2023 CBP - 2022 TESDA STAR Program Evaluation Instrument - Worshop-KARL JUMA M. JACLA

FOR CAPABILITY BUILDING PROGRAM PURPOSES ONLY
VALIDATION REPORT
I. INSTITUTION'S PROFILE
Name of TVI Regional Training Center - La Union
Address MLQ National Highway, Brgy. Catbangen, San Fernando City, La Union
Program Applied for STAR Program Masonry NC II
CTPR Number 20210133CONMAS218003
Date Registered April 14, 2021
Trainer Karl Juma M. Jacla
202001331200305 - '02/24/2025
NTTC Number/Validity
The Regiona Training Center - La Union was established in APril 30, 1977 thru the provisions
For TTIs Law to establish the of Presidential Decree No. 422 under Book II Article 47. It is one of th ten skills training center
Institution/ set-up by the national government nationwide in affirmation of its commitment to the
For private, SEC Registration Number development of the country's manpower resources in the 1970s.
and Date of Registration
Start Date of TVI Operation April 30, 1977
A leading provider of quality-assured, market driven and relevant technical education and skills
Vision Statement training for competitive blue collar workforce.
The Regional Training Center - La Union is committed to provide high qualty technical
education and skills training towards the development of productive and competitive middle-
Mission Statement level manpower, responsive to the national development goals and priorities.
Goal 1: Responsive, relevant and quality education and training program implementation
Goal 2: Development of training/learning packages
Goal 3: Comprehensive and well-rounded training support services for the trainees and
graduates
Goal 4: Enhance extensions ervices capability Goal 5: Quality Management
Goal 6: Comprehensive, purposive and relavant staff development Goal 7: Administration
Goals/Aims Services
Goal 8: Green TVET Implementation Goal 9: Diploma course implementation
Goal 10: Development of comprehensive FEM plan for the training
center
"We measure our worth by the satisfaction of the customers we serve."

To achieve this, we commit to comply with applicable requirement and continually improve our
systems and processes through:
Quality Policy Strategic Decisions Effectiveness Responsiveness
Value Added Performance
Integrity Citizen Focus Efficiency
Quality Objectives
Teaching and Non-Teaching Staff
Full Time: 8
No. of Teaching Staff Part Time: 0
Job Order: 11
Regular: 6
No. of Non-Teaching Staff Probationary: 0
Job Order: 4
Total Area of Facilities (in sq m)
II. PROGRAMS REGISTERED WITH TESDA
TOTAL 22 programs
Number of WTR Programs Registered 17 programs
Number of NTR Programs Registered 5 programs
III. ORGANIZATIONAL CHART

CRITERION 1. GOVERNANCE AND MANAGEMENT
1.A. Vision, Mission, Goals and Objectives
• The TVI vision, mission, goals and objectives are explicit and promote continuous improvement.
TVI’s Self-
Evaluation Evaluator’s
Requirement Score Suggested Evidence/s
Score Score
Evidence of explicitness
Vision, mission, goals and objectives of the TVI promote continuous • Vision and mission statement (this needs to be updated, reviewed and
improvement, guide all major plans and activities and are 10 communicated within the institution and among stakeholders)
communicated to the institution's stakeholders • Institutional Development Plan/ Business plan
• Strategic plan (with actions to address risks and opportunities)
• Operational plan (with success indicators, specific measures and timelines)
• Monitoring and evaluation of plans
Vision, mission, goals and objectives of the TVI promote continuous • Evidence that convey to interested parties relevant, accurate and timely
improvement, guide most major plans and activities and are 7-9 7 7 information, consistent with the organization's mission, vision, strategy and
communicated to the institution's stakeholders policy such as website, social media promotions, newsletters, annual reports,
posters, and other publications.
Evidence of continuous improvement

Vision, mission, goals and objectives of the TVI promote continuous • Minutes of Institutional Management review and planning
improvement, guide some major plans and activities and are 4-6 • Documentation of institutional planning, meetings, orientation programs that
communicated to the institution's stakeholders include VMGO presentation/discussion/review
• PDCA Framework (lessen points if parts of PDCA are missing) in all aspects of
clear direction of continuous improvement
• Updated, Reviewed, and communicated VMGO
Vision, mission, goals and objectives of the TVI promote continuous • Implemented, Monitored and Evaluated Plans, and VMGO
improvement, guide few major plans and activities and are 1-3 • Minutes of Meetings
communicated to the institution's stakeholders. • Dissemination Sytem of VMGO
• Print publications where VMGO and activities for continunous improvement
are indicated
Vision, mission, goals and objectives of the TVI do not provide
continuous improvement, do not guide few major plans and activities 0
and are not communicated to the institution's stakeholders
• The program goals and objectives are explicit and promote continuous improvement.
TVI’s Self-
Evaluator’s
Requirement Score Evaluation Suggested Evidence/s
Score
Score
Goals and objectives of the program stated in the SMART criteria • Program vision and mission statement needs to be updated, reviewed and
promote continuous improvement, guide all major plans and activities 10 communicated within the institution and among stakeholders
and are communicated to the institution's stakeholders. • Program-specific plans contained in Institutional Development Plan/ Business
plan (with success indicators, specific measures and timelines, and annual
performance report)
• Evidence that convey to interested parties relevant, accurate and timely
information, consistent with the program’s promotion, mission, vision, and
plans such as website, social media promotions, newsletters, annual reports,
posters, and other publications.

• Minutes of meetings discussing program performance and improvements based
on stakeholder feedback and results
• Documentation of program planning, meetings
• Program vision and mission statement needs to be updated, reviewed and
communicated within the institution and among stakeholders
• Program-specific plans contained in Institutional Development Plan/ Business
plan (with success indicators, specific measures and timelines, and annual
performance report)
• Evidence that convey to interested parties relevant, accurate and timely
Goals and objectives of the program stated in the SMART criteria information, consistent with the program’s promotion, mission, vision, and
promote continuous improvement, guide most major plans and 7-9 plans such as website, social media promotions, newsletters, annual reports,
activities and are communicated to the institution's stakeholders. posters, and other publications.

Goals and objectives of the program stated in the SMART criteria • Minutes of meetings discussing program performance and improvements based
promote continuous improvement, guide some major plans and 4-6 6 6 on stakeholder feedback and results
activities and are communicated to the institution's stakeholders. • Documentation of program planning, meetings
clear direction of continuous improvement ;
• Updated, Reviewed, and communicated approved Program goals and
Goals and objectives of the program stated in the SMART criteria objectivies
promote continuous improvement, guide few major plans and 1-3 • Implemented, Monitored and Evaluated Program Plans,
activities and are communicated to the institution's stakeholders. • Minutes of Meetings
• Communication System of PGO
• Multimedia publications where PGO and activities for continunous improvement
Goals and objectives of the program stated in the SMART criteria are indicated
promote continuous improvement, guide no major plans and activities 0
and are communicated to the institution's stakeholders.
1.B. Monitoring and review of goals and objectives

• The TVI has a system for self-assessment and continuous improvement of its performance and all its key functions.
TVI’s Self-
Evaluator’s
Score
Score
• Quality standards/framework used to develop system
The TVI conducts regularly-scheduled internal audit and review of its
• Program goals/objectives
organizational performance. Results based on organizational
10 • Documented quality system maintenance procedures
goals/objectives and on quality management systems standards are
• Quality system maintenance schedule (included in institutional operation plan)
documented. All findings, if any, are addressed
• Reports and outcomes of Quality systems reviews/self-assessments
• Results of internal quality audit
The TVI conducts regularly-scheduled internal audit and review of its • Feedback from stakeholders
organizational performance. Results based on organizational • Compliance and process audits including results and action plans
7-9 7 7
goals/objectives and on quality management systems standards are • Analysis and utilization of feedback from stakeholders
partially documented. All findings, if any, are addressed
The TVI conducts regularly-scheduled internal audit and review of its

4-6
goals/objectives and quality management system standards are
partially-documented. Some findings (if any) are addressed
The TVI conducts occasional internal audit and review of its

goals/objectives and quality management system standards are not 1-3
clearly documented and only some findings, if any, are not
addressed.
The TVI did not conduct any internal audit and organizational
0
performance review within the past 15 months
• The program has a system for self-assessment and continuous improvement of its performance and all its key functions.
TVI’s Self-
Evaluator’s
Score
Score
The TVI conducts regularly-scheduled program internal audit and • Quality standards/framework used to develop system
review of program performance. Results based on program • Program goals/objectives
goals/objectives and on program-specific quality management 10 • Documented quality system maintenance procedures
systems standards are documented. All findings, if any, are • Quality system maintenance schedule (included in institutional operation plan)
addressed • Reports and outcomes of Quality systems reviews/self-assessments
• Results of Internal quality audit
The TVI conducts regularly-scheduled program internal audit and • Feedback from stakeholders
review of program performance. Results based on program • Compliance and process audits including results and action plans
goals/objectives and on program-specific quality management system 7-9 7 7 • Analysis and utilization of feedback from stakeholders
standards are partially- documented. All findings, if any, are
addressed
The TVI conducts regularly-scheduled program internal audit and

review of program performance. Results based on program
goals/objectives and on program-specific quality management system 4-6
standards are partially- documented. Some findings, if any, are
addressed
The TVI conducts occasional program internal audit and review of

program performance. Results based on program goals/objectives
and program-specific quality management system standards are
1-3
partially documented. Some findings, if any, are addressed.
The TVI program does not conduct program internal audit of program
performance review
0
1.C. Quality Management System Implementation
TVI’s Self-
Evaluator’s
Score
Score
The TVI has an established Quality Management System in which • Documented procedures
key processes are fully-identified, implemented, monitored, evaluated, 13-15 • Designation of personnel involved in QMS
and improved. • Quality Policy
• Quality Objectives
The TVI has an established Quality Management System in which • QMS Structure
key processes are NOT fully-identified that are implemented, 10-12 • Flow charts of core processes
monitored, evaluated, and improved. • Customer feedback mechanism and analysis
The TVI has an established Quality Management System in which • ISO - Seven quality principles manifested in the institution's operations
key processes are NOT fully-identified but are implemented, 7-9 (Customer Focus, Leadership, Engagement of people, Process approach,
monitored, and evaluated. Improvement, Evidenced Based Decision Making, and Relationship
Management)
The TVI has an established Quality Management System in which • TVI’s core processes are applied/incorporated in the program implementation
key processes are fully-identified but are partially-implemented and 4-6 6 6 (such as Admission and Enrollment, Training Delivery, Curriculum Development,
monitored. On-the-Job Training /Supervised Industry Learning, Assessment and
Certification,Program Evaluation and Monitoring, Pre-Training and Post
Training Services, Internal Quality Audit, Customer Satisfaction)
• Procedures Manual
(Customer Focus, Leadership, Engagement of people, Process approach,
Improvement, Evidenced Based Decision Making, and Relationship
Management)
• TVI’s core processes are applied/incorporated in the program implementation
(such as Admission and Enrollment, Training Delivery, Curriculum Development,
On-the-Job Training /Supervised Industry Learning, Assessment and
Certification,Program Evaluation and Monitoring, Pre-Training and Post
The TVI has an established Quality Management System in which Training Services, Internal Quality Audit, Customer Satisfaction)
key processes are NOT fully-identified and NOT monitored.
1-3
• Procedures Manual
The TVI has no Quality Management System 0

• TVI’s accountabilities in meeting TESDA requirements
TVI’s Self-
Evaluator’s
Score
Score
The TVI has complied with 100% of the accountabilities (relative • Clearly defined accountabilities related to meeting TESDA requirements
documents e.g. MIS 03-02, T2MIS, compliance audit) set by TESDA 10 10 10 • Posting of citizen’s charter for government training providers (TTIs)
and other government regulatory requirements • Posting of other programs for non-government training providers
• Compliance Audit reports (internal and external)
The TVI has complied with 75%-99% of the accountabilities (relative
• MIS 03-02 Report
documents e.g. MIS 03-02, T2MIS, compliance audit) set by TESDA 7-9 • T2MIS
and other government regulatory requirements
• Registry of Workers Assessed and Certified (RWAC)
documents e.g. MIS 03-02, T2MIS, compliance audit) set by TESDA 4-6 - refer to TESDA list of requirements
documents e.g. MIS 03-02, T2MIS, compliance audit) set by TESDA 1-3
The TVI has not complied with the minimum accountabilities (relative
documents e.g. MIS 03-02, T2MIS, compliance audit) set by TESDA 0
1.D. Human Resource Development Management

TVI’s Self-
Evaluator’s
Score
Score
The TVI has a systematic learning/workforce development plan that is
fully implemented, monitored, and evaluated to satisfy industry and 9-10
community requirements.
• Profile of Key management personnel, for example: Meet fit and proper
The TVI has a systematic learning/workforce development plan that is requirement
• Professional development requirements for teaching and non-teaching staff
fully implemented and monitored but is partially evaluated that satisfy 6-8
industry and community requirements. • Training needs assessment
• Approved Staff/Workforce/leadership Development Plan
• Documented Quality System
The TVI has a systematic learning/workforce development plan that is • Functioning Quality Management/Staff Development Team
partially implemented, monitored and evaluated to satisfy industry and 3-5 5 5 • Post evaluation Training document
community requirements. • Results of Training Needs Assessment (TNA)/Competency Gap Analysis and
Training Effectiveness
The TVI has a systematic learning/workforce development plan that is • Report on Congruence of TNA
partially implemented and monitored but not evaluated to satisfy 1-2 • Workforce Development Plan
industry and community requirements. • Re-Entry Action Plan (REAP)/Terminal Report for the Evaluation Period
The TVI has no workforce development plan. 0

• Learning and development has contributed to improvement in employee competence and behavior and organizational performance
(Applicable to trainings with 5-days or 40 hours or more duration.)
TVI’s Self-
Evaluator’s
Score
Score
• Total number of employees vs list of employees that attended trainings
90%-100% of Employees who attended SDP have • Re-entry plan/Terminal Report of employees who attended the trainings
implemented their Re-Entry Plans as scheduled for the past three (3) 5 5 5 • Staff Development Plan
years, and a post evaluation is conducted • Monitoring/Implementation of re-entry plans (target vs actual schedule)
• After Activity Report of employees who attended the trainings
75%-89% of Employees who attended SDP have implemented their
Re-Entry Plans as scheduled for the past three (3) years, and a post 3-4
evaluation is conducted
51- 74% of Employees who attended SDP have implemented their

Re-Entry Plans as scheduled for the past three (3) years, and a post 1-2
evaluation is conducted
50% and below of Employees who attended SDP have implemented

their Re-Entry Plans as scheduled for the past three (3) years
0
1.E. Green TVET practices or technologies are evident, documented and implemented.
(Green TVET pactices or technologies of institutional and program-specific to be presented)
TVI’s Self-
Evaluator’s
Score
Score
Green TVET Action Plan (based on the 5 pillars); evidence showing implementation,
Green TVET practices of technologies based on an action plan are monitoring and evaluation of the plan for improvement.
documented and 75%-100% implemented and monitored and 9-10 • Adoption/Utilization of green technologies/practices i.e. company wide waste
evaluated. management, cost-efficient power resources , etc.
• Financial impact of green practices/technologies implemented
• Environmental or resource conservation impact of green practices/technologies
Green TVET practices of technologies based on an action plan are implemented
documented and 50%-74% implemented and monitored and 6-8 • Implemented Innovations with greening impact
evaluated. • Use of biodegradable supplies and materials
• Integration of environment-friendly learning elements in the curricula applicable
to the program
Green TVET practices and technologies action plan is present but • Special program specific greening practices/technologies
>50% implemented and monitored and evaluated.
3-5 • Pictures of improvements/ innovations
• Certificate of trainer’s attendance on any training program
• Learning materials on Green TVET
Green TVET practices or technologies based on an action plan are to the program
>50% implemented but not monitored and evaluated.
1-2 2 2 • Teachers /trainers are trained/oriented on Green TVET.
• Development of learning/ teaching materials
• Waste Management
• Cost efficient power resources
• Use of biodegradable supplies and materials
• Certificate of trainer’s attendance on any training program
• Learning materials on Green TVET
to the program
• Teachers /trainers are trained/oriented on Green TVET.
• Development of learning/ teaching materials
• Waste Management
• Cost efficient power resources
• Use of biodegradable supplies and materials
Green TVET practices and technologies action plan is are not in place 0
1.F. Financial Capability

• Program Budgeting
The TVI has adequate financial resources to provide an environment which is conducive to effective teaching and learning that supports the TVET programs being offered.
TVI’s Self-
Evaluator’s
Score
Score
The TVI has an annual program and budgeting plan with installed • Financial Report/Statement for the last three (3) years
monitoring and evaluation system with created feedback system for 5 5 5 • Internal Audit Reports
next plan • Program and Budgeting Plan
• Annual/Operational Plan
The TVI has an annual program and budgeting plan with installed • Monitoring and Evaluation Report
monitoring and evaluation system
3-4
• Annual Report
• Program Completion Report
The TVI has an annual program and budgeting plan and is 100% • COA Management report for government institutions
implemented
2
• Audited Financial Statement for private institutions
• Aggregated and Disaggregated budget and financial report for the
The TVI has prepared an annual program and budget plan but is not last three (3) years
implemented
1
The TVI has no annual program and budget plan 0
• The TVI has effectively and efficiently implemented the program and budget plan for the last three (3) fiscal years
TVI’s Self-
Evaluator’s
Score
Score
The TVI has accomplished above 95% program completion and • Financial Report/Statement for the last three (3) years
budget utilization
5 5 5 • Internal Audit Reports
• Program and Budgeting Plan
• Annual/Operational Plan
The TVI has accomplished 81 – 95% program completion and budget
utilization
3-4 • Monitoring and Evaluation Report
• Annual Report
• Program Completion Report
The TVI has accomplished 66 – 80% program completion and budget
utilization
2 • Income Generating Project (IGP) report
• Analysis on annual budget utilization report
• Analysis on program completion report
The TVI has accomplished 51 – 65% program completion and budget • OPCR for government institutions
utilization
1
The TVI has less than 50% program completion and budget utilization 0
CRITERION - 2. CURRICULUM AND PROGRAM DE
2.A. CURRICULUM
2.A.1 Curriculum Review and Enhancement
• A system to ensure current trend, relevance, and responsiveness to industry’s needs in the review a
implemented.
TVI’s Self-
Requirement Score Evaluation
Score
The curriculum is reviewed, evaluated, and updated (in the last 3

years) with any of the corresponding outcome:
Innovations or enhancement in the curriculum, migration to new
training regulations, integration of new technologies and practices and
16-20
in accordance with their quality procedures and in consultation with
representations from stakeholders (industry, alumni, trainers).

Innovations or enhancement in the curriculum, migration to new 10-15 13
training regulations, integration of new technologies and practices and
in accordance with their quality procedures.

Innovations or enhancement in the curriculum, migration to new 4-9
training regulations, integration of new technologies and practices but
not accordance with their quality procedures.

years) without any of the corresponding outcome:
Innovations or enhancement in the curriculum, migration to new
1-4
training regulations, integration of new technologies and practices.
The curriculum ha not been reviewed, evaluated, and updated (in the
last 3 years).
0
2.A.2. Competency Based Curriculum

• Competency Based Curriculum clearly integrates the outcome of the review and enhancement activi
TVI’s Self-
Score
CBC integrates the outcome/s of the review and enhancement activity

and other TESDA issuances related to curriculum updating. The
curriculum covers all competencies with additional two or more
competencies or learning outcomes in terms of required knowledge, 17-20
skills and attitude. Curriculum is validated by industry experts/trainers
and competencies address national or global requirements.
Curriculum document follows the document control procedure.
CBC integrates the outcome of the review and enhancement activity.
The curriculum covers all competencies with additional one
competency or learning outcome in terms of required knowledge,
skills and attitude. Curriculum is validated by industry experts/trainers
13-16
and competencies address regional or national requirements.
Curriculum document follows the document control procedure.
CBC integrates the outcome of the review and enhancement activity.

CBC covers all competencies with no additional competencies in
terms of required knowledge, skills and attitude. Curriculum is
9-12
validated by industry experts/trainers.
CBC covers all competencies with additional two or more

competencies or learning outcomes in terms of required knowledge,
skills and attitude. Curriculum is not validated by industry experts /
5-8
trainers.
CBC covers all competencies with additional one (1) competency or

learning outcome in terms of required knowledge, skills and attitude. 3-4 4
Curriculum is not validated by industry experts /trainers.
CBC covers all competencies with additional contents in terms of

required knowledge, skills and attitude. Curriculum is not validated by 1-2
industry experts /trainers.
CBC covers all competencies with no additional competency in terms

of required knowledge, skills and attitude. Curriculum is not validated 0
by industry experts.(delete)
2.B. LEARNING OUTCOMES

2.B.1. Module of Instruction to achieve the learning outcomes implemented.
• The module of instruction is aligned with the requirements indicated in the Training Regulations int
TVI’s Self-
Score
The module of instruction is aligned with the requirements indicated in

the Training Regulations indicating the full integration (100%) of “21st 8-10
century skills” .

the Training Regulations indicating the 66 % integration of “21st 5-7 5
century skills” .
the Training Regulations indicating the 33% integration of “21st 3-4
century skills” .
the Training Regulations indicating the 10% integration of “21st 1-2
century skills”.
The module of instruction is aligned with or based solely on the
requirements indicated in the Training Regulations based on the 0
learner’s needs
Sampled learners are asked to demonstrate competencies under the program applied for STAR.
(Sampled learners must be included in the three batches submitted as evidence)
TVI’s Self-
Score
Sampled learners are able to demonstrate the competencies that
were asked of them to do. 6-10 8
Sampled learners are able to demonstrate competencies that were

asked of them to do but are insufficient in scope. 1-5
Sampled learners cannot demonstrate the competencies they were

asked to do 0
2.B.2. Institutional assessment arrangements to determine the learners’ progress in terms of achievement o
• The TVI has a quality procedure on the development and validation of institutional assessment tool
TVI’s Self-
Score
Institutional assessment tools are developed, validated and updated
in all modules of instruction in accordance to the quality procedure 13-15 13
with complete documentation.
Institutional assessment tools are developed, validated and updated

in some modules of instruction in accordance to the quality procedure 9-12
with complete documentation.
Institutional assessment tools are developed and validated in all

modules of instruction in accordance to the quality procedure with 7-8
complete documentation.
Institutional assessment tools are developed and validated in some

modules of instruction in accordance to the quality procedure with 5-6
complete documentation.
Institutional assessment tools are developed and validated in all

modules of instruction but not in accordance to the quality procedure.
3-5
Institutional assessments tools are developed but not validated. 1-2
No institutional assessment developed. 0
• The TVI has a quality procedure on the conduct of institutional assessment.

TVI’s Self-
Score
Institutional assessments are fully conducted/implemented in all
modules of instruction in accordance with the quality procedure with
90-100% pass rate, with complete analysis of the result of the 13-15 13
assessment and the corrective action planned and implemented by
the trainer.
Institutional assessments are fully conducted/implemented in 75-90%

of the modules of instruction in accordance with the quality procedure
with 90-100% pass rate, with complete analysis of the result of the 10-12
assessment and the corrective action planned and implemented by
the trainer.
Institutional assessments are fully conducted/implemented in 50% -

70% of the modules of instruction in accordance with the quality
procedure with 90-100% pass rate, with complete analysis of the 6-9
result of the assessment and the corrective action planned and
implemented by the trainer.
Institutional assessments are fully conducted/implemented in below

50% of the modules of instruction in accordance with the quality
procedure with 90-100%pass rate, with complete analysis of the 3-5
result of the assessment and the corrective action planned and
implemented by the trainer.
Institutional assessments are conducted/implemented only at the end
of the training program.
1-2
There is no institutional assessment conducted. 0
2.C. PROGRAM DELIVERY
2.C.1. The number of enrolled learners is within the absorptive capacity of the program relative to what is in
TVI’s Self-
Score
The number of enrolled learners for ALL batches within the last three
years is within the program’s training capacity with reference to the 3-5 5
requirements set in the TR.
years is in excess of 1-5 learners relative to the training capacity of 1-2
the program as set in the TR.
years exceeded more than 5 learners relative to the training capacity 0
of the program as set in the TR.
2.C.2. Qualification of the Assigned Trainer of the Program
The registered program can earn the maximum ten (10) points provided that the trainer satisfies all the requi
TVI’s Self-
Score
Assigned trainer is a holder of Trainer’s Methodology (TM) Level II
Certificate 3
Assigned trainer is a holder of two (2) Certificates of Competency

under Trainer’s Methodology (TM) Level II 1 6
Assigned trainer has attended relevant advanced trainings on

qualification and methodology (to provide higher points on 2
attendance to advanced training)
Assigned trainer has related industry experience of a year more than
required in the TR 2
Assigned trainer has completed relevant post graduate degree. 1
Assigned trainer is a holder of relevant current PRC license or
membership in relavant professional organization
1
TOTAL SCORE 10
2.C.3. Instructional materials over and above the requirements in the Competency-Based Curriculum are av
TVI’s Self-
Score
Additional three or more instructional materials are available and
more than enough of what is indicated in the Competency-Based 4-5 5
Curriculum (CBC).
Instructional one or two materials are available and more than enough
of what is indicated in the Competency-Based Curriculum (CBC). 2-3
Instructional materials meet the requirements of what is indicated in

the Competency-Based Curriculum (CBC). 1
Instructional materials do not meet the requirements of what is
indicated in the Competency-Based Curriculum (CBC). 0
2.C.4. Development of Audio-visual or multimedia learning materials
TVI’s Self-
Score
Trainers were able to develop 3-4 new and complete package of
learning materials using audio-visual or multimedia for one (1)
learning outcome. The material has been evaluated by the learners
8-10
for the last three years.
learning outcome. The material has been evaluated by the learners
5-7 5
for the last three years.
learning outcome. The material has not been evaluated by the
1-4
learners for the last three years.
Trainers were not able to develop audio -visual/multimedia learning
materials.
0
2.C.5. Learners’ comprehension of modules encountered in the program

• The learners are able to explain the current modules they are in and the requirements to advance to
TVI’s Self-
Score
Sampled learners are fully aware of the requirements of the module

and are able to explain the contents of the CBLM.
4-5 5
Sampled learners have limited awareness of the requirements of the

module are able to explain some the contents of the CBLM.
1-3
Sampled learners are not aware of the requirements of the module

and are not able to explain the contents of the CBLM
0
2.C.6. Trainer’s delivery of training is according to the methodologies contained in the current session plan
• The trainer is well-versed in the units of competency and is able to select and implement appropriat
TVI’s Self-
Score
The trainer is well versed and able to demonstrate the methodologies

of training contained in the current session plan.
6-10 6
The trainer is partially aware and partially able to demonstrate the

methodologies of training contained in the current session plan.
1-5
The trainer is not aware and unable to demonstrate the

methodologies of training contained in the current session plan.
0
• Sampled learners will be asked on the consistency and quality of feedback provided by the trainer on
TVI’s Self-
Score
Sampled learners revealed that feedback was provided by the trainer
for every learner that completed modules of instruction with remarks
on strength and areas for improvement as presented in the listed
4-5 5
evidence
Sampled learners revealed that feedback was provided by the trainer
for every learner that completed modules of instruction as presented 1-3
in the listed evidence
Sampled learners revealed that feedback provided by the trainer for

some learners that completed in the modules of instructions as 0
presented in the listed evidence
2.C.7. Development of Competency-Based Learning Materials (CBLMs)

• CBLMs covering all units of competency are developed and utilized by the trainer/s of the program
How extensive have you developed and evaluated your Competency-based Learning Materials (CBLM
TVI’s Self-
Score
100 % of CBLMs developed covering the full qualification are

developed, reviewed and updated within the last three years.
4-5
75% above but short of completing the entire required CBLMs are
developed, reviewed and updated within the last three years.
3 3
From 51 to 74 % of CBLMs completed are developed, reviewed and

updated within the last three years.
2
Below 50 % of CBLMs completed are developed, reviewed and

updated within the last three years.
1
No CBLM done yet 0
• Do the CBLMs directly address the details of the Learning Outcome/Unit of Competency?
TVI’s Self-
Score
CBLM components are complete and all contents are relevant to the
achievement of LOs/ Unit of Competency.
4-5 4
CBLM components are complete and some contents are irrelevant to

the achievement of LOs/ Unit of Competency.
1-3
CBLM components are incomplete. 0
2.C.8. Provision of CBLMs to the learners

• All learners enrolled to the program are provided with the complete set of CBLMs covering all units
Sampled learners will be asked on their understanding of the CBLMs
TVI’s Self-
Score
Each learner has a copy of and understands the CBLM (printed or e-

copy).
4-5 5
Not all learners have a copy of and are able to explain some of the
contents of the CBLM (printed or e-copy).
1-3
No CBLM is provided to each learner and is not able to explain the

contents of the CBLM.
0
2.C.9. Implementation of Recognition of Prior Learning (RPL)

• System of assessing and recognizing students’ prior learning is in place and implemented
TVI’s Self-
Score
There is RPL mechanism in place with presence of documentary

evidence of learners evaluated for RPL on a continuing basis.
8-10
There is RPL mechanism in place with presence of some

documentary evidences of learners evaluated for RPL on a continuing 4-7 5
basis.
There is RPL mechanism in place with presence of documentary
evidences of learners evaluated for RPL on occasional basis
1-3
No RPL mechanism in place 0
2.C.10. Application of Program Monitoring and Evaluation Methods

• The quality of program delivery design is systematically evaluated and improved.
• Training programs are systematically monitored and reviewed so that they continue to satisfy defin
requirements.
• There is a procedure on program monitoring and evaluation
TVI’s Self-
Score
There is a program monitoring and evaluation being carried out.

Results are processed and analyzed and actions are taken to address 17-20
all the results/finding of the evaluation.
There is program monitoring and evaluation being carried out. Results

are processed and analyzed and actions are taken to address some 13-16
of the results/finding of the evaluation.
There is program monitoring and evaluation being carried out.Results

are processed and analyzed and no actions are taken to address the 9-12
results/finding of the evaluation.
There is program monitoring and evaluation implemented but results
are not processed/analyzed.
5-8 8
There is a program monitoring and evaluation instrument developed

but not implemented.
1-4
No program monitoring and evaluation instituted 0
2.D. PHYSICAL FACILITIES, TOOLS, EQUIPMENT, AND CONSUMABLES

2.D.1. Arrangement of workshops into workstations is consistent with Competency-Based Training (CBT) d
• Workstations are arranged based on the guidelines indicated in the Training Regulations.
TVI’s Self-
Score
All workshops are arranged into workstations consistent with CBT

delivery
4-5 5
Not all the workshops are arranged into workstations consistent with
CBT delivery addressing major work areas of the qualification.
1-3
Workshops are not arranged into workstations to be consistent with

CBT delivery.
0
2.D.2. A maintenance system is in place, documented and implemented.

• Maintenance plan of physical facilities, tools and equipment is in place and implemented.
TVI’s Self-
Score
There is a maintenance plan of physical facilities, tools and

equipment and the plan is being implemented.
4-5 5
There is a maintenance plan of physical facilities, tools and

equipment but there is no evidence of actual deployment of the plan.
1-3
There is no maintenance plan at all or any evidence of deployment. 0
• There is an experienced/trained tool keeper and laboratory technician.
TVI’s Self-
Score
Presence of the following:

- Trained/experienced tool keeper 4-5
- Trained/experienced laboratory technician
Presence of only one of the following:
- Trained/experienced tool keeper 1-3 3
- Trained/experienced laboratory technician
There is no trained/experienced tool keeper and laboratory

technician.
0
• Procedures in borrowing tools , equipment, and learning materials by learners are in place and com
TVI’s Self-
Score
Clear procedures on the borrowing of tools/equipment by the learners
is fully implemented.
4-5 5
Procedures on the borrowing of tools/equipment are present but not
deployed.
1-3
There is no procedure in the borrowing of tools/equipment by the
learners.
0
• Tools and equipment used in training are complete, in good working condition and available based o
TVI’s Self-
Score
Additional tools and equipment more than the required on the
Training Regulations are acquired and used in training. Those 4-5 5
required in the TR are in good working condition.
Tools and equipment used in training are in good working condition

and have met the required quantity based on the Training Regulations
1-3
Some of the tools and equipment used in training are not functioning 0
2.D.3 Implementation of 5S
• Policy and practice of 5s is evident in the implementation of the program.
TVI’s Self-
Score
There is 5S policy, standards and action plan on the practice of 5S
and is fully implemented (PDCA), audit is conducted at least once a 4-5
year and results are addressed.
and is partially implemented.
2-3 2
but is not implemented.
1
There is no 5S policy, standards and action plan on the practice of

5S.
0
2.D.4 Occupational Health and Safety
• Provision for occupational safety and health standards for the program is in place and implemented
• Presence of trained safety officer
TVI’s Self-
Score
There is occupational safety and health standards and is fully

implemented and monitored by trained safety officer
4-5 5
There is occupational safety and health standards but there is no

evidence of implementation
1-3
There is no occupational safety and health standards. 0

ULUM AND PROGRAM DELIVERY
ustry’s needs in the review and enhancement of the curriculum is in place and
Evaluator’s
Suggested Evidence/s
Score
• Quality procedure on curriculum review

• Documents on curriculum review process (i.e. minutes of meeting,
photo
documentation, resolution, benchmarking report, consultation report
by
providers with industry and/or community representatives etc.)
• Justification for revisions in scope (if applicable) such as:
• Alignment to National Policy or changes in Institutional mission,
vision,
thrust areas, teaching and learning, social responsibilities and
employment
policies
• Labor Market Information (LMI)
• Regional Development Plan
• Documented study/research
• Result of Institutional Survey
• Regional Development Plan
• Documented study/research
• Institutional Development Plan or its equivalent
iew and enhancement activity.
Evaluator’s
Score
• Old and New Competency-Based Curriculum (CBC)

• Competency-Based Learning Materials (CBLM) (online or offline)
• Session Plan
• Training Activity Matrix
• Institutional Assessment
• Achievement Chart
• Progress Chart
• Learner’s Record Book (LRB)
• Institutional Assessment
• Progress Chart
• Learner’s Record Book (LRB)
the Training Regulations integration of “21st century skills” and is implemented
Evaluator’s
Score
• Competency-Based Curriculum (CBC)

• Competency-Based Learning Materials (CBLM)
• Training Regulations
• Progress Chart
• Learners’ Record Book
• Rating sheets
• Session Plan
m applied for STAR.
ence)
Evaluator’s
Score
• Actual Demonstration
• Demonstration Rating Sheet
• Progress Chart
• Learners’ Record Book
ss in terms of achievement of learning outcomes are in place and implemented.

nstitutional assessment tools.
Evaluator’s
Score
• Quality Procedure on the Development of Institutional Assessment

Tools
• Documents required on the quality procedure
• Institutional assessment tools
• Result of validation or moderation
t.
Evaluator’s
Score
• Quality Procedure on the Conduct of Institutional Assessment

• Training calendar
• Assessment schedule
• Institutional assessment results and analysis
• Actual conduct records/reports
• Corrective Action Plan and its implementation
rogram relative to what is indicated in the Training Regulations (TR).
Evaluator’s
Score

• MIS 03-02 Report
• Progress Chart
• Attendance sheet
• Result of institutional assessment
• Learners Record Book (LRB)
• Registry of Workers Assessed and Certified (RWAC)
he trainer satisfies all the requirements (Scores shall be given as applicable).

Evaluator’s
Score
• Diploma
• Training Certificate
• Professional Regulation Commission (PRC) ID
• Certificate of Employment/Industry Immersion
• Trainer’s Methodology (TM) Level II (Session Plan, Competency
Based
Learning Materials, Materials of Trainer)
• Certificate of Competency (COC) in Trainer’s Methodology (TM)
Level II
• Competency Assessment Result Summary (CARS)
• Certificate of membership to relevanty professional organization
cy-Based Curriculum are available.
Evaluator’s
Score
• List of Instructional materials published within the last 3 years

• List of instructional materials developed by trainers
• Actual Instructional materials available
Evaluator’s
Score
• Sample audio-video ; multimedia materials; (e.g. instructional video)

• Evaluation instrument and analysis report for audio-visual materials•
requirements to advance to the next module
Evaluator’s
Score
• Competency-Based Curriculum (CBC);

• Session Plan
• Sample of Institutional assessment
• Result of Institutional Assessment
• Achievement chart
• Progress chart
in the current session plan modules of training.

ct and implement appropriate methodologies for the training.
Evaluator’s
Score
• Competency-Based Curriculum (CBC);

• Session Plan
• Supervisor’s Training Delivery Observation Report
• Program Evaluation Result by trainees
• Actual Demonstration
k provided by the trainer on the program
Evaluator’s
Score

• Session Plan
• Progress Chart
• Learner’s Record Book
• Session Plan
• Progress Chart
the trainer/s of the program

ed Learning Materials (CBLMs) to support individualized and self-paced learning?
Evaluator’s
Score
competency based learning materials
of Competency?
Evaluator’s
Score
of CBLMs covering all units of competency.

Evaluator’s
Score
e and implemented
Evaluator’s
Score
• Policies/procedures and processes that align with the TESDA’s

arrangements for RPL
• Information is provided to stakeholders about recognition processes
and
requirements
• Availability of RPL Instrument
• Self-Assessment Guide
• Progress Chart
• Certificate of Achievement
improved.
hey continue to satisfy defined standards and industry and/or community
Evaluator’s
Score
Procedures for program monitoring and evaluation

Internal audit report
Document on the appointment of assigned officials/personnel and their
responsibility in the conduct of program evaluation
Plans for review of program design and delivery
Summary and analysis of evaluation result
Documents showing preventive/ corrective actions undertaken
Comparative analysis of program evaluation results
Minutes of meeting on program monitoring and evaluation result
Improvement outcomes
VIS Evaluation
Action Plan and Impact of Evaluation
Learners' Training Program Evaluation
Analyses and Action Plan of Evaluation
Minutes of meeting on program monitoring and evaluation result
Improvement outcomes
VIS Evaluation
Action Plan and Impact of Evaluation
Learners' Training Program Evaluation
Analyses and Action Plan of Evaluation
ncy-Based Training (CBT) delivery

ning Regulations.
Evaluator’s
Score
• Workshop lay-out (CBT work areas)

• Signages/labelling
and implemented.
Evaluator’s
Score
• Maintenance plan
• Evidence of plan implementation/status report
• Equipment maintenance and calibration schedule
• Disaster Risk Reduction Measures (laboratory floor plans, emergency
exits)
• Inventory list of tools, equipment, and facilities
• Documented evidence of inspection, maintenance, repair, and
calibration
• Availability of fire extinguishers, first aid kits, etc.
• Latest compliance audit report
Evaluator’s
Score
• Office Order of designation

• Job description of tool keeper and laboratory technician
• Outsourcing contract, if applicable
• Contract of Service
• Certificate of training related to tool keeping
• Certification of experience
Note: If tool keeper/laboratory technician is designated, maximum

score to be given is 3
• Office Order of designation
• Job description of tool keeper and laboratory technician
• Outsourcing contract, if applicable
• Contract of Service
• Certificate of training related to tool keeping
• Certification of experience
Note: If tool keeper/laboratory technician is designated, maximum

score to be given is 3
arners are in place and complied with.
Evaluator’s
Score
• Documented procedure in borrowing tools/ equipment

• Borrower’s slip/ logbook on borrowing
dition and available based on the guidelines set in the Training Regulations.
Evaluator’s
Score
• Inventory report on the list of tools and equipment

• Training regulations on Tools & equipment provisioning
• Compliance Audit Report
Evaluator’s
Score
• 5S posters/signages
• 5S implementation schedule/action plan
• 5S orientation/ seminar attended
• 5S checklist
• 5S standards
• 5S committee
ace and implemented
Evaluator’s
Score
• Occupational Health and Safety standards per sector

• Certificate of training on Basic Occupationa Safety and Health
(BOSH)
practices
• Conduct of orientation on BOSH
CRITERION - 3. SUPPORT SERVICES
3.A. Conduct of program-related extension activity/ies participated by the Learners are evident, documented
• Extension activities are specific and related to the program.
TVI’s Self-
Score
Program-related extension activity/ies initiated and conducted by the

TVI has been conducted thrice a year in the past three years.
10

TVI has been conducted at least twice a year in the past three years.
9

TVI has been conducted once a year in the past three years.
7-8
Program-related extension activity/ies has been conducted in

collaboration/in partnership with other stakeholder/s thrice a year in 5-6 5
the past three years.
collaboration/in partnership with other stakeholder/s twice a year in 3-4
collaboration/in partnership with other stakeholder/s once a year in 1-2
No evidence of program-related extension activity. 0
• Program-related extension activity/ies are properly documented.
TVI’s Self-
Score
90-100% of program-related extension activity/ies is implemented,

documented and available for the past three years.
10

6-9

3-5 5
59% below of program-related extension activity/ies is implemented,

1-2
0% of program-related extension activity/ies is implemented,

0
3.B. Conduct of applied researches related to the program resulting to program improvements and innovatio
• Researches specific to the program being STAR-rated are undertaken.
TVI’s Self-
Score
Three (3) approved and completed applied researches related to the
program have been conducted by the trainer and learners in the past 9-10
three (3) years.
Two (2) approved and completed applied researches related to the
program have been conducted by the trainer and learners in the past 7-8
three (3) years.
One (1) approved and completed applied researches related to the
program have been conducted by the trainer and learners in the past 5-6 5
three (3) years.
One (1) approved research proposal related to the program by the
trainer and learners in the past three (3) years.
1-4
No researche output related to the program in the past three (3)
years.
0
• Results of applied research conducted led to the program improvements and innovations
TVI’s Self-
Score
Results of applied research led to many five (5) program
improvements and innovations
5
Results of applied research led to four (4) program improvements and
innovations
4
Results of applied research led to three (3) program improvements
and innovations
3 3
Results of applied research led to two (2) program improvements and
innovations
2
Results of applied research led to a program improvement or
innovation
1
• TVI conducts commissioned research with subsidized funds by industry/partners.
TVI’s Self-
Score
TVI has established 1 industry/partner commissioned research with

allocated funds in the past three years.
4-5
TVI has signed memorandum of agreement with 1 industry/partner

commissioned research with allocated funds in the past three years.
1-3 3
TVI has no industry commissioned research. 0

3.C. Development of Innovations
• Innovations are backed up by research.
• New creation or design of techniques are available and utilized.
• Allows learners to have engagement in innovation activities.
TVI’s Self-
Score
The program allows trainers and learners to have full engagement in
the creation or design of techniques that are well documented and 10
available, backed up by research and utilized.
The program allows trainers and learners to have partial engagement

in the creation or design of techniques that are well documented and 8-9
available backed up by research and that are available and utilized
The program allows trainers and learners to have minimal

engagement in the creation or design of techniques that are well 6-7
documented and available backed up by research but are not utilized
The program allows trainers and learners to have partial engagement

in the creation or design of techniques that are documented and 4-5 4
available backed up by research and that are available and utilized
The program allows trainers and learners to have minimal

engagement in the creation or design of techniques that are 2-3
documented and available backed up by research but are not utilized
The program allows trainers and learners to be engaged in the

creation or design of techniques that are not backed up by research 1
and not utilized
The program does not allow learners to be engaged in the creation or
design of techniques
0
TVI engages teaching staff in research and development acitivities
TVI’s Self-
Score
80% and above of the teaching staff are engaged in research and
development activities 5
60 - 79% and above of the teaching staff are engaged in research
and development activities 3-4 4
59% and below of the teaching staff are engaged in research and
development activities 1-2
Teaching staff are not engaged in research and development
activities 0
3.D. Provision of Career Guidance and Employment Facilitation
RA 9258: An Act Professionalizing The Practice Of Guidance And. Counseling And Creating For This Purpose a
Guidance And Counseling And. Appropriating Funds Therefor And For Other Purposes (Section VII)
• Uphold the Implementation of RA 9258 and to include plantilla/designated personnel.
TVI’s Self-
Score
The TVI upholds the RA 9258 and designate Career
Counselor/Advocate
1 1
The TVI does not uphold the RA 9258 and designate Career
Counselor/Advocate
0
• The TVI has a designated Supervised Industry Learning (SIL) Program Coordinator
TVI’s Self-
Score
The TVI has a designated SIT Program Coordinator 1 1
The TVI does not have a designated SIT Program Coordinator 0
• The TVI has an Annual Career Guidance program and is regularly implemented.
TVI’s Self-
Score
Four to five (4-5) Career Guidance program and services to assist

learners in selecting, promoting, training and development have been 3-4 3
regularly provided for the past three years.
Two to three (2-3) Career Guidance program and services to assist

learners in selecting, promoting, training and development have been 2
regularly provided for the past three years.
One (1) Career Guidance program and services to assist learners in

selecting, promoting, training and development have been regularly 1
provided for the past three years.
No Career Guidance program and services to assist learners in

selecting, promoting, training and development have been regularly 0
provided for the past three years.
• Partner companies with Supervised Industry Learning (SIL)/Dual Training System (DTS)/Dualized Trainin
in the past 3 years are in place.
TVI’s Self-
Score
Deployment of learners to 7 or more active partner companies with
Supervised Industry Learning (SIL)/Dual Training System
(DTS)/Dualized Training Program (DTP) arrangements in the past 3
6-7
years
Deployment of learners to 5-6 active partner companies with
4-5 4
years
2-3
years
1
years
No partner company for Supervised Industry Learning/Dual Training
System (DTS)/Dualized Training Program (DTP) arrangements in the 0
past 3 years
• Employment facilitation activities are in place and are fully functioning
TVI’s Self-
Score
Six (6) or more employment facilitation activities are conducted and
are fully functioning to regularly facilitate the employment of 7
graduates of the program for the past three years.
Four to five (4-5) employment facilitation activities are conducted and

are fully functioning to regularly facilitate the employment of 5-6
Two to three (2-3) employment facilitation activities are conducted

and are fully functioning to regularly facilitate the employment of 3-4 4
One (1) employment facilitation activities are conducted and are fully
functioning to regularly facilitate the employment of graduates of the 1-2
program for the past three years.
There are no services or activities to facilitate the employment of
graduates of the program
0
3.E. Entrepreneurial activity
• The program develops the entrepreneurial skills of the learners (curriculum, EDTP).
TVI’s Self-
Score
Learners are engaged in entrepreneurial activities such as IGP,
training camps production with an income generated of 30,000 pesos 5
and above annually.
The Learners are engaged in entrepreneurial activities such as IGP,
training camps production with an income generated of 20,000 pesos 3-4 4
annually.
Learners are engaged in entrepreneurial activities such as IGP,
training camps production with an income generated of less than 1-2
10,000 pesos annually.
The program does not allow the learners to engage in entrepreneurial 0

activities such as IGP, training camps production.
• Partner institutions (NGOs, People’s Organizations, Cooperatives and other financing institutions) pro
assistance through financing and training to the graduates are in place.
TVI’s Self-
Score
Presence of 3 or more partner institutions providing post-training
services with directly related entrepreneurial/financial assistance to 5
graduates of the program in the past 3 years
Presence of 2 partner institutions providing post-training services or
directly related entrepreneurial/financial assistance to graduates of 4 4
the program in the past 3 years
Presence of 1 partner institutions providing post-training services or
directly related entrepreneurial/financial assistance to graduates of 3
the program in the past 3 years
Presence of 2 memorandum of agreement with partner institutions
providing post-training services or directly related
entrepreneurial/financial assistance to graduates of the program in
2
the past 3 years
Presence of memorandum of agreement partner institutions providing

post-training services with indirect related entrepreneurial/financial 1
assistance to graduates of the program in the past 3 years
No partner institution providing post-training services or

entrepreneurial assistance to graduates of the program.
0
3.F. Gender Sensitivity and Persons With Disability (PWD)-related Activities
• Integration of Gender and Development in the curricula of the program
• Teachers /trainers are trained/oriented on Gender and Development.
• Development and Implementation of activities and programs concerning Gender and Development an
TVI’s Self-
Score
The TVI has developed an Institutional and program-related action
plan on gender and development and PWD-related activities and is 5
90 - 100% implemented
plan on gender and development and PWD-related activities and is 3-4 4
70-89% implemented.
plan on gender and development and PWD-related activities and is 1-2
less than 69% implemented.
The TVI has no developed an action plan on gender and development
and PWD-related activities
0
• Facilities of the institution are PWD-friendly
TVI’s Self-
Score
The TVI’s entire building structure and facilities provides and
conforms with the requirements on accessibility and mobility for
PWDs and gender friendly (both gendered and gender-neutral) that
4-5 4
are regularly maintained
Some of the TVI’s building structure and facilities provides and
conforms with the requirements on accessibility and mobility for
PWDs and gender friendly (both gendered and gender-neutral) that
2-3
are regularly maintained
TVI’s building structure and facilities are very limited both for PWDs
and gender.
1
The TVI’s facilities are not PWD-friendly 0

3.G. Health Services
• Action plan on health programs and related activities is developed and implemented
TVI’s Self-
Score
The TVI has developed an action plan on health programs and
related activities and is 90 - 100% compliant on the implementation of 4-5 4
minimum health protocol.
related activities and is 61 - 89% compliance on the implementation of 2-3
minimum health protocol.
related activities and is below 60% compliant on the implementation 1
of minimum health protocol.
The TVI has no developed an action plan on health programs and
related activities.
0
RT SERVICES
s are evident, documented, and implemented
Evaluator’s
Score
• Extension workplan with financial consideration

• Memorandum of Understanding (MOU)
• Memorandum of Agreement (MOA)
• Documentation on the implementation of
programs
which included descriptions, objectives,
pictures,
etc.
• Results of surveys, consultations, meeting with
local industry and community representatives
• Feedback from beneficiaries
• Evaluation, accomplishment and narrative
report
Evaluator’s
Score
• Extension workplan with financial consideration

• Memorandum of Understanding (MOU)
• Documentation on the implementation of
programs
which included descriptions, objectives,
pictures,
etc.
• Results of surveys, consultations, meeting with
local industry and community representatives
• Feedback from beneficiaries
• Evaluation, accomplishment and narrative
report
mprovements and innovations

Evaluator’s
Score
• Documentation of Research study

• Technical/Technological research
d innovations
Evaluator’s
Score
• Documentation of Research study

• Documentation of Implemented research/
research result
• Technical/Technological research
ners.
Evaluator’s
Score
• Research study and documentation of

implemented research/ research results
• Technical research
• Memorandun Of Agreement (MOA)
Commissioned research - is a research paid or
funded by a third-party with contracting agent
from government or private company. (look for
definition)
Evaluator’s
Score
Documentation of innovations:
• research output related to the innovation
• acceptability by the end-users (survey,
comments
and recommendations of technical experts,
pictures, logbook, narratives, etc.)
• learner's engagement (pictures, learner's
record
book)
Evaluator’s
Score
Documentation of innovations:
• research output related to the innovation
• acceptability by the end-users (survey,
comments
and recommendations of technical experts,
pictures, logbook, narratives, etc.)
• learner's engagement (pictures, learner's
record
book)
Creating For This Purpose a Professional. Regulatory Board of
ses (Section VII)
rsonnel.
Evaluator’s
Score
• Office Order / appointment paper

• Annual Guidance program of activities
• Monitoring Report
• Accomplishment Report
nator
Evaluator’s
Score

d.
Evaluator’s
Score

tem (DTS)/Dualized Training Program (DTP) arrangements

Evaluator’s
Score
• List of Active Industry Partner/s related to the

program (Address, Contact Numbers, and
persons)
(active/valid)
• Training Agreement between students and
industry
• Established criteria in partnership
• Training Plan, Student Logbook or similar
documents
• Evaluation of trainees performance
• Training plan
• Accomplishment and Narrative Report
Evaluator’s
Score
• Contract, MOA (active/valid) or similar

documents
• Participation in Job fairs
• Tracking of graduates and analysis of data
• Evaluation form
• Accomplishment and narrative report
• Job portal (Bulletin, Social Media)
• World Cafe of Opportunities
, EDTP).
Evaluator’s
Score
• Documentation of Income Generating

Programs
(IGPs) where learners are involved
• Audited Annual financial report
• Ledger
• Proof of payment of services (honoraria,
allowance, SM)
• Evaluation with narrative report
financing institutions) providing entrepreneurial
Evaluator’s
Score
• Contract, MOU or MOA with any financing

institution or similar documents
• Loan agreement
• Documented activities regarding loan/financial
assistance
• Business proposal
nder and Development and PWDs
Evaluator’s
Score
• Annual Operational Plan/Action Plan with
annual
budget
• Schedule of Activities
• Documentation of activities conducted in
relation
to Gender Sensitivity and Development and
Persons With Disabilities
• Evaluation of the program conducted
• Accomplishment and monitoring report
Evaluator’s
Score
• Availability of the following:

• Toilets for PWDs/Gender Neutral
• Ramps
• Drop off areas
• Waiting areas
• Visible signages
• Directional tactile in appropriate areas
emented
Evaluator’s
Score
• Yearly health action plan and budget

• Medical forms
• Evaluation forms
• Medicines and other medical inventory records
• Memorandum of Agreement with health
institutions
CRITERION 4. PROGRAM PERFORMANCE MEASURE
4.A. Completion rate of the program
• There is high completion rate based on the enrollment of the last 3 batches implemented under the
TVI’s Self-
Score
No recorded dropouts for the last 3 batches of the program. 10

Dropout rate of the program as revealed in the last 3 batches is from
1-2 percent of the enrolled learners
8-9
6-7
4-5 5
2-3
1
Dropout rate for the last three batches of learners is more than 10
percent of the recorded enrollees
0
4.B. Mandatory assessment of graduates of the program

• The learners that have graduated undergo mandatory (National) assessment within 5 days after gr
TVI’s Self-
Score
All Graduates of the last 3 batches of the program have been
subjected to the mandatory national assessment
20
95 - 99 % of the graduates of the last 3 batches of the program have
been subjected to mandatory national assessment.
16-19
11-15
been subjected to mandatory national assessment
6-10 10
1-5
Below 80 % of the graduates of the last 3 batches of the program

have been subjected to mandatory national assessment.
0
4.C. Certification rate of graduates of the program

• There is high or an increasing trend of certification rate of graduates based on the on the last 3 ba
TVI’s Self-
Score
Certification rate of graduates (last 3 batches) is 95 % and above. 20

Certification rate of graduates (last 3 batches) is 91- 94 %. 17-19
Certification rate of graduates (last 3 batches) is 87- 90%. 15-16 15
Certification rate of graduates (last 3 batches) is 83 – 86%. 13-14
Certification rate of graduates (last 3 batches) is 79 - 82 %. 11-12
Certification rate of graduates (last 3 batches) is 71- 74 %. 7-8
Certification rate of graduates (last 3 batches) is 60 and below%. 1-2
4.D. Employment rate of graduates of the program
• The graduates of the last 3 batches implemented under the program are employed for at least 6 mo
TVI’s Self-
Score
The cumulative employment rate of the graduates for the last 3
batches is 96% and above
13-15
The cumulative employment rate of the graduates for the last 3
batches is from 90-95 %.
11-12
The cumulative employment rate of graduates for the last 3 batches is
85 – 89 %.
9-10
80 – 84 %.
8
75 – 79 %.
7
from 70 – 74 %.
6
from 65 – 69 %.
5
from 60 – 64 %.
4
from 55-59 %.
3
from 50-54 %.
2 2
below 50%.
1
• The graduates of the last 3 batches are self-employed related to the program undertaken.
TVI’s Self-
Score
The self -employed from the last 3 batches that is related to the
training program undertaken is 10%
3-5 3
The self -employed from the last 3 batches that is NOT related to the
training program undertaken is 10%
1-2
4.E. Skills Competition Awards received for the program

• The program produced learners or graduates who have participated in Skills Competition.
*Medallion of Excellence is awarded to competitors who did not received any medal but garnered 500 poin
under the International Calculation System (ICS).
TVI’s Self-
Score
The program has participated in the ASEAN Skills Competition or
other international level skills competition
4
The program has participated in the Philippine National Skills
Competition and other national/sectoral level competitions
3
The program has participated in the Regional Skills Competition and
other regional level competitions
2 2
The program has participated in the Provincial Skills Competition and
other local level skills competitions
1
The program has not participated in Skills Competition. 0
• The program produced learners or graduates who have received at least Medallion of Excellence in
TVI’s Self-
Score
The program has produced at least a Medallion of Excellence award
in the ASEAN Skills Competition or other international level skills 5-6
competition
The program has produced at least a Medallion of Excellence award
in the Philippine National Skills Competition and other 3-4
national/sectoral level competitions
The program has produced at least an award in the Regional Skills
Competition and other regional level competitions
2
The program has produced at least an award in the Provincial Skills
Competition and other local level skills competitions
1
The program has not produced an award in the any Skills Competition 0 0
ORMANCE MEASURES
mplemented under the program.
Evaluator’s
Score
• MIS 03-02 report stamped received by PO/DO

• Office Performance Commitment Report
• Summary and narrative report of EGACE for
the
past 3 batches/years
• Training schedule per batches/year
t within 5 days after graduation.
Evaluator’s
Score
• MIS 03-02 report

• Registry of Workers Assessed and Certified
(RWAC)
• Attendance Sheet for Assessment
• T2MIS
• Summary and narrative report of EGACE for
the
past 3 batches/years
• Training schedule
d on the on the last 3 batches implemented under the program.
Evaluator’s
Score
• MIS 03-02 report

(RWAC)
• Summary and narrative report of EGACE for 3
batches / years
(RWAC)
• Summary and narrative report of EGACE for 3
batches / years
ployed for at least 6 months to 1 year after graduation.
Evaluator’s
Score
• Tracer questionnaire Tracer study report MIS

03-02 report
• Latest Employment/Status Report of TVET
Graduates
• Certificate of Employment issued by the
employer
• Updated tracking/monitoring Report
undertaken.
Evaluator’s
Score

03-02 report
Graduates
employer
03-02 report
Graduates
employer
Competition.
al but garnered 500 points which is the benchmark of performance
Evaluator’s
Score
• Skills Competition awards received

dallion of Excellence in Skills Competition.
Evaluator’s
Score
• Skills Competition awards received

Program-related under validation

V. SUMMARY OF RATINGS
TVI’s Self- External
Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
1. Governance and Management 100

20
1.A. Vision, Mission, Goals and Objectives
The TVI vision, mission, goals and objectives are 10

explicit and promote continuous improvement.
The program vision, mission, goals and objectives are 10

explicit and promote continuous improvement.
1.B. Monitoring and review of goals and 20
objectives
The TVI has a system for self-assessment and 10
continuous improvement of its performance and all its
key functions.
The program has a system for self-assessment and 10

continuous improvement of its performance and all its
key functions. (identify key functions)
1.C. Quality Management System 25

Implementation
A quality management system is in place to implement 15
the Agency standards for TVIs.
10
TVI’s accountabilities in meeting TESDA requirements
1.D. Human Resource Development 15

Management
The skills and knowledge of faculty and staff are 10
systematically monitored and developed so that they
continue to satisfy defined standards and industry
and/or community requirements. (faculty and staff-
higher points for faculty)
Learning and development has contributed to 5

improvement in employee competence and behavior
and organizational performance
1.E. Green TVET practices or technologies are 10
evident, documented and implemented.
10
1.F. Financial Capability
The TVI has adequate financial resources to provide an 5

environment which is conducive to effective teaching
and learning that supports the TVET programs being
offered.
The TVI has effectively and efficiently implemented the 5

program and budget plan for the last three (3) fiscal
years
2. Curriculum and Program Delivery

220
40
2A Curriculum
20
2.A.1. Curriculum Review and Enhancement
20
2.A.2. Competency Based Curriculum
40
2B Learning Outcomes
2.B.1. Module of Instruction to achieve the learning 10

outcomes implemented.
Sampled learners are able to demonstrate the 10

competencies that were asked of them to do.
2.B.2. Institutional assessment arrangements to 20

determine the learners’ progress in terms of
achievement of learning outcomes are in place and
implemented.
105
2C Program Delivery
2.C.1. The number of enrolled learners is within the 10
absorptive capacity of the program relative to what is
indicated in the Training Regulations (TR).
2.C.2. Qualification of the Assigned Trainer of the 10
Program
2.C.3. Instructional materials over and above the 10
requirements in the Competency-Based Curriculum are
available.
2.C.4. Development of Audio-visual or multi-media 10
learning materials
2.C.5. The learners’ comprehension of modules 5

encountered in the program
2.C.6. Trainer’s delivery of training is according to the 15

methodologies contained in the current session plan.
• The trainer is well-versed in the units of competency 10
and is able to select and implement appropriate
methodologies for the training.
Sampled learners will be asked on the consistency and 5
quality of feedback provided by the trainer on the
program
2.C.7. Development of Competency-Based Learning 10
Materials (CBLMs)
How extensive have you developed and evaluated your 5
Competency-based Learning Materials (CBLMs) to
support individualized and self-paced learning?
Do the CBLMs directly address the details of the 5
Learning Outcome/Unit of Competency?
5
2.C.8. Provision of CBLMs to the learners
2.C.9. Implementation of Recognition of Prior Learning 10

(RPL)
2.C.10. Application of Program Monitoring and 20

Evaluation Methods
2D Physical Facilities, tools, equipment and 35
consumables
2.D.1. Arrangement of workshops into workstations is 5
consistent with Competency-Based Training (CBT)
delivery
2.D.2. A maintenance system is in place, documented 20
and implemented.
▪ Maintenance plan of physical facilities, tools and 5
equipment is in place and implemented.
▪ There is and experienced/trained tool keeper and 5
laboratory technician.
▪ Policy and procedures in borrowing tools and 5
equipment by learners are in place and complied with.
▪ Tools and equipment used in training are complete, in 5

good working condition and available based on the
guidelines set in the Training Regulations.
2.D.3 Implementation of 5S 5
2.D.4 Occupational Health and Safety 5
3. Support Services 100
3.A. Conduct of program-related extension or 20
community outreach activity/ies are evident,
documented, and implemented
3.B. Conduct of applied researches related to 20
the program resulting to program
improvements and innovations
3.C. Development of Innovations 15
3.D. Provision of Career Guidance and 20
Employment Facilitation
Uphold the Implementation of RA 9258 and to include 1
plantilla/designated personnel.
The TVI has a designated Supervised Industry Training 1
(SIT) Program Coordinator
The TVI has an Annual Career Guidance program and 4
is regularly implemented.
Partner companies with On-the-Job Training 7
(OJT)/Dual Training System (DTS)/Dualized Training
Program (DTP) arrangements in the past 3 years are in
place.
Employment facilitation activities are in place and are 7
fully functioning
3.E. Entrepreneurial activity 10
The program develops the entrepreneurial skills of the 5
learners (curriculum, EDTP).
Partner institutions (NGOs, People’s Organizations, 5
Cooperatives and other financing institutions) providing
entrepreneurial assistance through financing and
training to the graduates are in place.
3.F. Gender Sensitivity and Persons With 10
Disability (PWD)-related Activities
Integration of Gender and Development in the program 5
Facilities of the institution are PWD-friendly 5

3.G. Health Services 5
Action plan on health programs and related activities is 5
developed and implemented
4. Program Performance Measures 80
4.A. Completion rate of the program 10
4.B. Mandatory assessment of graduates of the 20
program
4.C. Certification rate of graduates of the 20
program
4.D. Employment rate of graduates of the 20
program
The graduates of the last 3 batches implemented under 15
the program are employed for at least 6 months to 1
year after graduation.
The graduates of the last 3 batches are self-employed 5
related to the program undertaken.
4.E. Skills Competition Awards received for the 10
program
The program produced learners or graduates who have 4
participated in Skills Competition.
The program produced learners or graduates who have 6
received an award in Skills Competition.
GRAND TOTAL 500
Total Scores and the STAR Level Award of TVET program
STAR Level Award Total Score Status Awarded
Candidate Status 300- 374 STAR candidate status. Need to strengthen areas where weaknesses have been identified.
Program STAR-rated for one year. Meets the threshold of Competency Based Training (CBT)
One 375-424
program
Program delivery and for
STAR-rated program performance
two years. measures.
Meets the standards substantially above the threshold of
Two 425-474
Competency
Program Based Training
STAR-rated for three(CBT) program
years. delivery and
Meets standard program performance
substantially measures.
way above the threshold of
Three 475 -500
Competency Based Training (CBT) program delivery and program performance measures.
Level Evaluator’s Total Score
Evaluated by:
Name Name Name

TVI Quiality Team Head Member Member
Name Name
Member Member
Date

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FOR CAPABILITY BUILDING PROGRAM PURPOSES ONLY

"We measure our worth by the satisfaction of the customers we serve."

II. PROGRAMS REGISTERED WITH TESDA

III. ORGANIZATIONAL CHART

Evidence of continuous improvement

Evidence of continuous improvement

Evidence of continuous improvement

1.B. Monitoring and review of goals and objectives

The TVI conducts regularly-scheduled internal audit and review of its

The TVI conducts occasional internal audit and review of its

The TVI conducts regularly-scheduled program internal audit and

The TVI conducts occasional program internal audit and review of

The TVI has no Quality Management System 0

1.D. Human Resource Development Management

The TVI has no workforce development plan. 0

51- 74% of Employees who attended SDP have implemented their

50% and below of Employees who attended SDP have implemented

1.F. Financial Capability

The TVI has no annual program and budget plan 0

The curriculum is reviewed, evaluated, and updated (in the last 3

The curriculum is reviewed, evaluated, and updated (in the last 3

The curriculum is reviewed, evaluated, and updated (in the last 3

The curriculum is reviewed, evaluated, and updated (in the last 3

2.A.2. Competency Based Curriculum

CBC integrates the outcome/s of the review and enhancement activity

CBC integrates the outcome of the review and enhancement activity.

CBC covers all competencies with additional two or more

CBC covers all competencies with additional one (1) competency or

CBC covers all competencies with additional contents in terms of

CBC covers all competencies with no additional competency in terms

2.B. LEARNING OUTCOMES

The module of instruction is aligned with the requirements indicated in

The module of instruction is aligned with the requirements indicated in

Sampled learners are able to demonstrate competencies that were

Sampled learners cannot demonstrate the competencies they were

Institutional assessment tools are developed, validated and updated

Institutional assessment tools are developed and validated in all

Institutional assessment tools are developed and validated in some

Institutional assessment tools are developed and validated in all

Institutional assessments tools are developed but not validated. 1-2

No institutional assessment developed. 0

• The TVI has a quality procedure on the conduct of institutional assessment.

Institutional assessments are fully conducted/implemented in 75-90%

Institutional assessments are fully conducted/implemented in 50% -

Institutional assessments are fully conducted/implemented in below

There is no institutional assessment conducted. 0

2.C. PROGRAM DELIVERY

Assigned trainer is a holder of two (2) Certificates of Competency

Assigned trainer has attended relevant advanced trainings on

Instructional materials meet the requirements of what is indicated in

2.C.4. Development of Audio-visual or multimedia learning materials

2.C.5. Learners’ comprehension of modules encountered in the program

Sampled learners are fully aware of the requirements of the module

Sampled learners have limited awareness of the requirements of the

Sampled learners are not aware of the requirements of the module

The trainer is well versed and able to demonstrate the methodologies

The trainer is partially aware and partially able to demonstrate the

The trainer is not aware and unable to demonstrate the

Sampled learners revealed that feedback provided by the trainer for

2.C.7. Development of Competency-Based Learning Materials (CBLMs)

100 % of CBLMs developed covering the full qualification are

From 51 to 74 % of CBLMs completed are developed, reviewed and

Below 50 % of CBLMs completed are developed, reviewed and