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 |
|---|---|
| Content Complexity |
relates to the cognitive demands inferred from the language of content standards. In essence, it considers factors such as prior knowledge, processing of concepts and skills, sophistication, number of parts, and application of content structure required to meet an expectation or to attain an outcome
Source: www.cpalms, as cited in TESDA Circular No. 090, s. 2021 |
| Content Management |
refers to the set of processes and technologies that supports the collection, managing, and publishing of information in any form or medium.
Source: TESDA Circular No. 019 s. 2021 |
| Context |
the internal and external issues to be taken into account when managing risk.
Source: TESDA Circular No. 133 s. 2019 |
| Contextual Learning Matrix |
a document containing detailed information pertaining to a particular trade which can be used for training purposes. It analyzes curriculum concepts of technology, science, math, communication, environmental issues, and STEM with integration of 21st Century Skills
Source: - |
| Contingent Worker |
do not have an implicit or explicit contract for employment, or do not have an employer-employee relationship. These workers are also called independent contractors, freelancers, or self-employed workers.
Source: Baruch College of the City University of New York |
| Continuing Learning (or Lifelong Learning) |
is the process in which different craftsmen and adults take part to acquire and / or learn new awareness, knowledge, skills or attitude competencies throughout life via all organized, systematic education, training, work and general life experiences in order to improve their opportunities for advancement and promotion. Continuing Learning or Lifelong Learning programs are educational programs usually offered to adults as part-time or short courses in professional fields, personal, academic or occupational subject areas to update and improve occupational skills.
Source: Wahba 2013 |
| Continuing Professional Development (CPD) |
refers to the inculcation of advanced knowledge, skills, and ethical values in a post-licensure specialization or in an inter-or multi-disciplinary field of study, for assimilation into professional practice, self-directed research, and/or lifelong learning.
Source: TESDA Circular No. 010, s. 2020 |
| Continuing Professional Development (CPD) Unit |
refers to the value of an amount of learning that can be transferred to a qualification achieved from formal, informal, or non-formal learning settings, wherein credits can be accumulated to pre-determined levels for the award of the qualification.
Source: TESDA Circular No. 010, s. 2020 |
| Continuous Support |
refers to international or local organizations, nongovernment organizations, civil society organizations, people’s organizations, government-owned or controlled corporations which provide funds or contributions to TESDA in the promotion and enhancement of TVET.
Source: TESDA Circular No. 007 s. 2021 |
| Control |
a measure that is modifying the risk; include any process, policy, practices, or other actions that modify risk.
Source: TESDA Circular No. 133 s. 2019 |
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