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
Training for Work Scholarship Program (TWSP) <p>a program that seeks to support rapid, inclusive, and sustained economic growth through course offerings in priority industries and key employment generators (KEGs). The program is addressing poverty reduction through TVET for Global Competitiveness and TVET for Job Readiness).</p>

Source: TESDA Circular No. 001 s. 2019

<p>a&nbsp;scholarship program that provides immediate interventions to produce the needed skilled and certified workers and fill up the job vacancies in key industry sectors in the country. The TWSP seeks to support rapid, inclusive, and sustained economic growth through course offerings in priority industries and key employment generators (KEGs).</p>

Source: TESDA Circular No. 004, s. 2024


Training Institution or Professional Organization refers to a duly — registered organization or institution that provides education or training services for a fee. This term includes corporate and partnership training providers with proper registration from the Securities and Exchange Commission (SEC)

Source: TESDA Circular No. 53 s. 2018


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

Source: NCVER


Training Levy levy imposed on employers with a view to financing training activities.

Source: NCVER


Training Methodology 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


Training Needs Analysis (TNA) 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


Training of Trainers theoretical and/or practical training for teachers or trainers.

Source: CEDEFOP, Europe


Training Packages 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


Training Plan (TP) 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)

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

Source: TESDA Circular No. 31 s. 2012

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. 078 s. 2020

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


Training Portfolio 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



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