EPAP 311

ASSIGNMEN
T1
MA. VANESSA T. INTERIOR
BSEE 3A1-1
DR. MAGDALENA S. DARIA
WHAT IS EPP/TLE
FRAMEWORK?
 DESCRIPTION OF
FRAMEWORK
Technology and Livelihood Education encompasses the field of Home Economics (H.E.);

Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information, Communication. And

Technology (ICT). The 24 TLE courses can be categorized under any of these fields.

TLE as a course has two streams—the TR-based TLE and the Entrepreneur-based TLE—

and every school has a choice as to which stream to offer, with consideration for faculty,

facilities, and resources. Both streams are based on the Training Regulations, but the

Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of the various

subjects in HE , IA, AFA, and ICT.

TLE is geared toward the development of technological proficiency and is anchored on

knowledge and information, entrepreneurial concepts, process and delivery, work values, and life

skills. This means that the TLE that works is one, which is built on adequate mastery of

knowledge and information, skills and processes, and the acquisition of right work values and

life skills.

The TLE that is functional is one, which equips students with skills for lifelong learning.

TLE that is concerned only with mere definition of terms is meaningless and shallow. TLE that

is focused on mastery of skills and processes without right

 work values is anemic and dangerous. An effective TLE is one that is founded on the

cognitive, behavioral, or Psychomotor and affective dimensions of human development.

Therefore, teaching TLE means teaching facts, concepts, skills, and values in their entirety.

The diagram likewise shows that entrepreneurial concepts also form part of the

foundation of quality TLE. It is expected that TLE students, after using the Learning Modules on

Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and consequently set up their own

businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information

and Communication Technology.

TLE by its nature is dominantly a skill subject; hence, the teacher must engage students

in an experiential, contextualized, and authentic teaching-learning process. It is a subject in

which students learn best by doing. It is integrative in approach. For instance, it integrates

entrepreneurship with all the areas of TLE. It integrates concepts, skills, and values.
 WHAT IS NATIONAL
CERTIFICATE?

NATIONAL CERTIFICATE
 A qualification on the National Qualifications Framework that recognizes skills

and knowledge that meet nationally endorsed standards (unit and achievement

standards); National Certificates are usually registered between levels 1 and 4, and

require a minimum of 40 credits at or above the level at which the qualification is

registered.  

 a document issued by TESDA to individuals who have achieved all the required

units of competency of a national qualification defined under the promulgated

Training Regulations. (TESDA Circular No. 15, s. 2015)

 a document issued when a candidate has demonstrated competence in all unit/s of

competency of qualification with a promulgated Training Regulations 

 LEVELS OF NATIONAL
CERTIFICATE
PQF
QUALIFICATIONS LEVE PQF DESCRIPTIONS
L
 Knowledge and skills that are manual or
concrete or practical and/or operational in
focus.
 Applied in activities that are set in a limited
range of highly familiar and predictable
National Certificate (NC)
I contexts; involve straightforward, routine
I
issues which are addressed by following set
rules, guidelines or procedures. In conditions
where there is very close support, guidance or
supervision; minimum judgment or discretion
is needed.

 Knowledge and skills that are manual or

concrete or practical and/or operational in focus.
 Applied in activities that are set in a limited
range of highly familiar and predictable
National Certificate (NC) contexts; involve straightforward, routine issues
II
II which are addressed by following set rules,
guidelines or procedures. In conditions where
there is very close support, guidance or
supervision; minimum judgment or discretion is
needed.
QUALIFICATIONS PQF
LEVE PQF DESCRIPTIONS
L
 Knowledge and skills that are manual or
concrete or practical and/ or operational in
focus.
 Applied in activities that are set in a range of
familiar and predictable contexts; involve
National Certificate (NC)
III routine issues which are identified and
III
addressed by selecting from and following a
number of set rules, guidelines or procedures.
In conditions where there is substantial support,
guidance or supervision; limited judgment or
discretion is needed.
 Knowledge and skills that are a balance of
theoretical and/or technical and practical.
 Work involves understanding the work process,
contributing to problem solving, and making
decisions to determine the process, equipment
and materials to be used.
 Applied in activities that are set in contexts with

National Certificate (NC) some unfamiliar or unpredictable aspects;

IV IV involve routine and non-routine issues, which are
identified and addressed by interpreting and/or
applying established guidelines or procedures
with some variations.
 Application at this level may involve individual
responsibility or autonomy, and/ or may involve
some responsibility for others. Participation in
teams including team or group coordination may
be involved.
National Certificate (NC) V  Knowledge and skills that are mainly theoretical
V
 and/or abstract with significant depth in one or
more areas; contributing to technical solutions
of a non-routine or contingency nature;
evaluation and analysis of current practices and
development of new criteria and procedures.
 
 Applied in activities that are set in a range of
contexts, most of which involve a number of
unfamiliar and/ or unpredictable aspects;
involve largely non-routine issues which are
addressed using guidelines or procedures that
require interpretation and/or adaptation Work
involves some leadership and guidance when
organizing activities of self and others.
References:
 TVET GLOSSARY OF TERMS Retrieved from https://www.tesda.gov.ph/Glossary?
page=9
 The TVET GLOSSARY OF TERMS Fourth Edition Retrieved from
https://unevoc.unesco.org/e-forum/TESDA_TVETGlossaryofTerms_%204thEd.pdf
 https://dictionary.university/National%20Certificate
 https://www.tesda.gov.ph/Glossary?Term=national+certificate
 https://www.educationcounts.govt.nz/data-services/glossary
 https://pqf.gov.ph/Home/Details/16#:~:text=Philippine%20TVET%20programs
%20provide%20qualifications,competency%20that%20comprise%20a%20Qualification.