ISCED Glossary

Core concepts:

Alphabetic list of Glossary items

(Core concept number in parentheses)

• Academic year (9)
• Adult education (4)
• Assessment of learning outcomes (7)
• Completion (of an educational programme) (6)
• Completion (of an ISCED level) (7)
• Course (5)
• Credit (7)
• Cumulative duration (9)
• Degree (7)
• Dual system educational programmes (4)
• Early childhood education (ISCED-P level 0) (8)
• Education (3)
• Education provider (3)
• Educational activity (3)
• Educational attainment (7)
• Educational institution (3)
• Educational programme (3)
• Enrolment (6)
• Entrants (6)
• Entry (6)
• Field of education (10)
• First degree (7)
• Formal education (4)
• Further degree (7)
• General education (4)
• Grade (5)
• Graduate (of an educational programme) (6)
• Graduation (from an educational programme) (6)
• Incidental or random learning (2)
• Informal learning (2)
• Initial education (4)
• Intermediate qualification (7)
• Learning (1)
• Learning activity (1)
• Learning objectives (1)
• Less than primary (ISCED-A level 0) (8)
• Levels of education (8)
• Lower secondary education (ISCED level 2) (8)
• Minimum duration (9)
• Modular programmes (5)
• Module (5)
• Non-formal education (4)
• Non-formal (educational) qualification (7)
• (Learning) outcomes (1)
• Partial completion (of an ISCED level) (7)
• Participant (6)
• Participation (6)
• Post-secondary non-tertiary education (ISCED level 4) (8)
• Primary education (ISCED level 1) (8)
• Qualification (7)
• Random learning (2)
• Recognized qualification (7)
• Regular education (4)
• School- or college-based education (4)
• Second chance education (4)
• Second or further degree (7)
• Secondary education (ISCED levels 2-3) (8)
• Special needs education (4)
• Stage (5)
• Successful completion (of an educational programme) (6)
• Tertiary education (ISCED levels 5-8) (8)
• Theoretical duration (9)
• Training (4)
• Typical duration (9)
• Unsuccessful completion (of an educational programme) (6)
• Upper secondary education (ISCED level 3) (8)
• Validation of learning outcomes (7)
• Vocational education (4)
• Work-based education (4)

Learning concept

Learning. The individual acquisition or modification of information, knowledge, understanding, attitudes, values, skills, competencies, or behaviours through experience, practice, study or instruction.

Learning activity. Deliberate activity in which an individual participates with the intention to learn.

Learning objectives. Specification of learning outcomes to be achieved upon completion of an educational or learning activity. These encompass improving knowledge, skills and competencies within any personal, civic, social or employment related context. Learning objectives are typically linked to the purpose of preparing for more advanced studies and/or for an occupation or trade or class of occupations or trades.

(Learning) outcomes. The totality of information, knowledge, understanding, attitudes, values, skills, competencies or behaviors an individual is expected to master upon successful completion of an educational programme.

Learning types

Incidental or random learning. Various forms of learning that are not organized or that involve communication not designed to bring about learning. Incidental or random learning may occur as a by-product of day-to-day activities or other events or communication that are not designed as deliberate educational or learning activities. Examples include learning that takes place during the course of a meeting, or whilst listening to a radio programme or watching a television broadcast that is not designed as an educational programme.

Informal learning. Forms of learning that are intentional or deliberate but are not institutionalized. They are less organized and structured than either formal or non-formal education. Informal learning may include learning activities that occur in the family, in the work place, in the local community, and in daily life, on a self-directed, family-directed or socially-directed basis.

Random learning. See Incidental or random learning.

Education concept

Education. The processes 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.

Educational activity. Deliberate activity involving some form of communication intended to bring about learning.

Educational institution. 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. Educational institutions may also be operated by private organizations, such as religious bodies, special interest groups or private educational and training enterprises, both for profit and non-profit.

Educational programme. A coherent set or sequence of educational activities designed and organized to achieve pre-determined learning objectives or accomplish a specific set of educational tasks over a sustained period. Within an educational programme, educational activities may also be grouped into sub-components variously described in national contexts as “courses”, “modules”, “units”, and/or “subjects”. A programme may have major components not normally characterized as courses, units, or modules – for example, play-based activities, periods of work experience, research projects and the preparation of dissertations.

Education provider. Organisation that provides education, either as a main or ancillary objective. This can be a public educational institution as well as a private enterprise, non-governmental organization or non-educational public body.

Education types

Adult education. 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. This is also includes what may be referred to as “continuing education”, “recurrent education” or “second chance education”.

Dual system educational programmes. Programmes that combine school- or college- and work- based education. Both components are substantial (i.e. go beyond a single internship or occasional class), although the work-based part usually occupies 50% of the programme time or more.

Formal education. Education that is institutionalized, intentional and planned through public organizations and recognized private bodies and, in their totality, make up the formal education system of a country. Formal education programmes are thus recognized as such by the relevant national educational authorities or equivalent, e.g. any other institution in co-operation with the national or sub-national educational authorities. Formal education consists mostly of initial education. Vocational education, special needs education and some parts of adult education are often recognized as being part of the formal education system.

General education. 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. General educational programmes are typically school- or college-based. 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.

Initial education. 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.

Non-formal education. 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.

Regular education. Initial education designed for individuals without special educational needs.

Second chance education. Education specifically targeting 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 who completed the level but wish to enter an educational 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”.

Special needs education. 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.

School- or college-based education. Educational activities taking place in institutions established for the education of children and youth in the course of initial educational programmes which aim to achieve specific learning objectives through classroom instruction including courses in specialised learning environments (e.g. laboratory, music room, computer room or gym) and group work under the guidance of a teacher or teachers. Students are often grouped by grade, age or level of ability.

Training. Education designed to achieve particular learning objectives, especially in vocational education. The definition of education in ISCED includes training.

Vocational education. 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. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.

Work-based education. Educational activities taking place in a work environment, usually in the context of vocational educational programmes which aim to achieve specific learning objectives through practical instruction and participation in work activities under the guidance of experienced workers or trainers.

Educational programme elements

Course. A unit of instruction comprising a sequence of educational activities in a particular field or range of related fields of education. This can also be referred to as a “module”, “unit” or “subject”.

Grade. A specific stage of instruction in initial education usually covered during an academic year. Students in the same grade are usually of similar age. This is also referred to as a “class”, “cohort” or “year”.

Modular programmes. Educational programmes in which students may compose the content of their education in a flexible way by combining different courses or modules. Modular programmes thus often do not have clearly defined sequencing.

Module. A course or part of a course in the context of a modular programme. A module may be taken singularly or combined with other modules offered.

Stage. A sub-level of an educational programme, defined in terms of theoretical duration or a specified set of modules to complete or credits to achieve. A specific stage has characteristics which are distinct from other stages of the same educational programme and may be individually certified by an intermediate qualification.

Educational programme process characteristics

Completion (of an educational programme). Participation in all components of an educational programme (including final exams if any), irrespective of the result of any potential assessment of achievement of learning objectives.

Enrolment. Individuals officially registered in a given educational programme, or stage or module thereof, regardless of age.

Entrants. Individuals enrolling at the start of an educational level, set of levels, programme, or stage or module thereof, regardless of age.

Entry. The fact of starting participation in an educational level, set of levels, programme, or stage or module thereof.

Graduate of an educational programme. Individuals who have successfully completed an educational programme.

Graduation (from an educational programme). The successful completion of an educational programme. Note that it is possible for a single graduate to have more than one graduation (even within the same academic year) if they were enrolled simultaneously in two or more programmes and successfully completed them.

Participant. Individuals who attend or take part in an educational programme, or stage or module thereof.

Participation. Attendance in or undertaking an educational programme, or stage or module thereof.

Successful completion (of an educational programme). Achievement of the learning objectives of an educational programme typically validated through the assessment of acquired knowledge, skills and competencies. Successful completion of an educational programme is usually documented by the award of an educational qualification.

Unsuccessful completion (of an educational programme). Failure to achieve the learning objectives of an educational programme despite having attended or taken part in all components of the educational programme (including final exams if any). Unsuccessful completion implies that some assessment of the achievement of the learning objectives has been undertaken but the demonstrated acquired knowledge, skills or competencies were judged insufficient.

Qualifications & Educational attainment

Assessment of learning outcomes. Evaluation of individuals’ achievement of learning objectives, using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) during or at the end of an educational programme.

Completion (of an ISCED level). Successful completion of an educational programme sufficient for level completion. At ISCED levels 1 and 4-8, the successful completion of a programme meeting the content and minimum duration criteria for the given level is considered as level completion. At ISCED levels 2 and 3 the successful completion of any programme granting access to programmes at higher ISCED levels (i.e. ISCED level 3 in the case of ISCED level 2 programmes and ISCED levels 5, 6 or 7 in the case of ISCED level 3 programmes) is counted as level completion as is the completion of any terminal programme meeting the content, minimum duration (2 years) and cumulative duration criteria for the respective ISCED level (i.e. 8 years since the start of ISCED level 1 in the case of ISCED level 2 programmes and 11 years in the case of ISCED level 3 programmes).

Credit. Unit in which the successful completion of courses or modules is earned and documented during and at the end of an educational programme. Credits express the volume of learning based on the workload students typically need in order to achieve the expected learning objectives.

Degree. Educational qualification awarded upon successful completion of specific educational programmes in tertiary education (traditionally by universities and equivalent institutions).

Educational attainment. The highest ISCED level of education an individual has successfully completed. This is usually measured with respect to the highest educational programme successfully completed which is typically certified by a recognized qualification. Recognized intermediate qualifications are classified at a lower level than the programme itself.

First degree. A degree awarded on the successful completion of an educational programme at ISCED level 6 or 7 that does not require prior successful completion of any degree at ISCED level 6 for entry into the respective educational programme

Further degree. See Second or further degree.

Intermediate qualification. The official confirmation, usually in the form of a document certifying the successful completion of a stage of an educational programme.

Non-formal (educational) qualification. Qualification awarded upon achievement of the learning objectives of an educational programme in non-formal education that is not recognized by the relevant national education authorities as being equivalent to a formal qualification.

Partial completion (of an ISCED level). At ISCED levels 2 or 3 only, the successful completion of a programme in a sequence within the given level which meets the content, minimum duration (2 years) and cumulative duration criteria for the respective ISCED level (i.e. 8 years since the start of ISCED level 1 in the case of ISCED level 2 programmes and 11 years in the case of ISCED level 3 programmes) but is not the last programme within the sequence in that ISCED level.

Qualification. The official confirmation, usually in the form of a document certifying the successful completion of an educational programme or of a stage of a programme. Qualifications can be obtained through: i) successful completion of a full programme; ii) successful completion of a stage of a programme (intermediate qualifications); or iii) validation of acquired knowledge, skills and competencies, independent of participation in such programmes. This may also be referred to as a “credential”.

Recognized qualification. The official sanction by the relevant national educational authorities of a qualification awarded upon achievement of the learning objectives of an educational programme.

Second or further degree. A degree awarded on the successful completion of an educational programme at ISCED level 6 or 7 that requires prior successful completion of a programme at ISCED level 6 or 7 for entry into the respective educational programme.

Validation of learning outcomes. Evaluation of individuals’ achievement of learning objectives using a variety of assessment methods (written, oral and practical tests/examinations, projects and portfolios) not presuming participation in an educational programme.

Education levels

Levels of education. An ordered set of categories, intended to group educational programmes in relation to gradations of learning experiences and the knowledge, skills and competencies which each programme is designed to impart. The concept of the ISCED level reflects the degree of complexity and specialisation of the content of an educational programme, from foundational to complex.

Early childhood education (ISCED-P level 0). Early childhood education provides learning and educational activities with a holistic approach to support children’s early cognitive, physical, social and emotional development and introduce young children to organized instruction outside of the family context to develop some of the skills needed for academic readiness and to prepare them for entry into primary education.

Less than primary (ISCED-A level 0). A broad level of educational attainment covering no participation in education, some participation in early childhood education and/or some participation in primary education.

Primary education (ISCED level 1). Primary education provides learning and educational activities typically designed to provide students with fundamental skills in reading, writing and mathematics (i.e. literacy and numeracy), and to establish a sound foundation for learning and solid understanding of core areas of knowledge and personal development, preparing for lower secondary education. It aims at learning at a basic level of complexity with little if any specialisation.

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

Lower secondary education (ISCED level 2). Programmes at ISCED level 2, or “lower secondary” education, are typically designed to build upon the fundamental teaching and learning processes which begin at ISCED level 1. Usually, the educational aim is to lay the foundation for lifelong learning and human development on which education systems may systematically expand further educational opportunities. Programmes at this level are usually organized around a more subject-oriented curriculum, introducing theoretical concepts across a broad range of subjects.

Upper secondary education (ISCED level 3). Programmes at ISCED level 3, or “upper secondary” education, are typically designed to complete secondary education in preparation for tertiary education, or to provide skills relevant to employment, or both. Programmes at this level offer students more varied, specialised and in-depth instruction than programmes at lower secondary education (ISCED level 2). They are more differentiated, with an increased range of options and streams available.

Post-secondary non-tertiary education (ISCED level 4). Post-secondary non-tertiary education provides learning and educational activities building on secondary education preparing for both labour market entry as well as tertiary education. It typically targets students who have completed upper secondary (ISCED level 3) but who want to increase their opportunities either to enter the labour market or to progress to tertiary education. Programmes are often not significantly more advanced than those at upper secondary as they typically serve to broaden rather than deepen knowledge, skills and competencies. It therefore aims at learning below the high level of complexity characteristic of tertiary education.

Tertiary education (ISCED levels 5-8). Tertiary education builds on secondary education, providing learning activities in specialised fields of education. It aims at learning at a high level of complexity and specialisation. Tertiary education includes what is commonly understood as academic education, but is broader than that because it also includes advanced vocational or professional education.

Duration

Academic year. The annual teaching or examination period during which students attend courses or take final examinations, not taking minor breaks into account. It may be shorter than 12 months, but would typically not be shorter than 9 months. It may vary for different levels of education or between different types of educational institutions within a country. This is also referred to as the school year, mainly for the pre-tertiary level.

Cumulative duration. The total theoretical duration of a sequence of educational programmes. In ISCED, cumulative duration from the beginning of ISCED level 1 or 3 or since the beginning of tertiary education is often required for the purpose of classifying an educational programme.

Minimum duration. The minimum theoretical duration of an educational programme for the purposes of classifying a programme at a given ISCED level or for determining completion or partial completion of a given ISCED level.

Theoretical duration. The time, expressed in academic years, it takes to deliver an educational programme assuming regular participation on a full-time basis.

Typical duration. The time, expressed in academic years, it usually takes students to successfully complete an educational programme assuming regular participation on a full-time basis.

Fields of education

Field of education. Broad domain, branch or area of content covered by an educational programme, course or module. Often referred to as a “subject” or “discipline”. This may also be referred to as ‘field of study’.