The document outlines the National TVET Trainers-Assessors Qualification Program (NTTAQP) established by the Technical Education and Skills Development Authority (TESDA) to ensure consistent delivery of quality technical-vocational education and training services. The NTTAQP aims to qualify and certify TVET trainers through 4 qualification levels based on their roles and competencies in trade qualifications and training methodology. It specifies the competency standards, curriculum, and certification procedures for TVET trainers at each level to enhance skills development in the Philippines.
Original Description:
The Philippine TVET Trainers - Assessors Qualification Framework
The document outlines the National TVET Trainers-Assessors Qualification Program (NTTAQP) established by the Technical Education and Skills Development Authority (TESDA) to ensure consistent delivery of quality technical-vocational education and training services. The NTTAQP aims to qualify and certify TVET trainers through 4 qualification levels based on their roles and competencies in trade qualifications and training methodology. It specifies the competency standards, curriculum, and certification procedures for TVET trainers at each level to enhance skills development in the Philippines.
The document outlines the National TVET Trainers-Assessors Qualification Program (NTTAQP) established by the Technical Education and Skills Development Authority (TESDA) to ensure consistent delivery of quality technical-vocational education and training services. The NTTAQP aims to qualify and certify TVET trainers through 4 qualification levels based on their roles and competencies in trade qualifications and training methodology. It specifies the competency standards, curriculum, and certification procedures for TVET trainers at each level to enhance skills development in the Philippines.
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 development. 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 Institutions. 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 methodologies. 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 training. 1. Enumerate the competency requirements at different qualification levels of TVET Trainers. 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 supervisor. 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 II: Qualification Levels Qualification I: Qualification III: Qualification IV: Training Designer/ Trainer/Assessor Training Mentor Master Trainer Developer 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: III: IV: Levels Trainer/Assessor Training Designer/ Training Mentor Master Trainer Developer 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 evaluation 7. Facilitate assessment moderation 8. Lead and coordinate training/ assessment Trainer Trainer Trainer Trainer Qualification Qualification Qualification Qualification II: I: III: IV: Qualification Training Trainer/ Training Master Levels Designer/ Assessor Mentor Trainer Developer
Trainers Course on Course on Course on Continuing
Curriculum Training Training Supervision Professional Methodologies Design and and Education and Development Development Assessment of Trainers