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
Transferability 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

refers to the three levels of the Philippine education system: basic education, technical-vocational education and training, and higher education.

Source: IRR of E.O. No. 83, s. 2012


Tsuper Iskolar <p>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)</p>

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) <p>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.</p>

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. 001 s. 2019


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. 001 s. 2019



Page 116 of 123