This glossary of terms intends to provide the TESDA key players, partners, and stakeholders an online and updated TVET information, concepts, to bring common understanding and clarification on the use of TESDA terminologies.

Terminal and Re-Entry Action Plan (REAP) Report Form
is a document to be submitted after attending training or other developmental interventions. This shall manifest an employee’s learning/added knowledge after the training/intervention. This is a document that lists down what steps must be taken in order to achieve a specific goal. The purpose of an action plan is to clarify what resources are required to reach the goal, formulate a timeline for when specific tasks need to be completed and determine what resources are required.
Source: Memorandum No. 209, s. of 2020, TESDA-OP-AS-01
Tertiary Education
formal education beyond secondary education, including higher education, vocational education, and training, or other specialists post-secondary education or training; sometimes used to refer only to higher education or training. refers to the stage of education following the second cycle which subsumes post-secondary non-degree diploma, TVET, and higher education programs, including graduate and advanced education.
Source: UniFAST Implementing Rules and Regulations
Tertiary Education Subsidy
(in the context of PQF Level 5 (Diploma) Programs in TVET) refers to a program established to benefit all Filipino learners who shall enroll in post-secondary TVET programs registered under TESDA-recognized privately-run institutions, subject to prioritization and availability of funds, provided that they comply with the admission and retention policies and existing residency rules of the institution.
Source: Rule IV, IRR of RA 10931 "UAQTEA of 2017"
TESDA Advisory Council (TAC)
refers to a body represented by government industry and academe, responsible for providing policy advice, guidance and build networks of the TESDA Administered schools and regional training centers.
Source: TESDA Circular Number 049, s. 2019
TESDA Association of Concerned Employee (TESDA-ACE) Representative
a member of the Human Resource Merit Promotion and Selection Board (HRMPSB) representing the TESDA-ACE Union, the recognized employees’ association of TESDA and accredited by the Civil Service Commission (CSC).
Source: TESDA Circular No. 119, s. 2019
is the highest policymaking body in TVET primarily responsible for formulating, continuing, coordinating, and fully integrating technical education and skills development policies, plans, and programs in the country.
Source: TESDA Circular No. 41 s. 2018
TESDA Board Resolution
pertains to a written document adopted by the TESDA Board stipulating the agreements/ actions of the TESDA Board on a certain policy issue that has been deliberated by the body.
Source: TESDA Circular No. 41 s. 2018
TESDA Board Resolution on Priority Skills
a document that indicates the approval of the TESD Board in declaring a skill /qualification as priority
Source: TESDA Circular No. 001, s. 2021
TESDA Circulars
these are issuances prescribing policies, rules, and regulations, and procedures promulgated pursuant to law, applicable to individuals and organizations outside TESDA and designed to supplement provisions of the law or to provide means for carrying them out, including related information.
Source: TESDA Circular No. 41 s. 2018
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.
Source: RA No., 7796, TESDA Law

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