Glossary of Key Terms and concepts

Balanced scorecard

Used in organisations to collect data on performance indicators and provide structured information that helps make more robust decisions in the future. Balanced scorecards are used to collect and reflect on performance in particular during steps B, C and D.

Critical Thinking skills

According to the UNESCO-UNEVOC Wikipedia, this is a transversal competence including areas such as problem-solving, innovation and creativity

Descriptor

This helps classify levels of performance under an indicator. They provide descriptive criteria to help assess if institutional performance is, for example, is high, medium or low. They ensure consistency in the reflection and help elicit evidence and consensus.

Digital skills

Digitalization is reshaping millions of jobs, globally, with digital technologies widely used in the workplace. Most jobs today require basic digital skills. According to the UNESCO-UNEVOC Wikipedia, this is a transversal competence including areas such as the ability to communicate via email or social media, create and edit digital documents, search for information, and protect personal information online (EC, 2017 ). In addition, there is a growing need for training in advanced digital technologies, which change labour markets and present new business opportunities. Such technologies include artificial intelligence, robotics, 3D technologies, and augmented and virtual reality. In many of these highly dynamic and advanced fields, digitalization can lead to the creation of new job profiles.

Entrepreneurship

Rapid technological, environmental, social, and workplace changes require innovative responses towards workplace skills and business development. In this context, transformative entrepreneurial skills and competencies are not only important for entrepreneurs in the classical sense, but also increasingly sought after by employers. These include problem-solving, initiative, teamwork, creativity, emotional intelligence and other soft skills. TVET institutions are expected to emphasize the teaching of entrepreneurial skills and mindsets to prepare modern employees and potential future entrepreneurs. The main challenge for embedding entrepreneurial learning in TVET is the development of curricula that provide students with real-life, active learning experiences to acquire entrepreneurial skills. Subsequently, effective implementation of entrepreneurial learning requires providing support to teachers and trainers, who act as catalysts of change within TVET systems. Finally, rethinking traditional pedagogical approaches and practices is needed to make teaching and learning entrepreneurship practical and relevant to real life.

Frame conditions

These are the external and internal factors that influence the capacity of an institution to identify, integrate and implement NQC’s. The frame conditions may inhibit or enable performance. These were captured during the initial research carried out by BILT, and included in the NQC publication. The frame conditions are used to reflect on the institution’s performance in step B and step C. The publication also captured steps taken by institutions to optimize their frame conditions. These are used as stimulate reflection in step D. (See figure below)

Areas of reflection/Frame conditions	Micro-level stakeholders (E.g. TVET schools, companies, other TVET providers) Potential approaches, activities, ideas
Identification of NQCs Distinctive frame conditions: Responsibilities for identification of future needs placed on national, regional, local level Urgent needs in the economic sector to deal with changes on market timely Efficient infrastructure for "data protection" and substantial data future trends Culture if public-private-partnership to engage in TVET	Analyse existing studies, surveys, and databases on the future demand of NQC and relate to own context Follow competitors' approaches of dealing with NQCs Explore/anticipate/capture demand for NQCs expressed by customers, learners, alumni, etc. Engage in relevant networks addressing NQC issues Join respective conferences, events, etc. addressing NQC issues Provide organisational capacity to systemically identify NQCs and disseminate relevant information within the institution
Integration of NQCs Distinctive frame conditions: Involvement of different stakeholders in curriculum development process Degree of discretion for MLI to (at least partly) create own curricula Phrasing of curricula general (and interpretable) or detailed (and highly fixed) Curricula framework rigid vs. flexible (e.g. modular vs. holistic approach in delivery, assessment, and credentials TVET programs) Trust in the informativeness reliability and relevance of qualifications on the demand side of the labor market Organisational and personal capacity of MLI to engage in curriculum development Standards for recruitment and training of TVET personnel	Recognise gaps in existing curricula with regard to NQC Ensure successful uptake on NQCs in curricula Organise feedback from evaluation of curricula including NQCs Ensure constructive alignment of curricula and assessment practices Feed 'front-line' experiences of education delivery unto curriculum development (in own institution or beyond) Update professional standards integrating NQC
Implementation of NQCs Distinctive frame conditions Discretion for TVET provider in implementing curricula Level of professionalisation for TVET personnel Equipment for infrastructure of TVET provider Public assistance/incentives for HRD investment Mindset towards pedagogical innovations Degree of 'formalisation' of lifelong learning in TVET-system	Train own (teaching and management) staff of (1) the implementation of specific NQCs (2) methodology to identify relevant NQCs Pilot innovative curricula, teaching and learning environments, assessments procedures, programmes into implement NQCs Providing teaching and learning resources relevant for the professional implementation of NQCs (e.g. textbooks, peer support networks, communities of practice, good practices, OER, learning platform) Design learning environments for heterogeneous learner characteristics resulting in different learning demand Design and apply curricula in a flexible way allowing individualised and personalised learning pathways Establish experimental pilot opportunities (e.g. learning lab) for creating and testing innovative practices Foster culture of innovation, creativity, and sense of ownership among TVET personnel

Gender equality

Gender equality exists when women and men enjoy the same status and have equal opportunity to realize their human rights and potential to contribute to political, economic, social and cultural development, and to benefit from the results. Gender Equality is the equal valuing by society of both the similarities and the differences between women and men, and the different roles they play.

Gender mainstreaming

The official definition of Gender Mainstreaming by the United Nations is the following: ‘… the process of assessing the implications for women and men of any planned action, including legislation, policies or programmes, in all areas and at all levels. It is a strategy for making women’s as well as men’s concerns and experiences an integral dimension of the design, implementation, monitoring and evaluation of policies and programmes in all political, economic and societal spheres so that women and men benefit equally and inequality is not perpetuated.’

Global citizenship

According to the UNESCO-UNEVOC Wikipedia, this is a transversal competence that includes areas such as tolerance, openness, respect for diversity, intercultural understanding, etc.)

Greening skills

Greening TVET is an essential and cross-cutting theme for sustainable development. It refers to the efforts to reorient and reinforce existing TVET institutions and policies in order to reinforce achievement of sustainable development. Thus, greening TVET acknowledges the relationship between sustainable development and green development and clarifies different definitions of green jobs and green skills as well.

Identification

See Three I’s.

Implementation

See Three I’s.

Indicators

Define a set of values against which to measure preparedness for NQCs. These may be quantitative or qualitative. They help assess current performance and identify strengths and weaknesses. They can also be helpful for monitoring performance over time, for example towards sustainable preparedness. In the Self Reflection Toolbox, indicators are combined with descriptors that help the institution measure its own level of preparedness against each indicator.

Innovation and Learning Practice (ILP)

A case study that describes, analyses and shares lessons about a specific example or experience. ILP’s follow a standard format defined by UNESCO UNEVOC (link). In this Toolkit, the ILPs focus on good examples of NQC preparedness and are intended to help share experiences and lessons learned among the TVET community.

Integration

See Three I’s.

Inter-personal skills

A transversal competence that includes areas such as presentation and communication skills, organizational skills, teamwork.

Intra-personal skills

A transversal competence that includes areas such as self-discipline, enthusiasm, perseverance, self-motivation.

Macro level Organisations

TVET policy makers, typically national level government (meso level), and (micro level) currently rise to the challenge of anticipating the new qualifications and competences (NQCs) emerging in the economy and society.

Media and information literacy

A transversal competence that includes areas such as the ability to locate and access information, as well as to analyse and evaluate media content.

Meso level Organisations

Actors and agencies responsible for organising, supporting and administering TVET systems such as quality management, financing, teacher and trainer training.

Micro Level Organizations

TVET providers, including schools and companies.

Migration skills

Primarily addresses a target-group for TVET programmes rather than a content or thematic area. The focus on this target group recognizes the inclusion and integration challenges faced by migrants and host countries. This target-group deserves more attention (such as other neglected groups such as workers in the “informal economy”).

New Qualifications and Competences

This is a relative concept that must be tailored according to context when using the SRT. What is ‘new’ for one country or MLI may be well-established in another. The concept of transversal competence broadly refers to the knowledge, skills and attitudes that cut across different economic sectors and social situations; while ‘qualification’ is understood as a formal proof of successfully completed learning according to an agreed standard. Qualifications and transversal competences are integrally linked. Qualifications generally include elements of transversal competences. Equally, transversal competences become meaningful when applied at the work place or in society.

Step

The self-reflection process is divided into six steps from A-F. Each step comprises an objective, an outline of the process, activities and tools and expected outputs. There are also suggestions on how to analyse the outputs and move from one step to the next. The steps are defined in general terms, and may need to be adapted to the specific context of each institution.

Three I’d - Identification, Integration and Implementation

The BILT publication on Global Trends in NQCs concluded that MLI’s address NQC’s through three lenses. These comprise identifying NQCs as they emerge in society and the workplace; secondly, integrating NQCs into flexible and agile curricula and learning pathways; thirdly, implementing NQCs in learning processes and teaching practices.

Transversal competences

Broadly refers to the knowledge, skills and attitudes that cut across different economic sectors and social situations. IN the context of this project, the main categories of transversal competences are inspired by the UNESCO Wikipedia, and typically include: Critical and Innovative Thinking; Inter-personal Skills; Intra-personal skills; Media and information Literacy; Global Citizenship.

Trend

Trend captures changes in demand for a competence that are expected to take place in the future. Trend analysis comes from sources such as assessment of national or regional development priorities and plans or feedback from local, social or economic actors. Trend analysis helps identify competences where demand is increasing, stable or declining. NQC’s which are showing an increase in demand could be considered as emerging and as opportunities for the MLI. NQC’s which are declining in demand could also signal the need to adjust the level or quality of provision.