Glossary of Terms

(in the context of assessment/certification) an individual who submits documents for possible recognition of his/her competencies to acquire a certification
Source: TESDA Circular No. 059, s. 2020

refers to studies conducted to solve real-world problems, as opposed to studies that are carried out to develop a theory or to extend basic knowledge. Examples include action research and evaluation research which includes data analysis
Source: TESDA Circular No. 068, s. 2022

a person undergoing training for an approved apprenticeable occupation during an established period assured by an apprenticeship agreement.
Source: RA No. 7796, TESDA Law

an occupation officially endorsed by a tripartite body and approved for apprenticeship by TESDA. 
Source: RA No. 7796, TESDA Law refers to trades, occupations and qualifications approved for apprenticeship by the Technical Education and Skills Development Authority (TESDA) which requires for proficiency more than three months of practical training on the job supplemented by related theoretical instructions.
Source: TESDA Circular No. 120 s. 2020

refers to an Enterprise-Based education and Training (EBET) Program that covers higher levels of competencies, including but not limited to, programs covered by National Certificates (NC) III and above. Apprenticeship shall be for trainees at least eighteen (18) years old.

Source: IRR of Enterprise-Based Education and Training (EBET) Framework Act, RA No. 12063

responsive to the critical needs defined by the industries and employers to produce rightfully skilled workers in specific area or locality.
Source: -

refers to the compilation of the skills requirements culled from different references and mapping of the availability of TVET programs vis-a-vis the industry requirements in the areas which also include emerging skills and soft skills requirements
Source: TESDA Circular 101, s. 2021

refers to skills, essential competencies and behavior that responds to labor market needs defined by the relevant industries and employers at regional and provincial level. As labor market needs vary from one area to the other, the national level skills requirements include the summary of the regional and provincial skills requirements and those skills identified and required at the national level.
Source: TESDA Circular No. 001 s. 2021

refers to the possession and utilization of information about trends, competitive advantage, technologies, clients, economic activities, labor supply, and related legislations in an area
Source: www.managementstudyguide.com as cited in TESDA Circular No. 039, s. 2023

refers to a process that allows students to make the smooth transition from one (1) course, program, or education level to the next without experiencing duplication of learning.  The guiding principle of articulation is that no student should repeat the same course content for which credit has already been received, even if obtained elsewhere or from another institution.  In general, articulated programs provide multiple entry and exti points and ladders of learning opportunities and allows a student to move from a technical vocational course to college degree program, using the principle of credit transfer.  The accepting higher education institution has the right to assess the level and standard of competencies obtained by a student from a previously completed TVET program and to award credits subject to the institutional admission requirements

Source: IRR of the Ladderized Education Act of 2014 (RA No. 10647)