INTRODUCTION

This course is designed to enhance the knowledge, skills, positive attitude and work values of the learner in accordance
with the prevailing standards in the Technical and Vocational Education and Training (TVET) sector. This encompasses competencies
required of a Technical-Vocational Trainer to perform the tasks in the areas of instructional delivery/facilitation, competency assessment,
and maintenance of training resources/facilities.
INSTRUCTIONS FOR THIS COURSE

This course adapts the Blended Learning Modality of each student who shall attend online classes and shall submit their output and
present the same online or through pre-recorded means. In the event that the circumstances require the students to attend in a physical class,
they will be scheduled by batch subject to health and security protocols being implemented by the school.

As such this Learner’s Manual was prepared in order to facilitate the delivery of this course. The following symbols will be used to identify
the phases of learning.

Video Clip Major Exams

Assessment/Activity Processing of Learning

Lectures Problem Based Learning

 TABLE OF CONTENTS
TOPICS Page TOPICS Page
1.1Plan training session

1.1-1: learner’s training requirements identification

1.1-2: session plan preparation
1.1-3: instructional materials preparation
1.1-4: assessment instruments preparation (institutional)
1.1-5: learning and teaching resources organization

2.1 Supervising work-based learning

2.1-1: Establishing training requirement for trainees

2.1-2: work-based training monitoring
2.1-3: Reviewing and evaluating work-based training effectiveness

2.2: Maintain training facilities

2.2-1: Planning maintenance activities

2.2-2: schedule of maintenance preparation
2.2-3: housekeeping activities implementation
2.2-4: training equipment and tools maintenance
2.2-5: Maintenance inspection documentation

3.1: Utilize electronic media in facilitating training

3.1.-1: Electronic media equipment

3.1-2: Electronic media equipment to deliver a lesson
3.1-3: Electronic media equipment maintenance
 PRE-TEST

1. What is the equivalent to skills, attitude and knowledge in competency based training?
A. Nice Job B. Superior Job Performance C. Very Good Job! D. None of the above
2. In Competency-Based Training, delivery the approach is self-paced and individualized. 
A. True B. False
3. Assessment is based on the collection of performance evidence according to work industry standards. 
A. True B. False
4. He/She is an accredited professional who teaches competency-based training and enables trainees to develop competencies to perform a particular trade or
technical work. 
A. Instructor B. Trainer  C. Professor D. Teacher
5. He/She participates to learn and is actively involved in the conduct of competency based training. 
A. Trainer B. Learner C. Students D. Trainees
6. What refers to complete packaged learning materials that is well designed and is carefully developed to give trainees detailed instructions to guide them
through the learning process? 
A. Information sheets B. Task sheets C. TRB (Trainees Record Book D. CBLM(Competency-Based Learning Materials)
7. What chart is appropriate to use for monitoring the learning outcomes and competency achieved by the trainee?
A. Fishbone diagram chart B. Achievement chart C. Progress chart D. Learning outcome chart
8. What type of chart is useful for monitoring the required projects and activities usually in the job sheets of the CBLM?
A. Activity chart B. Progress chart C. Project chart D. Achievement chart
9. This refers to monitoring tools for the trainers to supervise industry training or OJT and is kept by the trainee. 
A. Trainees record book B. Monitoring tools C. Trainees monitoring tool D. Trainees progress sheet
10. What are the three kinds of an evaluation system?
A. -Performance test B. - Outstanding C. – Demonstration D. None of the above

-Written test - Excellent - Evaluation

-Oral questioning  - Oral questioning - Observation

11. How will you rate the trainee if they succeeded in all competencies of the qualification? 
 A. Mark them failed B. Mark them passed C. Mark them excellent  D. Mark them competent

12. How will you rate the trainee if they failed to succeed the required competencies of the qualification?

A. Sorry! Please try again later B. Mark them NYC (Not Yet Competent) C. Mark them competent D. Mark them failed

13. Which among the 9 components of CBT refers to the area where trainees can practice, apply, perform and demonstrate their skills related to the given tasks? 

A. Support Area B. Learning Resource Area C. Trainees resource Area D. Practical Working Area

14. What does NC stands for

A. National Commission B. Nationally Competitive C. National Competency D. National Certificate

15. What does UC stand for?

A. Unit competitiveness B. Unit of competency C. Units complied D. Units covered

16. What does L O stand for?

A. Learning On the Go B. Learning Overall C. Learning Outcomes D. Learning Obligations

17. What refers to a promulgated document that serves as the basis for w/c the CBC and instructional materials are developed?

A. Training ground B. Training guide C. Training competency D. Training regulation

18. It focuses on skills development and its approach focuses on student-centeredness and is different from the traditional education. 

A. competency training B. Traditional based training C. Competency based training D. Standardized training

19. This is a cluster of units of competency that meets job roles and is significant in the workplace.

A. Qualification B. National Certificates C. Regulations D. Training

20. What is the equivalent to skills, attitude and knowledge in competency based training?

A. Superior Job Performance B. Very Good Job! C. None of the above D. Nice Job
TOPIC: Plan training session:

TRADE TERMS:

COMPETENCY BASED LEARNING MATERIALS-

Competency Based Learning Materials

Introduction
The Trainers Methodology Level 1 (TM-1) Plan Training Session-Competency Based Learning Materials (PTS-CBLM) under information sheet 1.3-
2 defines the components of a CBLM, on page 138, it enumerated the parts of the CBLM, grouped in two, these are:

A. Preliminary pages
1. Front Page
2. Trainee’s Guide on How to Use the CBLM
3. List of Competencies
4. Competency Summary
5. Learning Outcome Summary
6. Learning Experiences
B. Instruction Sheets
1. Information Sheet
2. Self-Check
3. Task Sheet
4. Operation Sheet
5. Job Sheet
6. Performance Criteria Checklist
For this walk-through, let us start with the first group, preliminary pages

1. The Front Page

Figure 1. Competency Based Learning Material Cover Page
Although  there is no defined standards as to how the front page is supposed to be formatted in regards to a well developed CBLM,   the PTS-
CBLM has a recommended format that a Trainers Methodology Level 1 Trainee is advised to follow.

The recommended layout is self explanatory and has been properly explained in page 139 and will no longer be covered by this walk-through.
The entire PTS template can be downloaded as a zip file at the template area or you can click here to download the cover page.

Tip: For your CBLM portfolio requirements, use the  Core competency that you have chosen for your Session Plan.

2. Trainee Guide on How to Use the CBLM

Figure 2. Sample Trainee Guide

For the Trainee Guide (figure 2), you are required to develop your own, however, given that there is some similarity in regards to what a
CBLM is supposed to be, you can use pre-developed Trainee Guide as a reference or as a starting point for the development of your own, just
ensure that its contents conforms to your respective qualification and meets what you intend for your respective CBLM. The Trainee guide
templates can be also be downloaded at this link.

Tip: For your portfolio requirements, use the Core competency that you have used when developing your Session Plan.

3. List of Competencies
Figure 3a. List of Competencies
 Figure 3b. Sample List of Competencies

The contents of the list of competencies is self explanatory, the template is also available for download in the templates section of this blog
or you can click here.

Tip: Ensure that you highlight the Core Competency that you have chosen to use for your session plan as shown in figure 3b.

4. Competency Summary
 Figure 4. Sample Module Contents
Also known as Module Content / Module of Instructions. All its contents are taken from the TR or the CBC. Template is also available at the
Template Area or you can download it here.

Tip:  For your portfolio requirement, use the core competency that you used in the development of your Session Plan and write down all
Performance Criteria as Assessment Criteria of the entire Core Competency.

5. Learning Outcome Summary

 Figure 5. LO Summary

Similar to Competency Summary, most of its contents are taken from the TR or the CBC. Template is also available at the templates area and
similarly can also be downloaded here.

Tip:  For your portfolio requirements, from the Session plan that you have recently developed, select one of your Learning Outcomes with   an
Information Sheet, and a task, a job, an operation sheet or any combination of these three.

6. Learning Experiences
 Figure 6. Sample Learning Experiences

For this last part of your preliminary pages, you are required to list down all content of your session plan under presentation, practice and
feedback. Aside from this you can also include special guidelines that your Trainee needs to know, as shown in this Sample Learning
Experience (figure5). You can Download the PTS templates at the templates area or download the Learning Experience template here.
Writing your Instructions Sheets.
The PTS-CBLM defines Instruction sheets as a document "designed to guide the trainee on the different things to be done to learn a unit of
competency, different instruction sheets will be required for different learning activities."

These different Instruction Sheets are:

1. Information Sheet
2. Task Sheet
3.  Operation Sheet
4.  Job Sheet
Information Sheet

"Information sheet is not a copy or duplicate of an article from magazine, newspaper or book. An information sheet is developed when there
are no resources available to explain the required information or to summarize an article that illustrate new trends and technology and
present hard-to-find data. An information sheet is primarily designed to deliver pertinent information needed in the attainment of a
learning outcome."

A good information sheet has the following characteristics or conforms to the following criteria:
1. Free from violation of copyright law
2. Contains information essential to the attainment of the learning outcomes
3. Has a title that gives some idea of the coverage of the sheet
4. Approach in terms of content and presentation is appropriate to the interest and reading level of the learner
5. The layout, text and drawings are attractive in appearance and legible
6.  Has uncommon terms marked for further defining
7. Has acknowledgement per copied part of the sheet
Tips in writing Information Sheets
1. Make sure that the reading level matches that of your trainees
2. Use short paragraphs
3. Use short, concise sentences
4. Position illustrations to the side or just below the sentences referring to the illustrations
 5. Keep information sheet brief
- From PTS-CBLM page 150.

There are lots of ways of writing an information sheet, provided below (figure 7) is one of the possible ways of writing it, while the template
for writing information sheets and its corresponding documents can be downloaded here.
 Figure 7. Sample Information Sheet

For this Learning Outcome of the old CES NC II TR, it focuses more on learning how to assemble an electronic project, given that most of the
prerequisites  have already been discussed before, there is longer any other topic to learn except for the actual assembly of an Electronic
Project,  thus, there is no longer a need to write for a self check, but instead, after this Information Sheet follows a Job sheet (Figure 8)
 Figure 8a. Sample Job Sheet
Figure 8b. Page two of Sample Job Sheet

Referring to figure 8a and b, As you can see, in order to assemble the Electronic project, the trainee is required to perform different task,
from checking all the required materials, individual testing of components and then the actual assembly which makes the assembly a Job,
since it's a combination of multiple task. Notice too how the required safety needs was emphasize in the Job Sheet

Figure 9. Sample Performance Criteria Checklist

Every after Job, Task, Operation Sheets follows the performance Criteria Checklist (Figure 9), to develop this document, you need to copy all
steps and procedures that you wrote in your job sheet, aside from these, you can also add parts of your performance objectives such time
and checked if the trainee has finished the required task/job on time,   so that the trainee will be able to check his/her own performance.

Tip: If you want to include portfolio as a requirements before the Trainee can undergo Institutional Assessments, you can collect the
performance criteria checklist and include it as part of your portfolio requirements.

Task / Operations Sheets

The same format is utilized when developing a task sheet and an operation sheet, the only difference is that, a task sheet focuses in the the
performance of a single task. Example, "Test components" is a single task, which will only require the trainee to test the functionality of
components, while for an operation sheet, it should contain the different procedures that the trainee needs to perform to use (operate) an
equipment. Example, "How to use a multi-tester."

For this Learning Outcome of the old CES NC II TR, it focuses more on learning how to assemble an electronic project, given that most of the
prerequisites  have already been discussed before, there is longer any other topic to learn except for the actual assembly of an Electronic
Project,  thus, there is no longer a need to write for a self check, but instead, after this Information Sheet follows a Job sheet (Figure 8)
Figure 8a. Sample Job Sheet
 Figure 8b. Page two of Sample Job Sheet

Referring to figure 8a and b, As you can see, in order to assemble the Electronic project, the trainee is required to perform different task,
from checking all the required materials, individual testing of components and then the actual assembly which makes the assembly a Job,
since it's a combination of multiple task. Notice too how the required safety needs was emphasize in the Job Sheet
 Figure 9. Sample Performance Criteria Checklist

Every after Job, Task, Operation Sheets follows the performance Criteria Checklist (Figure 9), to develop this document, you need to copy all
steps and procedures that you wrote in your job sheet, aside from these, you can also add parts of your performance objectives such time
and checked if the trainee has finished the required task/job on time,   so that the trainee will be able to check his/her own performance.

Tip: If you want to include portfolio as a requirements before the Trainee can undergo Institutional Assessments, you can collect the
performance criteria checklist and include it as part of your portfolio requirements.

Task / Operations Sheets

The same format is utilized when developing a task sheet and an operation sheet, the only difference is that, a task sheet focuses in the the
performance of a single task. Example, "Test components" is a single task, which will only require the trainee to test the functionality of
components, while for an operation sheet, it should contain the different procedures that the trainee needs to perform to use (operate) an
equipment. Example, "How to use a multi-tester."

This ends this tutorial for now, for my next blog post, I will be delving with writing an Information sheet.   Should you have further questions
feel free to comment bellow.
Trade Terms

APACC - Asia Pacific Accreditation and Certification Commission

APEC - Asia Pacific Economic Cooperation

ASEAN - Association of Southeast Asian Nations

CATs - Competency Assessment Tools

CAV - Certification, Authentication and Verification

CBC - Competency-Based Curriculum

COC - Certificate of Competency

CSO - Civil Society Organization

CTPR - Certificate of TVET Program Registration

DTP - Dualized Training Program

DTS - Dual Training System

EO - Executive Order

GAD - Gender and Development

GASTPE - Government Assistance to Students and Teachers in Private Education

HOTS - Higher Order Thinking Skills

IACES - Inter-Agency Committee on Education Statistics

IGPs - Income Generating Projects

ILO - International Labour Organization

ISO - International Organization for Standardization

IWER - Industry Working Experience Required

JoLiNS - Job Linkaging and Networking Services

LGU - Local Government Unit

LMI - Labor Market Information

LOI - Letter of Intent

LSI - Language Skills Institute

MRA - Mutual Recognition Arrangement

NC - National Certificate

NGO - Non-Government Organization

NTR - No Training Regulation

NTRA - National TVET Research Agenda

NTTC - National TVET Training Certificate

PESFA - Private Education Student Financial Assistance

PQF - Philippine Qualifications Framework

PSA - Philippine Statistics Authority

PSALM - Policy-oriented, Sector-focused, Area-based, Labor Market

PTCACS - Philippine TVET Competency Assessment and Certification System

QA - Quality Assurance
RA - Republic Act

RCC - Recognition of Current Competency

RPL - Recognition of Prior Learning

RSPs - Regional Skills Priorities

RTCs - Regional Training Centers

SAC - State Assistance Council

SETG - Study on the Employability of TVET Graduates

SO - Special Order

STCW - Standards of Training, Certification and Watchkeeping

TDF - TESDA Development Fund

TESDA - Technical Education and Skills Development Authority

TESDC - Technical Education and Skills Development Committee

TMC - Trainer’s Methodology Certificate

TNA - Training Needs Analysis

TR - Training Regulation

TRUGA - Training for Rural Gainful Activities

TTI - TESDA Technology Institutions

TVET - Technical-Vocational Education and Training

TVI - Techvoc Institutions

TWSP - Training for Work Scholarship Program

UNESCO - United Nations Educational, Scientific and Cultural Organization

UTPRAS - Unified TVET Program Registration and Accreditation System

WHO - World Health Organization

WTR - With Training Regulation

YP4SC - Youth Profiling for Starring Career

Alphabetical List of Terms

1

ACADEMIC DRIFT

the term ‘academic drift’ describes the influence of the attractiveness of the university

status on non-university institutions that strive to acquire the same standing. It also

describes a tendency of making vocational education more academic (Neave, 1996).

Similarly, VET providers, especially those at the borderline of VET and HE sectors,

are offering short-term tertiary cycles or are entering into cooperation with

polytechnics, thus stepping into the HE field. This all forms part of the academic drift

(CEDEFOP 2009, Europe)

ACCREDITATION

the process of recognizing and/or empowering an entity to perform certain roles or

responsibilities on behalf of the TESDA organization. (TESDA Circular No. 15, s. 2015)

ACCREDITATION OF ASSESSORS BY ENDORSEMENT

accreditation given to qualified person for the purpose of acquiring or mobilizing new

assessors in occupation qualifications and/or skills categories where there are no

existing assessors. (TESDA Procedures Manual on Program Registration)

ACCREDITATION, PROGRAM

a voluntary process of demonstrating quality assurance to programs and institutional

processes that shall lead to the recognition and conferment awards at various levels

for exemplary performance. (TESDA Circular No. 15, s. 2015)

ACCREDITATION, THIRD PARTY

a process wherein an external body uses their own prescribed criteria and processes

in assessing the institution application for accreditation. (TESDA Procedures Manual

on Program Registration

ACCREDITED COMPETENCY ASSESSMENT CENTER

an establishment officially authorized by TESDA to manage the assessment of

candidates for national certification. (TESDA Circular No. 15 s. 2015)

ACCREDITED COMPETENCY ASSESSOR

An individual authorized by TESDA to assess the competencies of a candidate for

national certification. (TESDA Circular No. 15, s. 2015)

ACCREDITED ESTABLISHMENT

a private firm duly recognized and authorized by TESDA to implement the DTS

Program/DTP together with a partner technical vocational institution. (TESDA Circular

No. 31 s. 2012)

ACCREDITED TVET INSTITUTION (TVI)

as used in TESDA, it refers to a public or private institution duly recognized and

authorized by TESDA to implement the DTS Program/Dualized Training Program

(DTP) together with a partner establishment. (TESDA Circular No. 31 s. 2012)

ADMINISTRATOR

the person who is appointed or designated to be the overall manager of a TESDA

Technology Institution.

TVET Glossary of Terms

Adult Education - Apprenticeship Agreement

ADULT EDUCATION

denotes the entire body of organized educational processes, whatever the content,

level, and method, whether formal or otherwise, whether they prolong or replace initial

education in schools, colleges, and universities, as well as in apprenticeship, whereby

persons regarded as adult by the society to which they belong develop their abilities,

enrich their knowledge, improve their technical or professional qualifications, or turn

them in a new direction and bring about changes in their attitudes and behavior in the

two-fold perspective of full personal development and participation in balanced and

independent social, economic and cultural development. (UNESCO)

ADULT LITERACY RATE

the proportion (in percent) of adult population (15 years old and above) who can read

and write to total adult population. (NSO)

ANDRAGOGY

 the art and science of helping adults to learn. (AVETRA 2002, Australia).

 A set of adult learning principles, including: (i) the learner’s need to know; (ii) selfconcept of the learner; (iii) prior experience of the learner; (iv)
readiness to learn;

(v) orientation to learning; and (vi) motivation to learn. (OECD 2013, Chile)

APPRENTICE

a person undergoing training for an approved apprenticeable occupation during an

established period assured by an apprenticeship agreement. (RA 7796/TESDA Law)

APPRENTICE ABSORBED

an apprentice who becomes a member of the regular work force of the establishment

after the apprentice period.

APPRENTICE ABSORPTION RATE

the proportion (in percent) of the total number of apprentices absorbed into

employment to the total number of apprentices graduated. (EO 111/Labor Code of the

Philippines)

APPRENTICE GRADUATE

an apprentice who completes the terms and conditions of his/her apprenticeship

contract or agreement.
APPRENTICEABLE OCCUPATION

an occupation officially endorsed by a tripartite body and approved for apprenticeship

by TESDA. (EO 111/Labor Code of the Philippines)

APPRENTICESHIP

training within employment involving a contract between an apprentice and an

enterprise on an approved apprenticeable occupation. (RA 7796/TESDA Law)

APPRENTICESHIP AGREEMENT

a contract wherein a prospective employer binds himself to train the apprentice who,

in turn, accepts the terms/conditions of training for a recognized apprenticeable

Apprenticeship Contract - Assessment and Certification

occupation emphasizing the rights, duties and responsibilities of each party. (RA

7796/TESDA Law)

APPRENTICESHIP CONTRACT

an agreement wherein an enterprise binds itself to train the apprentice who in turn

accepts the terms of training for the recognized apprenticeable qualifications and

emphasizing the rights, duties and responsibilities of each party. (Guidelines in the

Implementation of Reformed Apprenticeship Program)

ARTICULATION
the mechanism by which programs are linked to enable students to progress through

levels of qualifications, between providers or sectors. Articulated programs provide

multiple entry and exit points and a staircase or ladders of learning opportunities. (RA

No. 10647, IRR of the Ladderized Education Act of 2014)

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK (AQRF)

a common reference framework that enables comparisons of education qualifications

across participating ASEAN Member States. Engagement in AQRF does not require

changes to national qualifications systems (NQS). AQRF respects the specific

structures and processes of participating AMS to maintain their responsiveness to

national priorities. (www.asean.org)

ASIA PACIFIC ACCREDITATION AND CERTIFICATION COMMISSION (APACC)

is an accreditation and certification of TVET institutions for higher technical and nondegree technical education, and vocational training in Asia
and the Pacific region. It

accomplishes its program and activities through a secretariat, APACC accreditors, incountry units headed by NCAs-NABs and TVET institutions
in member-countries.

(APACC Manual)

ASIA PACIFIC ECONOMIC COOPERATION (APEC)

the Asia-Pacific Economic Cooperation (APEC) forum was established in 1989. This

Cooperation is based on three pillars: trade and investment liberalization, business

facilitation, and economic and technical cooperation. Its membership comprises

Australia; Brunei Darussalam; Canada; Chile; People’s Republic of China; Hong Kong,
China; Indonesia; Japan; Republic of Korea; Malaysia; Mexico; New Zealand; Papua

New Guinea; Peru; Philippines; Russia; Singapore; Chinese Taipei; Thailand; United

States; and Viet Nam. It became the pre-eminent economic forum in the Asia-Pacific

region with Its primary purpose is to facilitate economic growth and prosperity in the

region, with the vision of creating a seamless regional economy. APEC pursues these

objectives through trade and investment liberalization, business facilitation and

economic and technical cooperation. APEC aims to strengthen regional economic

integration by removing impediments to trade and investment “at the border”,

enhancing supply chain connectivity "across the border" and improving the business

environment "behind the border"

ASSESSMENT AND CERTIFICATION

a program that aims at assessing and certifying the competencies of the middle-level

skilled workers through Philippine TVET Competency Assessment and Certification

System (PTCACS). (TESDA Quality Manual)

Assessment Context - Audit

ASSESSMENT CONTEXT

the environment or setting in which the assessment activity takes place. This includes

physical setting, tools, equipment, materials, facilities, purpose of assessment and

access to support personnel. (TESDA Circular No. 23, s. 2008)

ASSESSMENT FEE

as used in TESDA, this term means the amount charged to the examinees/candidates

for the administration of competency assessment. It shall be based on the cost of

supplies and materials as well as other administrative and technical expenses.

(TESDA Implementing Guidelines on PTQCS)

ASSESSMENT METHOD

as used in TESDA, this term refers to a particular technique used to gather different

types of evidence when assessing a candidate of a particular qualification. This may

include methods or techniques such as demonstration, interviews, portfolios, etc.

(TESDA-SOP-CACO-13 dated December 17, 2012)

ASSESSMENT MODERATION

the process of establishing comparability of judgments of standards of candidate’s

performance across different assessors, assessment center and venues, in order to

ensure that assessment is valid, reliable and fair. (TESDA Implementing Guidelines

on PTQCS)

ASSESSMENT PROCESS

the assessment process is based on gathered evidence or information to prove

possession of competence. The process may be applied to an employable single unit

of competency, or a cluster of relevant units of competency or to all units of

competency in a Full National Qualification. Evidence are gathered through a range of

evidence-gathering methods. (TESDA Circular No. 15, s. 2015)

ASSESSOR

accredited individual authorized to evaluate or assess competencies of a candidate

(person) applying for certification. (TESDA Implementing Guidelines on PTQCS)

ASSESSOR’S GUIDE

a set of documents which contains information that will assist the assessor in the

evidence gathering process.

ASSESSOR’S METHODOLOGY COURSE

a course or training program designed to equip participants with the knowledge, values

and skills in the administration, evaluation and interpretation of competencies

assessment. (TESDA Implementing Guidelines on PTQCS)

AUDIT

systematic, independent and documented process for obtaining audit evidence and

evaluating it objectively to determine the extent to which the audit criteria are fulfilled.

(ISO 19011:2011)

Audit Criteria - Benchmarking

AUDIT CRITERIA

set of policies, procedures or requirements used as a reference against which audit

evidence is compared. (ISO 19011:2011)

AUDIT EVIDENCE

records, statements of fact or other information which are relevant to the audit criteria

and verifiable. (ISO 19011:2011)

AUDIT FINDINGS

results of the evaluation of the collected audit evidence against audit criteria. (ISO

19011:2011)

AUDIT PLAN

 description of the activities and arrangements for an audit (ISO 19011:2011)

 refers to a written plan prepared prior to the conduct of audit which details

activities such as where to go, what to do, when to do it and whom to

see/interview. (Operating Procedures for Compliance Audit)

AUDIT REPORT

refers to a report that contains observations and findings during the Audit that are

meant to assist the Auditee to improve systems. (Operating Procedures for

Compliance Audit)

AUDIT TEAM

 one or more auditors conducting an audit, supported if needed by technical

experts. (ISO 19011:2011)

 Refers to a group of people qualified designated/authorized to conduct an audit.

composed of a Lead Auditor and team members. (Operating Procedures for

Compliance Audit)

AUDITEE

organization being audited (ISO 19011:2011)

AUDITOR

person who conducts an audit (ISO 19011:2011)

BASIC EDUCATION

provides the foundation on which subsequent learning can be based. It encompasses

kindergarten, elementary and secondary education as well as alternative learning

systems for out-of-school learners and those with special needs. (Sec. 3, RA 10533)

BENCHMARKING

process of comparing an organization’s or company’s best practices to that of other

organizations or companies using objective and subjective criteria. The process

compares programs and strategic positions of competitors of exemplary organizations

to those in the company reviewing its status for use as reference points in the formation

of organization decisions and objectives. Comparing how an organization or company

performs a specific activity with methods of a competitor or some other organization

Best Practice - Blue Desk

doing the same thing is a way to identify the best practice and to learn how to lower

costs, reduce defects, increase quality, or improve outcomes linked to organization or

company excellence. (Business Encyclopedia)

BEST PRACTICE

management practices and work processes that lead to outstanding or top-class

performance and provide examples for others. (UNEVOC/NCVER 2009)

BIPARTITE PLANT APPRENTICESHIP COMMITTEE

refers to a group of within the enterprise composed of the labor and management

responsible for monitoring the program implementation, settling differences between

management and apprentices and recommending measures for effective

implementation. (Guidelines in the Implementation of Reformed Apprenticeship

Program)

BLENDED LEARNING PROGRAM

a. refers to the combination of online and supervised workshop training where the

knowledge theories are conducted through the internet and the supervised

workshop training are conducted face to face. (TESDA Circular No. 37, s. 2009,

“Implementing Guidelines in the Registration of E-Learning Training Program”)

b. learning or training event or activity where e-learning, in its various forms, is

combined with more traditional forms of training such as classroom training.

(TESDA Manual of Operations on TVET Programs)

BLOCK RELEASE SCHEME

refers to the schedule wherein the student/trainee spends full time in the TVI to finish
the forty (40%) percent of the training and then deployed full time in the establishment

to complete the sixty (60%) percent in-plant training (TESDA Circular N0. 31 s. 2012)

BLOG PAGE

website that allows collaborative and interactive learning between learners and with

their teachers affiliated (or not) to the same educational institution through uploads of

texts, documents, images or videos... on specific subject(s) of pedagogical interest.

From a statistical perspective, only educational institutions that have a clear policy to

host such blog page are to be counted. (UNESCO Institute for Statistics,

[email protected])

BLUE DESK

is one of the structures of the TESDA’s Job Linkaging and Networking Services which

provides frontline service such as: 1) client inquiries on the job

vacancies/opportunities, scholarships and TVET programs; 2) disseminate Labor

Market Information (LMI) using digital and printed materials using IECs; 3) establish

linkages with government such as PESO, DOLE or public employment office and

private organizations for LMI and employment services and others; 4) establish and

maintain database of client served and profiled; 5) provide Post-training Career

Advising and other similar activities; and 6) refer and/or link TVET graduates to

government and non-government organizations for business development support.

(TESDA Circular No. 38, s. 2016)

Bridging Course - Career Guidance.

BRIDGING COURSE

a course designed to equip students to take up a new subject or course by covering

the gaps between the students' existing knowledge and skills and the subject or course

prerequisites and assumed knowledge. (NCVER 2013, Australia)

BUNDLED PROGRAM

refers to the combination of several WTR qualifications offered as a program to

produce multi-skilled graduates. (TESDA Circular No. 7 s. 2016)

BUNDLING

refers to the grouping or clustering of qualifications that result in multi-qualification

program and, consequently, in multi-skilled graduates. Bundling can be done either

through vertical articulation (under the qualification with different national certification

levels) and horizontal or lateral progression (under different qualifications within the

same sector and same national qualification levels. (TESDA Circular No. 7 s. 2016)

BUNDLING OF QUALIFICATIONS

a multi-qualification program intended to produce multi-skilled graduates; registered

on a per qualification basis which is: (a) composed of same qualifications with different

NC levels; or (b) qualifications within the same sector

BUSINESS PROCESS OUTSOURCING (BPO)

the delegation of one or more IT-intensive business processes to an external provider

that, in turn, owns, administers, and manages the selected process or processes

based on defined and measurable performance metrics. (PSA)

CANDIDATE

an individual seeking recognition of his/her competencies to acquire a certification.

(TESDA Circular No. 15 s. 2015)

CANDIDATE STATUS

a program that has been categorized as not yet eligible for the STAR Level Award due

to the need to strengthen areas where weaknesses have been identified in the criteria.

The total weighted scores of the program, which is categorized as candidate status

ranges from 300 to 374 points. (TESDA Circular No. 18 s. 2016)

CAREER

personal engagement with the world of work characterized by exercise of choice and

identification of personal suitability requiring preparation and specialization for ongoing

lifelong development (G. Arulmani, 2014)

CAREER COACH

a person who has been trained in helping other people develop their career goals.

(“Get on the Right Career Path with a Career Coach” by Ralph King)

CAREER GUIDANCE.
the provision of services such as career information, career education, guidance and

counseling intended to assist people at any age and at any point in their lives, to make

education, training and occupational choices and manage their careers (European

Union Council, 2004, 2008, OECD,2004)

Career Profiling - Certification, Authentication and Verification (CAV)

CAREER PROFILING

as used in TESDA, refers to that career guidance service geared towards helping

students, out-of-school youth and unemployed adults decide intelligently on what

career to pursue by having them undergo self-assessment of their abilities and

occupational interests. The results are processed into an individual profile which shall

serve as the basis for the individual to decide on what particular program to undergo

in pursuit of that job best suited to his/her strengths. (Career Profiling Handbook, 2012)

CENTER OF TECHNICAL EXCELLENCE

a TVET institution whether public or private, that has acquired the highest level of

award of accreditation under UTPRAS.

CERTIFICATE OF COMPLIANCE TO INDUSTRY EXPERIENCE (COCIE)

is an official document issued by TESDA Regional Director; specifying the credit

assigned per specific qualification; as the acceptable evidence of in-service Industry

Experience of trainers. (TESDA Circular No. 33 s. 2017)

CERTIFICATE OF COMPETENCY (COC)

a document issued by TESDA to individuals who were assessed as competent in a

single unit or cluster of related units of competency as defined in Section 4 of the

Training Regulations. (TESDA Circular No. 7 s. 2016)

CERTIFICATE OF DTS/DTP ACCREDITATION

as used in TESDA, it refers to a document issued by TESDA granting an authority to

a TVI and as its partner establishment to implement the DTS Program/DTP. (TESDA

Circular No. 31 s. 2012)

CERTIFICATE OF TVET PROGRAM REGISTRATION (CTPR)

refers to a document issued by TESDA to a concerned institution as a manifestation

that the TVET program offered complies with the minimum requirements or standards

prescribed by TESDA. (TESDA Circular No. 7 s, 2016)

CERTIFICATION

a formal process of recognizing that an individual is qualified in terms of particular

knowledge, skills and attitudes based on industry standards. (TESDA Circular No. 15

s. 2015)

CERTIFICATION RATE

the proportion (in percent) of persons who passed the national competency

assessment to the total who took competency assessment for or within a given period.

(2005 IACES)
CERTIFICATION, AUTHENTICATION AND VERIFICATION (CAV)

a procedure wherein documents are authenticated and certified as authentic by

TESDA and conforms to the service standards set by the authentication process of

the Office of Consular Affairs, Department of Foreign Affairs (DFA). (Memorandum of

Agreement on Issuance of CAV)

Class of Worker - Closure Report

CLASS OF WORKER

classified to seven categories, namely:

a. work for private household – these are employed persons working in a private

household for pay, in cash or in kind;

b. work for private establishment – these are persons working in a private

establishment for pay, in cash or in kind. This category includes not only persons

working for a private industry but also those working for a religious group,

missionary, unions, and non-profit organizations. Examples of persons working

for a private establishment are public transport drivers who do not own the vehicle

but drive them on boundary basis, persons working in public works projects on

private contractors, dock hands or stevedores, cargo handlers in railroad station

or piers, etc.;

c. work for government/government corporation – these are persons working

for the government or a government corporation or any of its instrumentalities.

This category of worker includes the following workers: chaplains in the Armed

Forces of the Philippines, Filipinos working in embassies, legation, chancelleries

or consulates of foreign government in the Philippines and those working in

international organizations of Sovereign States of Governments like the United

nations (UN), World health Organization (WHO), etc.;

d. self-employed – these are persons who operate their own businesses or trades

and do not employ paid workers in the conduct of their economic activities. This

category includes workers who worked purely on commission basis and who may

not have regular working hours;

e. employers – these are persons who employ one or more paid employees in the

operation of their businesses or trades. Thus, domestic helpers, family drivers

and other household helpers who assist in the family-operated business,

regardless of time spent in this activity, are not hired employees in the

enterprise/business. A farm or business proprietor who is assisted purely by such

domestic help is not also considered an employer;

f. worked with pay on own-family operated farm or business – members of the

family who receive cash or fixed share of the produce as payment for their

services in a farm or business operated by another member living in the same

household; and
g. worked without pay on own-family farm or business – members of the family

who assist another member in the operation of the family farm or business

enterprise and who do not receive any wage or salary for their work. (NSO)

CLOSED PROGRAMS

refers to program(s) that were closed/delisted due to closure of TVls, non-compliance

with deficiency(ies) after the prescribed period, or non-migration within the prescribed

period. The program shall be reported closed after completion of closure proceedings.

(Operating Procedures for Compliance Audit)

CLOSURE REPORT

a report submitted to the National Quality Management Committee (NQMC) regarding

the status of actions taken by the Auditee as per compliance of audit findings. (TESDA

Procedures Manual on Compliance Audit)

Cluster of Units of Competency - Competency-Based curriculum

10

CLUSTER OF UNITS OF COMPETENCY

refers to a group of competencies as defined in the Training Regulations that

corresponds to a Certificate of Competency. A cluster of units of competency includes

the basic, common and core competencies addressing a Certificate of Competency

that can be offered as a registered program. (TESDA Circular No. 7 s. 2016)

CO-MANAGEMENT
a partnership of two or more organizations that agreed to manage training facilities by

adhering to distinct and shared responsibilities under a formal agreement for the

implementation of training and training-related functions. (TESDA Memorandum dated

11/03/2001)

COMPETENCY

refers to the specification of the knowledge, skills and attitude and the application of

that knowledge, skills and attitude to the standard of performance required in the

workplace. (TESDA Circular No, 7 s. 2016)

COMPETENCY ASSESSMENT

refers to a process of collecting evidence and making judgments whether competency

has been achieved. The purpose of assessment is to confirm that an individual can

perform to the standards expected at the workplace as expressed in the competency

standards defined in TR. The assessment process is based on evidence or information

gathered to prove possession of competencies. The process may be applied to an

employable unit or units of competency in partial fulfillment of the requirements of the

national qualification. The competency assessment leads to the issuance of a National

Certificate (NC) or a Certificate of Competency (CoC). (TESDA Circular No. 7 s. 2016)

COMPETENCY ASSESSMENT TOOL

contains both the instructions and the instrument, i.e., Rating Sheet for gathering and

interpreting evidence developed from the selected assessment method(s) to be used

for assessment. For example, if the evidence gathering method is demonstration

followed by a, brief interview, then the CAT must consist of:

 Instructions identifying the activities to be undertaken by the candidate, the key

points to be observed/evidence requirements and the performance issues to be

considered by the assessor, and

 A proforma which includes a checklist for the key observation points and

performance standards, and a series of questions on underpinning knowledge

for the interview

COMPETENCY STANDARD

defines the knowledge, skills and attitudes/values required for competent performance

in the workplace. (TESDA Circular No. 15 s. 2015)

COMPETENCY-BASED CURRICULUM

refers to the specifications for a program or module, which describes all the learning

experiences a learner undergoes. It generally includes learning outcomes, contents,

conditions, methodologies, and assessment methods. It specifies outcomes, which

are consistent with the requirements of the workplace as defined in the TRs or based

on industry or community consultations and/or supported by a demand or

employability study for NTR. (TESDA Circular No. 7 s. 2016)

Competency-based training - Course Content

11

COMPETENCY-BASED TRAINING

refers to a system by which the learner acquires a competency or a qualification based

on demonstrated ability rather than on the time spent on training. (TESDA Circular No.

7 s. 2016)

COMPLIANCE AUDIT

a. a systematic and documented process for obtaining evidence to determine

whether implementation of the Philippine TVET Qualification and Certification

System (PTQCS) is compliant to quality standards. (TESDA Circular No. 15 s.

2015)

b. refers to a process to check compliance of whether a training institution is

continuously complying with UTPRAS requirements and guidelines for its

registered TVET program/s. (Operating Procedures for Compliance Audit)

COMPUTER-BASED TRAINING

an educational method in which a computer is the primary medium for instruction and

learning. (Ministry of Labour 2005, Jordan)

CONTAINMENT POLICY

as used in TESDA, it refers to the policy that does not allow a technical vocational

institution to partner with establishments outside their area of jurisdiction. (TESDA

Circular N0. 31 s. 2012)

CONTINUING LEARNING (OR LIFELONG LEARNING)

the process in which different craftsmen and adults take part to acquire and / or learn

new awareness, knowledge, skills or attitude competencies throughout life via all

organized, systematic education, training, work and general life experiences in order

to improve their opportunities for advancement and promotion. Continuing Learning or

Lifelong Learning programs are educational programs usually offered to adults as parttime or short courses in professional fields, personal,
academic or occupational

subject areas to update and improve occupational skills. (Wahba 2013)

CORRECTIVE ACTION

refers to a step that is taken to remove the cause of an existing non-conformity or

undesirable situation. The corrective action process is designed to prevent the

recurrence of non-conformity or undesirable situation by eliminating cause/s. It tries

to make sure that existing nonconformity and situation does not happen again.

Corrective action addresses actual problems. Because of this, the corrective action

process can be thought of as a problem-solving process. (Operating Procedures for

Compliance Audit)

COURSE

structured and integrated program of education or training, usually consisting of a

number of modules (subjects) or shorter programs, and leading to the award of a

qualification.
COURSE CONTENT

content of a course, specifically the underpinning knowledge, attitudes and skills that

directly contribute to achieving the learning outcomes of a course and its modules.

(TESDA Procedures Manual on Developing a CBC)

Course Title - Day Release Scheme

12

COURSE TITLE

refers to the name of the program to be offered. It is usually derived from the

qualification title of the training regulations or it takes the qualification title of the

training regulations if the program is designed to cover the entire qualification. (TESDA

Procedures Manual on Program Registration)

CREDIT

the acknowledgement that a person has satisfied the requirements of a module

(subject) or unit of competency either through previous study or recognition of prior

learning.

CREDIT TRANSFER

recognition and carrying forward of overlapping learning from a TVET modular, standalone program to a higher education program with unit
credits given in the appropriate

degree course subject(s) for learners that will go to the college course. (CHED Memo

Order No. 43, s. 2008)

CRITICAL ASPECTS OF COMPETENCY

tells the assessor what evidence is needed to prove that a person is competent.

(TESDA Procedures Manual on Competency Assessment and Certification Program)

CRITICAL SKILLS

skills that are essential and/or indispensable in the operations of a firm or group of

firms within an industry as identified by industry experts. (Philippine TVET Outlook:

2005-2010)

CURRICULUM

systematic group of courses or sequences of subjects required for a graduation or

certification in a major field of study; or a general overall plan of the content or specific

materials of instruction that the school should offer the student by way of qualifying

him for graduation or certification of entrance into a professional or vocational field; or

c) a body of prescribed educational experience under school supervision, designed to

provide an individual with the best possible training and experience to fit him for a

trade or profession. (Manual of Policies and Guidelines on the Establishment and

Operation of Public and Private TVET Institutions, First Ed., 2001)

CURRICULUM EXEMPLAR

a model or sample of competency-based curriculum

DAILY ALLOWANCE

as used in TESDA, it refers to the amount which the trainee receives from the TVI to

defray part of his/her daily expenses. This amount in no way shall be below thirty (30)
percent of the trainee’s allowance that the establishment pays directly to the

accredited TVI. (TESDA Circular N0. 31 s. 2012)

DAY RELEASE SCHEME

refers to the schedule where the student/trainee spends two (2) days weekly in the

school and the remaining working days of the week in the establishment (TESDA

Circular N0. 31 s. 2012).

Delivery Mode - Dualized Training Program (DTP)

13

DELIVERY MODE

refers to any of the following:

● Community-based – short term programs conducted by non-government

Organizations (NGOs), LGUs, training centers and other TVET providers which

are intended to address the specific needs of a community. Such programs can

be conducted in informal settings such as barangay hall, basketball courts, etc.

These programs can also be Mobile Training Program (MTP)

● Dual Training System (DTS)/Dualized Training Program (DTP) – training is

conducted in two venues, the institution and establishment;

● E-Learning – an umbrella term providing computer instruction online over the

public internet, private distance learning networks or in house via an internet;

● Enterprise-based - training program being implemented within companies/firms.

These programs can be apprenticeship or learnership;

● Institution-based – TVET program in Technical Vocational Institutions (TVIs),

State Universities and Colleges (SUCs), Local Colleges and Universities (LCUs),

Higher Education Institutions (HEIs), TESDA Technology Institutions (TTIs), and

in training centers such as Local Government Unit (LGU)-manpower centers,

Regional Training Centers (RTCs), and Provincial Training Centers (PTCs).

● Mobile Training Program - registered program that is transportable bringing

with it all the necessary tools, equipment, consumables including the trainer

DEMAND-DRIVEN TVET

responsive to the workforce challenges and needs defined by employers. (ETA 2008,

USA)

DESIGNATED ASSESSMENT VENUE (DAV)

a facility appropriately equipped and designated by the assessment center where

actual assessment may take place. (TESDA Circular No. 15 s. 2015)

DOCUMENTED MIGRANT WORKERS

● whose contracts of employment have been processed by the POEA if required by

law or regulation; and

● those registered by the Migrant-Workers and Other Overseas Filipinos Resource

Center or by the Embassy. Those who do not fall under the preceding paragraph

are considered undocumented migrant workers. (RA No. 8042)

DROPOUT

a person who discontinues a program of education and training.

DUAL TRAINING SYSTEM ACCREDITATION

as used in TESDA, it refers to the granting of qualified and approved status to a TVI

and its partner establishment to implement the DTS Program that meets all the

requirements of the DTS Law, particularly on the prescribed payment of the training

allowance to the student/trainee. (TESDA Circular No. 31 s. 2012)

DUALIZED TRAINING PROGRAM (DTP)

TVET program that combines in-plant and in-school training based on a training plan

collaboratively designed and implemented by a TVI and its partner establishment that

Dualized Training Program Accreditation - Employed

14

have DTS Accreditation. The duration of the in-school and in-plant training under this

system shall not be more than the duration of the registered program of the TVI. The

program meets all the requirements provided for under the DTS Law, except for the

prescribed payment of the training allowance to the student/trainee. (TESDA Circular

No. 31, s. 2012)

DUALIZED TRAINING PROGRAM ACCREDITATION

the granting of qualified and approved status to a TVI and its partner establishment to

implement the Dualized Training Program that meets all the requirements provided for
under the DTS Law, except for the prescribed payment of the training allowance to the

student/trainee. (TESDA Circular N0. 31 s. 2012)

DUAL TRAINING SYSTEM ACCREDITATION

as used in TESDA, it refers to the granting of qualified and approved status to a TVI

and its partner establishment to implement the DTS Program that meets all the

requirements of the DTS Law, particularly on the prescribed payment of the training

allowance to the student/trainee. (TESDA Circular No. 31 s. 2012)

ELEMENTS OF COMPETENCY

the skills described in outcome terms, that a person must be able to perform in order

to complete the work activity as indicated by the unit of competency. (TESDA Board

Resolution No. 2004-13)

EMBEDDED LEARNING AND TEACHING

Teaching and learning of literacy and numeracy which is integrated with the teaching

of vocational or academic skills. (EU Commission AL 2010)

EMBEDDED TVET QUALIFICATION IN A LADDERIZED DEGREE PROGRAM

a scheme by which the TVET content in the relevant higher education or bachelor

degree program are mapped or identified and the curriculum is restructured to provide

TVET exit points. The units of competencies in the TVET qualification are usually

clustered together to allow for early attainment of a TVET qualification. (CHED Memo

Order No. 43, s. 2008)

EMERGING OCCUPATION

a new occupation or one that consists of a new combination of existing skills and

knowledge for which there is considerable existing or projected demand. (NCVER

2013, Australia)

EMERGING SKILLS

abilities for which demand is increasing in existing or new occupations. (CEDEFOP

2014)

EMPLOYED

include all persons 15 years old and over as of their last birthday and during the basic

survey reference period are reported as either:

a. at work - those who do any work even for one hour during the reference period

for pay or profit, or work without pay on the farm or business enterprise operated

by a member of the same household related by blood, marriage, or adoption; or

Employers’ Satisfaction Survey - Evidence Guide

15

b. with a job but not at work – Those who have a job or business but are not at

work because of temporary illness/injury, vacation, or other reasons. Likewise,

persons who expect to report for work or to start operation of a farm or business

enterprise within two weeks from the date of the enumerator's visit, are

considered employed. (PSA)

EMPLOYERS’ SATISFACTION SURVEY

a survey which aims to evaluate the levels of satisfaction of the employers on the

competencies and performance of TVET graduates in the workplace.

EMPLOYMENT RATE

percentage of the total number of employed persons to the total number of persons in

the labor force. (PSA)

ENHANCED BASIC EDUCATION

encompasses at least one (1) year of kindergarten education, six (6) years of

elementary education, and six (6) years of secondary education, in that sequence.

Secondary education includes four (4) years of junior high school and two (2) years of

senior high school education. (Sec. 4, RA 10533)

ENROLMENT

the total number of students or trainees who have registered in a given course or

program. (2005 IACES)

ENTREPRENEURSHIP TRAINING

a training scheme to develop persons for self-employment or for organizing, financing

and/or managing an enterprise.

EQUIVALENCE OF INDUSTRY EXPERIENCE

the condition of being the same or comparable in value, worth, function, etc. to time

served/employed in an industry. (TESDA Circular No. 33 s. 2017)

EQUIVALENCY

the process of recognizing present competencies and giving credit towards additional

qualification.

ESTABLISHMENT

refers to enterprises and/or services of agricultural, industrial or business

establishments. (TESDA Circular No. 31, s. 2012)

EVIDENCE

Information gathered which when matched against the competency standard, provides

proof of competence. (TESDA-OP-QSO-02 dated 01 March 2017)

EVIDENCE GUIDE

as used in TESDA, this term refers to a component of the unit of competency that

defines or identifies the evidences required to determine the competence of the

individual. It provides information on critical aspects of competency, underpinning

Evidence Plan - Gender

16

knowledge, underpinning skills, resource implications, assessment method and

context of assessment. (TESDA Training Regulations Framework)

EVIDENCE PLAN

a document that identifies evidence requirements and assessment methods to be

used in assessing the candidate of a particular qualification. (TESDA Procedures

Manual on Competency Assessment and Certification Program)

FACE-TO-FACE

is an instructor-led training in a traditional classroom setting. (TESDA Circular No. 37,

s. 2009

FINDINGS/AREAS NOT COMPLIED WITH

refers to the absence, breakdown or failure of a procedure / process to meet the

program registration requirements. (Operating Procedures for Compliance Audit)

FLEXIBLE LEARNING

The provision of a range of learning modes or methods giving learners greater choice

of when, where and how they learn. (NCVER 2013, Australia)

FORMAL EDUCATION AND TRAINING

education or training provided in educational institutions, such as schools, universities,

colleges, or off-the-job in a workplace, usually involving direction from a teacher or

instructor. (UNEVOC/NCVER 2009)

FOURTH INDUSTRIAL REVOLUTION (4IR)

characterized by a range of new technologies that are fusing the physical, digital and

biological worlds, impacting all disciplines, economies and industries (Klaus Schwab,

www.weforum.org)

FUNCTIONAL LITERACY

● the ability to communicate effectively, to solve problems scientifically, to think

critically and creatively, to use resources sustainability and be productive, to

develop one’s sense of community and to expand one’s world view. (Literacy

Coordinating Council (LCC) Resolution No. 1, s. 2008 – DepED)

● the ability to read, write and compute (NSO)

FUNCTIONAL LITERACY RATE

the proportion (in percent) of the population who has acquired higher level of literacy

that includes not only reading and writing skills but also numeracy skills and ability to

participate fully and effectively in community activities.

GENDER

● the socially learned behavior and expectations associated with the two sexes. It

also refers to the socially differentiated roles and characteristics attributed by a

given culture to women and men. (PSA)

● refers to the roles and responsibilities of men and women that are created in the

family, society and culture. (UNESCO Gender Mainstreaming Implementation

Framework 2003)

Gender Analysis - Green Jobs

17

GENDER ANALYSIS

refers to a framework to compare the relative advantages and disadvantages faced by

women and men in various sphere of life, including the family, workplace, school,
community and political system. (PCW Memorandum Circular 2011-01)

GENDER AND DEVELOPMENT MAINSTREAMING IN TVET

integration of GAD perspective into the analyses, formulation, monitoring and

evaluation of TVET policies, programs and projects in the development agenda, with

the ultimate goal to achieve gender equality. (UN)

GENDER SENSITIVE

means being able to appreciate the differences between men and women; understand

how gender shape their roles in the society, and how it affects relationship between

them. It means becoming aware of gender concerns in order to respond to gender

issues. (Philippine Commission on Women)

GLOBAL MULTIDIMENSIONAL POVERTY INDEX (MPI)

is an international measure of acute poverty covering over 100 developing countries.

It complements traditional income-based poverty measures by capturing the severe

deprivations that each person faces at the same time with respect to education, health

and living standards. The MPI assesses poverty at the individual level. (Oxford Poverty

and Human Development Initiative)

GOVERNMENT ASSISTANCE TO STUDENTS AND TEACHERS IN PRIVATE EDUCATION

(GASTPE)

financial assistance to further the goal of improving quality and accessibility in private

education particularly in the secondary, post-secondary (TVET) and higher education

levels. DepED, TESDA and CHED supervise the administration and implementation

at the different education levels, respectively. (RA 8545/GASTPE Law)

GRADUATE

a student or trainee who was enrolled in a particular course and has completed the

requirements set for that course/program. (2006 IACES)

GREEN JOBS

a. refer to employment that contributes to preserving or restoring the quality of the

environment, be it in the agriculture, industry or services sector. Specifically, but

not exclusively, this include jobs that help to protect ecosystems and biodiversity,

reduce energy, materials and water consumption through high efficiency

strategies, decarbonize the economy, and minimize or altogether avoid

generation of all forms of waste and pollution (RA 10771- Philippine Green Jobs

Act of 2016).

b. are defined as jobs that reduce the environmental impact of enterprises and

economic sectors, ultimately to levels that are sustainable. This definition covers

work in agriculture, industry, services and administration that contributes to

preserving or restoring the quality of the environment while also meeting the

criteria for decent work - adequate wages, safe conditions, workers' right, social

dialog and social protection. It also covers activities related to both mitigation and

adaption to climate change. (ILO/CEDEFOP 2011)

Green Skills - Indigenous Peoples (IPs)

18

GREEN SKILLS

technical skills, knowledge, values and attitudes needed in the workforce to develop

and support sustainable social, economic and environmental outcomes in business,

industry and the community. (NCVER 2013, Australia)

GREENING TVET

an essential and cross-cutting theme for sustainable development. It refers to the

efforts to reorient and reinforce existing TVET institutions and policies in order to

reinforce achievement of sustainable development. Thus, greening TVET

acknowledges the relationship between sustainable development and green

development and clarifies different definitions of green jobs and green skills as well.

(Majumdar 2010)

HARD SKILLS

the technical and analytical competencies and know-how that allow the worker to

perform the mechanical aspects of a job. (OECD/KRIVET 2012, South Korea)

HAZARDOUS WORKPLACE

refers to an authorized venue for apprenticeship which relatively exposes the

apprentice to dangerous environmental elements, contaminants or in other highly

vulnerable working conditions such as construction manufacturing or handling of

explosives, or that which requires engagement with too-heavy or power-driven

equipment, tools or machineries (Guidelines in the Implementation of Reformed

Apprenticeship Program)

HIGHER EDUCATION

Post-secondary education offered by a university or other recognized higher education

institution, or through Open Learning, leading to the award of a degree or higher level

qualification. (Wahba, 2013)

HIGHER EDUCATION PROGRAM

a course of study leading to an initial or higher bachelor’s degree, as well as formal

graduate studies leading to master’s, doctoral or similar degree.

HIGHER ORDER THINKING SKILLS (HOTS)

refer to skills that are introduced to advocate critical thinking, analysis and problem

solving to augment and enhance learning outcomes in TVET. They have also become

common feature of standards-based education reforms. (TVET in the 21st Century:

Challenges and Opportunities)

INCOME GENERATING PROJECTS

refer to entrepreneurial business activities of whatever scale that takes place in or by

the learning institutions managed by the students and supervised by technical

instructors with revolving capital provided by the institution established for the purpose

of providing the students the opportunity of learning business acumen and to generate
income for the improvement of the institutions.

INDIGENOUS PEOPLES (IPS)

a group of people or homogenous societies identified by self-ascription and ascription

by others, who have continuously lived as organized community on communally

Industry Boards - In-Plant Training

19

bounded and defined territory, and who have, under claims of ownership since time

immemorial, occupied, possessed customs, tradition and other distinctive cultural

traits, or who have, through resistance to political, social and cultural inroads of

colonization, non-indigenous religions and culture, become historically differentiated

from the majority of Filipinos (PSA)

INDUSTRY BOARDS

are tripartite bodies established in priority industries to provide assistance to the

NMYC in the establishment of manpower development schemes, trades and skills

standards and other functions as will provide the direction participation of employers

and workers in fulfillment of the council’s objectives. (PD 442, Labor Code of the

Philippines)

INDUSTRY IMMERSION

the process of deploying TVET trainers to industries/companies to enhance their skills,

knowledge and attitudes in their area of specialization to be applied to their training

centers for quality TVET training.

INDUSTRY WORKING EXPERIENCE REQUIRED (IWER)

● industry work experience acquired during employment as TVET trainer gained

through the different modalities (TESDA Circular No. 33 s. 2017)

● the related working experience of TVET trainers in the industry, indicated by

industry practitioners/experts during the development of Training Regulations, as

a requirement for accreditation (TESDA Circular No. 29, s. 2017)

INDUSTRY WORKING GROUP

a group composed of representatives of industry associations, organizations, TVET

institutions, labor groups and concerned government agencies who are working

directly with TESDA in skills planning, standards development, assessment and

certification, and promotion of TVET.

INFORMAL SECTOR

consists of units engaged in the production of goods and services with the primary

objective of generating employment and income to the persons concerned in order to

earn a living. (NSCB Resolution No. 15, s. 2002)

INNOVATION

refers to making meaningful change to improve the delivery and/or effectiveness of

the program to create new value to the students and other stakeholders or change to

improve the management of any part of the school system that have impact on the
students. Innovation involves the adoption of an idea, process, technology, and

product that is new to the previous application to the program. The outcome of program

innovation is breakthrough change in results, products or process. (TESDA Circular

No. 18 s. 2016)

IN-PLANT TRAINING

the portion of a DTS Program/DTP where student/trainee receives practical learning

by being integrated in the regular work system of an establishment. (TESDA Circular

No. 31, s. 2012)

In-School Training - Job Fair

20

IN-SCHOOL TRAINING

the portion of a DTS Program/DTP where student/trainee receives technology-based

theoretical instruction in a lecture area and hands-on exercises in a laboratory and/or

a workshop within the premises of a TVI (TESDA Circular No. 31, s. 2012).

INSTITUTIONAL ASSESSMENT

an assessment undertaken by the institution for its students to determine their

achievement of the learning outcomes in the module of instructions in given unit of

competency or clusters of competencies. This applies to both WTR and NTR

registered programs. (TESDA Board Resolution No. 2004-13, “Training Regulations

Framework”/ TESDA Circular No. 33 s. 2017)

INTERNAL AUDIT

 a process to review the practice against documented procedures, usually carried

out by auditors within the organization. (TESDA Quality Manual dated 1/15/2010)

 sometimes called first-party audits, are conducted by, or on behalf of, the

organization itself for management review and other internal purposes, and can

form the basis for an organization’s declaration of conformity. Independence can

be demonstrated by the freedom from responsibility for the activity being audited

(Note from ISO 19011:2011)

INTERNET OF THINGS (IOT)

is the inter-networking of physical devices, vehicles (also referred to as "connected

devices" and "smart devices"), buildings, and other

items embedded with electronics, software, sensors, actuators, and network

connectivity which enable these objects to collect and exchange data

(Brown, Eric (13 September 2016). "Who Needs the Internet of Things?". Linux.com)

INVISIBLY UNDEREMPLOYED

includes employed persons who worked for 40 hours or more during the basic survey

reference period and still want additional hours of work in their present job or an

additional job, or to have a new job with longer working hours. (PSA)

JOB

a set of tasks and duties executed, or meant to be executed, by one person; a regular
activity performed in exchange for payment, especially as part of one's trade,

occupation, or profession.

JOB EVALUATION

a systematic way to gather and analyze information about the content and human

requirements of the job, and the context in which the job is performed. This process

identifies the existing tasks, duties and responsibilities of the job and what awareness,

knowledge, skills, abilities and attitudes are needed to do the job. (Wahba 2013)

JOB FAIR

a career fair (also known as job fair) is a recruiting event where job seekers meet with

multiple employers.

Job Linkaging and Networking Services (JoLiNS) - Labor Force Participation Rate

21

JOB LINKAGING AND NETWORKING SERVICES (JOLINS)

a four-platform delivery service by TESDA to provide job seekers relevant Labor

Market Information (LMI), strategies, approaches and techniques in looking for job

opportunities in the easiest and most systematic manner. (TESDA Circular No. 38, s.

2016)

JOB PLACEMENT

process of supporting individuals to find jobs matching their skills. (CEDEFOP 2014)

JOB SEEKER
a TVET graduate and alumni who is actively looking for employment (TESDA Circular

No. 38, s. 2016)

JOB STANDARD

the level of achievement that an individual is expected to reach by reference to

specified rating levels (standards) and criteria that have been decided for each task /

activity within a job/job title. (Wahba 2013)

JOB-OUT/ CONTRACT-OUT

a mode of development of CS/TRs, CATs, and other training/learning materials thru

Service Contract (SC) with industry associations or technical experts formally

endorsed by the relevant industry association/group and for the academe, from TVIs

or HEIs or preferably member of the relevant CHED technical panel. (TESDA-OPQSO-01 dated 01 March 2017)

JOBS BRIDGING

a major employment facilitation event to assist the TVET graduates which shall be

initiated by the Regional/Provincial/District Offices (ROPODOs). (TESDA Circular No.

26, s. 2009)

JOBSTART PHILIPPINE PROGRAM

is an employment facilitation initiative of the DOLE with funding support from the

Government of Canada and technical assistance from the Asian Development Bank

(ADB). The program seeks to assist young Filipinos start their careers and find

meaningful paid employment. (DOLE DO No. 148-16 s. 2016)

K TO 12

covers Kindergarten and 12 years of basic education (six years of primary education,

four years of Junior High School, and two years of Senior High School [SHS]) to

provide sufficient time for mastery of concepts and skills, develop lifelong learners,

and prepare graduates for tertiary education, middle-level skills development,

employment, and entrepreneurship. (http://www.gov.ph/k-12/)

LABOR FORCE

the population 15 years old and over, whether employed or unemployed, who

contribute to the production of goods and services in the country. (PSA)

LABOR FORCE PARTICIPATION RATE

the proportion (in percent) of the total number of persons in the labor force to the total

population 15 years old and over. (PSA)

Labor Market - Learning

22

LABOR MARKET

a system consisting of employers as buyers and workers as sellers, the purpose of

which is to match job vacancies with job applicants and to set wages. (ILO)

LABOR MARKET INFORMATION (LMI)

includes all quantitative or qualitative data and analysis related to employment and the

workforce. The goal of LMI is to help customers make informed plans, choices and
decisions for a variety of purposes, including business investment decision making,

career planning and preparation, education and training offerings, job search

opportunities, hiring and public or private workforce investments. (TESDA Circular No.

38, s. 2016)

LABOR SUPPLY

refers to the supply of workers, hours or effort for the production of goods and services,

and is determined by the size of the population, the proportion able and willing to work

and the number of hours worked by each individual. (ILO)

LADDERIZED EDUCATION PROGRAM

● refers to all education and training mechanisms that allow students and workers

progression between Technical Vocational Education and Training (TVET) and

Higher Education (HE) or college and vice-versa; and

● opens opportunities for career and educational advancement to students and

workers. Specifically, it intends to create a seamless and borderless education

and training system that will allow mobility in terms of flexible entry and exit into

the educational system. (EO 358)

LANGUAGE SKILLS INSTITUTES (LSIS)

established to provide workplace language training to add value to the worldwide

recognition of the Overseas Filipino Workers (OFWs) as skilled workers.

LEARNABLE OCCUPATION
any trade or occupation which requires not more than three (3) months of practical

training on the job which may or may not be supplemented by theoretical instruction

and approved by TESDA for learnership. (EO 111/Labor Code of the Philippines)

LEARNERS

as used in TESDA, the term refers to persons hired as trainees in semi-skilled and

other industrial occupations which are non-apprenticeable. (Revised Guidelines in the

of implementation Apprenticeship and Learnership Programs)

LEARNERSHIP

means any practical training on a learnable occupation which may or may not be

supplemented by a related instruction. (EO 111/Labor Code of the Philippines)

LEARNING

the process of acquiring knowledge, attitudes, or skills from study, instruction, or

experience.

Learning Activities - Middle-level Skilled Manpower

23

LEARNING ACTIVITIES

major activities the student will perform to accomplish the learning outcomes of a

training program.

LEARNING CULTURE

an environment in which opportunities for learning are openly valued and supported
and are built, where possible, into all activities. (Wahba 2013)

LETTER OF INTENT (LOI)

a formal application filed by a TVET institution or a business establishment declaring

its intention to offer TVET program.

LEVY-AND-GRANT SYSTEM

a legal contribution (often a percentage of the payroll) from participating employers

who would be beneficiaries of a vocational or technical education or training program

which is subsequently turned over or rebated to enterprises offering employee training

programs. (RA 7796/TESDA Law)

LIFE-LONG LEARNING

the process of acquiring knowledge or skills throughout life via education, training,

work and general life experience. (Glossary – TAFE Queensland)

LITERACY

defined as the ability to read and write. (NSO)

LITERACY RATE

percentage of the population who can read and write and understand simple

messages in any language or dialect. (2006 Inter-Agency Committee on Education

Statistics)

LIVELIHOOD PROGRAM

a socio-economic project that seeks to motivate, prepare and train workers to embark
on income-generating and service-oriented activities geared towards promoting selfsufficiency and initiative among the workers. (Investment in
Technical Vocational

Education and Training in the Philippines)

MANAGEMENT REVIEW

a formal evaluation by the management of the status and adequacy of the Quality

System. (TESDA Procedures Manual on Program Registration)

MENTORING

teaching and training personnel. (ILO)

MIDDLE-LEVEL SKILLED MANPOWER

those who have acquired practical skills and knowledge through formal, non-formal

and informal education and training to at least a secondary education but preferably a

post-secondary education with a corresponding degree or diploma; or skilled workers

who have become highly competent in their trade or craft as attested by industry. (RA

7796/TESDA Law)

Migrant Worker or Overseas Filipino Worker (OFW) - National Assessment

24

MIGRANT WORKER OR OVERSEAS FILIPINO WORKER (OFW)

a person who is to be engaged, is engaged, or has been engaged in a remunerated

activity in a state which he or she is not a legal resident. A person to be engaged in a

remunerated activity” refers to an applicant worker who has been promised or assured

employment overseas and acting on such promise or assurance sustains damage

and/or injury. (RA No. 8042)

MOBILE TRAINING PROGRAM (MTP)

refers to a registered program that is transportable bringing with it all the necessary

tools, equipment, and consumables including the qualified trainer. (TESDA Circular

No. 7 s. 2016)

MODERATION

a process which enables assessors in discussing and reaching agreement about

assessment processes and outcomes in a particular industry or industry sector. This

enables assessors to develop a shared understanding of the requirements of specific

training packages, including the relevant competency standards and assessment

guidelines, the nature of evidence, how evidence is collected and the basis on which

assessment decisions are made.

MODULE OF INSTRUCTION

refers to a self-contained instruction material that include one or more units of

competency with learning outcomes, appropriate learning materials and methods, and

associated criterion reference measures with valid institutional assessment and

method. (TESDA Circular No. 33 s. 2017)

MORATORIUM

as used in TESDA, this term refers to a suspension in the processing of new program

registration applications for a given Qualification due to oversubscription or no

employment opportunities for the graduates as revealed in the Labor Market

Intelligence Reports or any other similar issuances; or due to the undergoing review

status of its Training Regulations. (TESDA Circular No. 7 s. 2016)

MULTI-DIMENSIONAL POVERTY

is made up of several factors that constitute poor people's experience of deprivation –

such as poor health, lack of education, inadequate living standard, lack of income (as

one of several factors considered), disempowerment, poor quality of work and threat

from violence. (www.ophi.org.uk)

MUTUAL RECOGNITION ARRANGEMENT (MRA)

an international agreement by which two or more countries agree to recognize one

another's conformity assessments. If the products identified according to the MRA

have been examined and assessed conformity before export, they will be directly

imported by countries signing the agreement, instead of having to go through the

examining and assessing process of the importing country. Hence, MRA is an

important instrument in facilitating international trade. (www.apec.org)

NATIONAL ASSESSMENT

refers to the assessment of an individual’s competence that leads to the issuance of a

National Assessment and Certification Arrangements - Observations

25

National Certificate (NC) or a Certificate of Competency (COC). (TESDA Board

Resolution No. 2004-13, Training Regulations Framework)

NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

describes the policies governing assessment and certification procedure. (Section IV

of TR, TESDA-OP-QSO-02 dated 01 March 2017)

NATIONAL CERTIFICATE (NC)

 a document issued by TESDA to individuals who have achieved all the required

units of competency of a national qualification defined under the promulgated

Training Regulations. (TESDA Circular No. 15 s. 2015)

 a document issued when a candidate has demonstrated competence in all unit/s

of competency of a qualification with a promulgated Training Regulations (TESDA

Board Resolution No. 2014-04)

NATIONAL QUALIFICATION

a qualification that is defined by nationally promulgated Training Regulations and is

created by combining units of competency into groups that correspond to meaningful

job roles in the workplace and aligning these with a national qualification framework.

(TESDA Circular No. 15 s. 2015)

NATIONAL TVET TRAINING CERTIFICATE (NTTC)

a document issued to a trainer who is a holder of a National Certificate (NC), a Trainer

Methodology Certificate (TMC) and Industry Work Experience as may be provided in

Section 3 of the respective Training Regulation. (TESDA Circular No. 33 s. 2017)

NO TRAINING REGULATION (NTR)

refers to programs registered under UTPRAS not covered yet by any appropriate

training regulations. NTR is a transitory mechanism of quality assuring TVET

programs. (TESDA Circular No. 45, s. 2007)

NOMINAL DURATION

refers to the estimated learning hours, which indicate the time for an average person

to achieve the learning outcomes of the units of competency, inclusive of classroom

contact time, laboratory/field work/practicum and other methods of study/assignments

as defined in the TR. It is an indicative duration per qualification based on experts'

consensus or advice that will also serve as a guide to the TVET providers in the

delivery of the Qualification depending on specific guidelines to be issued by the

TESDA Director General. (TESDA Circular No. 33 s. 2017)

NON-COMPLIANT

refers to the non-fulfillment of any one of the program registration requirements

(Operating Procedures for Compliance Audit).

NON-TRADITIONAL OCCUPATIONS

occupations in which certain groups are under-represented; usually applies to socalled male or female occupations. (NCVER 2013, Australia)

OBSERVATIONS

refer to the statement of facts concerning practices and behaviors that are being

Occupation - Persons In The Labor Force (or Economically Active Population)

26

adopted by the institution/area that are outside the program registration requirements.

(TESDA Procedures Manual on Program Registration)

OCCUPATION

type of work a person does to earn his/her living. (PSA)

ONLINE PROGRAM

refers to a WET program that can be accessed primarily or entirely through the use of

an internet-connected computer or mobile device. (TESDA Circular No. 33 s. 2017)

ON-THE-JOB TRAINING

training within the enterprise given at the work station and using jobs of commercial

value for instruction and practice purposes. (ILO)

OUT-OF-SCHOOL

refers to boys and girls who belong to any of the categories: i) 7-14 years old who are

not enrolled; ii) 15-24 years old, not enrolled, not employed and not a tertiary level

graduate. (NSCB)

OVERSEAS FILIPINOS

are migrant workers, other Filipino nationals and their dependents abroad. (RA No.

8042)

OVERSEAS WORKER

a household member who is currently out of the country due to overseas employment.
He/she may or may not have a specific work contract or may be presently at home on

vacation but has an existing overseas employment to return to. Undocumented

overseas workers, are considered as overseas workers for as long as they are still

considered members of the household and had been away for less than five years.

(PSA)

PEER TEACHING

a training modality wherein fast learners are given the opportunity to assist slow

learners. (Training Regulations Framework)

PERFORMANCE CRITERIA

are evaluative statements that specify what is to be assessed and the required level

of performance. (TESDA Training Regulations Framework)

PERFORMANCE STANDARD

a performance descriptor for the element of competency. It is an evaluative statement

which specifies what is to be assessed and states the required level of performance.

(TESDA Board Resolution No. 2004-13 – Adopting the TRs Framework)

PERSONS IN THE LABOR FORCE (OR ECONOMICALLY ACTIVE POPULATION)

include all persons 15 years old and over as of their last birthday who are either

employed or unemployed. (PSA)

Persons Assessed - Philippine TVET Competency Assessment and Certification System

27
PERSONS ASSESSED

individuals e.g., industry workers/graduating TVET students, etc. who have undergone

the assessment process to determine whether they can perform to the standards

expected in the workplace as defined under the promulgated training regulations.

PERSONS CERTIFIED

successful individuals, e.g., industry workers/graduating TVET students, etc. who

were assessed as competent in all the required units of competency of a national

qualification defined under the promulgated training regulations.

PERSONS NOT IN THE LABOR FORCE

include all persons 15 years old and over as of their last birthday who are neither

employed nor unemployed. (PSA)

PHILIPPINE QUALIFICATIONS FRAMEWORK (PQF)

a national policy which describes the levels of educational qualifications and set the

standards for qualification outcome*. It is a quality assured national system for the

development, recognition and award of qualifications based on standards of

knowledge, skills and values acquired in different ways and methods by learners and

workers of a certain country (IRR of EO No. 83, s. 2012)

PHILIPPINE STANDARD CLASSIFICATION OF EDUCATION (PSCED)

a detailed classification of all educational levels in the Philippine educational system.

It aims to integrate the different classification schemes being used by the various
agencies, for the purpose of standardizing and facilitating the compilation of education

statistics as basis for educational planning, manpower training, labor market studies

and other related activities. (PSA)

PHILIPPINE STANDARD CLASSIFICATION OF INDUSTRY (PSIC)

a detailed classification of industries prevailing in the country according to the kind of

productive activities undertaken by establishments. It serves as a guide in the

classification of establishments according to their economic activity useful for

economic analysis. (PSA)

PHILIPPINE STANDARD OCCUPATIONAL CLASSIFICATION (PSOC)

a statistical classification of the different occupational groups of the working

population, including the military work force in the country. It is primarily used as basis

for manpower and educational planning, program formulation, policy decision-making

and serves as useful guide for statistical operations and activities, such as censuses

and surveys. (PSA)

PHILIPPINE TVET COMPETENCY ASSESSMENT AND CERTIFICATION SYSTEM

defines a national, comprehensive and flexible certification system for Technical -

Vocational Education and Training (TVET) (TESDA Circular No. 15, s. 2015)

PHILIPPINE TVET TRAINERS QUALIFICATIONS FRAMEWORK (PTTQF)

a system that provides competency standards for TVET trainers and assessors

involved in the training delivery, competency assessment, training

design/development and training supervision. The framework also defines the

Polytechnic - Private Education Student Financial Assistance (PESFA)

28

competencies of TVET trainers at different roles and levels of technical training.

(TESDA Circular No. 33 s. 2017)

POLYTECHNIC

a school specializing in the teaching of industrial arts and applied sciences (American

Heritage® Dictionary of the English Language, Fifth Edition, 2016)

PORTFOLIO ASSESSMENT

is an evidence gathering method wherein competence is determined based on

accumulated pieces of evidence demonstrating work outputs that have been collected

by an individual over a period of time and may come from different sources. (TESDA

Circular No. 20 s. 2014)

POVERTY (ABSOLUTE)

measures poverty in relation to the amount of money necessary to meet basic needs

such as food, clothing, and shelter. (UNESCO)

POVERTY (RELATIVE)

defines poverty in relation to the economic status of other members of the society:

people are poor if they fall below prevailing standards of living in a given societal

context. (UNESCO)
POVERTY INCIDENCE

refers to the proportion of families (or population) with per capita income less than the

per capita poverty threshold to the total number of families(population). (1997

Philippine Poverty Statistics, NSCB)

POVERTY THRESHOLD OR POVERTY LINE

refers to the cost of the basic food and non-food requirements (valued in peso). The

basic non-food requirements cover the non-food expenditure items of the Total Basic

Expenditures. In the Philippine official methodology, the poverty line may be viewed

as the minimum income required to meet the food requirements and other non-food

basic needs. (1997 Philippine Poverty Statistics, NSCB); 2000 FIES, NSO)

PRE-SERVICE INDUSTRY WORK EXPERIENCE

industry work experience acquired whether permanent or contractual status, including

industry experience gained during in-plant phase of the On-the-Job-Training (OJT),

DTS/DTP and apprenticeship programs prior to employment as TVET trainer. (TESDA

Circular No. 33 s. 2017)

PRIOR LEARNING

awareness, knowledge skills and attitude competencies acquired from previous study,

work or life experiences. (Wahba 2013)

PRIVATE EDUCATION STUDENT FINANCIAL ASSISTANCE (PESFA)

the program that will afford education grants to deserving students in private postsecondary non-degree TVET coursed in line with the skills
requirements of the priority
sectors identified in the National Technical Education and Skills Development Plan; a

financial assistance program for incoming freshmen enrolled in private schools in

priority courses deemed necessary for national development. (RA 8545)

Private TVET Provider - Program Registration

29

PRIVATE TVET PROVIDER

a non-government training organization managed and funded by a private person or

organization. This includes the following: a) Commercial Providers – institutions

providing training to any individual for profit; b) Non-governmental Organizations

(NGOs) or People’s Organization – non-profit private organizations providing training;

and c) Enterprise / Industry Providers – companies / firms providing training to their

own employees or to employees of other enterprises across an industry.

PRODUCTION-CUM-TRAINING PROGRAM

refers to school or center-based market-oriented production activities, which provide

opportunities for the acquisition of entrepreneurial skills and competencies.

PRODUCTIVITY

a relationship between outputs and inputs. It rises when an increase in output occurs

with a less than proportionate increase in inputs, or when the same output is produced

with fewer inputs (ILO)

PROGRAM
(education program) 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 education program,

educational activities may also be grouped into sub-components variously described

in national contexts as 'courses', 'modules', 'units' and/or 'subjects'. A program may

have major components nor normally characterized as courses, units or modules -for

example, play-based activities, periods of work experience, research projects and the

preparation of dissertations.

PROGRAM ACCREDITATION

refers to the process leading to a formal recognition granted by an authorized

accrediting agency to an institution’s program as possessing certain standards of

quality as defined by the accreditation agency. (TESDA Circular No. 7 s. 2016)

PROGRAM MIGRATION

refers to the process of re-registering a With Training Regulation (WTR) program to

conform to the requirements of an amended Training Regulations. It also covers the

registration of a previously registered No Training Regulations (NTR) program to the

appropriate Training Regulations that covers it. (TESDA Circular No. 7 s. 2016)

PROGRAM REGISTRATION

refers to the process by which TVET programs are registered with TESDA. It is the

first stage of the Unified TVET Program Registration and Accreditation System
(UTPRAS). Applying for program registration indicates the intent of the institution to

offer TVET programs. The registration process attests to the capacity of the Technical

Vocational Education and Training Institution (TVI) to deliver its stated curricula to

learners against the minimum standards prescribed in the Training Regulations (TR);

or in the case of NTR program, as determined by an expert panel in the absence of

such. Registration begins with the program registration documentation submitted to

TESDA by the applicant TVI. It also includes the conduct of periodic compliance audits

to ensure continuing compliance to the requirements for programs granted Certificate

of TVET Program Registration (CTPR). (TESDA Circular No. 7 s. 2016))

Program Re-registration - Qualification

30

PROGRAM RE-REGISTRATION

refers to a process wherein a registered program is re-evaluated against the

registration requirements for re-issuance of a new CTPR due to any of the following

conditions: Program Migration; and Transfer of location/address of the TVI. (TESDA

Circular No. 7 s. 2016)

PROGRAMS FOR MIGRATION

refers to program/s that are still existing/active within the migration period. These are

also programs that were voluntarily closed/ with surrendered CTPRs and with

submitted application for migration to provincial offices. (Operating Procedures for

Compliance Audit)

PROGRESSIVE DEVOLUTION

a process of systematically and rationally transferring the management of TESD

programs from TESDA to equally capable entities in the TVET sector like the LGUs,

industry associations, NGOs and the like within the period of 25 years. This is being

done in four (4) stages: decentralization, program devolution, stabilization and

evaluation. (TESDA Board Resolution No. 2004-07 dated May 6, 2004)

PROJECT-BASED ASSESSMENT

assessing student performance on project work. This is different from assessing

traditional class work because students are working in different project with different

timelines. The teacher’s task of assessing students is more complex than for typical

classroom teacher’s instruction where everyone is evaluated together.

PROJECT-BASED INSTRUCTION

an authentic instructional model or strategy in which students plan, implement and

evaluate projects that have real world applications. (TESDA Board Resolution No.

2004-13, “Training Regulations Framework”)

PROVINCIAL/REGIONAL SKILLS PRIORITIES

list of critical skills in identified priority sectors classified by province/region.

PSALM APPROACH

an acronym for a planning approach developed and adopted by TESDA which stands
for Policy-oriented, Sector-focused, Area-based, Labor Market driven approach. It is

used in generating labor market information on priority sectors and critical skills, vital

for TESD planning and decision making.

QUALIFICATION

refers to a package of competencies describing a particular function or job role existing

in an economic sector, covering the work activities required to undertake a particular

job. Depending on the breadth, depth and scope of competency, a qualification may

fall under National Certificate level I, II, III, IV or Diploma. A National Certificate is a

full qualification while a Certificate of Competency is leading to a qualification. (TESDA

Circular No. 7 s. 2016))

Qualification Certification - Retraining

31

QUALIFICATION CERTIFICATION

certification awarded to a person on successful completion of a course in recognition

of having achieved particular knowledge, skills or competencies. (UNEVOC/NCVER

2009)

QUALIFICATION DESCRIPTOR

a unique descriptor stating the purpose of the qualification and how it relates to other

qualification types; it enables comparisons with other qualifications and provides a

basis for designing, evaluating, approving and reviewing qualifications and their
associated curricula. (SAQA 2013, South Africa)

QUALIFICATION PACKAGING

the process of combining units of competency into groups which meet job roles and

are meaningful in the workplace. (TESDA Board Resolution No. 2014-04 dated April

30, 2014)

RATING SHEET

contains specific questions or activity(ies) developed from the selected assessment

methods to be used for assessment. It includes a checklist for the key observation

points and performance standard, and series of questions. It describes measures and

records outcomes or evidence for each assessment event or activity.

RECOGNITION OF PRIOR LEARNING (RPL)

refers to the process in which the individual’s previous learning outside the formal

system, which contributes to the achievement of current competency/ies, can be

assessed against the relevant unit or units of competency and given recognition

through the issuance of the appropriate National Certificate or Certificate of

Competency. (TESDA Circular No. 7 s. 2016)

RECOGNITION OF PRIOR LEARNING (RPL) AND RECOGNITION OF CURRENT COMPETENCY

(RCC)

the acknowledgement of an individual’s currently possessed skills, knowledge and

attitudes acquired through previous training, work and experiences (TESDA Circular
No. 15 s. 2015)

RECREATIONAL LEARNING

learning which is for personal development purposes, recreation and leisure,

undertaken to improve quality of life. Recreational learning can lead to vocational

learning if the goals of learners in their chosen subject become work oriented. (EU

Commission AL 2010, Europe)

REGISTRY OF WORKERS ASSESSED AND CERTIFIED (RWAC)

refers to a record that contains the documentation of the results of assessment and as

a basis for national certification. (TESDA Circular No. 15 s. 2015)

RETRAINING

training for acquisition of skills and knowledge required in practicing an occupation

other than the one for which the person was originally trained. It may require training

specialization.

Secondary Education - Skills Competition

32

SECONDARY EDUCATION

refers to the third stage of compulsory basic education. It consists of four (4) years of

junior high school education and two (2) years of senior high school education. The

entrant age to the junior and senior high school levels are typically twelve (12) and

sixteen (16) years old, respectively. (Sec. 4, RA 10533)

SECTORAL SKILLS PLAN

a document which contains the trends and prospects of a particular industry demand

and supply, goals, strategies, policies and programs and serves as a planning tool for

addressing industry skill needs and a decision making framework for both government

and private sector.

SELF-ASSESSMENT GUIDE

a pre-assessment tool to help the candidate and the assessor determine what

evidence is available, where gaps exist, including readiness for assessment. This

document can a) identify the candidate’s skills and knowledge; b) highlight gaps in the

candidate’s skills and knowledge; c) provide critical guidance to the assessor and the

evidence that needs to be presented; d) provide guidance to the candidate on the

evidence that needs to be presented; and e) assist the candidate to identify ley areas

in which practice is needed or additional information or skills should be gained prior to

the assessment.

SELF-EVALUATION GUIDE

the checklist, which the applicant TVI shall accomplish to determine their relative

scores against the indicators provided. The required evidence is also provided. This

will help the applicant TVIs determine if the program being applied for the STAR Rating

will meet the required points for STAR Level. (TESDA Circular No. 18 s. 2016)

SKILL MISMATCH
situation of imbalance in which the level or type of skills available does not correspond

to Labor market needs. (CEDEFOP 2014, Europe)

SKILL RECOGNITION

the recognition, acknowledgement or verification of skills and qualifications by

educational institutions, professional bodies, employers, registration authorities and

other organizations. (NCVER 2013, Australia)

SKILLS

the acquired and practiced ability to carry out a task or job. (RA 7796/TESDA Law)

SKILLS ANTICIPATION

use of Labor market and skills information to predict and develop policy responses to

future skills needs (EU Commission (Skills panorama) 2015)

SKILLS COMPETITION

serves as venue to recognize the skills excellence of young industry skilled workers

and graduates of TVET institutions.

Skills Development - STCW Convention

33

SKILLS DEVELOPMENT

the process through which learners and workers are systematically provided with

learning opportunities to acquire upgrade, or both, their ability, knowledge and

behavior pattern required as qualifications for a job or range of jobs in a given

occupational area. (RA 7796/TESDA Law)

SKILLS PASSPORT

a record of the competencies possessed by a person and recognized through formal

assessment. (NCVER 2013, Australia)

SKILLS PRIORITIES

list of skills considered critical to the growth of priority sectors and industries at

national, regional and provincial levels.

SKILLS UTILIZATION RATE

the proportion (in percent) of employed graduates at time of survey whose jobs are

related to skills acquired to total employed graduates. (TESDA Study on the

Employability of TVET Graduates)

SPECIAL ORDER (S.O.)

refers to the authority granted to the TVI by the TESDA Provincial Director to graduate

a particular learner from a specified registered program on a certain date, provided the

learner has satisfied the training requirements. (TESDA Circular No. 7 s. 2016)

STAKEHOLDER

a person or organization with an interest or concern in something. In vocational

education and training stakeholders include government, providers of training,

industry, clients and the community.

STAR LEVEL AWARD

refers to the STAR Award based on the range scores. (TESDA Circular No. 18 s. 2016)

STAR RATING SYSTEM

a system recognizing TVET programs beyond the program registration minimum

requirements. The system shall be evidence-based criteria, which are translated into

numerical points that will correspond to the STAR Level Award of the program.

(TESDA Circular No. 18 s. 2016)

STATE ASSISTANCE COUNCIL (SAC)

the organized body tasked for policy guidance and direction, monitoring and evaluation

of new and existing programs and the promulgation of the rules and regulations

governing GASTPE. (RA 8545/GASTPE Law)

STCW CONVENTION

International Convention on Standards of Training, Certification and Watchkeeping for

Seafarers prescribes minimum standards relating to training, certification, and

watchkeeping which signatory countries are obliged to meet or exceed. (International

Maritime Organization)

Study on the Employability of TVET Graduates - Technical Education

34

STUDY ON THE EMPLOYABILITY OF TVET GRADUATES

a survey which aims to measure the relevance and effectiveness of TVET programs

in terms of employment and other employment-related indicators of TVET graduates.

SUB-STATE ASSISTANCE COUNCIL (SUB-SAC)

a sub-unit of the SAC to assist in each of the three levels of private education, i.e.

secondary education, post-secondary vocational and technical education and higher

education. It shall provide support and technical assistance particularly in the

formulation of guidelines and criteria within the framework of GASTPE Law. (RA

8545/GASTPE Law)

SUPERVISED INDUSTRY TRAINING (SIT) / ON-THE-JOB TRAINING (OJT)

an approach in training designed to enhance the knowledge and skills of the trainee

through actual experience in the workplace to acquire specific competencies

SUSTAINABLE DEVELOPMENT GOALS (OR GLOBAL GOALS)

a set of 17 “Global Goals” with 169 targets between that call for action by all countries

to end poverty with strategies that build economic growth and addresses a range of

social needs including education, health, social protection, and job opportunities, while

tackling climate change and environmental protection. (www.un.org)

TASK

a discrete, assignable unit of work that has an identifiable beginning and end,

containing two or more steps which when performed, leads to a product, service or

decision. This is normally performed within a specified period of time.

TASK ANALYSIS

the process of analyzing each task to determine the steps involved, performance
standards, tools, and equipment needed, related knowledge, safety, attitudes, and

decisions expected of workers performing it.

TAX INCENTIVES

a host of tax benefits given to participating schools and companies in the Dual Training

System. These are tax deductions from taxable income for dual training expenses,

donations and contributions granted to participating establishments and tax-free

importation of equipment, apparatus and materials to participating schools or training

centers.

TECHNICAL CONSULTING

a service provided by TVET trainer in a particular area for Micro, Small and Medium

Enterprises (TESDA Circular No. 33 s. 2017)

TECHNICAL EDUCATION

refers to the education process designed at post-secondary and lower tertiary levels,

officially recognized as non-degree programs aimed at preparing technicians,

paraprofessionals and other categories of middle-level workers by providing them with

a broad range of general education, theoretical, scientific, 77artistic and technological

studies, social services and related job skills training. (RA 7796/TESDA Law)

Technical Education and Skills Development Committees (TESDCs) - Technology-Based Community

Program

35
TECHNICAL EDUCATION AND SKILLS DEVELOPMENT COMMITTEES (TESDCS)

refer to the Regional and Provincial Technical Education and Skills Development

Committees established by the Authority at the Regional and local levels to coordinate

and monitor the delivery of Skills development activities by the public and private

sectors. (RA 7796/TESDA Law)

TECHNICAL EXPERT

 a person qualified and authorized to form part of the STAR Regional Review

Committee (SRRC). Expert should be a National Certificate (NC) holder on the

qualification where he/she is designated expert and/or involved in the

development of Training Regulations (TRs) and with at least two (2) years

industry experience and trainings relative to the program to be star-rated.

(TESDA Circular No. 18 s. 2016)

 refers to the person/s qualified and authorized to develop competency standards/

training regulations, competency assessment tools, curriculum and other training

materials such as session plans and competency-based learning materials.

(DACUM Handbook, 1999)

TECHNICAL VOCATIONAL INSTITUTION (TVI)

refers to an institution whether public or private offering TVET program(s). This shall

include TESDA Technology Institutions, Public and Private Technical Vocational

Institutes, and Higher Education Institutions (HEIs), State Universities and Colleges
(SUCs), Local Colleges and Universities (LGUs), Training Centers and enterprises

offering TVET programs. (TESDA Circular No. 7 s. 2016)

TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET)

 refers to the education or training process which involves, in addition to general

education, the study of technologies and related sciences and the acquisition of

practical skills relating to occupations in various sectors of economic and social

life. (TESDA Circular No. 7 s. 2016)

 a comprehensive term that includes all educational and training processes

concerned with the study of technologies and related sciences and directed

toward the acquisition of occupational competencies that are essential for gainful

participation in economic and social activities. (TESDA Circular N0. 31 s. 2012)

TECHNICIAN

a person whose work involves knowledge and skills that are theoretical and/or abstract

with significant depth, contributing to technical solution of non-routine issues or

contingency nature which are addressed on interpretations and adaptation and

guidelines or procedure. The work mainly involves analysis of current practices and

the development of new criteria and procedures

TECHNOLOGY-BASED COMMUNITY PROGRAM

refers to a program conducted in the community by public or private TVI or by local

government units, non-government organizations, and other government agencies

that involves the application of technology. Programs conducted under this modality

must address specific skills leading to a unit or units of competency needed by the

community and promote employment opportunities. TESDA shall register these

programs for public and safety concerns based on TRs, for WTR and industry or

community requirements, for NTR. (TESDA Circular No. 7 s. 2016)

Tendering System - Trainers Methodology Certificate II (TMC II)

36

TENDERING SYSTEM

is a process of selecting training providers for the scholarship availment (TESDA

Circular Number 55, s. 2016)

TERTIARY EDUCATION

formal education beyond secondary education, including higher education, vocational

education and training, or other specialist post-secondary education or training;

sometimes used to refer only to higher education or training.

TESDA DEVELOPMENT FUND (TDF)

a development fund established, to be managed/administered by TESDA, the income

from which shall be utilized exclusively in awarding of grants and providing assistance

to schools, training institutions, industries, local government units for upgrading their

capabilities, and to develop and implement technical education and skills development

programs. (RA 7796/TESDA Law)

TESDA TECHNOLOGY INSTITUTIONS (TTIS)

schools and centers under the administrative management of TESDA and which

programs offered are registered under the UTPRAS. (NTTA)

TRAINEES

shall mean persons who are participants in a vocational, administrative or technical

training programs for the purpose of acquiring and developing job-related skills. (RA

7796/TESDA Act of 1994)

TRAINEE'S RECORD BOOK (TRB)

a record of all accomplishments/ tasks/ activities of the trainees while undergoing

training in the industry (Plan Training Session, Trainers Methodology 1/ TESDA

Circular No. 33 s. 2017)

TRAINERS DEVELOPMENT PROGRAM

a continuing training to trainers, administrators, supervisors and non-teaching

personnel to improve and upgrade the delivery of technology-based instruction within

the TVET sector.

TRAINERS METHODOLOGY CERTIFICATE (TMC)

a document issued to trainers who have achieved all the required units of competency

identified in each qualification level under the PTTQF. (TESDA Circular No. 13, s.

2011)

TRAINERS METHODOLOGY CERTIFICATE I (TMC I)

a document issued to trainers who have achieved all the required units of competency

identified in Level I (Trainer/Assessor) under the PTTQF. (TESDA Circular No. 13, s.

2011)

TRAINERS METHODOLOGY CERTIFICATE II (TMC II)

a document issued to trainers who have achieved all the required units of competency

identified in Level II (Training Designer/Developer the PTTQF. (TESDA Circular No.

13, s. 2011)

Trainers Methodology Level I - Training Voucher

37

TRAINERS METHODOLOGY LEVEL I

consists of competencies a TVET trainer performing functions of trainer and assessor

must achieve. (Training Regulation for TM I)

TRAINERS METHODOLOGY LEVEL II

consists of competencies a TVET trainer or technical trainer performing functions as

training designer/developer must achieve. (Training Regulation for TM II)

TRAINING ALLOWANCE

refers to the DTS accredited establishment’s contribution for training expenses paid

directly to the TVI. It shall, in no way, start below seventy-five percent (75%) of the

applicable minimum daily wage for the number of days actually spent by the

student/trainee in the establishment for in-plant training. (TESDA Circular N0. 31 s.

2012)

TRAINING CULTURE

an environment in which training is seen as important and is closely linked with

business strategy, particularly in creating competitive advantage for an enterprise.

Opportunities are given to all employees to participate in training to develop their skills

and competencies. (NCVER 2013, Australia)

TRAINING NEEDS ANALYSIS

a systematic analysis of present and future skills needs against the skills available to

implement an efficient training strategy. (CEDEFOP 2008)

TRAINING PLAN

a synchronized schedule of knowledge and skill to be learned by the student/trainee

in the TVI and the actual work exercises in the establishment. This can utilize either

the block release scheme or the day release scheme (TESDA Circular N0. 31 s. 2012).

TRAINING REGULATIONS

refer to the package of qualifications, competency standards, training standards,

assessment and certification arrangements in a specific sector promulgated by

TESDA Board for nationwide application. They serve as the basis for the development

of the curricula, registration and delivery of training programs. (TESDA Board

Resolution No. 2004-13, August 5, 2004)

TRAINING STANDARDS
refer to the sections of the Training Regulations that give information and important

requirements for TVET providers to consider when designing training programs

corresponding to a national qualification (see definition of qualification); this includes

information on curriculum design, training delivery, trainee entry requirements, training

tools and equipment, and trainer qualifications. (Training Regulations Framework)

TRAINING VOUCHER

an entitlement to education or training issued to a learner or trainee and redeemable

for the course and provider of the student’s choice.

Trainors/trainers - Unemployed

38

TRAINORS/TRAINERS

shall mean persons who provide training aimed at developing the latter’s capacities

for imparting attitudes, knowledge, skills and behavior patterns required for specific

jobs, tasks, occupations or group of related occupations. (RA 7796/TESDA Act of

1994)

TRANSCRIPT OF COMPETENCY

a document attesting to the examinee’s successful completion of certain competencies

within an occupational level.

TRANSFERABILITY

refers to the property of a unit of competency to be used in a range of different contexts

within an industry in across industries or across industries.

TRANSITION PROGRAM

a program, class or course designed to prepare people for the transfer from one level

of education to the next, or from education to the workforce. (Wahba 2013)

TRIFOCALIZED EDUCATION AND TRAINING

refers to the three levels of Philippine education system: basic education, technicalvocational education and training, and higher education. (IRR
of E.O. No. 83, s. 2012)

TVET EXIT POINTS

refer to a level in a ladderized program wherein a student can earn a TVET

qualification (e.g. NC I, NC II) and may opt to exit and work. (CHED Memo Order No.

43, s. 2008)

UNDEREMPLOYED

includes all employed persons who express the desire to have additional hours of work

in their present job or an additional job, or to have a new job with longer working hours.

(PSA)

UNEMPLOYED

includes all those who, during the reference period are 15 years old and over as of

their last birthday, are:

a. without work, or had no job/business during the basic survey reference period;

b. seeking work, i.e., had taken specific steps to look for a job or establish a

business during the basic survey reference period; or not seeking work due to
the following reasons:

● believe no work available;

● awaiting the results of previous job application;

● temporary illness/disability;

● bad weather; and

● waiting for rehire job/recall

c. currently available for work, i.e., were available and willing to take up work in

paid employment or self-employment during the basic reference period, and/or

would be available and willing to take up work in paid employment or selfemployment within two weeks after the interview date. (ILO)

Unemployment rate - Visibly Underemployed

39

UNEMPLOYMENT RATE

The number of unemployed persons expressed as a percentage of the labor force in

the same group. (Wahba 2013)

UNIFIED TVET PROGRAM REGISTRATION AND ACCREDITATION SYSTEM (UTPRAS)

covers :

a. Program Registration (Compulsory) – is a compulsory compliance with

minimum requirements prescribed in the Training Regulations (TRs) and

anchored on competency-based system; Program registration prescribes full

compliance with prevailing training standards, correction of sub-standard ones

and denial of registration for those who fail to comply. An integral part of program

registration is the monitoring of registered programs for continuous compliance

to standards.

b. Program Accreditation – is a voluntary process of demonstrating quality

assurance to programs and institutional processes that shall lead to the

recognition and conferment awards at various levels for exemplary performance.

The four (4) levels are Bronze Award (Commitment Level), Silver Award

(Proficiency Level), Gold Award (Mastery Level) and Platinum Award

(International Center for Program Excellence) (TESDA Compendium of

Programs Registered under UTPRAS, Vol. V)

UNIT OF COMPETENCY

a component of the competency standard stating a specific key function or role in a

particular job or occupation serving as a basis for training an individual to gain specific

knowledge, skills and attitude needed to satisfy the special demands or requirements

of a particular situation. (Training Regulations Framework)

USER-LED OR MARKET-DRIVEN STRATEGY

a strategy that promotes strengthened linkages between educational/training

institutions and industry to ensure that appropriate skills and knowledge are provided

by the educational center. (RA 7796/TESDA Act of 1994)

VALIDATION
involves reviewing, comparing and evaluating assessment processes, marking

criteria, evidence requirements, performance standards, tools, supplies, materials,

and equipment contributing to judgments to be made by a range of assessors against

the same standards. (TESDA-OP-QSO-02 dated 01 March 2017)

VALIDATORS

are technical experts who represent their respective sectors for the qualification being

validated. The validators are not involved in the development of TRs and CATs.

(TESDA-OP-QSO-01 dated 01 March 2017)

VISIBLY UNDEREMPLOYED

include employed persons who worked for less than 40 hours during the basic survey

reference period and still want additional hours of work in their present job or an

additional job, or to have a new job with longer working hours. (PSA)

Wage - Youth Profiling for Starring Career (YP4SC or Career Profiling)

40

WAGE

payment for work done based on the hour or day. (Guidelines in the Implementation

of Reformed Apprenticeship Program)

WITH TRAINING REGULATION (WTR)

refers to the programs registered under the UTPRAS with the appropriate promulgated

Training Regulations as basis for its registration. (TESDA Circular No.4, s. 2007 –
Omnibus Guidelines on Program Registration)

WOMEN EMPOWERMENT

a goal to enable women to overcome gender discrimination and achieve equality to

full participation in socio-economic development; the process and condition by which

women gain greater access to acquire competencies for greater employability and

productivity.

YOUTH

portion of the population between 15 – 30 years of age. (RA 8044/Youth in NationBuilding Act)

YOUTH LITERACY RATE

percentage of people aged 15 to 24 years who can both read and write with

understanding a short simple statement on their everyday life. Generally, ‘literacy’ also

encompasses numeracy’, the ability to make simple arithmetic calculations. (UNESCO

UIS 2013)

YOUTH PROFILING FOR STARRING CAREER (YP4SC OR CAREER PROFILING)

an electronically delivered guidance program designed to help career seekers choose

intelligently what course to pursue based on their abilities and occupational interests.

The two (2) instruments are: Computer Interest Profile (CIP) and Computer Ability

Profile (CAP). (Compendium of Programs Registered under UTPRAS, Vol. V)

PANGASIWAAN sa EDUKASYONG TEKNIKAL at

PAGPAPAUNLAD ng mga KASANAYAN

BISYON

Ang nangunguna sa mapagbagong edukasyong teknikal at

pagpapaunlad ng kasanayan ng lakas sa paggawang Filipino.

MISYON

Ang TESDA ay nagtatakda ng direksiyon, nagpapahayag ng mga

kaugnay na pamantayan, at nagsasakatuparan ng mga programa tungo

sa edukasyong teknikal at pagpapaunlad ng mga kasanayan at

sistema ng sertipikasyong ingklusibo at may tiyak na kalidad.

PAHAYAG NG MGA HALAGAHAN

Naniniwala kami sa pagpapamalas ng kahusayan, integridad pang-institusyon,

pag-uukol ng sarili, kulturang malikhain, at malalim na diwa ng nasyonalismo.

MGA HANGARIN at LAYUNIN

a) ltaguyod at palakasin ang kalidad ng mga programang edukasyong

teknikal at pagpapaunlad ng mga kasanayan upang matamo ang

pandaigdigang pamantayan sa kahusayan.

b) Ituon ang edukasyong teknikal at pagpapaunlad ng mga kasanayan

ng mga manggagawa sa pagtugon sa mga nagbabagong kahingian

ng pamilihan ng paggawa.

c) Hikayatin ang kritikal at malikhaing pagiisip sa pamamagitan ng

pagpapalaganap ng batayang kaalamang teknikal ng mga yamang

tao sa pamamagitan ng paglalahok ng mga kasanayang pangsiglo

21 dantaon sa mga pamantayan para makalikha ng mga

pandaigdigang uri na manggagawa.

d) Kilalanin at hikayatin ang mga komplementaryong gampanin ng mga

publiko at pribadong institusyon, mga negosyo, mga LGU at CSO,

sa edukasyong teknikal at pagpapaunlad ng mga kasanayan at

pagpapatunay.

e) Paunlarin ang mga kakayahan ng mga stakeholder upang

makibahagi sa pagpaplano at paghahatid ng de-kalidad na

edukasyong teknikal at pagpapaunlad ng mga kasanayan at mga

sistema sa pagsesertipika.

f) Itanim sa isip ang mga kanais-nais na halagahan sa pamamagitan

ng paglinang sa pag-uugali na binibigyang-diin ang etika sa trabaho,

disiplina sa sarili.

CORE COMPETENCIES

Edukasyong Teknikal

Pagpapaunlad ng mga Kasanayan

Pagtatasa at Pagpapatunay ng Kahusayan

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