Glossary

glossary

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A B C D E F G H I K L M N O P Q R S T U V W Y Z
  • DEFINITION

    Defined in the World Declaration on Education for All (Jomtien, Thailand, 1990) as essential tools for learning (e.g. literacy, oral expression, numeracy and problem-solving) as well as basic learning content (e.g. knowledge, skills, values and attitudes) that human beings require to be able to survive, develop their full capacities, live and work in dignity, participate in development, improve their quality of life, make informed decisions and continue learning. The scope of basic learning needs and how they should be met varies by country and culture, and changes over time.

    UNESCO. Education for all: literacy for life; EFA global monitoring report, 2006. Paris: UNESCO, 2006.

    EXAMPLE OF USE

    These observations and indicators suggest that four basic learning needs must be met before moving on to more comprehensive notions of quality: reading with comprehension, communicating in writing, valuing good citizenship, and leaming from context (Schiefelbein, 1992: 30).

    Schiefelbein, Ernesto. Redefining basic education for Latin America: lessons to be learned from the Colombian Escuela Nueva. Fundamentals of Educational Planning 42. Paris: UNESCO-IIEP, 1992.

  • DEFINITION

    Usually refers to some minimum competence in reading, writing and calculating (using numbers). The term is synonymous with basic learning needs.

    UNESCO. Education for all: literacy for life; EFA global monitoring report, 2006. Paris: UNESCO, 2006. 

    EXAMPLE OF USE

    The IALS data show that qualifications and literacy/numeracy skills are positively related, but far from perfectly so. Thus, there are plenty of examples in IALS of highly-qualified people with poor literacy and numeracy skills, and individuals with few qualifi cations who nevertheless have very good basic skills. This has important implications for employers in terms of hiring individuals with the appropriate knowledge and skills, rather than simply individuals with certain qualifications (McIntosh, 2008: 35).

    McIntosh, Steven. Education and employment in OECD countries. Fundamentals of Educational Planning 88. Paris: UNESCO-IIEP, 2008.

  • DEFINITION

    Specially organized training, given outside of production activities of an undertaking, and aimed at imparting the basic knowledge and skill required for a given group of occupations.

    EXAMPLE OF USE

    Within the context of their own systems, planners need to explore the possibility of modifying initial and in-service teacher development programmes to include basic training in counselling (Kelly, 2000: 55).