Vocabulary

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1	Term	Definition	Source

2	Academic recognition	Approval of courses, qualifications, or diplomas from one (domestic or foreign) higher education institution by another for the purpose of student admission to further studies. Academic recognition can also be sought for an academic career at a second institution and in some cases for access to other employment activities on the labour market (academic recognition for professional purposes). As regards the European Higher Education Area, three main levels of recognition can be considered, as well as the instruments attached to them (as suggested by the Lisbon Convention and the Bologna Declaration): (i) recognition of qualifications, including prior learning and professional experience, allowing entry or re-entry into higher education; (ii) recognition of short study periods in relation to student mobility, having as the main instrument the ECTS (European Credit Transfer System); (iii) recognition of full degrees, having as the main instrument the Diploma Supplement	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
3	Assessment method	The total range of methods used to evaluate the learner’s achievement in a course unit or module. Typically, these methods include written, oral, laboratory, practical tests/examinations, projects, performances and portfolios. The evaluations may be used to enable the learners to evaluate their own progress and improve on previous performance (formative assessment) or by the institution to judge whether the learner has achieved the learning outcomes of the course unit or module (summative assessment).	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
4	Assessment of learning	The evaluation of the learning that has taken place against a set of achievement criteria. Assessment can take different forms, such as formative "ongoing" feedback and summative exams or coursework.	https://empower.eadtu.eu/glossary
5	Awarding body	Body issuing qualifications (certificates, diplomas or titles) that formally recognises the learning outcomes (knowledge, skills and/or competences) of an individual, following an assessment and validation procedure.	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
6	Awarding institution	A university or other higher education institution which awards degrees, diplomas, certificates or credits at tertiary level.	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
7	Blended learning	Is generally applied to the practice of using both online and in-person learning experiences when teaching students.
8	Certificate	The formal recognition that an individual has demonstrated a proficiency within, and comprehension of, a specific body of knowledge.	https://empower.eadtu.eu/glossary
9	Degree programme	The set of educational components leading to the award of a degree to a student after successful completion of all the requirements	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
10	ECTS	ECTS is a learner-centred system for credit accumulation and transfer based on the transparency of learning outcomes and learning processes. It aims to facilitate planning, delivery, evaluation, recognition and validation of qualifications and units of learning as well as student mobility. ECTS is widely used in formal higher education and can be applied to other lifelong learning activities.	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
11	Face-to-face learning	Any form of instructional interaction that occurs “in person” and in real time between teachers and students or among colleagues and peers.
12	Formal learning	Learning typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective.	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
13	Formative assessment (accumulative)	Formative assessment is aimed primarily at determining the strengths and weaknesses of a student’s work, with the objective of improvement. Formative assessment demands feedback to the student in some form and may, but will not always, contribute to summative assessment.	https://empower.eadtu.eu/glossary
14	Grade	Grades describe the quality of learning achievements and rate the performance of a student at a particular level.	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
15	Grade distribution table	Grade distribution table - Grade distribution tables show how the existing national or institutional scale is being used in the institution – whether in open access or selective systems – and allow for comparison with the statistical distribution of grades in a parallel reference group of another institution. They represent the statistical distribution of positive grades (pass and above) awarded in each field of study in a specific institution.	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
16	Informal learning	Learning resulting from daily life activities related to work, family or leisure. It is not structured (in terms of learning objectives, learning time or learning support) and typically does not lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or “incidental”/random).	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
17	Learning outcome	Statements of what a learner knows, understands and is able to do on completion of a learning process. The achievement of learning outcomes has to be assessed through procedures based on clear and transparent criteria. Learning outcomes are attributed to individual educational components and to programmes at a whole. They are also used in European and national qualifications frameworks to describe the level of the individual qualification.	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
18	Non formal learning	Learning which takes place through planned activities (in terms of learning objectives, learning time) where some form of learning support is present (e.g. learner-teacher relationships); it may cover programmes to impart work skills, adult literacy and basic education for early school leavers; very common cases of non-formal learning include in-company training, through which companies update and improve the skills of their workers such as ICT skills, structured on-line learning (e.g. by making use of open educational resources), and courses organised by civil society organisations for their members, their target group or the general public (Ibid.).	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
19	Peer assessment	Assessment/review of students’ work carried out by other students.	https://empower.eadtu.eu/glossary
20	Recognition of credits	The process through which an institution certifies that learning outcomes achieved and assessed in another institution satisfy (some or all) requirements of a particular programme, its component or qualification.	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
21	Recognition of non-formal and informal learning	The process through which an institution certifies that the learning outcomes achieved and assessed in another context (non-formal or informal learning) satisfy (some or all) requirements of a particular programme, its component or qualification.	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
22	Self assessment	An evaluation of one's own abilities.	https://empower.eadtu.eu/glossary
23	Summative assessment (at a conclusion of a defined instructional period)	Summative assessment is aimed at evaluating student learning at the end of an instructional unit by comparing it against some standard or benchmark.	https://empower.eadtu.eu/glossary
24	The European Qualifications Framework (EQF)	The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. The EQF aims to relate different countries' national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems.	http://ear.enic-naric.net/emanual/glossary/glossary.aspx
25	Transcript of records	An up-to-date record of the students’ progress in their studies: the educational components they have taken, the number of ECTS credits they have achieved, and the grades they have been awarded. It is a vital document for recording progress and for recognising learning achievements, including for student mobility. Most institutions produce the Transcript of Records from their institutional databases	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
26	Work placement	A planned period of experience outside the institution (for example, in a workplace) to help students to develop particular skills, knowledge or understanding as part of their programme.	https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
27	Workload	An estimation of the time learners typically need to complete all learning activities such as lectures, seminars, projects, practical work, work placements, individual study required to achieve the defined learning outcomes in formal learning environments. The correspondence of the fulltime workload of an academic year to 60 credits is often formalised by national legal provisions. In most cases, student workload ranges from 1,500 to 1,800 hours for an academic year, which means that one credit corresponds to 25 to 30 hours of work. It should be recognised that this represents the normal workload and that for individual learners the actual time to achieve the learning outcomes will vary.	ECTS Users' Guide https://ec.europa.eu/education/ects/users-guide/docs/ects-users-guide_en.pdf
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