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Technical Education and Skills Development Authoritys

(TESDAs) mandate is to manage and supervise
technical education and skills development in the
Philippines. As part of this mandate, TESDA uses
competency assessment and certification as both the
means and the end of competency and skills
2. TESDAs vision is being the leading partner in the
development of the Filipino workforce with world-class
competence and positive work values.
3. In the performance of its mandate and the pursuit of its
vision, TESDA supervises more than 4,500 Technical
Vocational Institutions consisting of 4,148 private TVET
Institutions, 365 Public Schools and Training Centers,
822 enterprises providing learnership and
apprenticeship programs and 126 TESDA Technology
4. The Technical Vocational Institutions employ more
than 23,000 Technical Vocational Education and
Training (TVET) Trainers covering 215 qualifications.
5. Given the enormous number of Technical Training
Institutions, TVET Trainers and the diversity of their
coverage, TESDA endeavored to ensure consistent
delivery of quality training services across the country
through the implementation of the National TVET
Trainers-Assessors Qualification Program (NTTAQP)
in 2006. This Program aims to qualify and certify the
current pool of technical trainers-assessors to ensure
their competence in trade qualifications, and training
and assessment methodologies.
To ensure consistent delivery
of quality technical-vocational
education and training
services through the training,
assessment, qualification and
creation of a pool of technical
trainers-assessors competent
in trade qualifications and
training and assessment
1. Specify the competency standards of
TVET Trainers given different roles and
qualification levels.
2. Establish a structure that will ensure the
systematic and purposive development of
TVET Trainers.
3. Certify the competence of TVET Trainers
at different roles and levels of technical
1. Enumerate the competency requirements
at different qualification levels of TVET
2. Be motivated to pursue continuous self-
development in competencies related to
the competency requirements at various
qualification levels of the technical-
vocational education and training.
3. Demonstrate and be certified on the
required competencies of a given
qualification level prior to performing role
specific to that level.
A TVET Trainer is a professional who
enables a learner or a group of learners to
develop competencies to performing a
particular trade or technical work.
Towards this end, a TVET Trainer may
assume various roles such as training
facilitator, competency assessor, training
designer and developer and training
1. Targets all TVET Trainers of With Training
Regulation (WTR) registered programs such as
those in the private TVET Institutions, Public
Schools and Training Centers, enterprises
providing learnership and apprenticeship
programs and TESDA Technology Institutions
2. Includes definition of qualification, competency
standards, curriculum, training standards, and
assessment and certification procedures
3. Competency standards based on the functions of
training delivery, competency assessment, training
design/development and training supervision.
Trainer Qualification
Trainer Trainer Trainer
Qualification Levels Qualification I: Qualification III: Qualification IV:
Training Designer/
Trainer/Assessor Training Mentor Master Trainer
Definition Conducts technical Designs and develops Supervises, develops Extends the body of
training and curriculum, courses and mentors knowledge in the
competency and instructional technical trainers field of technical
assessments materials vocational education
and training.

Entry Requirements BS Graduate or BS Graduate or BS Graduate or MS Graduate or

Equivalent Equivalent Equivalent Equivalent
Certified in NC Certified in the NC Certified in the Certified highest
Level that will be Level that will be highest available available NC Level
handled handled NC Level in the in the Training
With portfolio of Training Regulation Regulation
relevant actual work With portfolio of With portfolio of
outputs relevant actual relevant actual
work outputs work outputs
Basic Competency 1. Communication
Requirements 2. Apply math and science principles in technical training
3. Apply environmental principles and advocate conservation
4. Utilize IT Applications in technical training
5. Work in teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education and training
8. Foster and promote a learning culture
9. Ensure a healthy and safe learning environment
10. Maintain and enhance professional practice
11. Appreciate cost-benefits of technical training
12. Understand and analyze global labor markets
Trainer Qualification
Trainer Qualification Trainer Qualification
Qualification Trainer Qualification I: II:
Levels Trainer/Assessor Training Designer/
Training Mentor Master Trainer
Core 1. Plan Training 1. Facilitate 1. Facilitate 1. Institutionalize
Competency Sessions Development of development and TVET systems
Requirements 2. Facilitate learning competency review of training and processes
Sessions standards policies and institutions/enterpr
3. Supervise Work- 2. Conduct Training procedures ises
Based Learning Needs Analysis 2. Develop and 2. Conduct research
4. Conduct Competency 3. Develop training execute training on TVET
Assessment curriculum plans 3. Promote,
5. Maintain Training 4. Develop learning 3. Prepare and advocate and
Facilities materials manage training strengthen
6. Utilize electronic 5. Develop budgets industry and TVET
media in facilitating assessment tools 4. Nurture and linkages
training 6. Design and capacitate trainers/ 4. Provide
Develop assessors professional
maintenance 5. Evaluate development to
system of training trainers/assessors TVET experts
facilities performance
7. Develop Learning 6. Lead and
Materials for e- Coordinate training/
learning assessment
7. Facilitate
8. Lead and
coordinate training/
Trainer Trainer Trainer
Qualification Qualification Qualification
Qualification Training
Trainer/ Training Master
Levels Designer/
Assessor Mentor Trainer

Trainers Course on Course on Course on Continuing

Curriculum Training Training Supervision Professional
Methodologies Design and and Education
and Development Development
Assessment of Trainers