Glossary of Terms

refers to the re-evaluation of registration documents submitted by a TVI subject to the same requirements and procedures in program registration for the issuance of a new CTPR due to any of the following conditions: a) Program migration; and b) Transfer of the TVI in another region.
Source: TESDA Circular No. 107, s. 2021

refers to the process by which TVET programs are registered with TESDA. It is the first stage of the Unified TVET Program Registration and Accreditation System (UTPRAS). Applying for program registration indicates the intent of the institution to offer TVET programs.
Source: TESDA Circular 107, s. 2021

refers to the name of the program to be offered. It is usually derived from the title of the training regulations for WTR programs offered in full. Programs satisfying a cluster of units of competency shall include in the title the phrase "Leading to" preceding the title of the cluster of the units of competency.
Source: Operating Procedures for Program Registration

refers to program/s that are still existing/active within the migration period. These are also programs that were voluntarily closed/ with surrendered CTPRs and with the submitted application for migration to provincial offices.
Source: TESDA-OP-CO-02 Rev. 00

refers to a monitoring tool for the individual accomplishments of learners based on the Supervised Industry Learning training plan. This is accomplished and monitored by the TVI trainer and the Industry Coordinator of the training institution. Data on the Progress Chart should be synchronized with the data in the Learner’s Record Book.
Source: TESDA Circular No. 018 s. 2023

a process of systematically and rationally transferring the management of TESD programs from TESDA to equally capable entities in the TVET sector like the LGUs, industry associations, NGOs and the like within the period of 25 years. This is being done in four (4) stages: decentralization, program devolution, stabilization, and evaluation.
Source: TESDA Board Resolution No. 2004-07 dated May 6, 2004

refers to a unique, transient endeavor, undertaken to achieve planned educational outcomes. The implementation of the project must involve authentic workplace competencies.
Source: TESDA Circular No. 102, s. 2021

an alternative to structured assessments that allow students to engage with their learning in more concrete ways. Projects can be used as part of the ongoing learning process or as a capstone assessment in place of a traditional final assessments.
Source: Elizabeth Trach (2018). (How Students Benefit From Project-Based Assessments (With Examples). Schology Exchange. Retrieved on August 26, 2021 at https://www.schooloay.com/bloq/how-students-benefit-proiect-basedassessments-examples), as cited in TESDA Circular No. 102, s. 2021 assessing student performance on project work. This is different from assessing traditional classwork because students are working on a different project with different timelines. The teacher’s task of assessing students is more complex than for a typical classroom teacher’s instruction where everyone is evaluated together.
Source: -

an authentic instructional model or strategy in which students plan, implement and evaluate projects that have real world applications.
Source: TESDA Board Resolution No. 2004-13, “Training Regulations Framework”

refers to a model and framework of teaching and learning in which students acquire content knowledge and skills in order to answer a driving question based on an authentic challenge, need, problem or concern.
Source: MagnifyLearning (n.d.). What is Project-Based Learning? PBLWorks. Retrieved August 26, 2021 at https://www.maqnifylearninqin.orq/what-isprotect-based-learning/), as cited in the TESDA Circular No. 102, s. 2021