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 |
|---|---|
| Student Outcomes |
specify what students are expected to know and be able to do by the time of graduation. These related to the knowledge, skills, attitudes, and values that students acquire as they progress through the program.
Source: (Philippine Technological Council – Certification and Accreditation System for Engineering Education) |
| Student Support Services |
refer to the availability of placement services (Job Linkaging and Networking Services), medical services, library services, guidance services (Career Advocates), and student council/association. The placement services can be attached to the Guidance Services program or unit that is a requirement in UTPRAS. The medical services can be a unit or can be a partnership with a nearby clinic or hospital.
Source: TESDA Circular No. 090 s. 2018 |
| Study on The Employment of TVET Graduates (SETG) |
a survey which aims to measure the relevance and effectiveness of TVET programs in terms of employment and other employment-related indicators of TVET graduates.
Source: - |
| Sub-Sector |
is a part of a larger sector describing the engagement in the production of goods, services or ownership and all of the businesses active in the said sector e.g. Industry Sector - Electricity Gas and Water Supply (EGWS), Construction, Mining and Quarrying, and Manufacturing.
Source: TESDA Circular No. 070 s. 2019; TESDA Circular No. 38, s. 2023 |
| Sub-State Assistance Council (Sub-SAC) |
a sub-unit of the SAC to assist in each of the three levels of private education, i.e. secondary education, post-secondary vocational and technical education and higher education. It shall provide support and technical assistance particularly in the formulation of guidelines and criteria within the framework of GASTPE Law.
Source: RA 8545, GASTPE Law |
| Substantial Use |
refers to when: (1) TESDA funds were used to specifically support the development of the Intellectual Property; (2) The work could not have been developed or created without using the facilities or resources of TESDA; or (3) Use of resources of TESDA that are not ordinarily available to most TESDA employees, trainers, and trainees/learners such as, but not limited to laboratories, equipment, and technical computer software.
Source: TESDA Circular No. 023 s. 2021 |
| Substantially Equivalent |
achieving outcomes that whilst not individually identical to those of standard or exemplar of that standard, taken cumulatively achieve the same overall outcome
Source: International Engineering Alliance - as referenced in TESDA Circular No. 150 s. 2020 |
| Success Indicator |
performance level yardsticks consisting of performance measures and performance targets.
Source: TESDA Circular No. 017 s. 2018 |
| Summative Assessment | assessment that occurs at a point in time and is carried out to summarize achievement at that point in time. Often more structured than formative assessment, it provides teachers, students and parents with information on student progress and level of achievement (also called: Assessment of learning). Source: NCVER (Australia), VOCEDplus: Glossary of VET. In TVETipedia Glossary, as cited in TESDA Circular No. 048, s. 2021 |
| Supermarket of Competencies (in the context of Micro-Credentialing) | A system or approach where a wide range of competencies and skills are offered and can be selected by learners and workers based on their individual needs and career goals. This could involve a flexible and modular approach to learning, where learners and workers can pick and choose the specific competencies they want to acquire, similar to how one might select items from a supermarket shelf. Source: TESDA Circular No. 077, s. 2024 |
Page 99 of 117
