needs that cannot sufficiently be met using traditional educational techniques.Source:

Organisation:	, Europe
Source:	(2011)
Description:	Online glossary of the LLP(Lifelong learning programme)of the European Union. “The Lifelong Learning Programme (LLP) was designed to enable people, at any stage of their life, to take part in stimulating learning experiences, as well as developing education and training across Europe. With a budget of nearly €7 billion, the programme, which ran from 2007-2013, funded a range of exchanges, study visits, and networking activities. The activities of LLP continue under the new Erasmus+ programme from 2014-2020.”

The term technology-based education: •refers to systems of teaching and learning in which a technology other than print has a major role; and •takes two major forms: stand-alone (for example, computer-assisted learning and computer-managed learning) and conferenced (for example, audio, video or computer)Source:

Organisation:	, Common Wealth
Source:	(2000)
Description:	This introduction to open and distance learning was based on introductory materials in COL’s “training toolkits.” The development of the toolkits, in various topics related to open and distance learning, involved the time and dedication of a number of organisations and individuals. Much of the material was developed by the International Extension College (UK). The impetus and financial support that enabled COL to embark on this undertaking came from the Asian Development Bank.

The use of information and communication technologies as mediating devices supporting student learning that can include elements of assessment, tutoring, and instruction. It involves a wide set of applications and processes, such as web-based learning, computer-based learning, virtual classrooms and learning environments, and digital collaboration.

Organisation:	, UN
Source:	(2013)
Description:	The main purpose of the UNESCO IBE Glossary of curriculum-related terminology is not to establish standard universally applicable definitions. Rather, it is intended to be a working reference tool that can be used in a range of activities and help to stimulate reflection among all those involved in curriculum development initiatives. Based on the feedback to the consultation document, a new version of the Glossary has been prepared. The final document has been further revised by a small editorial team comprising: Mr Massimo Amadio and Ms Ruth Creamer, UNESCO IBE; Ms Dakmara Georgescu, Programme Specialist, UNESCO Regional Bureau for Education in the Arab States and Cluster Office (Beirut); Mr Jan Berkvens; Mr Alexandru Crisan (Romania), Lead Education Consultant, World Bank and Kuwait Government Partnership Programme for Education; and Mr Philip Stabback.

Technology-rich instruction) Technology-rich instruction – a structured education program that shares the features of traditional instruction, but also has digital enhancements such as electronic whiteboards, broad access to Internet devices, document cameras, digital textbooks, Internet tools, and online lesson plans.

Organisation:	, USA
Source:	(2012)
Description:	About the corporate author: “Innosight is a management consulting firm advising enterprises on business strategy. Innosight was founded in 2000 by Harvard Business School professor Clayton M. Christensen and senior partner Mark W. Johnson. Innosight uses methods based on the concept of disruptive innovation, a theory defined by Christensen in his book The Innovator’s Dilemma.” (Source Wikipedia, as of February 2016) About the publication: “the following blended-learning taxonomy and definitions expand upon and refine our previous work in helping to create a shared language for the K–12 blended-learning sector.”

Formal education beyond secondary education, including higher education, vocational education and training, or other specialist post-secondary education or training.Source:

Organisation:	, Australia
Source:	(2013 – online version continuously updated, Accessed in Jan.2016)
Description:	The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations. The glossary is based on ‘A glossary of Australian vocational education and training terms’ which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added.

Formal education beyond secondary education, including higher education, vocational education and training, or other specialist post-secondary education or training; sometimes used to refer only to higher education or training.Source:

Organisation:	, Philippines
Source:	(2010)
Description:	The Glossary of Terms, 4th edition, provides definitions of TVET terms and terminologies commonly used in education, labor and employment and other TVET related areas in the Philippines. The complexity of the environment where TVET operates requires regular review and updating of TVET terminologies as systems, standards, processes, policies and programs continue to change. The provision of this glossary is intended to facilitate comprehension and better understanding as we move together in making TVET work for our people and country.

also referred to as third stage or third level education, post-secondary or further education) formal education following the completion of secondary education, including higher education, vocational education and training, or other specialist post-secondary education or training.Source: The education which follows secondary education or its equivalent, and provides the learner with more advanced knowledge and skills than those gained within the secondary system.Source:

Organisation:	Ministry of Labour, VTC, Department of statistics, national Centre of Human Resources, Jordan
Source:	(2005 – Not available online)
Description:	Glossary requested by the Ministry of labour of the Hashemite Kingdom of Jordan – as part of its activities to foster capacity building. It was assisted in this task by the International Training Centre (ILO, Turin). The International Training Centre worked in collaboration with the local expert Ahmed Mustafa. The expert was responsible for the coordination of the project, ensuring constant communication and collaboration between the concerned authorities in Jordan, especially the following: -Ministry of labour. -VTC (Vocational training centers). -Department of statistics. -National Centre for human resources development/Al Manar-information system project development human resources

Includes aspects of both online and e-learning but goes somewhat further. While it is largely web-centric it does not necessarily limit itself to learners outside a conventional classroom. It uses multimedia and, besides delivering content, also enables a high level of interaction among learners, content, teachers, peers and administration both synchronously and asynchronously.Source: Education that is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades.

Organisation:	, UN
Source:	(Continuously updated (Accessed in January 2016) )
Description:	The UIS Glossary includes statistical terms related to education, science and technology, culture, and communication. entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk.

TVETipedia Glossary
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Why practical skills should be taught in schools?

Teenagers are not learning the life skills they need, is it too late now? Porter Nicoll/Talon Life skills are a central aspect of the learning process for many teenagers. Learning skills with everyday uses after high school helps teenagers understand how to move forward adequately prepared for the outside world. A good education should teach students how to survive on their own.

Although parental figures and mentors can help teach these skills, the school should also be involved in teaching practical skills. ” Life skills are an important area of learning for kids. This set of skills guides children in knowing the difference between right and wrong and effectively allows them to get by in life,” author Lauren Du Plessis stated.

One of the most crucial life skills is the ability to provide nourishing and delicious food for oneself or the other people around you. Cooking and baking require the mind to pay attention to little details and concentrate for long periods. Patience is a skill that takes practice, and by cooking one can sharpen their patience practically and enjoyably.

• Cooking also teaches responsibility, helping students understand that the quality of the food revolves around the dedication of the person making it.
• Cooking can aid children in acceptance of responsibility.
• Each child has a task to complete to contribute the meal preparation and cleanup.
• Cooking in schools can build positive memories that promote future healthy, enjoyable cooking elsewhere,” Mary Ann McFarland said.

Another essential life skill is time management, the optimal organization of time. We can add a seminar about time management and dealing with the stress of not having enough time. With proper time management, the people and products that truly matter can be prioritized.

Focus, and the mental aspects of dealing with difficult situations with limited time, can be increased by taking classes such as these. “When you manage your time, you have a greater focus on your most productive activities. This helps build positive habits. It also ensures you spend more time on the activities that help you reach your goals,” Mark Pettit stated.

Some may argue that our parents can and should teach us all the necessary life skills. Doing the dishes and cleaning our rooms can teach kids responsibility just as well as a dedicated class. Another example could be learning how to get along with siblings and let go of anger.

• Despite this, we must also remember that many kids do not have active and supportive parental figures, making teaching life skills hard.
• With the addition of these time management seminars during school hours, all students will be accounted for, no matter their home life.
• Everyone has their way of dealing with stress, although learning to handle it in situations such as arguments with a sibling and loved one can be most beneficial.

“Siblings will fight no matter what. However, the problem-solving techniques you teach them now will serve them well as they grow older in their day-to-day lives,” Cleveland Clinic said. Although parents can effectively teach life skills, schools should still be actively involved in teaching them.

Dealing with emotions, doing chores and helping family can be learned at home. But this doesn’t mean that schools shouldn’t be able to provide educational opportunities for more in-depth topics that involve one-on-one time and group work. Some of these skills come with learning how to make food, realizing what actions are deemed incorrect and irresponsible and accomplishing work with limited time.

These different skills allow students to strive outside of school beyond just the core classes and into real-life scenarios. Your donation will support the student journalists of Oak Park High School – CA. Your contribution will allow us to purchase equipment and cover our annual website hosting costs.
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What is another word for practical knowledge?

What is another word for practical knowledge?

experience	expertise
mastery	competence
talent	capacity
expertness	dexterity
knack	savvy

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What is practical for students?

A practical is a ‘hand-on’ class which allows you apply the theories you are learning in your course in practical situations. For example in a science course, practicals may include conducting experiments in a laboratory.
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What is another term of practical?

Synonyms for practical businesslike. constructive. down-to-earth. efficient. factual.
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What is practical knowledge according to Aristotle?

Phronesis – In organisation studies, phronesis is morally virtuous decisions. This is Aristotle’s idea of practical rationality (see Ellett, : 12), which is knowledge that helps with practical matters such as actions associated with professional practice (Tsoukas and Cummings, ).

Wisdom emerges from a combination of ‘pedagogical thinking and reasoning’ (Ellett,, p.12). Practice wisdom emerges through ‘experiences, learning, reflecting, critical dialogue, making theories, and creating and testing hypotheses’. (Higgs,, p.75). According to Tsoukas and Cummings, (), Aristotle believed that both craft knowledge (techne) and practical wisdom (phronesis) are types of practical knowledge, in contrast to scientific knowledge (episteme) which is theoretical.

The difference between techne and phronesis is action and production. Techne is used to produce things and the object produced is the end in itself. Phronesis is used to act. There is a relationship between acting and the standards against which the acting is judged (Tsoukas and Cummings, ).

These standards do not apply to the production of objects. Techne is judged by the quality of the product itself, and by the steps taken to achieve the product, i.e., the technical processes. The standards used to judge actions associated with phronesis are based on the most reasonable way to act. Phronesis has ‘both an intellectual virtue and an ethical virtue’ (Eikeland,, p.53).

For Aristotle, practical knowledge and moral virtues go together: it is impossible to be practically wise without being good (Van de ven, A.H., and Johnson ). The cognitive reasoning which distinguishes phronesis from techne is knowing the right values (Tsoukas and Cummings, ).

These values are determined by the professional’s sense of Eudaimonia. Eudaimonia requires ‘excellence of character’, i.e., virtue (Bredillet, et al.,, p.21). It is social practice meaning that if a person knew the most reasonable way to act, they would do so (Ellett, ). These actions are guided by values associated with a sense of what is the right thing to do for humanity, being a good person, and living a good life.

For Aristotle, techne is subordinate to phronesis (Van de ven, A.H., and Johnson ). Eudaimonia also involves intellectual excellence, i.e., reason and rational activity (Bredillet et al., : p.21). This reasoning involves both cognitive and affective dimensions.

The cognitive dimension is knowing how to achieve Eudaimonia. It is possible for a professional to know the right values without knowing how to achieve them in practice (Van de ven, A.H., and Johnson ). The affective dimension is knowing why to achieve Eudaimonia. It is possible for a professional to know how to achieve Eudaimonia but choose not to (Van de ven, A.H.

and Johnson, ). This decision involves more than motivation to do the right thing. Phronesis does not have motivational hedonism and rational egoism (Ellett, ). The moral virtue of phronesis is not about personal gain, rather it is a higher goal loosely described as the profession’s ends, or society’s well-being (Ellett, ).

1. Therefore this higher motivation has both cognitive and affective elements.
2. The former is the ability to deliberate well and make good judgements, while the latter is about attitude, and choosing to act on this judgement (Ellett, ).
3. Figure presents a conceptual framework derived from the brief literature review.

On the left hand side is the practical wisdom constructs, i.e., episteme, techne, and phronesis. Next are the dimensions, which summarise the praxeological style of reasoning (Hacking,, p.3) associated with each construct. Then comes the professional practice properties which combine knowledge and reasoning (Higgs,, pp.77–78); to create the ‘possibilities of individual knowing’ (Chia,, p.582); and a ‘socially conditioned response to a pre-established ordering of things’ (Chia,, p.582).

On the right hand side is the type of knowledge which is the outcome for the professional as they move across each of the constructs. Fig.1 Table provides definitions of the ideas presented in Fig., along with summary literature Table 1 Practical wisdom conceptualisation This paper is based on an empirical research study of knowledge from practice (see Kondrat, ).

The study followed Thompson’s (, p.215) goal with his wisdom research to ‘explore manager’s self-understanding of practical wisdom and to identify the ontological activity present in their managerial decision making’. Therefore, the study sought to capture the retirees’ self-understanding of their practical wisdom, but not about practical wisdom as a concept, rather about what they knew about work-related knowledge, which might then be articulated as practical wisdom.

The abstraction of the retirees’ practical wisdom (e.g., see Fig. and Table in particular) was the author’s. Table 2 Summary of retirees’ wisdom The study consisted of a series of activities to capture and share retirees’ knowledge with younger people. The knowledge elicitation process adopted Gavrilova and Andreeva’s () analyst-mediated knowledge acquisition method.

This included an analyst-leading structured 2 h face-to-face depth interviews with retirees; followed one month later with an expert-analyst collaborating role game between retirees and younger people. The research activities captured retirees’ knowledge about their careers.

• Instead of beginning with definitions of knowledge “for” practice, the questions in the study were designed to define knowledge “from” practice (see Van de ven, A.H., and Johnson ).
• This is a qualitative research method designed to discover ‘practical rationality’ (see Macklin and Whiteford,, p.87).

Practical rationality emerges from the interview by ‘evaluating multiple factors in concrete situations’ (i.e., retirees’ reflection on work situations), and ‘taking into account people’s beliefs, interests, and norms’ (i.e., what worked for the retiree), in ‘addition to the specific demands of a sound practical judgement’ (i.e., reflection on why it worked for them) (Macklin and Whiteford,, p.87).

• This approach ‘reverses the usual order of business, which privileges formal-technical scientific knowledge and assigns a derivative status to the “practical” as a secondary way of knowing’ (Van de ven, A.H., and Johnson, p.805).
• This switch produces a research outcome that defines practical wisdom as a distinct way of knowing rather than a subset of scientific knowledge, i.e., episteme (see Van de ven, A.H., and Johnson ).

In doing so, the research method seeks phronesis about professional practice. In discovering phronesis from respondents, the research ‘does not involve pure technique or pure intellect, but a capacity to intuit and a capacity to draw on emotions’ (Macklin and Whiteford,, p.92).

During the face-to-face depth interviews, the respondent (retiree) was encouraged to reflect on the life-time of experience gathered over their career and to explain what worked for them. In this way, the interview was designed to recognise the value of the retiree as an individual, so it was an empowering experience for them.

The intuition which emerged in the retiree’s reflection was situated within this positive emotional context, however, the retirees’ were also encouraged to discuss lessons learned, e.g., mistakes, as part of this reflection. Practical wisdom research is ‘case-based’ (each retirees’ unique life journey), ‘customised to particular contexts’ (discipline and job), and ‘not easily susceptible to empirical generalisation’ (Macklin and Whiteford,, p.92).

This explanation justifies the research method used to elicit the retirees’ practical wisdom. Asking retirees to articulate the knowledge gained over their career is not amenable to survey research (e.g., 7-point likert scales). Life journeys cannot be summarised by ticking a box. For example, the praxis of retirees’ reflection on how they applied episteme to become their unique techne requires a rich narrative.

The method of depth interviews followed by group discussion with inquisitive younger people was suitable for eliciting this narrative. As stated above, the interpretation of the narrative in terms of an Aristotelian conceptualisation of practical wisdom was the author’s.

This process enabled generalisations about the nature of the retirees’ practical wisdom from a constructivist epistemological perspective. The nine cases used in this study represented nine retirees from four disciplines: engineering, teaching, nursing, and business. In tackling the challenges listed above; the research method had three guiding principles retirees’ reflection on: (1) practice knowledge (episteme), (2) good decision making (techne), and (3) moral virtue (phronesis).

For example, reflections on moral virtue involved personal knowledge about living one’s life and the kind of person that one is (Macklin and Whiteford,, pp.91–93). This approach requires using dialogical and empathetic approaches to ask ‘how’ and to analyse both the narrative and the tacit elements such as emotions, habits, skills, and actions (Thompson,, p.215).

1. In the research presented in this paper, the narrative was the depth interview; the tacit dimension emerged in the focus group; and emotions surfaced in how retirees felt about work, habits (technical), skills (cognitive), actions (why they did it this way).
2. Technical competencies are the basic building blocks of job-related knowledge.

The discovery of episteme explored the retirees’ perspective on their discipline, e.g., engineering or nursing, how their education and qualifications was useful in the act of performing their work and benefited their career. Respondents differentiated between levels of discipline knowledge.

Job-related knowledge learned at university was considered basic level. Retirees described this knowledge within the context of how it was applied, for example accounting: “Management accounting looks inward on the business, financial accounting looks outwards. Management accounting helps the business more.” Advanced level knowledge emerged when retirees discussed how to use discipline knowledge to do a good job.

For example, a good management accountant understands their internal customer: “You have to know the business to use your technical skills to provide a solution for management; particularly information that helps them to make management decisions.” The type of work done by retirees helped identify whether were involved in complicated or complex tasks.

When discussing the work they did over their careers, retirees focused on their most challenging roles rather than the technical aspects of the job. For example, a mechanical engineer described how he did engineering management, rather than mechanical engineering decisions. Most respondents talked about complex skills or capabilities rather than decisions.

An accountant (business) felt that working with people was an advanced skill: “The technical side is so easy, people are so difficult. That includes yourself, you can be difficult too.” Retirees felt the characteristics of being a good people manager included listening, communication, empathy, and trust.

A general manager (business) felt his capacity to build strong teams was based on trust in the ability of others: “If you want things only done your way, you are limited by yourself. You probably have talent working for you who would do things differently. Allow them to be creative, to make mistakes.” A general manager (business) discussed complex tasks in terms of being an innovator, which translated into a desire to make a difference: “having an impact was absolutely essential.

It gave me job satisfaction, when I could see results improving”. He needed impact to be measured by results, and this was based on cost improvements: “If our costs decreased but our productivity increased, we were improving.” Advanced level knowledge also emerged when retirees discussed personal characteristics which they felt made them good at their job.

• This was a unique capability which the retiree developed themselves.
• A special education teacher, i.e., for children with severe learning disabilities or behavioural problems, explained how basic technical knowledge was not enough: “There was no course to prepare you for being a special education teacher.” A mental health nurse felt that she had “something in me” which she described as an individual talent.

She explained how she had always been interested in people and over time became very aware of people’s behaviours and feelings. She felt this talent was very important because it helped her do her job well. The highest level of technical competency revealed by the retirees was behavioural decisions.

A mental health nurse explained: “Knowing myself I think is really important. You have to know how you react in situations; what situations you like, what situations you are comfortable in, because that allows you to make the decision to learn to deal with that or to say no I am not going to deal with that.

Knowing what it is about other people that is going to push your buttons that means that you can’t work properly so that you can work properly. It gives you choices, and I think life is about choices”. This describes a high level ability to function effectively in varying complex social situations.

1. In the earlier discussion, retirees described how “people skills” is an advanced level of technical competency.
2. Decisions about how to adjust behaviour according to social interaction seems to be a highly complex task.
3. This is judgements about skilful knowing validated by organisational knowing, i.e., the social collective (Pinheiro et al., ).

This is about applying knowledge. It involves personal judgements about whether the individual feels they are doing things right. It has an ‘others’ focus. It leads to respect and trust from others about the individual and their work. This paper proposes that wisdom enables higher level or more useful application of knowledge.

• The method used in this section to separate levels of knowledge usage is to examine the outcomes.
• This involves understanding individual action in terms of what they were trying to achieve.
• Retirees’ expected outcomes for using their knowledge began with reputational impact.
• Retirees defined this as job-related reputation.

A respondent wanted to be remembered as a good nurse, however, she felt this was not easy because – “everyone has a different definition of what is a good nurse”. Some retirees discussed the importance of being valued by colleagues. An engineer said “I’d like to be remembered as someone who never let the team down.” An accountant (business) hoped “people would recognise my contribution.” Retirees then discussed personal reputation.

The most important outcome was respect. An engineer said he wanted people to remember him “Just as (his name), the individual, whether good or bad, not the job, the individual.” Another engineer wanted to be known as a nice person: “to men he was a good bloke, and to ladies he was a gentleman, that is how I’d like to be remembered.” A nurse wanted to be remembered “as a person who gave it a go, and gave it her best”.

The second personal reputation outcome was trust. Trust was defined as the impact made at work, i.e., whether they could be trusted to do good work. A nurse felt she had made a contribution—”I made some changes”, and had a positive influence on others—”I mentored others along the wayI guess it’s one of the things that I love the best.” A general manager (business) said “I’d like to be remembered as someone who created a positive culture in the workplace.
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What is practical knowledge in ethics?

‘Practical knowledge’ is roughly defined as knowledge that does and shall (from a normative, prudential or moral, point of view) motivate to act in a certain way (sect.1).
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What is practical knowledge Aristotle?

“Excellence is never an accident. It is always the result of high intention, sincere effort, and intelligent execution; it represents the wise choice of many alternatives – choice, not chance, determines your destiny.” – Aristotle

What is practical wisdom? How does practical wisdom connect to teaching? How does understanding practical wisdom help me become a better teacher? What is the Golden Mean and how does it connect to teaching?

Teaching and learning are complex activities. It follows that learning to become a teacher is also complex. In this book, we attempt to clarify what it means to be an effective teacher, one who motivates and maximizes learning, Our search is not bounded.

• We will look for good ideas wherever we can find them.
• They may be old or new, based on research or practical experience, or they may come from teachers or students.
• We begin by examining an ancient idea, practical wisdom, and its relationship to effective teaching.
• In our view, there is no better place to begin.

Practical wisdom is knowing what is good, right, or best, given a particular set of circumstances. The roots of this idea can be traced back more than 2,400 years to to Aristotle in Ancient Greece. Aristotle attempted to distinguish different kinds of knowledge—different ways of knowing.

• Practical wisdom (what Aristotle called phronesis ) was distinct from other kinds of knowledge such as science (what Aristotle called epistime ) or art (what Aristotle called techne ).
• In Nicomachean Ethics, Aristotle writes (1140a24-1140b12): We may grasp the nature of prudence if we consider what sort of people we call prudent.

Well, it is thought to be the mark of a prudent man to be able to deliberate rightly about what is good and advantageousBut nobody deliberates about things that are invariableSoprudence cannot be science or art; not science because what can be done is a variable (it may be done in different ways, or not done at all), and not an art because action and production are generically different.

• For production aims at an end other than itself; but this is impossible in the case of action, because the end is merely doing well.
• What remains, then, is that it is a true state, reasoned, and capable of action with regard to things that are good or bad for man.
• We consider that this quality belongs to those who understand the management of households or states.

The knowledge of science was a knowledge of universals (e.g., A2 + B2 = C2), things that were universally true and not bound by place or time. The knowledge of art (i.e., skill) was a kind of knowledge that could be applied to a task and set aside (e.g., the knowledge a shoemaker possesses).

1. Practical wisdom, however, was a bit more complicated, interesting, and for teachers, important.
2. Practical wisdom is concerned with both the context and reasons for the decisions we make.
3. It is not the kind of knowledge we selectively apply; it is a knowledge we carry with us at all times.
4. It is based on our past experiences, our values, our moral sensibilities, and our knowledge of ideas that might be brought to bear on a par ticular problem.

In short, practical wisdom is doing the right things, for good reasons, in the best ways. Every day, teachers face scores of decisions that influence stu dent learning and development. Even seemingly simple decisions may be more complex than they appear.

Should you allow a student to turn in her paper late? How should you respond to Josh and Steve who are talking, again, during 5th period? What should you teach next week, and how should it be organized? How should you evaluate your unit on mammals? The best teachers are equipped with a well-developed and thoughtful intellectual framework that helps them to make sound educational decisions based upon a myriad of factors that influence those decisions.

This book will enable you to construct your own initial framework, of ideas, skills, and dispositions, that will help you make educational/teaching decisions and empower you to act on those decisions. In essence, one of the primary goals of the book is to inform and hone your ability to reason practically in and out of the classroom.

1. Of course, we are not the only people who recognize the importance of practical wisdom.
2. Watch the following video and ask yourself how these ideas connect to teaching.
3. Read: Shulman, Lee S.
4. Practical Wisdom in the Service of Professional Practice.” Educational Researcher : A Publication of the American Educational Research Association.36, no.9 (2007): 560-563.

Read: Bassett, Caroline L. “Understanding and Teaching Practical Wisdom.” New Directions for Adult & Continuing Education, no.131 (Fall 2011): 35–44.
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What is practical knowledge in social work?

Before you go – To conclude, this article has highlighted that reflective practice, and socialisation makes up knowledge in social work practice. Intuition and tacit knowledge form part of reflection in social work practice and starts during social work training.

1. This form of knowledge when combined with education and an understanding of social theories such as Durkheim’s views on socialisation can help improve outcomes for service users.
2. Reflection is a skill that enables the social worker to contemplate and examine experiences, how and why events have occurred and consider alternative approaches to doing things.

It is also important that social workers consider how they might be implicated by their experiences (reflexivity). This shapes the social worker’s critical judgement to enhance future performance. The ontological view is that social work practice involves more than one reality.

Social phenomena and experiences can be socially constructed. Social work knowledge can be epistemologically characterised as a practical moral knowledge (through reflection) or a rational technical knowledge (through the use of social theories). Reflective practice allows each practitioner to interpret their experiences differently but logically.

The Health and Care Professions Council (HCPC) sets out the knowledge and abilities of a social worker when practicing, resulting in practitioners being socialised into their roles. In addition, the ability to reflect ensures that the practitioner maintains some autonomy while ensuring that the wellbeing of service users is a priority.

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