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 |
|---|---|
| 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. |
| Tsuper Iskolar |
a scholarship program for the Implementation of the Stakeholder Support Mechanism Component under the Public Utility Vehicle Modernization Program (PUVMP) of the Department of Transportation (DOTr), to capacitate the stakeholders of the program through skills training and assessment. |
| 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. |
| 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. |
| 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. |
| 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
|
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