Glossary of Terms

expenditure of an organization on training for benefit; improvement factors include increased productivity, reduction of waste, improved employee retention, and improved profitability.
Source: NCVER

levy imposed on employers with a view to financing training activities.
Source: NCVER

refers to the tools/manner of procedure, especially a regular and systematic way to execute the implementation of the training.
Source: Memorandum No. 209, s. 2020, TESDA-OP-AS-01

a systematic analysis of present and future skills needs against the skills available to implement an efficient training strategy.
Source: CEDEFOP 2008 used to assess an organization’s training needs. The root of the TNA is the gap analysis. This is an assessment of the gap between the knowledge, skills and attitudes that the people in the organization currently possess and the knowledge, skills and attitudes that they require to meet the organization’s objectives. It is very important to identify training needs before trying to implement any training solutions. The identification of training needs is the first step in a uniform method of instructional design.
Source: UNEVOC, UN it is the process of identifying the training and development needs or gaps of employees so that they can carry out their job effectively and efficiently, and to continue to grow and develop their careers.
Source: Memorandum No. 209, s. of 2020, TESDA-OP-AS-01

theoretical and/or practical training for teachers or trainers.
Source: CEDEFOP, Europe

refer to the updated curriculum, learning materials, institutional assessment instrument of all the program offerings of the TVI. As a criterion, it is the minimum percentage of its registered programs' curriculum, learning materials, and institutional assessment instruments being revised/updated every 2 years.
Source: TESDA Circular No. 090 s. 2018

refers to the specification for the apprenticeship or learnership program of an enterprise which describes all the learning experience an apprentice or learner undergoes, which generally includes the competencies to be acquired within the program, the underpinning knowledge, theories and principles and the assessment arrangement.
Source: TESDA Circular No. 120 s. 2020

a document which details the program/course outline through which a TVET program will be implemented which includes the training delivery modality, the learning outcomes, contents, and learning resources, among others. This shall serve as reference in implementing, monitoring, and evaluating the delivery of the TVET program.

Source: TESDA Circular No. 004, s. 2024 refers to a syllabus or instruction which describes all the learning experience a trainee must undergo, generally including the competencies to be acquired within the program, the underpinning knowledge and skills, theories and practices and the methods of competency assessment that is mutually accepted and is jointly prepared and implemented by the TVI and the partner Establishment.
Source: Amended Implementing Rules and Regulations of the DTS Act of 1994 (RA 7686)TESDA Circular No. 049 s. 2019

an organized collection of materials providing evidence of the competencies that were acquired through experience instead of formal learning.
Source: TESDA Circular No. 078 s., 2020

programs designed for training employees in specific skills.
Source: Memorandum No. 209, s. of 2020, TESDA-OP-AS-01

refers to the effective use of the existing Training Regulations based on the number of TVET enrollees, graduates, assessed, and certified, mapped with corresponding TVET infrastructures.
Source: TESDA Circular No. 001, s. 2023