TESDA CIRCULAR

Subject: Implementing Guidelines on Recognition of Pagel_ of 15 pages

Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number oqb, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

In the interest of the service, to provide flexibility for learners and skilled workers to cultivate lifelong
long learning and support their career advancement and mobility to adapt to the fast-changing technology
and industry practices which ultimately impact education and training and upskilling's/reskilling's programs,
the recognition of Micro-Credentials shall be implemented in the TVET sector following the guidelines herein
to wit:

I. Background/Rationale:

1. The challenges in the world of work are constantly evolving in view of the fast-changing technology,
specifically the 4th Industrial Revolution (4lR) and the Artificial Intelligence (Al), international
conventions and protocols, environmental concerns, and more recently, the impact of the COVI-19
pandemic, which greatly impact the labor market, working arrangements, and industry practices.

2. In addition, the education and training sector must be agile and flexible enough to address the
changing learning needs, digitization, the relevance and currency of the competencies, and
the shortness of skills shelf life as the expiry date for skills are also rapidly changing brought about
the above-mentioned challenges in the world of work.

3. As such, there is a need to create a system and new model in the education and training system
that will provide learners and skilled workers to cultivate further education, lifelong learning for their
career advancement and support their upskilling and reskilling for them to be able to move across their
working life, as it is impractical for them to stop working and go back to the school system each time
they shift careers or change jobs. Such a system shall ensure the ready supply and availability of
competent learners and skilled workers to support the current and emerging skills of the workforce that
will ultimately benefit the Philippine economy in general.

4. The area-based and demand-driven TVET strategy to respond to the identified priority and emerging
skills at the national and local levels to deliver more focused TVET programs based on the needs at
the regional and provincial levels is considered in this Circular. As the majority of industries, products,
processes, and services are undergoing constant change, and new occupations are emerging, it is
important that we look into the needs and peculiarities of the respective areas to ensure that TVET
programs are aligned with the priority area-based skills requirements.

5. With this, TESDA has to continuously develop systems and programs to address the challenges above.
One such system and program is called Micro-Credentialing. Micro-Credentialing offers a new way of
certifying a portfolio of skills, recognizing small and discrete learning as well as credentialing existing
knowledge and skills that are transferable across jobs in order to navigate the future of work. It is
essentially small credentials that recognize the achievement of skill, skill sets, or knowledge that
is required by industry, professional associations, or the community. They are also referred to as Nano-
degrees, badges, or stackable micro-degrees. Depending on the type of organization that is
delivering or validating the Micro-Credentials, they can be verified by employers, industry or through a
formal certification process. (Source: https://www.fya.org.au/2018/09/21/lifelong-learning-and-reskill)
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page j of IS pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number ries , series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

II. Objectives:

The general objective of Micro-Credentialing is to respond to the social, economic, and technological
changes locally and globally, which challenged the currency and relevance of the existing education
and training systems and the need for a flexible and responsive approach to recognizing the skills that
learners and workers need to support the current and emerging skills needs of the workforce. These
credentials are intended to be lifetime credentials with no expiry, similar to other types of qualifications
like diplomas and degrees. (Source: https://www.candlefox.com/blog/a-comprehensive-guide-to-Micro-
Credentials-in-nz4

Specifically, the objectives of the Micro-Credentialing system are to:

1. Provide a system of recognizing a smaller set of courses or modules or units which are designed
to provide learners with knowledge, skills, values, and competencies in an area of study and/or
practice;
2. Establish guidelines for the recognition and certification of Micro-Credential programs;
3. Recognize emergent skills related to new technology so that they can be brought quickly to
market to meet skill needs;
4. Provide a way for people with no qualifications to have their existing learning or skills
credentialed;
5. Re-credential knowledge and skills where this is a requirement;
6. Provide scholarship grants to the learners and workers, including trainers, to assist them in their
career and lifelong learning endeavors.

III. Definitions of Terms

1. Elements of Competency — the building blocks of a unit of competency. It describes in outcome

terms the functions that a person who works in a particular area of work is able to perform.
(Source: Training Regulations Framework per TESDA Board Resolution No. 2014-04)
2. Certification - refers to a formal process of recognizing that an individual is qualified in terms
of particular knowledge, skills, and attitudes based on industry standards.
(Source: TESDA Circular No. 134, s. 2019)
3. Certificate of Achievement - certification of learning of a smaller set of courses or modules or
units which are designed to provide learners with knowledge, skills, values and competencies in
a narrow area of study and/or practice.
4. Formative Assessment - Assessment that takes place at regular intervals during a course or
program, with feedback provided along the way to help improve the student's performance
(Source: https://unevoc.unesco.org/home/TVETipedia+Glossary)
5. Institutional Assessment - Institutional Assessment, as defined in TESDA is an assessment
conducted by the institution for its learners to determine their achievement of the learning
outcomes in the module/s of instruction in a given unit of competency or clusters of competency.
(Source: 2020 TVET Glossary of Terms. TESDA Planning Office. Policy Research and Evaluation Division)
6. Life Long Learning - All learning activity undertaken throughout life, with the aim of improving
knowledge, skills and/or qualifications for personal, social and/or professional reasons.
(Source: https://unevoc.unesco.org/home/TVETipedia4-Glossary)
7. Micro-Credential - Micro-Credential certifies achievement of learning outcomes which are
based on coherent set of skills and knowledge and have distinct value in the workforce or
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page of IS pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number OW series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021
professional needs.(Source:https://www.nzqa.govt.nz/providers-partners/approval-accreditation-and
registration/Micro-Credentials)
The set of skills and knowledge are specified in units or clusterls of competency in TRs/CS.
converted into learning outcome/s in the curriculum, and assessed through institutional and/or
national assessment (as COCs or NC).
8. Reskilling - is the process of learning new skills so learners or workers can perform a different
job, or of training people to do a different job.
(Source: dictionary.cambridge.org)
9. Recognition of Prior Learning (RPL) - is a process of identifying, documenting, assessing and
certifying formal, non-formal and informal learning outcomes against standards used in formal
education and training. Thus, RPL provides an opportunity for people to acquire qualifications or
credits towards a qualification or exemptions (from all or part of the curriculum, or even
exemption from an academic prerequisite for entering a formal study program) without going
through a formal education or training program. (Recognition of Prior Learning (RPL): Learning Package:
International Labour Office. Skills and Employability Branch /Employment Policy Department. - Geneva: ILO, 2018)
(Recognition of Prior Learning (RPL): Learning Package: International Labour Office, Skills and Employability
Branch /Employment Policy Department. - Geneva: ILO, 2018).
Recognition of prior learning is an assessment process that assesses the individual's non-formal
and informal learning to determine the extent to which that individual has achieved the required
learning outcomes, competency outcomes, or standards for entry to, and/or partial or total
completion of a qualification (Source: Making Micro-Credentials work for learners, employers and providers:
Emeritus Professor Beverley Oliver, Deakin University. 2019,)
10.Summative Assessment - Assessment that occurs at a point in time and is carried out to
summarize achievement at that point in time. Often more structured than formative
assessment, it provides teachers, students and parents with information on student progress
and level of achievement. (also called: Assessment of learning)
(Source: https://unevoc.unesco.org/home/TVETipedia+Glossaty)
11. Upskilling - is the process of learning new skills or of teaching learners or worker's new skills.
(Source: dictionary.cambridge.org)

IV. Principles of Micro-Credential:

1. Micro-Credentialing offers a new and more effective, and relevant way of certifying a portfolio of
skills, recognizing small and discrete learning, as well as credentialing existing knowledge
and skills. Having Micro-Credentials, the graduates and/or workers have the potential to develop
a portfolio of skills that are transferable across jobs in order to navigate the future of work. The
employers, on the other hand, will have the ability to select the workers they need, as the type and
level of workers' skills are recognized easily by employers.

2. A Micro-Credential program may be a single or combination of:

a. modules of instruction for a Competency Standard/Training Regulations;
b. learning outcomes in the module of instruction; and
c. specific technologies covered by a learning outcome

3. TESDA Micro-Credentials shall apply on elements as building blocks of competency (identified

in Competency Standards/Training Regulations), translated into learning outcomes in the
competency-based curriculum (CBC) in strengthening the connections between units of
competencies in a meaningful way and provide individuals with a certificate that represents the
learning outcomes as well as the competency standard achieved;
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page q of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number 046, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

4. Micro-Credential programs are identified and reviewed by TESDA and Industry stakeholders
based on the skills requirement of critical emerging industry or specific areas based on the Area=
based Demand Driven TVET Strategy Framework and guidelines;

5. A Micro-Credential program may be delivered using the flexible learning delivery modalities or
pure-online program;

6. A Micro-Credential can be gained through:

a. Institutional Assessment after completion of a training program;

Institutional assessments are designed independently of TVI, but they must adhere to a
rubric guide provided by TESDA for the collection of evidence necessary to make a fair
and just judgment about a learner's or worker's competency with the issuance of Micro-
Credential Certificate of Achievement (MCA);
The Certificate of Completion of TESDA Online Program can be used as evidence for
institutional assessment for Micro-Credential;

b. Recognition of prior learning (RPL);

Knowledge and skills achieved by the learners and workers can be recognized as prior
learnings to avoid duplication of training and maximizing training funds for scholarship;
The Certificate of Achievement shall be presented as evidence for Micro-Credential by
learner or worker for learning outcome achieved or industry experience on an identified
Micro-Credential program;
Learners and workers with MCA as a result of institutional assessment.

7. A graduate of a Micro-Credential program is given a Micro-Credential Certificate of

Achievement (MCA), which can be in print or digital format;

8. The MCA embodies recognized standards or are mapped against accepted benchmarks
established by stakeholders such as industries, academe and other interested stakeholders;

9. The MCA is based on quality assessments (specifically for institutional assessment) that are
appropriate to the nature of the learning and skills being credentialed and robust enough to
provide valid, reliable, and comparable estimates of a learner's attainment of the required skills.
As a result, the MCA is warranted or regulated by a trusted party (such as industries/employers,
institutions) that can attest to a learner's accomplishments;
10. Integrity risks (e.g., cheating, falsification) are managed and mitigated through specific features of
the quality assurance system. (This will include the role of the trainers/assessor and the issuer of
the MCA);
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page S of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number Of 9, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021
11. To ensure quality assurance and for purposes of monitoring and evaluation, Micro-Credential
programs shall be registered under UTPRAS as additional program offerings by the TVIs and be
included in T2MIS;

Micro Credential Course Development Process

Workspace Skills Program Title Module Design Issuance

MIGO-
Micro Credential
Assessment Learning
Learning Institutional certificate of
TR/CS CBC credential Criteria and Contents
Assessment
Program Outcomes Achievement
Evidence and Delivery
(MCA)

V. Scope/Coverage:

The guidelines shall take into consideration the following:

1. All delivery modes of learning: (formal, non-formal, and informal) delivered in flexible modality
thru Institution-based, enterprise-based, community-based, mobile training;
2. TESDA Online Programs (TOP) and other online learning platforms such as Massive Open Online
Courses (MOOCs) may be registered as Micro-Credentials if they meet the TESDA-identified skill
requirements. To be recognized as Micro-Credentials, online programs/courses must submit to
the TESDA quality assurance system;
3. Registered Programs of TTIs and registered enterprise-based training in selected sectors
(Agri-Fishery value-chain; Construction value-chain; ICT-BPM, Logistics, and
Transportation value chain);
4. UTPRAS and PTCACS Guidelines for quality assurance including the development and
packaging of Micro-Credential programs and qualifications of Trainers and Assessors and
issuance of Micro-Credential to ensure trust and confidence of the various stakeholders in the
Micro-Credentialing system;

VI. Benefits of Micro credentialing:

1. Learners have the potential to develop a portfolio of skills transferable across jobs;
2. It serves as enabling mechanism for Employers to select workers relevant to their specific needs;
3. Response to increasing demand for shorter, more modular training with staked Micro-Credentials
during and after the pandemic
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page 4 of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number OW series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

VII. Mechanics of Implementation:

A. PROCESS FLOW
TESDA is committed to enhancing the number of skilled workers, as well as their competence, skill, and
knowledge, in order to facilitate economic and social development cooperation. The Micro-Credentialing
initiative will result in an increase in demand from communities, employers, and learners for just-in-time
and on-demand training.

Learners engaged in these programs must ensure that the training they receive will improve their
employability and industry confidence that the learners can perform the tasks they require. In order to be
able to meet these requirements, Micro-Credentialing systems and process flow are incorporated. The
framework is depicted in Figure 1.

1. TESDA, Industry Associations, and government priorities identify the core skills required for a
specific job role. Skills are aligned against standards and identified as Micro-Credentialing
Program;
2. Learners can map their current core competencies to industry training requirements and
community initiatives and then create a learning plan to address identified gaps;
3. TVIs may offer Micro-Credential programs in accordance with the skills requirements identified
by TESDA and industry in accordance with the various government development plans and
agendas;
4. All skills gained either through learning outcomes or a specific technology through the use of a
range of variables are validated against established guidelines. This validation can be time
bounded will be moderated as required depends on the structure of the learning outcomes or
Micro-Credential program;
5. TVI will award the MCA to trainees who completed and passed the structured institutional
assessment. TESDA's quality assurance system will ensure that MCA are issued in accordance
with the trainee's qualifications and capabilities.
6. Employers can search databases on identified standards and identify potential employees that
meet their requirements using TESDA's website.
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page 7 of IS pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number PO, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

MICRO-CREDENTIALING SYSTEM AND PROCESS FLOW

Registered Accumulated Micro Recognition of

Training Micro credential
Skills Requirements Micro credential credential Programs
Requirements Program
Programs •

TESDA
(Industry, TESDA GUIDELINES
NTESDP, PDP, QA
etc j
System
Upgrading With TR (Registration.
MCA
Learning Issuance etc.)
Outcomes National
(LOs) and
Range of TVI _r
Variables (TTls and 1 With
(ROVs) Private TR
Re skilhng L TVIs)
No TR
Technology
Specialize
Specific
d Program
- Online
Program
vendor
Program

Client's Desire and Micro credential Micro credential Micro-Credentials

CLIENT Interest Programs Certificate Gained National Certificate

Figure 1: Micro-credentialing System and Process flow

 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page 0 of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number 040, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

B. RECOGNITION OF LEARNING OUTCOMES AS MICRO-CREDENTIAL IN A PROMULGATED TR

CORE COMPETENCIES

UNIT TITLE DEVELOP MECHATRONICS AND AUTOMATION CONTROL

CIRCUITS AND PLC APPLICATION PROGRAMS
UNIT COCE ELC311303 UNIT OF COMPETENCY DEVELOP MECHATRONICS AND AUTOMATION
CONTROL CIRCUITS AND PLC APPLICATION
UNIT DESCRIPTOR Tht ,.rsi CONICS re Lnimaatipt, W MA amain (W.., la „,‘ Ni
PROGRAMS
in.,Ta im0.11111101411111611M1111101111tors..1 and automat., ice,.
occurs ord talicAniannadal• PLC aLLM.I., P.a... or aura .1'.
rawromacis. masa. imsalmMare end arm:abaft no knave.*
MODULE TITLE DEVELOPING MECHATRONICS AND AUTOMATION
CONTROL CIRCUITS AND PLC APPLICATION Learning
cor.....a.N Ostarosong 0.1.1 Olitiats ,orlarernients 40.41Cf44144 PROGRAMS
PLC airioLatai program. task-01M ditsoloo..3 maul cm. and PLC
atrotc...• rtodrans and docanostrg centre/ cow!”. aN.1 PLC apOicara. MODULE DESCRIPTION This unit covers the knowledge, skills and attitudes needed
Outcome
;relate/1 b.f. ..lsr..loc.d

PERFORMANCE
to develop, analyze, implement and review mechalronics enc
automation control circuits and basidintermediale PLC (LO)
ELEMENT
CRITERIA REWIRED REOUIRED application programs in lino with requirements, software
tta1•44•41•— • sr* •ist., sr e KNOWLEDGE SKILLS specifications and applications This includes competencies
.1. ill.... el •••••••Eias in determining control circuits requirements, developing PLC
I ....born, . 1 I ConVol cress. • Loos: tec,as avicks and • a...m41110-1 application program, testing the developed control circuit
c44,4 a ,r ars. rsrsur tanentS and Sa.,In 4141443C,441 r•••retl to and PLC application program arid documenting contr
f 41,..40 ,0•0 . data ars . LI niia A^a S.....-1.1 eittot undfirstand wort circuits and PLC application program being deve
dantsd as 441640 tat Ladder urcs..I insVuolonl
Me .vin Nan
12 PLC sat... Arrlicaor•
mown to. 4
• C.44,140011:40.:444
l'.....,..11
• PLC data Isi.s
• COM(4.144401
sub needed to
0011..1 ant
NOMINAL DURATION 56 hl2015 Micro-
...harp,
thaLsone-a.d or-co-dog So
it....law/
14444484111. of It.
. Plc ,•••,..,...
• PLC tat Yeas
4 r.to.atoon •
1.4-414Cr
Ccor.lasuri
SUMMARY OF LEARNING OUTCOMES Credential
amt.:alas S•111.
. shy...yr., otoorammna Upon completion of this module, the trainee/stu t must be able to
1 3 Ma tudInO ...A.... la- ,,ayeb • Malrocal skis
Ints nasanad .vii Laddre • P•esaarnrrsoo salts
LO1 Determine control circuits requirements
Oatiertsno3 a...x.r.s -.., ir.
11. atTacason
t woon bud,
C•aa'ans .FE.D1
• Sitts in 41•4C.Of
operated
LO2 Develop PLC application program
Cluster of
1 a Atiorctruts lanotar 1 rs.Puctkr s 1st it. i
writ aro leo $,,7•-•
44•44,14411
S...ersai fx..16.1r,
to.ctsan iStc i
51n.s.s.rod To.
LO3 Test developed control °tants and PLC application program
Learning
. ..,......, o .ic 2 f PLC acricalcr 1:404114,
La.guals 1 ST1. i
. PLC crowarynty • Skits 01 C41414,44
LO4 Document control circuits and PLC application program developed Outcomes
-4 I .., 4,4' II 044,044 and er491441019.2.164, .041. 4.
.400,44,.. :0. Ciaia 40.
vote**
• PLC croqawrwq
tails
(two or
2 2 PLC actic.., VW.
C.10.00A
is daappd .3
ryncrurd Or ‘urs...an ce • PLC P WW1 tnistnict.crn
• C.boogrop sans
. cua•••..nyoun more LOs
anus Rotas r LosaC 8.
. vids
2 3 A....i.... ippon.* Tow • 41.1fieScalsa.ls
Madan* .ws sour..., Ccsnts,
la rocla:o Imo.. *n. ars,nati-c inso,,,,,.
Au. no an a 0-Imp. 1,4, ..r 4.+Jal..
Pt,r..*1 :orilnA

Competency Standard (CS) Competency Based Curriculum (CBC)

Figure 2: Recognition of Learning Outcomes as Micro-credential in a Promulgated TR

 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page ei of IS pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number 04, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

B. RECOGNITION OF LEARNING OUTCOMES AS MICRO-CREDENTIAL IN A PROMULGATED TR

1. In Competency-Based Curriculum CBC, learning outcomes (LOs) are defined as statements of

what a learner knows, understands, and is able to do on completion of a learning process, which is
defined in terms of knowledge, skills, and competence;
2. It is also defined as 'sets of knowledge, skills and/or competencies an individual has acquired and/or
is able to demonstrate after completion of a learning process, either formal, non-formal or informal;
3. In most cases, one (1) element in the competency standards (CS) is equivalent to one (1) Learning
Outcome (LO). Thus, one (1) LO can be a Micro-Credential and can be recognized. The same thing,
if one LO is too small, we can cluster 2 or more LOs to be recognized as Micro-Credential;
4. Each module of instruction must have its own formative and/or summative assessment, which may
later be used as part of an institutional assessment, depending on the trainer developer's design;.
5. Each element or learning outcome associated with a Micro-Credential program will be assigned a
unique and distinct coding scheme.

C. RECOGNITION OF LEARNING OUTCOMES WITH RANGE OF VARIABLES AS MICRO-

CREDENTIAL ON A PROMULGATED TR

1. In Figure 3, Range of Variables (ROV) or Range of Statement provides a context for the unit of
competency, describing essential operating conditions that may be present with training and
assessment, depending on the work situation, needs of the candidate, accessibility of the item, and
local industry and regional contexts;
2. Recognizing the range of variables or range of statements together with the Learning Outcomes
will be recognized and will be given an equivalent Micro-Credential that would be enough for
employment or credit transfer to a qualification. This is critical, especially for technology-specific
learnings or skills. Through Micro-Credentialing, each technology, protocol or vendor-specific
expertise will be can be recognized and given an equivalency;
3. Each module of instruction must have its own formative and/or summative assessment, which may
later be used as part of an institutional assessment, depending on the trainer developer's design.
4. Each element or learning outcome with a range of variables associated with a Micro-Credential
program will be assigned a unique and distinct coding scheme
 TESDA CIRCULAR

Subject: Implementing Guidelines on Recognition of Page 10 of 15 pages

Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number 018, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

C. RECOGNITION OF LEARNING OUTCOMES WITH RANGE OF VARIABLES AS MICRO-CREDENTIAL IN A PROMULGATED TR

2 Develop PLC 2.1.PLC application program • PLC programming • Skiffs in computer 32

Develop application program using
application is developed using Program organization operation
program appropriate code Data types • PLC programming SIEMENS PLC Hours
2.2. PLC application program Variables skills
is debugged and Configuration • Debugging skills
reworked for correction of • PLC program instructions • Documentation
errors Relay ; Logic. Bit skills
2.3 Appropriate ergonomic Timer • Analytical skills
standards we observec Counter
to reduce fatigue whale Asthmatic instructions Develop application program using 32
working on a computer Data manipulation Allen Bradley PLC
Program control Hours

Develop application program using

I 32
Vendor based training program are common practice to Mitsubishi PLC
Hours
different companies not only in manufacturing. Combining
the LOs and ROVs would address the vendor based
training that are much needed by most industries.
Each program can be registered with TESDA
and be recognized which could lead learners
to Mechatronics Servicing NC Ill.

Figure 3: Recognition of Learning Outcomes with Range of Variables as Micro-credential in a Promulgated TR

 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page II of IS pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number Of, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

D. RECOGNITION OF MODULES OF INSTRUCTION AS MICRO-CREDENTIAL IN NO TRAINING REGULATION (NTR) PROGRAMS

MODULE TITLE : MANAGE AND SUSTAIN HIGH PERFORMING TEAMS

MODULE DESCRIPTOR This unit covers the outcomes required to develop,

introduce and promote/implement optimal
communications methods and technologies suited to the
needs of the workplace, including both internal and
external clients/ publics.

NOMINAL DURATION : 24 hours

QUALIFICATION LEVEL NTR

One Module
SUMMARY OF LEARNING OUTCOMES:

Upon completion of this module the students/trainees will be able to:

L.O. 1. Delegate responsibility and authority to others

L.O. 2. Set targets for delegated work

L.O. 3. Mentor and coach teams Micro-

Credential
MODULE TITLE CONDUCT MANUAL REMOVAL OF MALWARE OR
MODULE TITLE : PROVIDE AN APPROPRIATE RESPONSE TO AN
EVENT/INCIDENT
MODULE DESCRIPTOR
THREATS
Program
This unit covers the knowledge, skills and attitude
MODULE DESCRIPTOR : This unit covers the knowledge, skills and attitude required in conducting manual removal of malware or
required to ensure privacy and confidentiality of all threats. This Includes competencies in identifying
malware or threats, completing incident documentation,
security event/ incident.
determining way or action and applying solution or action
In removal of malware or threats In a single or multiple
NOMINAL DURATION : 40 hours computers.

QUALIFICATION LEVEL : NTR NOMINAL DURATION 16 hours

QUALIFICATION LEVEL : NTR

Two or More
SUMMARY OF LEARNING OUTCOMES: Modules
SUMMARY OF LEARNING OUTCOMES:
Upon completion of this module the students/trainees will be able to:
Upon completion of this module the students/trainees will be able to
L.O. 1. Secure document during ticket creation
L.O. 1. Identify malware or threats
L.O. 2. Work within accepted codes of conduct
L.O. 2. Complete malware or threats incident documentation
L.O. 3. Follow confidentiality and privacy procedures L.O. 3. Determine appropriate way or action to remove malware or threats

L.O. 4. Follow security procedures L.O. 4. Apply appropriate solution or action in removing malware or threats in
multiple computers:

Figure 4: Recognition of Modules of Instruction as Micro-Credential in No Training Regulation (NTR) Programs

 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page ri of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number 04S, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

D. RECOGNITION OF MODULES OF INSTRUCTION IN NO TRAINING REGULATION (NTR)

PROGRAMS

1. For programs without promulgated training regulations or No TR, modules of instruction based on
individual or bundled competencies and skills requirements identified by TESDA will be recognized.
As presented in Figure 4;
2. The nominal duration of the program will be based on the design of the TVI and the curriculum
developer. There are no restrictions on the nominal duration's minimum and a maximum number of
hours but shall be based on the achievement of learning outcomes defined;
3. Each module of instruction must have its own formative and/or summative assessment, which may
later be used as part of an institutional assessment, depending on the trainer developer's design.

E. RULE OF EVIDENCE

In the verification of competencies, it is important to consider the following 6 Rules of evidence, with
appropriate rubrics:

1. Authentic — the evidence is the applicant's own work and is genuine; Evidence is issued by
reputable authority;
2. Valid — the evidence is related to the current versions of the TRs; relevant to the elements and
performance criteria, consistent with the range of variables and evidence guide;
3. Current — the evidence reflects the applicant's current knowledge; establishes that the
candidate can meet the elements and performance criteria specified in the current version of the
TRs;
4. Consistent — the evidence shows that the candidate consistently meets the standards under
the workplace conditions; incorporate multiple items of evidence;
5. Recent — the evidence shows the latest training/s and experience is gained within the last five
(5) years relative to the current version of the TRs;
6. Sufficient — the evidence covers all the elements, evidence requirements, dimensions of
competency

VIII. Quality Assurance and Reporting of the Micro-Credentials:

To ensure trust and integrity of the Micro-Credential systems by the various stakeholders, there
should be a robust quality assurance system which shall include the following:

1. Micro credential programs that are part of or included in the promulgated Training Regulations
(TRs):
a. Program Title should be consistent with the naming convention used for elements or learning
outcomes (LO) and the range of statements/range of variables;
b. The minimum requirement for the nominal duration of the program should be consistent with
Section 3 of the TR (curriculum design), regardless of whether it is a single LO or a bundle of
LOs and Range of Variables;
c. Trainer's Qualifications shall follow the requirements of the TR;
d. Institutional Assessment (formative and summative) with Rubrics of Evaluation
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page Is of IS pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number Me, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

Figure 5: ISSUANCE AND RECOGNITION OF MICRO-CREDENTIAL CERTIFICATE OF

ACHIEVEMENT (MCA)

CLIENT
(Regular Trainee, Skills Upgrading,
Industry Worker, Career Shifter)

NTR
Micro- NO - Specialized Program
Credential - Online Program
Program with - Vendor Program
TR

YES

NO

Learning Outcomes Non-issuance

(LOs) and Range of of Certificate
Variables (ROVs)

YES

NO Client pass TVI will issue MCA based on

Non-issuance the TESDA Guidelines
of Certificate
Institutional

TVIs will recognize

certificates based on credit
transfer system for COC/full
qualification trainings.

TVI will issue Certificate of Enough NO

Achievement based on Certificate
TESDA Guidelines evidences for NC
Portfolio
Assessment?

YES

4'
TVIs will recognize
TESDA will issue National
certificates as part of portf
Certificate (NC) based on
towards obtaining the
Guidelines
applicable qualificati
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page lq of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number Oqb, series of 2021
Vocational Education and Training (WET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

2. Micro credential programs for new and emerging competencies/skills (NTRs)

a. The curriculum design's nominal duration can be flexible; however, it shall be based on the
achievement of learning outcomes defined as the smallest Micro-Credential unit;
b. Trainer's Qualification must have at least two years' industry experience and must have
undergone any training methodology program;
c. Institutional Assessment (formative and summative) with Rubrics of Evaluation

3. Institutional Assessment shall be mandatory since this will be the basis for issuance of Certificate
of Achievement and quality assurance in the learner's achievement of learning outcome and
issuance of MCA. MCA will be issued in accordance with the flowchart shown in Figure 5;

4. Formative and Summative Assessment as Institutional Assessment

Comparably to the development of instructional modules, TVI will create and design the
corresponding institutional assessment. This is to ensure that skills and competency gaps are
addressed during the training process. Formative Assessment takes place at regular intervals
during a course or program; it can be a task activity or written examination, or a combination of
both methodologies. Summative Assessment occurs at a specific point in time, usually nearing
the end or at the end of the program, and is used to summarize the accomplishments of learners
all through the duration of the program;

The Institutional Assessment Rubrics (MCIS Form 1) shall be the basis for the actual conduct
of institutional assessment and audits. It can be any of the following:
a. Combination of all Formative Assessment;
b. Summative Assessment only;
c. Combination of Formative and Summative Assessment

5. Award of MCA shall be based on the following:

a. At least 80% attendance/completion of the program;
b. 80% passing rate on overall Institutional Assessment based on the submitted rubrics;
c. The trainer will evaluate the performance of the student/trainee based on the summative and
all formative assessment;
d. The trainee's activity performance task, outputs, and written exam results can be included;
in a portfolio that will be included in the trainer's set of evidence for issuance of MCA.

6. The Certificate of Achievement shall form part of a portfolio of the learners that can be credited to
full qualification achievement. The format/design of MCA shall follow TESDA Training Certificate;

7. The CA shall be included in the Scholarship Information System (SIS), which include the
following minimum information:
a. The learner's ULI;
b. The Title of the MCA issued;
c. Date of Achievement;
d. Coding for each CA issued to be developed by ROMO-MITD and QSO.

8. The Regional/Provincial Offices shall monitor quality assurance in program delivery (on-line,
face to face and flexible modality) and conduct of institutional assessment. NITESD shall
develop a monitoring scheme to this effect, including the development and packaging of Micro-
 TESDA CIRCULAR
Subject: Implementing Guidelines on Recognition of Page 15 of 15 pages
Micro-Credentials for Lifelong Learning and
Upskilling/Reskilling's of Learners in Technical Number Oyu, series of 2021
Vocational Education and Training (TVET)
Date Issued: Effectivity: Supersedes:
19 May 2021 19 May 2021

Credential programs, compliance with the modules of instructions, session plans, trainer's
qualifications, development and conduct of institutional assessment and the issuance of the MCA.

IX. Capacity Building on Micro-Credentialing System

NITESD and NTTA shall develop programs to continuously capacitate trainers/assessors to ensure
quality assurance in the development and packaging of Micro-Credential programs, delivery and
institutional assessment of Micro-Credential programs;

X. Schedule of Cost per Certificate of Achievement Issued for Availment of Scholarship:

a. SMD-ROMO shall prepare the program's cost in accordance with the existing scholarship
guidelines;
b. Any grantee may avail of multiple scholarship programs but not simultaneously towards the
achievement of an individual's life-long learning.

XI. Funding Source

Implementation of a Micro-Credentialing program shall be sourced from the Training for Work
Scholarship Programs (TWSP) and the Tulong Trabaho funds in accordance with the existing guidelines
of both programs.

XII. Administrative and Financial Procedures

Payment to the shall be made upon submission of the following required documents:

1. Billing Statement;
2. MIS 03-02 (Training and Employment Report) duly signed by the authorized signatories;
3. Daily Attendance Sheet (for the duration of the training);
4. Institutional Assessment Rubrics (MCIS Form 1) ;
5. A certified true copy of the Micro-Credential Certificate of Achievement (MCA) for payment;
6. TESDA copy of the Scholarship Grant duly signed by the concerned officials.

XII. Monitoring and Evaluation of Reports

1. The monitoring and monitoring requirements shall be observed, including the new Performance and
Monitoring Report (BEDs and BFARs). Regular and timely submission of accurate and consistent
data shall be strictly followed and shall be submitted on every 3rd day of the following month; and

2. The physical and the financial reports reflected in the financial template shall always be consistent
for correct and accurate reporting.

This Circular shall take effect as indicated.

Sec. IdiR0 LAPEI1A, PhD, CSEE

Director General igik
 MCIS Form 1

INSTITUTIONAL ASSESSMENT RUBRICS

Name of Candidate: Date Conducted:

Name of Institution: Time Conducted:

Program Title: Name of Trainer:

Covered TR (if applicable):

NOTES and INSTRUCTIONS:

1. The institutional assessment guide will vary by TVI, depending on the design of
the institutional assessment developed and submitted to TESDA based on the
micro credential program guidelines.
2. The title of the task sheet and assessment criteria should appear on the guide
based on the institutional assessment that was submitted.
3. Put a tick (✓) mark on the appropriate result column either satisfactory or not
satisfactory based on the developed institutional assessment.
4. In the percentage and raw score columns, enter the trainees' actual results based
on the institutions' design of the task demonstration and written test for the
program.
5. The percentage and score on task activity/ demonstration will be based on the
design of the institutional assessment that was submitted to TESDA.
6. Same thing with number of items for written examination, it should be the same
set of written exam submitted to TESDA.
7. A final and overall Institutional Assessment result score of 80 percent on the
submitted rubrics is considered satisfactory and will be recommended for the
award of a certificate of achievement.
8. Following the collection of evidences, write your observations/comments on the
feedback to the trainee.

A. SAMPLE FORMAT FOR FORMATIVE ASSESSMENT RUBRICS

FORMATIVE ASSESSMENT

Item Allotted Raw Score RESULT

Credits
Satisfactory Not Satisfactory
TASK Sheet 70 70
Title 1

Institutional Assessment Rubrics Guide 1

 MCIS Form 1

Assessment 30 30
Criteria A
Assessment 20 30
Criteria B
Assessment 20 20
Criteria C

Written Test 1 30 30

FINAL 100 100 Satisfactory or Not Satisfactory

Satisfactory — 80% above
Not Satisfactory — 79% below

Feedback to Trainee

For issuance of Micro-Credential Certificate of Achievement

B. SAMPLE FORMAT FOR SUMMATIVE ASSESSMENT RUBRICS

SUMMATIVE ASSESSMENT

Item Allotted Raw Score RESULT

Credits
Satisfactory Not Satisfactory
TASK Sheet 35 35
Title 1
Assessment 15 15
Criteria A
Assessment 10 10
Criteria B
Assessment 10 10
Criteria C
TASK Sheet 35 35
Title 2
Assessment 15 15
Criteria A
Assessment 10 10
Criteria B
Assessment 10 10
Criteria C
Written Test 1 15 15
Written Test 2 15 15

Institutional Assessment Rubrics Guide 2

 MCIS Form 1

FINAL 100 100 Satisfactory or Not Satisfactory

Satisfactory — 80% above
Not Satisfactory — 79% below

Feedback to Trainee

For issuance of Micro-Credential Certificate of Achievement

Prepared and Attested by:

Assessed by:

Name of Trainer and Name of TVI Administrator

Signature and Signature
Date: Date:

Reviewed and
Approved by:
TESDA Representative Name and Signature
Date:

Institutional Assessment Rubrics Guide 3