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.

shall mean persons who provide training to trainers 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.
Source: RA No. 7796, TESDA Law
Transcript of Competency
a document attesting to the examinee’s successful completion of certain competencies within an occupational level.
Source: -
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.
Source: -
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.
Source: Wahba 2013
Trifocalized Education and Training
refers to the shared administration of the education system by the three (3) agencies responsible for each education level: Department of Education (DepEd) for basic education; the Technical Education and Skills Development Authority (TESDA) for technical-vocational education and training; and Commission on Higher Education (CHED) for higher education.
Source: IRR of RA No. 10968
Tsuper Iskolar

refers to the programs through skills training and assessment intended to capacitate stakeholders as support mechanism component implemented under the Public Utility Vehicle Modernization Program (PUVMP)

Source: TESDA Circular No. 004, s. 2024
Tulong Trabaho Act
an act instituting a Philippine labor force competencies, competitiveness program, and free access to technical-vocational education and training (TVET) and appropriating funds therefor.
Source: R.A. No. 11230
Tulong Trabaho Scholarship Program (TTSP)

a scholarship program established through R.A. No. 11230 which mainly aims to provide more innovative approaches to TVET linked to the requirements of industry to primarily address unemployment and job-skill mismatch through the delivery of Selected Training Programs (STPs) to qualified recipients.

Source: TESDA Circular No. 004, s. 2024
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.
Source: CHED Memo Order No. 43, s. 2008
TVET for Global Competitiveness

geared towards upscaling the TVET in accord with the ASEAN Qualification Reference Framework (AQRF) and at par with international standards and upgrading the competencies of TVET graduates and trainees to enhance their job-readiness and productivity. The target clients under this strategy are the industry workers obtaining skills upgrading, new entrants to the labor force, TVET trainers, and currently employed workers, among others.

Source: TESDA Circular No. 004, s. 2024

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