GB/T 43294-2023 Educationandlearningservices - Vocabulary
1 Scope
This document is the source document for the terms and definitions of ISO/TC 232, Education and learning services.
This document is intended to provide a reference for standards users and developers, as well as to facilitate communication and common understanding of the terms within the field of education and learning services.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document the following terms and definitions apply.
3.1 General terms
3.1.1
learning service
sequence of activities designed to enable ‘B’ learning (3.3.2)
3.1.2
educational service
process (3.7.8) that supports acquisition and development of ‘A’ learners' (3.2.7) ‘A’ competence (3.4.13) through teaching (3.3.10), learning or research
3.2 Terms related to organizations and people
3.2.1
organization
person (3.2.6) or group of people that has its own functions with responsibilities, authorities and relationships to achieve its objectives (3.7.6)
Note: The concept of organization includes, but is not limited to, sole-trader, company, corporation, firm, enterprise, authority, partnership, charity or institution, or part or combination thereof, whether incorporated or not, public or private.
3.2.2
educational organization
organization (3.2.1) whose core business is the provision of educational products (3.6.2) and educational services (3.1.2)
Note: This can include an educational organization within a larger organization whose core business is not education, such as a professional training department.
3.2.3
learning service provider; LSP
organization or individual providing learning services (3.1.1) outside formal education, including any associates involved in the provision of the learning service
3.2.4
language-learning service provider; LLSP
organization or individual providing language-learning services (3.3.9) outside formal education, including any personnel involved in the provision of the language-learning service
3.2.5
distance learning service provider; DLSP
organization or individual providing distance learning services (3.3.5), including any associates involved in the provision of the distance learning services
3.2.6
person
individual
human being, i.e. a natural person, who acts as a distinct indivisible entity or is considered as such
3.2.7
‘A’ learner
beneficiary (3.2.22) acquiring and developing ‘A’ competence (3.4.13) using an educational service (3.1.2)
3.2.8
‘B’ learner
person engaged in language ‘A’ learning (3.3.1)
3.2.9
‘C’ learner
person engaged in ‘B’ learning (3.3.2)
3.2.10
‘D’ learner
person engaged in distance learning
3.2.11
continuous professional development
ongoing intentional enhancement of professional knowledge or of professional ‘B’ competence (3.4.14)
3.2.12
staff
persons (3.2.6) who work for and within an organization (3.2.1)
3.2.13
‘A’ facilitator
person who works with ‘C’ learners (3.2.9) to assist them with ‘B’ learning (3.3.2)
Note: A facilitator is also often referred to as a teacher (3.2.15), a trainer, a coach, a tutor or a mentor.
3.2.14
‘B’ facilitator
person who works with learners to assist them with learning
Note: A facilitator is also often referred to as a teacher (3.2.15), a trainer, a coach, a tutor or a mentor.
3.2.15
teacher
person whose job is to provide instruction and facilitate ‘A’ learning (3.3.1), whether in an educational institution or professional training environment
3.2.16
educator
person (3.2.6) who performs teaching (3.3.10) activities
Note: In different contexts, an educator is sometimes referred to as a teacher (3.2.15), a trainer, a coach, a facilitator, a tutor, a consultant, an instructor, a lecturer or a mentor.
3.2.17
‘A’ interested party
stakeholder
person (3.2.6) or organization (3.2.1) that can affect, be affected by, or perceive itself to be affected by a decision or activity
Note: ISO 21001:2018, Annex C, gives a classification of interested parties in educational organizations (3.2.2).
3.2.18
‘B’ interested party
individual, group or organization with a direct or indirect interest in the learning service (3.1.1), including its management and outcomes, or the processes involved, or both
3.2.19
‘A’ sponsor
organization or individual that acquires language-learning services (3.3.9) on behalf of ‘B’ learners (3.2.8), that provides financial or other support for them, or has a vested interest in the outcome of the language learning
Note: Sponsors include corporations, government agencies and persons.
3.2.20
‘B’ sponsor
organization or individual that acquires learning services (3.1.1) on behalf of ‘C’ learners (3.2.9), that provides financial or other support for them, or that has a vested interest in the outcome of the ‘B’ learning (3.3.2)
Note: Sponsors include corporations, government agencies and individuals.
3.2.21
‘C’ sponsor
organization or individual that acquires distance learning services (3.3.5) on behalf of learners, provides financial or other support for them or has a vested interest in the outcome of the learning
Example: Corporations, government agencies, persons.
3.2.22
beneficiary
person (3.2.6) or group of people benefiting from the products and services of an educational organization (3.2.2) and whom the educational organization is obliged to serve by virtue of its mission (3.7.18)
Note: ISO 21001:2018, Annex D, includes a list of beneficiaries.
3.2.23
instructional designer
person who crafts content for a learning experience, using systematic methodologies and
instructional theory
Note 1: Instructional designers can work alone or lead teams that include writers, editors, graphic designers, artists, subject matter experts, assessment specialists and other professionals tasked with the work of content and curriculum development. In a small enterprise or institution, a single individual can play the roles of both instructional designer and facilitator.
Note 2: It includes a scope and sequence, curriculum and syllabus for the distance learning experience.
3.2.24
technical literacy
ability to use, manage, understand and assess technology
3.3 Terms related to education and learning activities
3.3.1
‘A’ learning
acquiring knowledge, behaviour, skills, values, preferences or understanding in the language domain
3.3.2
‘B’ learning
acquiring knowledge, behaviour, skills, values, preferences or understanding
[SOURCE: ISO 29993:2017, 3.9]
Standard
GB/T 43294-2023 Education and learning services—Vocabulary (English Version)
GB/T 43294-2023 Educationandlearningservices - Vocabulary
1 Scope
This document is the source document for the terms and definitions of ISO/TC 232, Education and learning services.
This document is intended to provide a reference for standards users and developers, as well as to facilitate communication and common understanding of the terms within the field of education and learning services.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document the following terms and definitions apply.
3.1 General terms
3.1.1
learning service
sequence of activities designed to enable ‘B’ learning (3.3.2)
3.1.2
educational service
process (3.7.8) that supports acquisition and development of ‘A’ learners' (3.2.7) ‘A’ competence (3.4.13) through teaching (3.3.10), learning or research
3.2 Terms related to organizations and people
3.2.1
organization
person (3.2.6) or group of people that has its own functions with responsibilities, authorities and relationships to achieve its objectives (3.7.6)
Note: The concept of organization includes, but is not limited to, sole-trader, company, corporation, firm, enterprise, authority, partnership, charity or institution, or part or combination thereof, whether incorporated or not, public or private.
3.2.2
educational organization
organization (3.2.1) whose core business is the provision of educational products (3.6.2) and educational services (3.1.2)
Note: This can include an educational organization within a larger organization whose core business is not education, such as a professional training department.
3.2.3
learning service provider; LSP
organization or individual providing learning services (3.1.1) outside formal education, including any associates involved in the provision of the learning service
3.2.4
language-learning service provider; LLSP
organization or individual providing language-learning services (3.3.9) outside formal education, including any personnel involved in the provision of the language-learning service
3.2.5
distance learning service provider; DLSP
organization or individual providing distance learning services (3.3.5), including any associates involved in the provision of the distance learning services
3.2.6
person
individual
human being, i.e. a natural person, who acts as a distinct indivisible entity or is considered as such
3.2.7
‘A’ learner
beneficiary (3.2.22) acquiring and developing ‘A’ competence (3.4.13) using an educational service (3.1.2)
3.2.8
‘B’ learner
person engaged in language ‘A’ learning (3.3.1)
3.2.9
‘C’ learner
person engaged in ‘B’ learning (3.3.2)
3.2.10
‘D’ learner
person engaged in distance learning
3.2.11
continuous professional development
ongoing intentional enhancement of professional knowledge or of professional ‘B’ competence (3.4.14)
3.2.12
staff
persons (3.2.6) who work for and within an organization (3.2.1)
3.2.13
‘A’ facilitator
person who works with ‘C’ learners (3.2.9) to assist them with ‘B’ learning (3.3.2)
Note: A facilitator is also often referred to as a teacher (3.2.15), a trainer, a coach, a tutor or a mentor.
3.2.14
‘B’ facilitator
person who works with learners to assist them with learning
Note: A facilitator is also often referred to as a teacher (3.2.15), a trainer, a coach, a tutor or a mentor.
3.2.15
teacher
person whose job is to provide instruction and facilitate ‘A’ learning (3.3.1), whether in an educational institution or professional training environment
3.2.16
educator
person (3.2.6) who performs teaching (3.3.10) activities
Note: In different contexts, an educator is sometimes referred to as a teacher (3.2.15), a trainer, a coach, a facilitator, a tutor, a consultant, an instructor, a lecturer or a mentor.
3.2.17
‘A’ interested party
stakeholder
person (3.2.6) or organization (3.2.1) that can affect, be affected by, or perceive itself to be affected by a decision or activity
Note: ISO 21001:2018, Annex C, gives a classification of interested parties in educational organizations (3.2.2).
3.2.18
‘B’ interested party
individual, group or organization with a direct or indirect interest in the learning service (3.1.1), including its management and outcomes, or the processes involved, or both
3.2.19
‘A’ sponsor
organization or individual that acquires language-learning services (3.3.9) on behalf of ‘B’ learners (3.2.8), that provides financial or other support for them, or has a vested interest in the outcome of the language learning
Note: Sponsors include corporations, government agencies and persons.
3.2.20
‘B’ sponsor
organization or individual that acquires learning services (3.1.1) on behalf of ‘C’ learners (3.2.9), that provides financial or other support for them, or that has a vested interest in the outcome of the ‘B’ learning (3.3.2)
Note: Sponsors include corporations, government agencies and individuals.
3.2.21
‘C’ sponsor
organization or individual that acquires distance learning services (3.3.5) on behalf of learners, provides financial or other support for them or has a vested interest in the outcome of the learning
Example: Corporations, government agencies, persons.
3.2.22
beneficiary
person (3.2.6) or group of people benefiting from the products and services of an educational organization (3.2.2) and whom the educational organization is obliged to serve by virtue of its mission (3.7.18)
Note: ISO 21001:2018, Annex D, includes a list of beneficiaries.
3.2.23
instructional designer
person who crafts content for a learning experience, using systematic methodologies and
instructional theory
Note 1: Instructional designers can work alone or lead teams that include writers, editors, graphic designers, artists, subject matter experts, assessment specialists and other professionals tasked with the work of content and curriculum development. In a small enterprise or institution, a single individual can play the roles of both instructional designer and facilitator.
Note 2: It includes a scope and sequence, curriculum and syllabus for the distance learning experience.
3.2.24
technical literacy
ability to use, manage, understand and assess technology
3.3 Terms related to education and learning activities
3.3.1
‘A’ learning
acquiring knowledge, behaviour, skills, values, preferences or understanding in the language domain
3.3.2
‘B’ learning
acquiring knowledge, behaviour, skills, values, preferences or understanding
[SOURCE: ISO 29993:2017, 3.9]
