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 |
---|---|
Competency |
the acquired knowledge, skills and attitude in accordance to the standard performance in the workplace. the possession and application of knowledge, skills and attitudes to the standard of performance required in the workplace
Source: TESDA Circular No. 059, s. 2020 the knowledge, skills, attitudes and values required for the performance and is conducted by the supervisor. Source: TESDA-OP-AS-01 the observable and vital knowledge, skills and attitude which are translation of capabilities deemed essential for organizational success. Source: CSC Competency Model Building Intervention, as cited in TESDA Circular No. 119 s. 2019 |
Competency Assessment |
the process of collecting evidence to determine the acquired knowledge, skills and attitude of an individual in accordance with the standard performance expected at the workplace.
Source: TESDA Circular No. 107, s. 2021 the process of collecting evidence and making judgments on whether competency has been achieved. Source: TESDA Circular No. 075 s., 2020 |
Competency Assessment Results Summary (CARS) |
refers to a document containing the result of the competency assessment given to the candidate at the end of the assessment.
Source: - |
Competency Assessment Results Summary (Portfolio Assessment) |
consolidated assessment decisions made by the Panel of Portfolio Assessor which indicates the overall performance of the candidate during the assessment process.
Source: TESDA Circular No. 025, s. 2023 |
Competency Assessment Tools (CATs) | refers to the materials containing both the instrument and the instructions for gathering and interpreting evidence which are needed in determining whether the competency has been achieved Source: TESDA Circular No. 004, s. 2024 |
Competency Framework |
refers to the determined competency profile expected from each member of the TESDA workforce based on competency standards. These competencies clustered in each level are intended to be distinct and cumulative, with each level building on the levels below. It has four levels: basic – requires guidance or assistance of peer or supervisor to apply the competency; intermediate – applies the competency with minimal supervision advanced – develops new or enhances existing processes, procedures, and policies; and superior – integrates efforts of one or more practitioners and recommends.
Source: TESDA Human Resource Development Plan 2019 -2022 & Memorandum No.313, series of 2018 |
Competency Standard (CS) |
defines the knowledge, skills, and values required for competent performance in the industry.
Source: TESDA Circular No. 41, s. 2017 a specification of performance determined by the organization which sets out the skills, knowledge, and attitudes required to operate effectively in employment. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Source: TESDA Circular No. 119, s. 2019; TESDA-OP-AS-0 refer to the industry-determined specification of competencies required for effective work performance. They are expressed as outcomes and they focus on workplace activity rather than training or personal attributes and capture the ability to apply skills in new situations and changing work organization. Source: TR Framework per TESDA Board Resolution No. 2014-04 |
Competency Standards | a specification of performance determined by the organization that sets out the skills, knowledge, and attitudes required to operate effectively in employment. Competency standards are made up of units of competency, which are themselves made up of elements of competency, together with performance criteria, a range of variables, and an evidence guide. Source: TESDA Circular No. 038, s. 2024; TESDA-OP-AS-01 |
Competency-Based Curriculum (CBC) | refers to the specifications for a program or module, which describes all the learning experiences a learner undergoes. It generally includes learning outcomes, contents, conditions, methodologies, and assessment methods. It specifies outcomes, which are consistent with the requirements of the workplace as defined in the Training Regulations (TRs) or based on industry or community consultations and/or supported by a demand or employability study for NTR. Source: TESDA Circular No. 018, s. 2023 |
Competency-Based Learning and Development Programs | refers to the approach that uses competencies as the foundation for designing targeted programs with learning outcomes that directly link to the competency requirements. Source: CSC, as cited in TESDA Circular No. 038, s. 2024 |
Page 18 of 117