Glossary of Terms

refers to a document containing the result of the competency assessment given to the candidate at the end of the assessment.
Source: -

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

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

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

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

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

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

refers to a well-designed and carefully developed learning materials (hard or soft copy) that provide detailed instruction to guide and help a learner acquire the necessary knowledge, skills, and attitude of a specific unit of competency on a self-paced learning modality. It contains the learner guide, list of competencies, summary of competencies, summary of learning outcomes, learning experiences, information sheet, self-check, tasks sheet, operation sheet, job sheet, and performance criteria checklist.
Source: TESDA Circular No. 062 s. 2020

refers to a system by which the learner is trained on the basis of demonstrated ability.
Source: R.A. No. 11230

refers to a system by which the learner acquires a competency or a qualification based on demonstrated ability rather than on the time spent on training.
Source: TESDA Circular 107, s. 2021