has been developed to provide a common set of definitions for lifelong guidance (LLG) policy development and related guidance terminology. It provides a set of de nitions that have been agreed by members of the ELGPN to support the use of ELGPN Life- long Guidance Policy Development: a European Resource Kit. e aim of the Resource Kit is to support policy review and peer learning processes both within and between countries. However, in the absence of another source that de nes commonly used terminology in this eld, it is hoped that the ELGPN Glossary will also prove to be a valuable resource for practitioners working in this eld across the EU.
Combination of factors which enable individuals to progress towards or get into employment, stay in employment and progress during their careers. The employability of individuals depends: (a) on personal attributes (including adequacy of knowledge and skills); (b) on the way these personal attributes are presented on the labour market; (c) on the environmental and social context (incentives and opportunities o ered to update and validate their knowledge and skills); and (d) on the economic context.
Employability is often a focus of lifelong guidance activities and particularly of employment counselling/guidance.
Source: Based on Scottish Executive (2007); Tamkin & Hillage (1999).
The sum of skills (basic skills and new basic skills) needed to live in contemporary society. In its recommendation on key competences for lifelong learning, the European Commission sets out the eight key competences: communication in the mother tongue; communication in foreign languages; competence in maths and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; and cultural awareness and expression.
Note that the term is also used to describe the competences required for a particular job or those competences which are seen as most critical for job performance.
Source: Cedefop (2008a).
The skills individuals have which are relevant to jobs and occupations other than the ones they currently have or have recently had. These skills may also have been acquired through non-work or leisure activities or through participation in education or training.
More generally, these are skills which have been learned in one context or to master a special situation/ problem and can be transferred to another context.
The term ‘transversal skills’ has largely replaced the term ‘transferable skills’. Source: Based on Cedefop (2008a).