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The Bologna process launched the process of globalization and unification of educational systems thanks to which unique educational space has been created. The Organization of United Nations (UN) played one of the key roles in this process because one of its development goals is ensuring quality education for all people regardless their nationality, gender or age. There are 6 official languages of this organization and this research studies educational terms in 4 of them (English, Spanish, French and Russian). Due to national characteristics of educational systems in different countries there have arisen some important questions about how to find a good equivalent of the term, how to translate and interpret it, how to use it adequately in cultural and social contexts of a state. The aim of this research is to analyze and compare translations of the same terms in different languages and to elicit their main similarities and differences. First of all, educational terms were classified at the semasiological level and as the result equivalent (symmetric) and non-equivalent (asymmetric) terms were identified. Then, it was noted that all terms used in the UN and the UNESCO documents are precise, unambiguous and concise. They can be even replicated while being translated in order to preserve their original meanings. But at the same time there are some semantic, structural, morphological, syntactical differences in translation of the same educational terms.

Key words

Educational terms, linguistic asymmetry, translation, the UN, linguistic analysis.