TESDA CIRCULAR

SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.1 of 8 pages

OF eLEARNING TVET PROGRAMS Number IOLI , series of 2019

Date Issued:
September 3, 2019 Effectivity: Immediately Supersedes:
TESDA Circular No. 37 s. 2009

In accordance with the pertinent provisions of Republic Act 7796, otherwise known
as the "TESDA Act of 1994," and the provisions of Republic Act 10650 also known as the
Open Distance Learning (ODL) Act and Republic Act No. 11230 or the Tulong Trabaho
Act, the following implementing guidelines on the implementation of eLearning TVET
programs are hereby issued.

I. STATEMENT OF POLICIES

1. The 1987 Constitution under Article XIV Section 1 declares that the State
shall "protect and promote the rights of all citizens to quality education at all
levels and shall take appropriate steps to make education accessible to all."

2. The Republic Act No. 7796, otherwise known as the TESDA Act of 1994,
mandates the institution to promote and strengthen the quality of technical
education and skills development programs to attain international
competitiveness.

3. Section 14 of the Republic Act No. 10650 declares TESDA's role in

formulating, promulgating, disseminating and implementing the necessary
policies, standards, guidelines, rules and regulations for the effective
implementation of ODL in the country.

4. Section 16 of the Republic Act No. 11230 or the Tulong Trabaho Act
mandates TESDA to design and implement support systems, such as
development of modalities, necessary to facilitate access to quality WET.

5. Consistent with these policies, TESDA affirms the need for greater access to
quality technical and vocational education and training (TVET) and that open
distance learning is a viable strategy to implement TVET Training programs
consistent to the standards set in the Training Regulations.
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SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.2 of 8 pages
OF eLEARNING TVET PROGRAMS Number ioL , series of 2019

Date Issued:
September 3, 2019 Effectivity: Immediately Supersedes:
TESDA Circular No. 37 s. 2009

II. eLEARNING DELIVERY OF TVET PROGRAMS FRAMEWORK

The diagram below shows the modes of delivery in the implementation of
eLearning TVET Programs.

•
ENV
FACE-TO-FACE
CTPR
(INSTRUCTOR-LED
TRAINING IN A
TRADITIONAL
CLASSROOM SETTING)

FULL-ON-LINE OFFLINE
CTPR-ON (VIA LAN/WAN
LEARNING
(VIA CLOUD-BASED MANAGEMENT
LEARNING SYSTEM OR CDs)
MANAGEMENT
SYSTEM)

BLENDED LEARNING
CIPR-B ON / CTPR-B OFF
(COMBINATION OF ELEARNING AND INSTRUCTOR-LED CLASSROOM TRAINING)

III. DEFINITION OF TERMS:

a. Asynchronous eLearning refers to the learner-centered process which uses
online learning resources to facilitate information sharing regardless of the
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SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.3 of 8 pages
OF eLEARNING TVET PROGRAMS Number log , series of 2019

Date Issued:
September 3, 2019 Effectivity: Immediately Supersedes:
TESDA Circular No. 37 s. 2009

constraints of time and place among a network of people. (Source: Shahabadi

and Uplane, 2015)
b. Blended Learning Program refers to:
i. the combination of the online and supervised workshop training where
the knowledge and theories are conducted through the Internet and the
supervised workshop training are conducted face-to-face. (Source: NET
Glossary of Terms 2017);

ii. learning or training event or activity where e-learning, in its various forms,
is combined with more traditional forms of training such as classroom
training. (Source: TVET Glossary of Terms 2017);

iii. a strategic and systematic approach to combining times and modes of

learning, integrating the best aspects of face-to-face and online
interactions using appropriate ICTs (Source: Saliba, Rankine and Cortes,
2013); and

iv. the formal education program in which a student learns at least in part
through the online delivery of content and instruction, with some element
of student control over time, place, path, and pace and at least in part at
a supervised brick-and-mortar location. Blended learning includes an
intentional shift to online instructional delivery for a portion of the [course]
to boost learning. (Source: Staker and Horn, 2012)

c. Distance Education refers to:

i. a mode of learning in which trainees and teachers are physically
separated from each other. It is a learner-centered, guided independent
study making use of well-studied learning and teaching pedagogies to
deliver well-designed learning materials through various media. It is
sometimes described as flexible learning and distributed learning.
(Source: RA 10650); and

ii. a mode of educational delivery whereby teacher and learner are

geographically separated and instruction is delivered through materials
and methods using communication technologies, and supported by
organizational and administrative structures and arrangements. The
delivery medium is typically online but can be by print-based modules
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SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.4 of 8 pages
OF eLEARNING TVET PROGRAMS Number Di , series of 2019

Date Issued:
September 3, 2019 Effectivity: Immediately Supersedes:
TESDA Circular No. 37 s. 2009

or by mobile phone. (Source: CHED Memorandum Order No. 62 s.

2019)

d. eLearning is an umbrella term for providing computer instruction (courseware)

online over the public Internet, private distance learning networks or in-house
via an Intranet. (Source: TESDA Circular No. 37 Series of 2009)

e. Face-to-Face (F2F) refers to the instructor-led training in a traditional

classroom setting. (Source: TVET Glossary of Terms 2017)

f. Full-On-line (FOL) refers to the training delivery which will be conducted online
using Internet where there is no "face-to-face" interaction among the facilitator
of learning and learners. (Source: TESDA Circular No. 37 Series of 2009)

g. Learning Management System (LMS) refers to the software-based platform

that facilitates the management, delivery, and measurement of an
organization's corporate e-learning programs. (Source: Powell, 2018)

h. No Training Regulation (NTR)[;lpirefers to programs registered under UTPRAS

not covered yet by any appropriate training regulations. NTR is a transitory
mechanism of quality assuring TVET programs. (Source: TVET Glossary of
Terms 2017)

i. Nominal Duration refers to the estimated learning hours, which indicate the
time for an average person to achieve the learning outcomes of the units of
competency, inclusive of classroom contact time, laboratory/field
work/practicum and other methods of study/assignments as defined in the TR.
It is an indicative duration per qualification based on experts' consensus or
advice that will also serve as a guide to the TVET providers in the delivery of
the Qualification depending on specific guidelines to be issued by the TESDA
Director General. (Source: WET Glossary of Terms 2017)

J. Open Distance Learning (ODL) refers to the merger of the two (2) concepts,
of open learning and distance education. It is a system which combines the
methodology of distance education with the philosophies of open and flexible
learning. (Source: RA 10650)
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SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.5 of 8 pages
OF eLEARNING TVET PROGRAMS Number my , series of 2019

Date Issued:
Effectivity: Immediately Supersedes:
September 3, 2019
TESDA Circular No. 37 s. 2009

k. Open learning refers to a philosophy of learning that is based on flexibility of

access for equity in education, an educational system accessible to every
individual with minimal restrictions and emphasizing the flexibility of the system
to eradicate problems caused by barriers like age, geographical location, time
constraints and economic situation. (Source: RA 10650)

I. Synchronous eLearning refers to the live, real-time (and usually scheduled),

facilitated instruction and learning-oriented interaction. (Source:
Shahabadi and Uplane, 2015)

m. Technical Vocational Institution (TVO[a.;]refers to an institution whether public

or private offering TVET program(s). This shall include TESDA Technology
Institutions (TTIs), Public and Private Technical Vocational Institutes, and
Higher Education Institutions (HEls), State Universities and Colleges (SUCs),
Local Universities and Colleges (LUCs), Training Centers and enterprises
offering TVET programs. (Source: TESDA Circular No. 7 s. 2016)

n. Technology Plan and Infrastructure Support System referred to in this

circular as the technological infrastructure and maintenance system of the
course. It also includes the description of eLearning delivery modes, learning
resources and activities, assessment and grading system, student support.
More importantly, it describes how learning resources and technology are
utilized to support the learners as they undergo eLearning.

o. With Training Regulation (VVTR){pefers to the programs registered under the

UTPRAS with the appropriate promulgated Training Regulations as basis for
its registration. (Source: TVET Glossary of Terms 2017)

IV. SCOPE AND COVERAGE

These Guidelines shall cover the implementation of registered Blended Learning
and eLearning TVET Programs in the Philippines.

V. GENERAL PROVISIONS ON THE IMPLEMENTATION OF eLEARNING TVET

PROGRAM
1. eLearning programs can be delivered in two modalities:
a. Full-On-Line Training
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SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.6 of 8 pages
OF eLEARNING TVET PROGRAMS Number IN , series of 2019

Date Issued:
September 3, 2019 Effectivity: Immediately Supersedes:
TESDA Circular No. 37 s. 2009

b. Blended Learning
i. Face-to-Face with Online Learning Management System
ii. Face-to-Face with Offline Learning Management System (LAN/WAN)
2. eLearning component may be conducted synchronous or asynchronous.
3. Training duration for Blended Learning and eLearning programs may
differ from the training duration in the Training Regulation but must be justified
in the CBC. Face-to-face sessions of the blended learning programs will
expectedly be shortened due to the eLearning component of the delivery.
However, the total training duration should be based on the nominal
duration as specified in the TR.
4. Face-to-face components of the Blended Learning programs are to be
conducted in Competency-Based Training workshops and shall be
scheduled through the LMS. However, the number of learners should not
exceed 25 per session.
5. Blended Learning and eLearning programs shall be delivered following the
competency-based principles with the aid of any or a combination of the
following media of delivery; among others:
a. Print — Competency Based Learning Materials(CBLMs), hand-outs;
b. Audio-Visual — Radio, television, slides, telephone, fax, audio-
conferencing and video-conferencing;
c. Electronic/Computer Technology and Virtual Classrooms — Internet, CD-
ROM, electronic mail, e-bulletin boards, podcasts, mobile learning,
internet lectures, online learning management systems or intranet-based
LMS.
6. To access eLearning programs, trainees must register first in the LMS and enroll
to the appropriate courseware/s.

A. Trainee's Requirements
a. For WTR: All trainees who meet the entry requirements of the qualification
as stated in the Training Regulations; and

b. Additional requirements set by the training provider as may be deemed

necessary for the chosen Mode of Delivery (e.g. Digital/Computer
Literacy).

B. Institutional Assessment
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SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.7 of 8 pages
OF eLEARNING TVET PROGRAMS Number toy , series of 2019

Date Issued:
September 3, 2019 Effectivity: Immediately Supersedes:
TESDA Circular No. 37 s. 2009

The training provider shall conduct institutional assessment through the

following:
a. Formative and summative institutional assessment for knowledge content
may be done whenever the learner is ready. This may be done through
written tests or through the LMS;
b. Observation or demonstration of skills and questioning methods of
assessment shall be done either face-to-face in the physical address of
the training provider, through the LMS or through other Internet
technologies such as Skype, Hangouts, YouTube, Facebook Live, etc.;

c. Projects or portfolio evaluation may aid the assessment of

competency/ies; and
d. Summative institutional assessment must be done in the institution.

C. Credits and Training Certificates

Credits for the graduates of the eLearning program shall be equivalent to
those under the purely face-to-face mode of instruction. Training Certificates shall
reflect the credit/s, competency nominal duration and nominal duration gained from
the program.

D. Mandatory Assessment (National Competency Assessment)

Consistent with TESDA Circular no. 07 s. 2016, Amended Omnibus
Guidelines on Program Registration under the Unified TVET Program Registration
and Accreditation System (UTPRAS), National Assessment prior to graduation shall
be mandatory for all programs under eLearning with Training Regulations.

E. Support to Trainees
As per IRR for RA 10650 (ODL Law), the following support to enrolled
trainees of eLearning program shall be as follows:
1. Any qualified trainee enrolled in eLearning programs shall have access to
all privileges, opportunities and entitlements that a trainee similarly situated
under the conventional system of instruction may have access to.
2. Specifically, WET training providers engaged in eLearning programs shall
be tasked to perform the following trainee support services:
 TESD CIRCULAR

SUBJECT: GUIDELINES IN THE IMPLEMENTATION Page No.8 of 8 pages

OF eLEARNING TVET PROGRAMS Number , pq ,series of 2019

Supersedes:
Date Issued: Effectivity: Immediately
TESDA Circular No. 37 s. 2009
September 3, 2019

a.Maintain faculty-trainee dialogue and interactivity through virtual

classrooms linked electronically or through established learning
centers, or both, whichever may be feasible, to ensure greater
knowledge sharing, access to counseling and other support services;

b.Provide for an efficient and reliable communication system, feedback

mechanism, especially on learner's academic progress, and
multimedia support;

c. Show evidence of regular monitoring of learner's progress; and

d.Provide a wide range of relevant, up-to-date and accessible learning

resources that are easily accessible to trainees.

VI. REPEALING CLAUSE

The provisions of TESDA Circular No. 37 s. of 2009 on the Implementing
Guidelines in the Registration of eLearning Training Programs inconsistent with this
Circular is hereby repealed.

VII. SEPARABILITY CLAUSE

Should the Authority declare any provision or part of this Circular to be invalid
or unconstitutional, the remaining provisions or parts thereof shall continue to be
valid, in full force and effective.

VIII. EFFECTIVITY
This Circular shall take effect as indicated.

SEC. ISIDRO S. LAPENA, PhD., CSEE

Director General pi4