TeachingTeaching is the practice implemented by a teacher aimed at transmitting skills (knowledge, know-how, and interpersonal skills) to a learner, a student, or any other audience in the context of an educational institution. Teaching is closely related to learning, the student's activity of appropriating this knowledge. Teaching is part of the broader concept of education.
EducationEducation is the transmission of knowledge, skills, and character traits. There are many debates about its precise definition, for example, about which aims it tries to achieve. A further issue is whether part of the meaning of education is that the change in the student is an improvement. Some researchers stress the role of critical thinking to distinguish education from indoctrination. These disagreements affect how to identify, measure, and improve forms of education.
Special educationSpecial education (known as special-needs education, aided education, good education, alternative provision, exceptional student education, special ed., SDC, or SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings.
Vocational educationVocational education is education that prepares people to a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational Education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET (technical and vocational education and training) and TAFE (technical and further education).
CurriculumIn education, a curriculum (kəˈrɪkjʊləm; : curriculums or curricula kəˈrɪkjʊlə) is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.
Secondary educationSecondary education or post-primary education covers two phases on the International Standard Classification of Education scale. Level 2 or lower secondary education (less commonly junior secondary education) is considered the second and final phase of basic education, and level 3 upper secondary education or senior secondary education is the stage before tertiary education. Every country aims to provide basic education, but the systems and terminology remain unique to them.
InstitutionInstitutions (singular: institution) are humanly devised structures of rules and norms that shape and constrain individual behavior. All definitions of institutions generally entail that there is a level of persistence and continuity. Laws, rules, social conventions and norms are all examples of institutions. Institutions vary in their level of formality and informality. Institutions are a principal object of study in social sciences such as political science, anthropology, economics, and sociology (the latter described by Émile Durkheim as the "science of institutions, their genesis and their functioning").
Knowledge managementKnowledge management (KM) is the collection of methods relating to creating, sharing, using and managing the knowledge and information of an organization. It refers to a multidisciplinary approach to achieve organizational objectives by making the best use of knowledge. An established discipline since 1991, KM includes courses taught in the fields of business administration, information systems, management, library, and information science. Other fields may contribute to KM research, including information and media, computer science, public health and public policy.
Education sciencesEducation sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology. Faculties, departments, degree programs, and degrees on education sciences are often called simply faculty of education etc.
KnowledgeKnowledge is a form of awareness or familiarity. It is often understood as awareness of facts or as practical skills, and may also mean familiarity with objects or situations. Knowledge of facts, also called propositional knowledge, is often defined as true belief that is distinct from opinion or guesswork by virtue of justification. While there is wide agreement among philosophers that propositional knowledge is a form of true belief, many controversies in philosophy focus on justification.
Knowledge economyThe knowledge economy, or knowledge-based economy, is an economic system in which the production of goods and services is based principally on knowledge-intensive activities that contribute to advancement in technical and scientific innovation. The key element of value is the greater dependence on human capital and intellectual property as the source of innovative ideas, information and practices. Organisations are required to capitalise on this "knowledge" in their production to stimulate and deepen the business development process.
Chemical engineeringChemical engineering is an engineering field which deals with the study of operation and design of chemical plants as well as methods of improving production. Chemical engineers develop economical commercial processes to convert raw materials into useful products. Chemical engineering uses principles of chemistry, physics, mathematics, biology, and economics to efficiently use, produce, design, transport and transform energy and materials.
Declarative knowledgeDeclarative knowledge is an awareness of facts that can be expressed using declarative sentences, like knowing that Princess Diana died in 1997. It is also called theoretical knowledge, descriptive knowledge, propositional knowledge, and knowledge-that. It is not restricted to one specific use or purpose and can be stored in books or on computers. Epistemology is the main discipline studying declarative knowledge. Among other things, it studies the essential components of declarative knowledge.
Knowledge transferKnowledge transfer is the sharing or disseminating of knowledge and the providing of inputs to problem solving. In organizational theory, knowledge transfer is the practical problem of transferring knowledge from one part of the organization to another. Like knowledge management, knowledge transfer seeks to organize, create, capture or distribute knowledge and ensure its availability for future users. It is considered to be more than just a communication problem.
Business processA business process, business method or business function is a collection of related, structured activities or tasks performed by people or equipment in which a specific sequence produces a service or product (serves a particular business goal) for a particular customer or customers. Business processes occur at all organizational levels and may or may not be visible to the customers. A business process may often be visualized (modeled) as a flowchart of a sequence of activities with interleaving decision points or as a process matrix of a sequence of activities with relevance rules based on data in the process.
Definitions of knowledgeDefinitions of knowledge try to determine the essential features of knowledge. Closely related terms are conception of knowledge, theory of knowledge, and analysis of knowledge. Some general features of knowledge are widely accepted among philosophers, for example, that it constitutes a cognitive success or an epistemic contact with reality and that propositional knowledge involves true belief. Most definitions of knowledge in analytic philosophy focus on propositional knowledge or knowledge-that, as in knowing that Dave is at home, in contrast to knowledge-how (know-how) expressing practical competence.
Business process modelingBusiness process modeling (BPM) in business process management and systems engineering is the activity of representing processes of an enterprise, so that the current business processes may be analyzed, improved, and automated. BPM is typically performed by business analysts, who provide expertise in the modeling discipline; by subject matter experts, who have specialized knowledge of the processes being modeled; or more commonly by a team comprising both. Alternatively, the process model can be derived directly from events' logs using process mining tools.
Information managementInformation management (IM) is the appropriate and optimized capture, storage, retrieval, and use of information. It may be personal information management or organizational. IM for organizations concerns a cycle of organizational activity: the acquisition of information from one or more sources, the custodianship and the distribution of that information to those who need it, and its ultimate disposal through archiving or deletion.
SafetySafety is the state of being "safe", the condition of being protected from harm or other danger. Safety can also refer to the control of recognized hazards in order to achieve an acceptable level of risk. There are two slightly different meanings of safety. For example, home safety may indicate a building's ability to protect against external harm events (such as weather, home invasion, etc.), or may indicate that its internal installations (such as appliances, stairs, etc.) are safe (not dangerous or harmful) for its inhabitants.
Social changeSocial change is the alteration of the social order of a society which may include changes in social institutions, social behaviours or social relations. Sustained at a larger scale, it may lead to social transformation or societal transformation. Social change may not refer to the notion of social progress or sociocultural evolution, the philosophical idea that society moves forward by evolutionary means. It may refer to a paradigmatic change in the socio-economic structure, for instance the transition from feudalism to capitalism, or hypothetical future transition to some form of post-capitalism.
