TESDA CIRCULAR

SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020

and Equivalency System in TVET
Page 1 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

In the interest of the service and in line with agency's banner of TESDA Abot
Lahat, the following guidelines on the implementation of the Credit Pathways and
Equivalencies System in TVET (CPES) is hereby issued.

I. BACKGROUND/RATIONALE

The Republic Act. No. 10968 known as the “Philippine Qualifications

Framework (PQF) Act of 2018” states in Section 4 that the “PQF shall
describes the levels of educational qualifications and sets the standards for
qualification outcomes. It is a quality assured national system for the
development, recognition and award of qualifications based on standards of
knowledge, skills and values acquired in different ways and methods by learners
and workers of the country”.

The Ladderized Education Act 2014 (RA 10647) institutionalizes the “…

ladderized interface between technical-vocational education and training and
higher education to open the pathways of opportunities for career and
educational progression of students and workers, create a seamless and
borderless system of education, empower students and workers to exercise
options or choose when to enter and exit in the educational ladder, and provide
job platforms at every exit as well as the opportunity to earn income”.

In 2018, CHED, TESDA, ADB in cooperation with DepEd, DOLE, and

PRC proposed the establishment of the Philippine Credit Transfer System
(PCTS) which, aims to:

 supports the implementation of both the Ladderized Education Act

2014, which aims to strengthen the interface between Technical-
Vocational Education and Training (TVET) and Higher Education
and the Philippine Qualifications Framework Act 2018 which sets
the standards for qualification outcomes in both education sectors;
 supports articulated pathways such as ladderized and embedded
TVET and Higher Education programs, credit transfer
arrangements that maximize credit through recognition of
equivalencies, and assessment of learning outcomes through
recognition of prior learning; and
 provides a standard for the recognition of certificates and licenses
that individuals may move and progress through.  It shows
pathways and equivalences to help them make informed choices in
education and employment growth.  As such, promotes mobility,
encourages lifelong learning and builds the workforce confidence.
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 2 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

The concept of lifelong learning requires that the education system shift
away from a paradigm of teaching and training to a paradigm of learning, “from
knowledge-conveying instruction to learning for personal development and from
the acquisition of special skills to broader discovery and the releasing and
harnessing of creative potential. This shift is needed at all levels of education and
types of provision…” (UNESCO Education Strategy, 2014 – 2021).

Many clients of TVET are people with academic, work and life experiences
which may cover the competencies that are contained in TVET programs. And in
the near future there will be an increasing focus on the recognition of formal, non-
formal, and informal/experiential learning. To realize this, there is a need to
provide policy guidelines to TVET stakeholders in implementing the credit
transfer and recognition of prior learning, hence, this Circular on Credit Pathways
and Equivalency System in TVET (CPEST).

II. OBJECTIVES

The general objective of this Circular is to guide the TVIs on how to

implement a credit pathway and equivalency system within the training/learning
delivery system and the learner on how to effectively use the system in gaining
credit for their previous learnings, current competencies and experiences.
Specifically, it aims to:

A. Institutionalize a credit pathway and equivalency system in TVET;

B. Provide the TVIs with clear procedures in recognizing prior

learnings and experiences of learners; and

C. Provide learners/s the mechanism or system to accelerate or fast-

track his/her acquisition of qualification by recognizing their
previous learnings and experiences.

III. COVERAGE

These guidelines shall be applicable to learners who are enrolled in an UTPRAS

registered program/s of the TVIs.

IV. DEFINITION OF TERMS

A. Awarding of Credit – is a process of formally determining the amount of credit

to be given to a learner for accumulation towards a qualification through
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 3 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

articulation, credit transfer and/or recognition of prior learning; also known as

granting credit.

B. Articulation – is a process which allows learners to progress from one program

to another program at a higher qualification’s framework level without
duplication of learning. Articulated programs provide multiple entry and exit
points and ladders of learning progression and in general allow learners to
move from a technical-vocational program to a higher education degree
program.

C. Bridging Program – is a structured program of learning that provides a learner

the lacking prerequisite knowledge and skills to be able to enroll in a formal
education program.

D. Credit – the value given to a learning outcome or a package of learning

outcomes gained from formal, non-formal or informal learning awarded to a
learner after a process of determining equivalencies has been undertaken.

E. Credit Transfer – is a mechanism for determining the equivalency and awarding

of credits for the learning outcomes previously achieved in a program to be
used for transfer to another program at the same or different qualifications
framework level and may be in the same or different discipline.

F. Equivalency – is the outcome of a process of matching the learning outcomes

of two programs and the awarding of corresponding credit.

G. Formal Education – a structured program of learning that leads to the full or

partial achievement of an accredited/registered PQF qualification.

H. Informal Education – an unstructured learning gained through work, social,

family, hobby or leisure activities and experiences.

I. Learning outcomes – statements of what the individual learner knows,

understands and can do on completion of a learning process. They are also
used in PQF to describe the level of the individual qualification.

J. Lifelong Learning – all learning activities undertaken throughout life, which

results in improving an individual’s knowledge, know-how, skills, competences
and/or qualifications for personal, social and/or professional reasons.

K. Non-Formal Education – a structured program of learning but does not lead to

a PQF qualification.
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 4 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

L. Credit Pathways – the progression routes that learners can take to achieve
qualifications. These may include articulation, credit transfer and recognition of
prior learning.

M. Recognition of Prior Learning (RPL) – a process of assessing a learner’s

knowledge and skills acquired through previous work and life experience and
other forms of non-formal and informal learning for the purpose of awarding
credit towards a qualification.

I. General Guidelines in the Implementation of the Credit Pathways and

Equivalency

A. The credit pathways and equivalency system shall apply to programs within the
TVET system, secondary education to TVET, Higher Education to TVET, and
informal and non-formal education to TVET.

B. Articulation, credit transfer and recognition of prior learning shall be the

mechanisms to determine equivalencies and awarding of credits between
learning outcomes.

C. Articulation and credit transfer shall be used for recognizing the achievement of
learning outcomes in formal education while recognition of prior learning shall
be used for non-formal and informal learning.

D. The TVI shall establish and maintain an institutional credit pathways and
equivalency system committee based on this circular and shall be registered
with the Provincial Office.

E. The PO shall issue a Certificate of Recognition to TVIs with existing credit

pathways and equivalency system in TVET.

F. The TVI can only be eligible to apply for the CPEST recognition in program/s
which are STAR rated.

G. Certificate of Achievement for every unit of competency achieved under this

system shall be issued to the learner.

H. Credit arising from this system shall be recorded in the learner’s Transcript of
Record or in the TVI’s record of learner’s achievement indicating the grade
from the previous learning or from the result of assessment, and the equivalent
credit units in the enrolled program.

II. Specific Guidelines on Credit Pathways and Equivalencies in TVET

 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 5 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

A. Within the TVET System

1. The basic competencies in a qualification shall be automatically credited in

the TVET programs of the same PQF Level regardless of the industry
sector.

2. The common competencies in a qualification shall be automatically credited

in the TVET programs of the same PQF Level within the same industry
sector.

3. The core competencies in a qualification shall be given equivalency and

credit if these are covered by the TVET program.

B. Secondary Education and TVET

1. K-12 High school graduates of TVL track can enroll and apply for
equivalency through credit transfer in PQF Level 1 – 5 programs.

C. TVET and Higher Education

1. College graduate and undergraduate students may enroll in PQF Level 1 –

5 and may apply for equivalency through credit transfer.

D. Non-Formal and Informal Learning and TVET

1. Any learner with skills and knowledge gained through a wide range of
workplace and life experiences may apply for equivalency through
recognition of prior learning.

2. The learner shall submit documentary evidences to support his/her

application for equivalency.

III. Guidelines in Determining Equivalency and Awarding of Credits

A. The learning outcomes shall be the basis of equivalency and awarding of

credits.

B. To determine the equivalency between the learning outcomes and awarding of

credits to the learner, the assessment may include but not limited to:
 Portfolio assessment
 Interview
 Written examination
 Actual demonstration of skills
 Combination different assessment methods
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 6 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

C. The assessment process must adhere to the following rules of evidence:

 Authentic – the evidence is the applicant's own work and is genuine.

Evidence is issued by reputable authority/institution/entity/company;
 Valid – the evidence is related to the current curricular offerings of the
institution; relevant to the elements and performance criteria, consistent with
the range of variables and evidence guide;
 Current – the evidence reflects the applicant's current knowledge;
establishes that the candidate can meet the learning outcomes and
performance criteria specified in the current curricular offerings of the
respective institution;
 Consistent – the evidence shows that the candidate consistently meets the
standards under the workplace conditions; incorporate multiple items of
evidence;
 Recent – the evidence shows the latest training/s and experience is gained
within the last ten (10) years relative to the specific current curricular
offerings of the institution; and
 Sufficient – the evidence covers all the learning outcomes, evidence
requirements, dimensions of competency;

D. Equivalency between the learning outcomes from different programs shall be

based on the complexity and similarity in the level and application of knowledge
and skills. The wording of the learning outcomes does not need to be exactly
the same, but the outcome must be comparable.

E. Credit for the achievement of learning outcomes shall be awarded when it can
be shown through the matching process that the learning outcomes are similar
enough in contents and complexity.

F. The equivalency of learning outcomes applies regardless of the teaching

workload, or number of teaching hours allocated by an institution for a subject
or module in a course.

G. The matching process to determine equivalencies is undertaken by

trainer/industry experts who shall make a professional judgement that there
is a clear and demonstrable complexity and similarity in contents between two
learning outcomes from different programs.

H. If it is not possible in the matching process to find a full or one-on-one

match between a learning outcome in a program to a learning outcome in
another program, matching across multiple learning outcomes in the
programs is allowed.

IV. Organization of a Credit Pathway and Equivalency Committee

 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 7 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

A. The TVI shall organize a Credit Pathway and Equivalency Committee

(CPEC) that shall oversee the overall process of implementing the credit
pathway and equivalency system. The committee shall be composed of the
following members:

 Registrar or Staff In-Charge of Learner’s Record of Achievement

 Vocational Instruction Supervisor
 Career Guidance Counselor/CGAP Advocate

B. The CPEC shall organized a Credit Evaluation and Review Team (CERT),
composed of at least two (2) trainers/industry experts (internal/external) in the
unit of competency covered by the TVET program, who will serve as assessors
to determine the equivalency and the corresponding credit units. The members
of CERT must be certified competency assessor.

C. The TVI through the CPEC shall establish the implementation procedure of the
credit pathways and equivalency procedures to include among others the
assessment procedures for credit pathway and equivalency, and the criteria
and procedure for the selection of assessors.

V. Roles and Responsibilities of the TVI

To ensure the smooth implementation of the credit pathways and equivalency

system and give the learners maximum benefits, the TVI must perform the
following roles and responsibilities:

A. Provide the learners with sufficient and readily-available information regarding

the credit pathways and equivalencies through the TVI website, in recruitment,
admission and enrolment materials, and during the induction program. The
information includes:

 clear description of how credit can be awarded

 an outline of the organization’s processes, documentation, evidence and
assessment requirements and integration of the awarded credit in the
learner’s program
 indicative timeframes to complete the application and assessment
 fee structure

B. Provide the learner with an Academic Adviser who will assist him/her to
determine if he/she will be able to obtain credit on his previous study, other
prior learning, work and life experiences. The Academic Advisor and learner
shall work together to:
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 8 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

 identify suitable qualifications, programs and/or components for which the

learner may be able to obtain credit;
 identify the available evidences the learner has gained through life, study
and work experiences that would support his/her application;
 identify gaps in their learning or experience and provide advice on how to fill
the gaps; and
 support the learner in preparing for assessment.

C. Maintain, allocate funds for the operation of CPEC, and evaluate/audit the
implementation of the CPES.

VI. Special Provision

A. The learning outcomes recognized in this credit and equivalency system shall
be credited as achievement of the learner to be recorded in the Learner's
Achievement Monitoring Report duly signed by the Trainer, Training Supervisor
and School Administrator of the TVI which shall be submitted as a requirement
for the payment of Training Costs, Miscellaneous Fees, and/or
Entrepreneurship Costs in the TESDA’s scholarship programs.

VII. Monitoring and Evaluation

A. The Central Office, through its appropriate unit, shall monitor the
implementation of the TVIs institutional procedures in implementing the credit
pathways and equivalency system.

B. The Regional Office shall maintain a regional database of TVIs that implement
and maintain a credit pathways and equivalency system.

C. The NITESD shall evaluate the implementation of the credit pathways and
equivalency system and shall provide recommendation for the enhancement of
the system.

V. SUPERSEDING CLAUSE

All other existing circulars and related issuances inconsistent with this Circular
shall be superseded and modified accordingly.

VI. SEPARABILITY CLAUSE

Should any provisions or portion of this Circular be declared unconstitutional or

invalid, all the other provisions of this Circular shall remain valid and operational.

VII. EFFECTIVITY
 TESDA CIRCULAR
SUBJECT: Implementing Guidelines on the Credit Pathways No. Series of 2020
and Equivalency System in TVET
Page 9 of 8 pages
Date Issued: Effectivity: Supersede/s:
December 8, 2020 As Indicated

This Circular takes effect as indicated.

SEC. ISIDRO S. LAPEÑA, PhD., CSEE

Director-General