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.
| CONCEPT/TERM | DEFINITION |
|---|---|
| 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 |
| TVET for Job Readiness |
is one of the three-pronged directions of TVET which addresses the requirements of workers in industries with a steady growth rate. The target clients are secondary or high school completers/graduates wanting to take TESD for ready employment in industries that are key employment generators.
Source: TESDA Circular No. 003 s. 2018 |
| TVET for Social Equity | aims to resonate with the TESDA's commitment to supporting the basic and marginalized sectors and special clients in order to enable them to engage in gainful and productive economic activity. Source: TESDA Circular No. 004 s. 2024 |
| TVET Graduates |
students who have undergone and have successfully completed TESDA Technical Vocational Education and Training (TVET) Programs.
Source: TESDA Circular No. 093, s. 2021 |
| TVET Innovation Eco-System |
the network of stakeholders from the academe, industry, and government that are committed support to innovative practices of the TTIs
Source: TESDA Circular No. 060 s. 2020 |
| TVET Inter-Agency Committee (TVET - IAC) |
functions as the primary mechanism for inter-agency coordination, joint policy development, and decision-making to advance NTESDP objectives. It operationalizes action plans derived from NTESDP strategies, aligning government programs to enhance Technical and Vocational Education and Training (TVET) efficiency nationwide.
Source: NTESDP 2023-2028, as cited in TESDA Circular No. 052, s. 2023 |
| TVET Policy Research |
research or study that pertains to the analysis, comparison, assessment, or evaluation of policies, programs, procedures, processes, or strategies in the TVET Sector.
Source: adapted from http://betterthesis.dk/research-methods/lesson-3-policyresearch |
| TVET Program |
refers to a program of learning in formal education that leads to a qualification in the PQF and is registered under the Unified TVET Program and Accreditation System (UTPRAS) of TESDA.
Source: TESDA Circular No. 090, s. 2021 |
Page 109 of 116
