TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Mlcro- Page 1 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number iHl series of 2024

Date Issued: Effectivity: Supersedes:

DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

In the interest of the service and to provide quality and uniform program delivery, the following
guidelines for declaring TESDA Training Programs as micro-credentials are hereby issued;

I. BACKGROUND/RATIONALE

The TESDA Act of 1994 (RA No. 7796) mandates TESDA to deliver relevant, accessible,
and efficient technical education and skills development programs. These efforts are aimed at
cultivating high-quality Filipino middle-level manpower aligned with national development goals and
priorities. As part of its mandate, TESDA addresses evolving labor market challenges, including the
dynamic impacts of the Fourth Industrial Revolution (4IR), advancements in artificial intelligence,
changing industry demands, and the rapid obsolescence of skills. This environment necessitates
innovative education models that foster lifelong learning, upskilling, and reskilling to prepare the
workforce for current and future demands.

In response to these challenges, TESDA has implemented a micro-credentialing system that

introduces a flexible, modular approach to learning. Micro-credentials provide targeted certifications
for specific, in-demand skills, addressing the gap between traditional education and evolving
workforce needs. These credentials allow individuals to demonstrate mastery of particular
competencies, enhancing their employability and career mobility. Unlike traditional qualifications,
micro-credentials are stackable, meaning they can accumulate to form larger qualifications, making
them an effective tool for lifelong learning.

TESDA Circular No. 48, s. 2021, laid the groundwork for micro-credentialing by outlining its
purpose, implementation mechanics, and quality assurance measures. The circular emphasized
that micro-credentials address the following key objectives:

● Bridging the skills gap caused by emerging technologies and fast-changing industry
practices.
● Providing workers with portable and stackable credentials aligned with global and local
industry standards.
● Supporting area-based and demand-driven TVET programs that respond to regional and
provincial skills needs.
● Offering flexible learning modalities, including online and blended learning, to maximize
accessibility.

Building on these foundations, TESDA Circular No. 58, s. 2022, introduced supplemental
guidelines to ensure the smooth implementation of micro-credenti aling programs. It outlined
processes for recognizing micro-credentials, integrating them into scholarship funding mechanisms,
and ensuring alignment with labor market needs. Additionally, this circular emphasized that micro
credential programs can be derived from various sources, including promulgated training regulations
(TRs), competency-based modules, and emerging skills requirements identified through labor
market intelligence and industry consultation.

TESDA Memorandum No. 42, s. 2023, advanced these initiatives by launching pilot micro
credential courses in five key sectors: Agri-Fishery, ICT-BPO, Construction, Logistics, and
Transportation. These pilot programs were developed in collaboration with regional stakeholders
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SUBJECT: Omnibus Guidelines on TVET Micro- Page 2 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskiiling of the Workforce Number 077 series of 2024

Date Issued: Effectivity: Supersedes:

DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

and targeted specific skills, such as 3D asset modeling, logistics operations, and preventive
maintenance servicing. The memorandum also emphasized the importance of industry collaboration
in identifying competencies and aligning training content with current and projected skills demands.

Micro-credentials play a cmcial role in TESDA’s strategy to modernize the Philippine

technical education system. They enable learners and workers to quickly acquire industry-
recognized certifications, addressing immediate skills gaps while ensuring compatibility with global
workforce standards. By offering flexible, modular programs through both institutional and online
platforms, TESDA ensures that technical education remains relevant, accessible, and responsive to
the needs of learners and employers.

Incorporating micro-credentials into TESDA’s framework represents a forward-thinking

response to workforce development challenges. It aligns with global trends and enhances the
agency’s ability to provide high-quality, demand-driven training. By addressing industry-specific
needs through this system, TESDA supports national development goals, equipping the Filipino
workforce with the competencies necessary to thrive in a competitive, technology-driven world.

II. DEFINITION OF TERMS

Assessment
The process of evaluating an individual’s knowledge, skills, attitudes (competencies) based
on the predefined standards (2023 TVET Glossary of Terms)

Bundling
A micro-credential structure that combines multiple micro-credentials into a holistic
qualification that encompasses a broad set of competencies.
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 (TESDA Circular No. 134, s.
2019)

Competency assessment
The process of collecting evidence to determine the acquired knowledge, skills and attitude of
an individual in accordance with the standard performance expected at the workplace (TESDA
Circular No. 107, s.2021)

The process of collecting evidence and making judgments on whether competency has been
achieved (TESDA Circular No. 075 s., 2020)

Digital Badge
Serve as visual representations of micro-credentials, symbolizing skill achievement and
accomplishments

Micro-Credentials
A micro-credential is a record of focused learning achievement that verifies what the learner
knows, understands, or can do. It meets the standards required by relevant quality assurance
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SUBJECT; Omnibus Guidelines on TVET Micro- Page 3 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number 077 series of 2024

Date Issued: Effectivity: Supersedes:

DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

frameworks and offers flexibility, making it stackable and targeted toward specific
competencies that can be assessed and verified (UNESCO, 2022).

It includes assessment based on clearly defined standards and is awarded by a trusted

provider. A micro-credential holds standalone value but can also contribute to or complement
other micro-credentials or macro-credentials, including through the recognition of prior
learning (UNESCO. 2022).

Program Recognition
Refers to the process by which a unit or cluster of competencies (CoCs) of registered TVET
programs are recognized as a Micro-Credential Course.

Program Registration
Refers to the process by which TVET programs are registered with TESDA. (TESDA Circular
107,3.2021)

Re-bundling
A structure where micro-credentials from different training regulations can be combined to
create new and tailored qualifications. This flexibility ensures that the education and training
system can provide individual learner pathways as well as quickly respond to evolving industry
demands and emerging skill requirements.

Re-bundling transforms the qualification framework into a supermarket of competencies that

can offer a flexible, customizable, and adaptable framework for qualifications.

Stand Alone Micro-Credentials

Can serve as independent units of certification, allowing learners and workers to gain specific
skills and knowledge without committing to a full qualification. This approach is beneficial for
individuals seeking to upskill or re-skill in particular areas without extensive time commitments.

Supermarket of Competencies
A system or approach where a wide range of competencies and skills are offered and can be
selected by learners and workers based on their individual needs and career goals.

This could involve a flexible and modular approach to learning, where learners and workers
can pick and choose the specific competencies they want to acquire, similar to how one might
select items from a supermarket shelf.

Unbundling
Allows for the disaggregation of qualifications into smaller, more manageable micro
credentials.

Validation
The process by which TESDA and TESDA-accredited institutions confirm that individuals meet
the required competencies for specific micro-credentials through appropriate assessments or
recognition of prior learning (RPL), ensuring alignment with industry and educational
standards. This process upholds quality assurance and allows learners and workers to
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SUBJECT: Omnibus Guidelines on TVET Micro- Page 4 of 17 pages

Credentialing for the Skilling, Upskiiling, and
Reskiiling of the Workforce Number (HI series of 2024

Date Issued: Effectivity: Supersedes:

DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

optimize resources by earning credentials through flexible methods, including online courses
and RPL-based assessments.

Verification
The process of ensuring that stakeholders—such as learners and workers, employers, and
training providers—can trust the authenticity of issued badges.

III. OBJECTIVES

The Omnibus Guidelines on TVET Micro-Credentialing for the Skilling, Upskiiling,

and Reskilling of the Workforce aim to establish a robust framework for integrating micro
credentials into TESDA’s programs. This initiative seeks to modernize technical education and
skills development, making it more responsive to the evolving demands of the workforce and
industry. The specific objectives of this circular are as follows:

1. Provide a standardized, flexible, and modular approach to skills certification, enabling

learners and workers to earn, stack, and accumulate recognized qualifications:
2. Support lifelong learning by offering accessible and progressive pathways for learners and
workers to advance their skills and competencies;
3. Facilitate upskiiling and reskilling to meet the shifting requirements of the workforce and
adapt to emerging technologies and industry trends; and
4. Ensure responsiveness to dynamic industry needs by using micro-credentials to deliver
targeted, job-relevant skills that address current and future market demands.

IV. MICRO-CREDENTIALS ECOSYSTEM

TESDA
* Industry-Based Assessment
Philippine Credit and Certification System :
Transfer System stand Alone {IBACS} I
(PCTS) ●Unpacking ofCS/ ● Referertcing Strategies (e.g, i
TRs Adopl-Adapt. ABDD. etc.) J
✓

Stackable
● Alignm«ni to Quitn u(
—j Comperencies |COC) /
, ● Demands of The indmtrv

utoMer
fWUCSTtON listeUSTRIES/
MICRO
IMSTiTUTtGNS COMPAWIES
CREDENTIALS
\ \ I 7
Credit Transfer (MCs)
and Articulation of Employee
MCs within a Upskillsing
Degree /Reskiiling

Recognition of
Pathway to Higher MCs as Valid Proof
Education of Skills and

TRUST network Competencies

 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 5 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskiiiing of the Workforce Number ^]]_ series of 2024
Date Issued: Effectivity: Supersedes:
DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

The micro-credentials integration model presents a comprehensive framework designed to

enhance the alignment between education, training, and industry demands. At the core of this model
is the concept of micro-credentials as modular and stackable units that contribute to larger
qualifications, thus, providing a flexible and responsive approach to skill development.

Defining Competencies for Micro-Credentialing

The foundation of an effective micro-credentials system lies in a clear and well-defined set
of competencies. In the context of TESDA, this involves aligning micro-credentials with established
Clusters of Competencies (COC) and Training Regulations (TR). By systematically defining the
competencies required for various roles within the workforce, TESDA ensures that learners and
workers have a transparent understanding of what is expected for specific qualifications.

Furthermore, engaging industry stakeholders in the competency definition process is crucial.

Their insights will help refine the competencies to ensure they are not only relevant but also
responsive to emerging trends in the labor market. This collaborative approach ensures that the
defined competencies effectively address the skills required for current and future job roles.

Validation of Competencies

Once competencies have been clearly defined, the next step is validation, which involves
the process by which learning providers or assessors confirm that individuals have met the
requirements necessary for specific micro-credentials through an appropriate assessment process.
TESDA-accredited institutions play a pivotal role in this validation process, ensuring that the
issuance of micro-credentials aligns with the established TRs, COCs, MCC, and NTRs. This
validation process should adhere strictly to industry and educational standards, providing a robust
framework for quality assurance.

TESDA's micro-credential programs utilize flexible learning methods, including fully online
courses, enabling individuals to earn credentials through assessments or recognition of prior
learning (RPL). Additionally, RPL recognizes previously acquired knowledge and skills, allowing
learners and workers to avoid redundant training and optimize scholarship funds by presenting their
Certificates of Achievement / digital badges as evidence of relevant outcomes or industry experience
related to specific micro-credential programs.

The design of badges that represent these micro-credentials is equally important; they must
be thoughtfully crafted to accurately reflect the competencies achieved, serving as a credible symbol
of skill attainment. By maintaining high standards in badge design and validation, the system can
foster greater trust among stakeholders, including learners, workers, employers, and educational
institutions.

Verification of Micro-Credential Authenticity

Verification is a critical component of the micro-credentials ecosystem, enabling

stakeholders (e.g. learners, workers, employers, providers) to trust the authenticity of the badges
issued. To facilitate this process, it is essential to establish trust networks that include TESDA,
educational institutions, and industry partners. These networks will provide the necessary
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SUBJECT: Omnibus Guidelines on TVET Micro- Page 6 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number DV series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC nm
TC No. 058, s. 2022

infrastructure for the verification of issued badges, allowing employers to authenticate claims about
an individual's skills and competencies seamlessly.

Standardizing verification processes across various stakeholders will enhance the reliability
of the micro-credentials system, making it easier for employers to access and trust the information
associated with each badge. By implementing a rigorous verification framework, the ecosystem can
significantly bolster the reputation of the issuing organizations and the validity of the micro
credentials themselves.

The Role of Trust Networks

A robust trust network is a cornerstone of the integrated micro-credentials model, ensuring

the credibility and acceptance of micro-credentials across different sectors. This network comprises
TESDA, higher education institutions, and industry partners, all of whom must collaborate to endorse
and recognize micro-credentials.

The developers of micro-credentials can include a diverse range of stakeholders, such as

industry experts, training institutions, educational bodies, and professional organizations.
Developers do not necessarily have to be the providers of the micro-credentials; while providers are
typically responsible for delivering the learning experience, developers may focus solely on creating
the content and structure. Providers of micro-credentials can include TESDA-accredited institutions,
industry associations, private companies, or training centers. Similarly, providers may not be the
original developers, as they can adopt or adapt pre-developed micro-credentials for delivery. The
issuers of micro-credentials can be TESDA, accredited institutions, or other recognized bodies
authorized to certify learning outcomes.

Moreover, both providers and issuers of micro-credentials may include TESDA, industry
partners, and educational institutions, provided that they undergo an appropriate accreditation or
recognition process. Accreditation refers to TESDA accrediting the micro-credentials developed by
its stakeholders, ensuring they meet the agency's standards and requirements. Recognition, on the
other hand, pertains to other providers, aside from TESDA, acknowledging and endorsing TESDA's
micro-credential programs, thereby enhancing their credibility and acceptance across various
sectors.

Lastly, industries and higher educational institutions are allowed to propose new micro
credentials even if they are not yet included in the existing TESDA training programs. This flexibility
ensures that micro-credentials remain responsive to emerging skills and evolving industry demands,
enabling learners and workers to acquire competencies necessary for the modern job market. This
system of mutual accreditation and recognition strengthens the trust network and fosters the
widespread adoption of micro-credentials across various sectors.

V. MICRO-CREDENTIALS IN TVET

A micro-credential is a record of focused learning achievement that verifies what the learner
knows, understands, or can do. It meets the standards required by relevant quality assurance
 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 7 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number series of 2024

Date Issued: Effectivity: Supersedes:

DEC mm Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

frameworks and offers flexibility, making it stackable and targeted toward specific competencies that
can be assessed and verified (UNESCO, 2022).

It includes assessment based on clearly defined standards and is awarded by a trusted

provider. A micro-credential holds standalone value but can also contribute to or complement other
micro-credentials or macro-credentials, including through the recognition of prior learning
(UNESCO, 2022).

They are particularly valuable for fostering lifelong learning, enabling individuals to
continuously update and expand their competencies in response to evolving industry needs. Over
time, the accumulation of these stacked credentials can be recognized and formalized into training
regulations, if applicable, creating a structured pathway from modular learning to standardized
professional certification.

TESDA Micro-Credentials shall apply on units of competencies (UCs) as building blocks

of the competency identified in Competency Standards/Training Regulations and provide individuals
with a certificate that represents the learning outcomes as well as the competency standard
achieved.

TESDA Diploma Programs, however, stand apart as they are terminal qualifications,
representing the highest level of competency within a specific technical or vocational field. A diploma
signifies the culmination of a learner's education and training, confirming they have acquired
comprehensive expertise and are fully prepared for employment in their discipline. Considering
these factors, all of TESDA’s training programs, except for Diploma programs, can be classified as
micro-credentials due to their strong alignment with market trends and industry demands.

VI. MICRO-CREDENTIALS STRUCTURE

The micro-credential structures — stand-alone, bundling, unbundling, and re-bundling—offer

a dynamic framework for integrating micro-credentials into the existing education and training
systems. These structures suggest a focused learning approach that is modular, flexible, and
stackable.

Stand Alone Micro-Credentials

Stand Alone

MC

Stand-alone micro-credentials can serve as independent units of certification, allowing

learners and workers to gain specific skills and knowledge without committing to a full qualification.
This approach is beneficial for individuals seeking to upskill or re-skill in particular areas without
extensive time commitments.
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SUBJECT: Omnibus Guidelines on TVET Micro- Page 8 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number 017 series of 2024

Date Issued: Effectivity: Supersedes:

DEC 16 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

Bundling and Unbundling Micro-Credentials

Bundline Unbundling

1
TR1

By bundling multiple micro-credentials, comprehensive training regulations can be formed,

providing a holistic qualification that encompasses a broad set of competencies. Bundling can be
done for UCs, COCs, and CS/TRs; therefore, making the qualification more structured and goal-
oriented.

Conversely, unbundling allows for the disaggregation of qualifications into smaller, more
manageable micro-credentials. This modular approach provides learners and workers with the
flexibility to achieve qualifications incrementally, enhancing accessibility and encouraging lifelong
learning.

Re-Bundling Micro-Credentials

Re-bundline

WC3 1 I MC3.2 I MC3 3

The re-bundling model showcases the adaptability of the framework where micro
credentials from different training regulations and emerging skills can be combined to create new
and tailored qualifications. This flexibility ensures that the education and training system can provide
individual learner pathways as well as quickly respond to evolving industry demands and emerging
skill requirements.

In essence, the re-bundling model transforms the qualification framework into a supermarket
of competencies that can offer a flexible, customizable, and adaptable framework for qualifications.
 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 9 of 17 pages

Credentiaiing for the Skilling, Upskilling, and
Reskiiling of the Workforce Number H2 series of 2024
Date Issued: Effectivity: Supersedes:
Immediately TC No. 048, s. 2021
DEC 16 2024 TC No. 058, s. 2022

VII. MICRO-CREDENTIAL COURSE PACKAGING RULE

All TVET programs with a minimum of Unit of Competency, except Diploma programs, are
considered as Micro-Credential Course.

A. Micro-Credential Sources

A.1 Supermarket of Competencies

A Micro-Credential Course may be a single or a combination of:

a. Unit of Competency (UC)

b. Cluster of Competencies (COC)
c. Competency Standard (CS) /Training Regulations (TR)
d. Bundled TR-Based Programs

A.2 Emerging Technologies

Designing micro-credentials for emerging technologies involves creating flexible,

focused programs that equip learners with practical skills.

The process begins with the identification of key technologies and the definition of
clear learning outcomes. The program is structured into modular units that integrate
theoretical knowledge with hands-on projects, ensuring real-world application. Assessments
are aligned with industry standards, and the program is delivered through interactive
platforms for an engaging learning experience.

B. Titling

1. The TVIs have the flexibility to create their own titles for the micro-credential courses they
develop; however, these titles must receive approval from the TESDA Regional Office, in
coordination with the TESDA Provincial/District Office, before finalization.

2. The qualifications and/or units of competency associated with each micro-credential course
must be clearly outlined in the T2MIS reports, curriculum, and all other relevant institutional
and learner documentation.

3. For Micro-Credential Course with Training Regulation, the title shall be consistent with
the description on the skills involved in using the special technology, which is usually
indicated in the range of variables. The phrase “Leading to" and the training shall be placed
under the micro-credential course title;

Illustration; Utilizing Specialized Communication Skills Leading to NC IV

Qualifications
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SUBJECT: Omnibus Guidelines on TVET Micro- Page 10 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskiiling of the Workforce Number 517 series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC 16 2024
TC No. 058, s. 2022

4. For Micro-Credential Course on emerging technology, the title shall adopt the skills
involved in the application of emerging technology.

Illustration: Developing Data Analytics Dashboard

C. Offering Types

Units of Competency (UC) Clusters of Competency Competency Standards Bundled Program

(COC) (CS) / Training
Regulations (TR)

1.1 Stand Alone UC 2.1 Stand Alone COC 3.1 Stand Alone CS/TR 4.1 Combination of two
(2) or more CS/TR from
the following;

● Same Quaiification
● Different Levels
● Same Sector

1.2 Combination of two (2) 2.2 Combination of two (2) 4.2 Combination of two
or more UCs within the or more COCs within the (2) or more CS/TR from
same CS/TR same CS/TR the foilowing:

● Different
Qualifications
● Same Level
● Same Sector

1.3 Combination of two (2) 2.3 Combination of two (2) 4.3 Combination of two
or more UCs from the or more COCs from the (2) or more CS/TR from
following: foilowing: the foilowing:
Same Qualification ● Same Qualification
Different Levels ● Different Levei ● Different
Qualifications
● Same Level
● Different Sectors

1.4 Combination of two (2) 2.4 Combination of two (2) 4.4 Combination of two
or more UCs from the or more COCs from the (2) or more CS/TR from
following; following: the following:
Different ● Different
Qualifications Qualifications ● Different
● Same Level ● Same Level Qualifications
● Same Sector ● Same Sector ● Different Levels
● Same Sector

1.5 Combination of two (2) 2.5 Combination of two (2) 4.5 Combination of two
or more UCs from the or more COCs from the (2) or more CS/TR from
following: following: the following:
● Different ● Different
Qualifications Qualifications Different
● Different Levels ● Different Level Qualifications
● Same Sector ● Same Sector Different Levels
Different Sectors
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SUBJECT: Omnibus Guidelines on TVET Micro- Page H of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number OJl series of 2024
Date Issued: Effectivity: Supersedes:
DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

1.6 Combination of two (2) 2.6 Combination of two (2)

or more UCs from the or more COCs from the
following; following;
Different ● Different
Qualifications Qualifications
● Same Level ● Same Level
● Same Sector ● Different Sectors

1. 7 Combination of two (2) 2.7 Combination of two (2)

or more UCs from the or more COCs from the
following; following;
Different ● Different
Qualifications Qualifications
Different Levels ● Different Levels
Different Sectors
● Different Sectors

The table above outlines different combination types for offering TESDA Micro-Credential
Courses. These combinations help illustrate micro-credentials across varying qualifications, levels,
and sectors. The table breaks down several components, starting with the Units of Competency
(UCs) which can be either be a standalone UC or a bundle of multiple UCs; these combinations can
come from the same or different Competency Standards/Training Regulations (CS/TR).

The Clusters of Competency (COCs) represent groupings of UCs that are bundled together.
These clusters can either come from within the same CS/TR or from different ones, depending on
the combination type. The Competency Standards/Training Regulations (CS/TR) refer to the
documents that outline the competencies required for specific qualifications. Finally, the Bundled

Program column shows how different combinations of CS/TRs, levels, and sectors are used to
create modular programs.

To ensure that the Micro-Credential Courses are coherent and relevant, the bundling of Units
of Competency, Clusters of Competency, and Competency Standards/Training Regulations must
be aligned within the value chain of a specific industry or sector.

VIII. DIGITAL BADGES

In recognition of the evolving landscape of skills validation and a rise in the demand for micro
credentials, TESDA proposes the development of a Digital Badge Issuance System. Digital badges
are visual representations of micro-credentials that signify skill achievements and accomplishments.

This initiative aims to improve the recognition and transferability of skills that learners and
workers gain through various educational and vocational courses. The Digital Badge Issuance
System will be designed interoperable with the existing databases (e.g. T2MIS, TESDA Website) to
facilitate the creation, issuance, and management of digital badges that signify specific skill
achievements and competencies.
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Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number 077 series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC U mi
TC No. 058, s. 2022
IX. REGISTRATION AND/OR RECOGNITION OF MICRO-CREDENTIAL COURSE

1. The processing and process cycle time of the Registration and/or Recognition of Micro-
Credential Course whether WTR or NTR-Program shall follow the existing Operating
Procedures on Program Registration and Recognition.

2. The following Types of MCC shall be registered and/or recognized as stand alone or
combination of the following:
a. UC
b. CoC
c. CS/TRs
d. Bundled TRs/UCs/COCs

3. For Unit of Competencies (UC) / Cluster of Competencies (CoC) / emerging technologies,

the registration and/or recognition of MCC shall follow the Program
Registration/Recognition Checklist of Requirements (see Annex A).

4. A Certificate of TVET Program Registration (CTPR) or Certificate of Recognition (COR)

for Micro-Credential Course (MCC) shall be issued upon successful registration and/or
recognition of a micro-credential course (Annex B).

X. TRAINER REQUIREMENTS

1. Bundled Programs, Training Regulations (TRs), Clusters of Competency (COC), and No

Training Regulations [NTR (e.g. CS)] shall follow the Trainer Requirements indicated in the
UTPRAS guidelines.

2. Unit/s of Competency

The trainer of a unit of competency or a cluster of competency must possess the technical
skills relevant to the micro-credentials course to be offered and the competencies in
trainer's methodology to be confirmed by the following evidences:

a. Technical Skills. This refers to any of the evidences that relate to the unit/s to be handled:

● TESDA National Certificate (NC)

● TESDA Certificate of Competency (COC)
● Certificate of Training or Achievement
● Certificate of Employment indicating the duties and tasks
● Certification from the employer, relevant non-government organization, national
government agencies or local government units that he/she is a practitioner of the
technical skills relevant to the unit/s. Trainers of the unit/s of competency should
possess at least two (2) years industry experience.
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SUBJECT: Omnibus Guidelines on TVET Micro- Page 13 of 1? pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number Oil series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC 1 6 2024
TC No. 058, s. 2022

b. Trainer’s Methodology. This refers to any of the evidences that relate to teaching
competencies;

● National TVET Trainers Certificate

● Trainers Methodology Certificate or Certificate of Training on Trainers Methodology
Level I - COC 1
● Trainers Methodology Certificate I (In-Company Trainers) or Certificate of Training
on Trainers Methodology (In-Company Trainers)
● Certificate of Recognition for Provisional In-Company Trainer
● Certificate of Recognition for Community-Based Trainer
● Certificate of Training on Community-Based Trainers Methodology
● Certificate on any training methodology program attended
● Certification from employer, relevant non-government organization, national
government agencies or local government units, that the individual has been
conducting training for at least two (2) years.

XI. WAYS OF ATTAINING A MICRO-CREDENTIAL

Micro-credentials are in the form of Certificate of Achievement, Certificate of Training,

Certificate of Competency, or National Certificate.

The Certificate of Achievement and Certificate of Training are awarded through

institutional assessment while the Certificate of Competency and National Certificate are
awarded after passing the national competency assessment on Units of competencies or
qualifications with existing Competency Assessment Tools (CATs). Recognition of prior learning
(RPL) is a process of competency verification both in formal training and in the national
competency assessment.

XII. IMPLEMENTATION MECHANICS

Pilot implementation will be conducted in select regions to concretize the proof of concept.
The nationwide implementation of the micro-credentialing system will commence after the
analysis of the results of the pilot run.

XIII. RESPONSIBILITIES

1. Qualifications and Standards Office (QSO)

● Develops standards, ensures alignment, and monitors the quality of micro-credentials.

● Develops competency standards (CS), training regulations (TRs), and cluster units that
support micro-credential frameworks.
● Develops curriculum exemplars to serve as models.
● Develops competency assessment tools (CATs).
● Provides guidance on packaging micro-credential programs.
● Ensures the seamless stackability of micro-credentials toward larger qualifications.
● Establishes and updates policies to ensure that micro-credenti als align with industry
relevant competencies.
 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 14 of 17 pages

Credentiaiing for the Skilling, Upskiliing, and
Reskiiiing of the Workforce Number Oil series of 2024

Date Issued: Effectivity: Supersedes:

DEC 1 6 2024 Immediately TC No. 048, s. 2021
TC No. 058, s. 2022

2. Certification Office (CO)

● Manages assessment, certification, and reprogram registration systems for micro

credentials.
● Ensures the registration and/or recognition of MCC through UTPRAS.
● Oversees national certification and assessment processes aligned with micro-credential
courses.

● Leads capacity building for assessors to support the effective assessment of micro
credential courses.

3. Information and Communications Technology Office (ICTO)

● Provides digital infrastructure and manages platforms for issuing and storing digital
badges.
● Develops, maintains, and updates the Digital Badge Issuance System integrated with
TESDA databases (e.g., T2MIS).
● Ensures data security and interoperability of micro-credential s across various platforms,
including TESDA’s online systems.
● Provides technical support to TVIs for the adoption of micro-credential platforms in
coordination with the Regional and/or Provincial/District Offices.

4. Planning Office (PO)

● Supports strategic planning and policy development for the integration of micro
credentials.
● Conducts labor market studies to align micro-credential programs with industry needs.
● Ensures the alignment of micro-credential initiatives with the National Technical
Education and Skills Development Plan (NTESDP).
● Develops monitoring and evaluation frameworks to track the impact of micro-credential
programs.

5. Regional Operations and Management Office (ROMO)

● Ensures the smooth delivery and monitoring of micro-credential programs across

regions.
● Facilitates coordination between the TESDA Central Office and
Regional/Provincial/District Offices.
● Monitors compliance with micro-credential program guidelines at the local level.
● Assists in the allocation of scholarship funds to support learners and workers in micro
credential programs.

6. National Institute for Technical Education and Skills Development (NITESD)

● Innovates and develops micro-credential programs aligned with new technologies and
future skills in collaboration with TVIs / establishments / companies.
● Develops and manages TESDA Online Programs (TOP) and other digital learning
platforms.
 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 15 of 17 pages

Credentialing for the Skilling, Upskiliing, and
Reskilling of the Workforce Number Oil series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC 1 6 2024
TC No. 058, s. 2022

● Ensures that micro-credentials reflect emerging trends such as Industry 4.0 and
sustainable technologies.
● Leads capacity building for trainers to support the effective delivery of micro-credential
courses.

● Guides the TESDA Technology Institutions (TTIs) in the implementation of micro-

credentialing.

7. Partnership and Linkages Office (PLO)

● Builds partnerships with industry and other stakeholders to enhance the relevance of
micro-credentials.
● Engages with industries to ensure that micro-credentials align with market demands.
● Facilitates co-branded micro-credential programs with private sector partners.
● Promotes the adoption and recognition of TESDA micro-credentia ls within industries and
other educational institutions.

8. Public Information and Assistance Division (PIAD)

● Drives awareness and advocacy efforts related to micro-credentials.

● Manages communication campaigns to promote the benefits of micro-credentials.
● Facilitates stakeholder engagement by disseminating information about new micro
credential offerings.

9. Regional Offices (RO) and Provincial/District Offices (PO/DO)

● Administer and oversee micro-credential programs at the local level.

● Approve micro-credential course and ensure compliance with TESDA standards.
● Provide technical assistance to TVIs in developing and implementing micro-credentials.
● Administer the issuance of digital assessment badges and certifications, ensuring
integrity in competency assessments.
● Monitors the issuance of digital training badges and certifications, ensuring integrity in
institutional assessments.
● Monitor and report on the performance and outcomes of micro-credential programs in
their jurisdiction.
● Ensure establishment of infrastructure for training and competency assessment.

XIV. LIMITATIONS

1. The framework leverages unit/s of competency to maintain consistency with TESDA’s

competency-based model. Future iterations may explore recognizing smaller learning
elements to offer more targeted skill acquisition.

2. TESDA ensures quality by recognizing badges from registered providers only. Expanding
mutual recognition with international or external platforms could enhance the portability of
these credentials.
 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 16 of 17 pages

Credentialing for the Skilling, Upskilling, and
Reskilling of the Workforce Number OV series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC 1 6 2024
TC No. 058, s. 2022
3. The framework prioritizes industry-driven programs to meet workforce needs. Introducing
learner-driven pathways in the future could offer greater flexibility and cater to individual
learning goals.

4. While there is a possible stackability towards a collegiate destination, a more defined micro-
credentialing and credit system framework among the three (3) education agencies is
material in its realization.

XV. RISK MANAGEMENT

As TESDA moves to declare its training programs as micro-credentials, it is essential to

address potential risks while leveraging opportunities to ensure effective implementation. The
following risks and strategies outline the necessary steps to mitigate challenges:

Credibility and Recognition

● R/sk: Micro-credentials may face limited acceptance by employers and educational

institutions.
● Strategy: Partner with industries and stakeholders to build credibility through advocacy and
by promoting micro-credentials as valid indicators of specific competencies.

Standardization and Quality Assurance

● Risk: Lack of consistent standards may reduce the perceived value of micro-credentials.
● Strategy: Establish clear standards and robust quality assurance mechanisms that align with
national and international benchmarks.

Integration with Traditional Education

● Risk: Difficulty aligning micro-credentials with formal education pathways.

● Strategy: Work with educational institutions to allow micro-credentials to stack toward larger
qualifications, ensuring seamless integration.

Awareness and Adoption

● Risk: Limited awareness, particularly in certain regions, may slow adoption of micro
credentials.
● Strategy: Implement nationwide awareness campaigns and advocacy efforts to promote the
benefits and relevance of micro-credentials.

Technological Infrastructure and Data Security

● Risk: Inadequate digital infrastructure and data privacy concerns may hinder the effective
implementation and management of micro-credentials.
 TESDA CIRCULAR

SUBJECT: Omnibus Guidelines on TVET Micro- Page 17 of 17 pages

Credentiaiing for the Skiiiing, Upskilling, and
Reskiiiing of the Workforce Number Oil series of 2024

Date Issued: Effectivity: Supersedes:

Immediately TC No. 048, s. 2021
DEC 15 2m
TC No. 058, s. 2022

● Strategy: Invest in secure digital platforms for issuing and storing micro-credentials, ensure
compliance with data privacy laws, and provide technical support to stakeholders to promote
smooth adoption and usage.

Program Monitoring and Reporting

● Risk: Inconsistent monitoring and reporting may result in the overstatement of

accomplishments by provinces or regions, leading to inaccurate data and undermining
program integrity.
● Strategy: Develop a centralized monitoring system with clear reporting protocols to ensure
accurate and verifiable data. Regular audits and performance reviews will maintain
accountability and prevent inflated reporting of outcomes.

XVI. SEPARABILITY CLAUSE

If, for any reason, any part or provision of these guideiines is declared invalid or
unconstitutional, any part or provision not affected thereby shall remain in full force and effect.

XVII. EFFECTIVITY

This Circular shall take effect as indicated. Wide dissemination of this Circular by all concerned
is hereby enjoined.

pE FRANCISCO^IKO”^BENITEZ
Secretary / Director General, TESDA
Annex A. Program Registration / Recognition Checklist of Requirements

PROGRAM REGISTRATION AND/OR RECOGNITION CHECKLIST OF REQUIREMENTS

Micro-Credential Course

Name of Applicant

TVI/Company;

Address: Tel/Fax No.:

Program Applied: Duration: (in hrs.)

No. of trainees per batch:

Training Capacity
No. of batches per year:

Compliant
Remarks
Yes No

1. Letter of Intent to Offer Micro-credential Course.

2.1 For program registration of stand alone UC or

cluster of units of competencies (CUC) under
the No Training Regulations (NTR) program or
a component of a WTR program which is not a
registered program of the TVI, a certified copy
of the Business Registration and Permit issued
by any of the following government agencies:
local government unit (LGU), Department of
Trade and Industry. Securities and Exchange
Commission, Cooperative Development
Authority, among others, must be provided.

2.2 For program recognition of stand alone UC or

cluster units of competencies (CUC), the TVI must
provide a certified copy of the valid, current, and
authentic Certificate of TVET Program
Registration (CTPR) where the micro-credential is
a component,
3, Any of the following curriculum documents, where
applicable:
3,1 Competency-Based Curriculum for Institution-
Based Training; or
3,2 Training Plan for other modes of training
delivery

4. Institutional Assessment Tools,

Annex A. Program Registration / Recognition Checklist of Requirements

5. List of Qualified Trainers

5.1 The trainer of a unit of competency or a cluster of

competency must possess the technical skills
relevant to the micro-credentials course to be
offered and the competencies in trainer's
methodology to be confirmed by the following
evidences;

Technical Skills. This refers to any of the evidences

that relates to the micro-credential course to be
handled:
TESDA National Certificate (NC); or
TESDA Certificate of Competency
(COC); or
Certificate of Training or Achievement; or
Certificate of Employment indicating the
duties and tasks; or
Certification from the employer, relevant
non government organization, national
government agencies or local
government units that he/she is a
practitioner of the technical skills
relevant to the micro-credential course.

Trainers Methodology. This refers to any of the

evidences that relates to teaching competencies:
● National TVET Trainers Certificate; or
● Trainers Methodology Certificate or
Certificate of Training on Trainers
Methodology Level I - COC 1; or
● Trainers Methodology Certificate I
(In-Company Trainers) or Certificate of
Training on Trainers Methodology
(In-Company Trainers); or
● Certificate of Recognition for Provisional
In-Company Trainer; or
● Certificate on any training methodology
program attended; or
● Certification from employer, relevant non
government organization, national
government agencies or local
government units, that the individual has
been conducting training.

Note: Erasure is not allowed on the submitted requirements checklist

Annex A. Program Registration /Recognition Checklist of Requirements

Submitted by:

(Signature over Printed Name)

Head, Applicant TVI/Company

General Comments/Remarks;

Prepared by: Noted by:

(Signature over Printed Name) (Signature over Printed Name)

PO/DO UTPRAS Focal Provincial/District Director

Date: Date:
Annex A. Program Registration / Recognition Checklist of Requirements

TRAINING PLAN
(Micro-Credential Course)

A. Course Profile

Course Title

Name of Applicant
TVI/Company

Address

Status of Program □ With Training Regulation

□ No Training Regulation

Training Modality □ Institution-Based

□ Enterprise-Based

□ Community-Based

Learning Delivery □ Face-to-Face Learning □ Distance Learning

Mode
□ Online Learning □ Blended Distance and Face-to-
Face Learning
□ Blended Online and

Face-to Face Learning □ Others (Specify):

Recommended Class
Size

Total Nominal Duration

(as applicable)

-In-plant/Company

-In-school/TVI

Learning Outcome

Performance Criteria 1.

2.
Annex A. Program Registration / Recognition Checklist of Requirements

3.

4.

5.

B. Trainee’s Pre-Requisite Skills (if, Applicable):

To qualify for this course, the trainee must possess the following pre-requisite skills;

C. Teaching and Learning Activities Plan

Trainees Teaching and

Learning Teaching Practice and
Contents Methods
Learning No. of Hours
Feedback Resources

Total No. of Hrs.

D. Institutional Assessment Plan

Assessment Methods and Evidence to Pass*

Assessment Criteria

1.

2.
Annex A. Program Registration / Recognition Checklist of Requirements

3.

4.

5.

6.

No. of Hours

Total No. of Hours

‘Describe the assessment methods and the evidence to pass the assessment. Example: for written
test- at least 80% of the test items are answered correctly. For project/product- all the product
criteria (dimensions, surface finish, etc.) are met. For demonstration of skills- all the
steps/procedures are followed.

E. Tools and Equipment

Based on the recommended class size, the tools and equipment are as follows:

Qty. Unit Description

Annex A. Program Registration / Recognition Checkiist of Requirements

F. Supplies and Materials

Based on the recommended class size, the supplies and materials are as follows:

Qty. Unit Description

G. Training Facilities

Based on the recommended class size, the training facilities are as follows:

Prepared by: Approved:

(Signature over Printed Name) (Signature over Printed Name)

Name of Trainer Name of Administrator

Annex B. Certificate of TVET Program Registration (CTPR) / Certificate of Recognition (COR) for
Micro-Credential Course (MCC)

Republic of the Philippine

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Region

This

Certificate of TVET Program Registration

for Micro-credential Course (CTPR MCC)

WTR No. (0000-00-00-000000000 -ooo)

is hereby granted to

(NAME OF INSTITUTION)
(Address)

for its Registered Program on

(Title of Micro -credential Course)

with a duration of (No. of hours/days)

The course covers the following Competencies:

Given this (Ordinal Number) day of (Month) (Year) at (Place)

By the Authority of the TESDA Director General:

(NAME OF REGIONAL DIRECTOR)

Regional Director

Valid Until: ( dd/mm/yea^

SN MCC WTR -
Page 1 of page 2
Annex B. Certificate of TVET Program Registration (CTPR) / Certificate of Recognition (COR) for
Micro-Credential Course (MCC)

This Certificate of TVET Program Registration (CTPR) is hereby granted pursuant to Republic
Act No. 7796 creating the Technical Education and Skills Development Authority (TESDA) and in
accordance with TESDA Board Resolution No. 98-03 on the Establishment of the Unified TVET
Program Registration and Accreditation System (UTPRAS) dated January 23. 1998 and the
existing TESDA Circular on Omnibus Guidelines on Technical Vocational Education and Training
(TVET) Program Registration.

Furthermore, the institution undertakes to perform the following:

1. Continuously comply with the requirements of program registration as prescribed in the Omnibus
Guidelines TVET Program Registration and Operating Procedure on Program Registration including
the requirements for re-registration due to migration to updated Training Regulations or transfer to
another Region and/or requirements for CTPR re-issuance, as the case may be;
2. Abide with the requirements of compliance audit of registered programs to ensure adherence to
applicable laws, regulations, policies, and other guidelines relevant to TVET Program Registration;
3. Ensure that Institution is financially capable to meet its short-term financial liabilities relevant to the
delivery of the program;
4. Desist from committing or omitting acts detrimental to the interest of public service in the registration
and delivery of TVET programs as provided in the existing guidelines;
5. Not to engage in recruitment activities that will result to conflict in the delivery of training of the
registered program;
6. Comply to the process of closure proceedings whether for voluntary or involuntary cause as prescribed
in the existing Omnibus Guidelines and surrender this CTPR to the Provincial/District Office concerned
as directed;
7. Request for Special Order (SO) issuance within fifteen (15) days after the completion of the training
program and issue the Training Certificate and other pertinent documents within fifteen (15) days after
receipt of SO from the Provincial Office;
8. Submit report on learners data on enrollment fifteen (15) days before the start of the training program,
and terminal report within 15 days after the completion of training through T2MIS to the Provincial
Office, respectively; and
9. Turn-over of the learners’ credentials or learners’ records to the Provincial Office within fifteen (15) days
after conclusion of closure proceedings in either case of voluntary or involuntary closure of programs.

This Certificate is not applicable to any other program or any other branch of the institution. It shall
be automatically revoked after a period of five (5) years from the date of issuance, without
prejudice to the institution to re-apply.

In case of any violation of the provisions of TESDA’s promulgated guidelines on TVET

program registration and other related issuances, committed by the institution, TESDA shall revoke,
after due process, this CTPR.

By the Authority of the TESDA Director General:

(NAME OF REGIONAL DIRECTOR)

Regional Director
Conforme:

(Signature over Printed Name)

Designation

SN MCC WTR -
p. 2 of 2 pages
Annex B. Certificate ofTVET Program Registration (CTPR) / Certificate of Recognition (COR) for
Micro-Credential Course (MCC)

Republic of the Philippine

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Region
BACONC PIUPIMAS

This

Certificate of TVET Program Registration

for Micro-credential Course (CTPR MCC)

NTR No. (0000-00-00-000000000 -ooo)

is hereby granted to

(NAME OF INSTITUTION)
(Address)

for its Registered Program on

(Title of Micro -credential Courie)

with a duration of (No. of hours/days)

The course covers the following Competencies:

Given this (Ordinal Number) day of (Month) (Year) at (Place)

By the Authority of the TESDA Director General:

(NAME OF REGIONAL DIRECTOR)

Regional Director

Valid Until: ( dd/mm/yea^

SN MCC NTR -
Page 1 of page 2
Annex B. Certificate of TVET Program Registration (CTPR) / Certificate of Recognition (COR) for
Micro-Credential Course (MCC)

This Certificate of TVET Program Registration (CTPR) is hereby granted pursuant to Republic
Act No. 7796 creating the Technical Education and Skills Development Authority (TESDA) and in
accordance with TESDA Board Resolution No. 98-03 on the Establishment of the Unified TVET
Program Registration and Accreditation System (UTPRAS) dated January 23. 1998 and the
existing TESDA Circular on Omnibus Guidelines on Technical Vocational Education and Training
(TVET) Program Registration.

Furthermore, the institution undertakes to perform the following:

1. Continuously comply with the requirements of program registration as prescribed in the Omnibus
Guidelines TVET Program Registration and Operating Procedure on Program Registration including
the requirements for re-registration due to migration to updated Training Regulations or transfer to
another Region and/or requirements for CTPR re-issuance, as the case may be;
2. Abide with the requirements of compliance audit of registered programs to ensure adherence to
applicable laws, regulations, policies, and other guidelines relevant to TVET Program Registration;
3. Ensure that Institution is financially capable to meet its short-term financial liabilities relevant to the
delivery of the program;
4. Desist from committing or omitting acts detrimental to the interest of public service in the registration
and delivery of TVET programs as provided in the existing guidelines;
5. Not to engage in recruitment activities that will result to conflict in the delivery of training of the
registered program;
6. Comply to the process of closure proceedings whether for voluntary or involuntary cause as prescribed
in the existing Omnibus Guidelines and surrender this CTPR to the Provincial/District Office concerned
as directed;
7. Request for Special Order (SO) issuance within fifteen (15) days after the completion of the training
program and issue the Training Certificate and other pertinent documents within fifteen (15) days after
receipt of SO from the Provincial Office;
8. Submit report on learners data on enrollment fifteen (15) days before the start of the training program,
and terminal report within 15 days after the completion of training through T2MIS to the Provincial
Office, respectively; and
9. Turn-over of the learners’ credentials or learners’ records to the Provincial Office within fifteen (15) days
after conclusion of closure proceedings in either case of voluntary or involuntary closure of programs.

This Certificate is not applicable to any other program or any other branch of the institution. It shall
be automatically revoked after a period of five (5) years from the date of issuance, without
prejudice to the institution to re-apply.

In case of any violation of the provisions of TESDA’s promulgated guidelines on TVET

program registration and other related issuances, committed by the institution, TESDA shall revoke,
after due process, this CTPR.

By the Authority of the TESDA Director General:

(NAME OF REGIONAL DIRECTOR)

Regional Director
Conforme;

(Signature over Printed Name)

Designation

SNNTR -
p. 2 of 2 pages
Annex B. Certificate of TVET Program Registration (CTPR) / Certificate of Recognition (COR) for
Micro-Credential Course (MCC)

Republic of the Philippine

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Region

This

Certificate of Recognition
for Micro-credential Course ( CoR MCC)

WTR No. (0000-00-00-000000000 -ooo)

is hereby granted to

(NAME OF INSTITUTION)
(Address)

for its Recognized Program on

(Title of Micro -credential Ceurte)

with a duration of (No. of hours/days)

The course covers the following Competencies:

Given this (Ordinal Number) day of (Month) (Year) at (Place)

By the Authority of the TESDA Director General:

(NAME OF REGIONAL DIRECTOR)

Regional Director

Valid Until: ( dd/mm/yea^

SN MCC WTR -
Annex B. Certificate of TVET Program Registration (CTPR) / Certificate of Recognition (COR) for
Micro-Credential Course (MCC)

Republic of the Philippine

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
Region

This

Certificate of Recognition
for Micro-credentiai Course (CTPR MCC)

NTR No. (0000-00-00-000000000 -ooo)

is hereby granted to

(NAME OF INSTITUTION)
(Address)

for its Recognized Program on

(Title of Micro -credential Course)

with a duration of (No. of hours/days)

The course covers the following Competencies:

Given this (Ordinal Number) day of (Month) (Year) at (Place)

By the Authority of the TESDA Director General:

(NAME OF REGIONAL DIRECTOR)

Regional Director

Valid Until: ( dd/mm/yea^

SN MCC NTR -
Annex C. Examples of Micro-Credential Course Packaging

Package 1.1 Stand Alone UC

Prepare Workplace
for Servicing Mobile
Phone Unit and
Handheld Gadget

Diagnose and Identify

Hardware and
Software Related
Troubleshoot and Problems
Mobile Phones and
Repair Mobile Phone Handheld Gadgets
Unit and Handheld
Servicing NC HI Troubleshoot and
Gadget
Repair Mobile Phone
Unit and Handheld
Gadget

Perform
Functionality T esting
and Documentation

Legend

Sample MCC Title

Sample TR Title

Sample Units of Competencies

included in the bundled MCC

Sample Units of Competencies not

included in the bundled MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 1.2 Combination of two (2) or more DCs from the same CS/TR

Prepare postproduction
materials and facilities

Build edits and materials

for postproduction
Film and Video
Postproduction Postproduction
Editing Basics NC III
Create enhanced edits
and materials for
postproduction

Wrap up
postproduction

Legend

Sample MCC Title

Sample TR Title

Sample Units of Competencies

included in the bundled MCC

Sample Units of Competencies not

included in the bundled MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 1.3 Combination of two (2) or more DCs from the following;
● Same Qualification; Electrical Installation and Maintenance
● Different Levels; NC II, NC III. and NC IV
Perform roughing-in activities,
wiring and cabling works for
single-phase distribution,
power, lighting and auxiliary
systems
Install electrical protective
Electrical Installation and devices for distribution, power,
lighting, auxiliary, lightning
Maintenance NC II
protection and grounding
svstems

install wiring devices of floor

and wall mounted outlets,
lighting fixtures/switches, and
auxiliary outlets

Perform roughing-in and wiring

activities for three-phase
distribution system for power,
lighting and motor control
panel

Electrical Systems Electrical Installation and

Installation and Perform installation of data
Maintenance NC III measurement and control
Supervision system on electrical and
auxiliaiy equipment

Install, assemble, test and

maintain motor control system

Supervise/Monitor installation
and maintenance on electrical
systems, auxiliary including
control, lighting, power and
, orotection eauinment

Electrical Installation and Perform commissioning of

Maintenance NC IV electrical equipment/system

Perform programming and

Legend installation of basic PLC
systems

Sample MCC Title

Sample TR Title

Sample Units of Competencies

included in the bundled MCC

Sample Units of Competencies not

included in the bundled MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 1.4 Combination of two (2) or more DCs from the following:
● Different Qualifications: Food and Beverage Services NC II and Barista NC II
● Same Level: NC II
● Same Sector: Tourism

Prepare the dining

room/restaurant area
for service

Welcome Guests and

take food and beverage
orders

Promote food and

beverage products
Food and Beverage
Services NC II
Provide food and
beverage semces to
guests

Provide room service

Receive and handle

Restaurant and Dining guest concerns

Services

Prepare espresso

Texture Milk

Barista NC II Prepare and serve

coffee beverages

Legend Perform basic

maintenance of machine
Sample MCC Title and equipment

Sample TR Title Perform basic cashiering

and general control
procedures
Sample Units of Competencies
included in the bundled MCC

Sample Units of Competencies not

included in the bundled MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 1.5 Combination of two (2) or more DCs from the following;
Different Qualifications: Tour packaging (Fit and Domestic) Services NC II and Tour
Guiding Services NC III
Different Levels; NC II and NC III
Same Sector: Tourism

Interpret and Respond

to request for
individual/independent
tour services

Tour packaging (Fit and Design and develop a

Domestic] Services NC II tour package itinerary

Determine tour package

cost and selling price

Tour Planning and

Itinerary Development
Research information
relevant to the
destination and tour
itinerary

Tour Guiding Services Oversee regional tour

NC III arrangements for clients

Guide and escort clients

in accordance with the
tour itinerary

Legend

Sample MCC Title

Sample TR Title

Sample Units of Competencies

included in the bundled MCC

Sample Units of Competencies not

included in the bundled MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 1.6 Combination of two (2) or more UCs from the following:
Different Qualifications: Manual Metal Arc welding (MMAW) NC II, Mechatronics Servicing
NC II, and Instrumentation and Control Servicing NC II
Same Level: NC II
Same Sector: Metals and Engineering and Electrical and Electronics

Set up welding
equipment

Manual Metal Arc

Prepare / Fit up
welding (MMAW)
NCII welding joints

Weld Carbon Steel

Plates and Pipes
using MMAW

Install mechatronics
and automation
devices
Robo welder Mechatronics
programming Servicing NC II
Configure and test
mechatronics and
automation system

Install
instrumentation and
control devices

Instrumentation and Calibrate

Control Servicing NC instrumentation and
Legend II control devices

Sample MCC Title

Configure
Sample TR Title instrumentation and
control devices

Sample Units of Competencies

included in the bundled MCC

Sample Units of Competencies not

included in the bundled MCC
 Annex C. Examples of Micro-Credential Course Packaging

Package 1.7 Combination of two (2) or more DCs from the following;
● Different Qualifications: Lifeguard Services NC II, Lifeguard Services NC II, and 3D
Animation NC III
● Different Levels: NC II and NC III
● Different Sectors: Social, Community Development and Other Services and Information
and Community Technology
ITelferm monaiy
! Resuscitation with AED

Maintain life support

equipmentaiid resources
Implement sak access and
exti’ication procedures in an

Contributein receivingrequest
for ambulance service

Contribute in allocating
ambulance service

Contribute in coordinating
emergency resources

Deliver basic ambulance

communication skills

Contribute in on- road

operations
Emergency Medical
Services NC II ^ C(.mtrihute to emergency
n4 scene management

Contribute to special event

scene management

Contributeto routinescene
management

Jeliver pre- hospital patient

care

Contribute to ambulance
operations management

Transport emergency
patients

Transport non- emergency

patients
Drive ambulance under
operational conditions
Emergency Response
Services I Demonstrate Water-Based
I Skills in a Pool Environment
Demonstrate Non-Contact
Rescue

Lifeguard Sei-vices Demonstrate

ContactWater
NCII Rescue

Perform Lifeguarding
Scanning
Legend Monitor Water Quality for
Swimming

Sample MCC Title Demonstrate Level of Fitness

Appropriate for Open Water
Environment
Provide Lifeguarding
Sample TR Title Supervision in Outdoor and
Indoor Leisure Facilities

Perform Emergency
Sample Units of Competencies Lifeguard Services^/ Response Techniques
NCIll WKT Perform Defibrilation and
included in the bundled MCC Oxygen Therapy
Communicate Using Radio
Transceiver
Sample Units of Competencies not Establish Public Safety-
included in the bundled MCC Consciousness and Meastires in
Aquatic Related Events
Annex C. Examples of Micro-Credential Course Packaging

Package 1.8 Combination of two (2) or more UCs from 21 Century Skills

Follow routine spoken

messages
Receive and respond to ^
workplace communication'
Perform workplace duties
following written notices

Obtain and convey

workplace information

Participate in workplace Perform duties following

communication workplace instructions

Complete relevant work-

related documents

Complete relevant work-

related documents

Lead workplace Lead workplace

communication discussions

^Iforlqjlace Communication
Identify and communicate
Mastery
issues arising in the
workplace

Meet common and specific

communication needs of
clients and colleagues

Contribute to the
development of
communication strategies
Utilize specialized
communication sldll
Legend:
Deliver a technical
Communication skills from:
presentation

Sample MCC Title Represent the organization

NC I

Develop/implement
NC II
communication strategies

NC III
Manage and sustain Promote the use of
effective communication
NC IV communication strategies
strategies

NC V Evaluate the effectiveness

of communication
strategies
 Annex C. Examples of Micro-Credential Course Packaging

Package 2.1 Stand Alone COC

Produce Traditional
Key Poses/Drawings
1 for Animation
I
I Producing Traditional
Key Poses/Drawings
for Animation

Export Animation to
Video File Format

Create Tradigital
Animation

Traditional Poses and

2D Animation NCIIl Creating Tradigital
Digital Cut-Out Animation
Animation

Export Animation to
Video File Format

Create 2D Digital Cut-

Out Animation

Creating 2D Digital
i Cut-Out Animation

Export Animation to
Video File Format

Legend

Sample MCCTitle

Sample TR Title

Sample COC included in the MCC

a
Sample COCs not included in the
MCC

Sample Units of Competencies

within the MCC

a Sample Units of Competencies not included in

the MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 2.2 Combination of two (2) or more COCs within the same CS/TR

Produce Traditional
Key Poses/Drawings
for Animation
Producing
Traditional Key
Poses/Drawings for
Animation
Export Animation to
Video File Fonnat

Create Tradigital
Animation

Creating 2D Digital 2D Animation NC 111 Creating Tradigital

Cut-Out Animation Animation

Export Animation to
Video File Format

Create 2D Digital Cut-

Out Animation

Creating 2D Digital
; Cut-Out Animation

Export Animation to
Video File Format

Legend

Sample MCCTitle

Sample TR Title

Sample COC included in the MCC

Sample COCs not included in the

MCC

Sample Units of Competencies

within the MCC

Sample Units of Competencies not included in

the MCC
 Annex C. Examples of Micro-Credential Course Packaging

Package 2.3 Combination of two (2) or more COCs from the following:
● Same Qualification: Fish Capture
● Different Levels: NC I and NC II

Apply deckhand skills Apply deckhand skills

aboard a fishing vessel aboard a fishing vessel

Load and unload goods Load and unload goods

Fish Capture NC I / cargo
/ cargo

Assemble and repair Assemble and repair

damaged netting damaged netting

Adjust and position

'\
beach seines, mesh nets
Netting Operations or gill nets
and Maintenance Beach, seining, mesh or
gill netting
Maintain, prepare,
deploy and retrieve
beach seines, mesh nets
or gill nets to land catch

Adjust and position

hand operated lines

Fish Capture NC II Hand-line Fishing

Maintain, prepare,
deploy and retrieve
hand operated lines to
land catch

Adjust and position

pots and traps

Pots and Traps

Maintain, prepare,
deploy and reti’ieve
Legend pots and traps to land
catch

Sample MCCTitle

Sample TR Title

Sample COC included in the MCC

Sample COCs not included in the

a MCC

Sample Units of Competencies

within the MCC

a Sample Units of Competencies not included in

the MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 2.4 Combination of two (2) or more COCs from the following;
● Different Qualifications: Visual Graphic Design NC III and Web Development NC III
● Same Level: NC III
● Same Sector: Information and Communication Technology

Develop Designs for

a Logo
Develop Designs for
Logo and Print Media
Develop Designs for
a Print Media

Develop Designs for

User Experience
Develop Designs for
Visual Graphics
User Experience and
Design NC 111 User Interface
Develop Designs for
User Interface

Develop Designs for

Product Packaging

J Design Booth and

> Product/Window
; Display

Visual and
Interactive Design Utilize Software
Services
Methodologies
Developing
Responsive Web
Design
Develop Responsive
Web Design

Utilize Software
Methodologies

Web Development Creating Interactive

NCIll Websites

Create Interactive
Websites

Utilize Software
Methodologies

' Developing Website

Legend Backend

Develop Website
Backend

Sample MCC Title

Sample TR Title

Sample COC included in the MCC

Sample COCs not included in the

□ MCC

Sample Units of Competencies

within the MCC

a Sample Units of Competencies not included in

the MCC
Annex C. Examples of Micro-Credential Course Packaging

Package 2.5 Combination of two (2) or more COCs from the following;
● Different Qualifications: Agricultural Crops Production NC 1 and Horticulture NC III
● Different Levels: NC I and NC III
● Same Sector: Agriculture, Forestry, and Fishery

Support Support
Horticultural crop I = Horticultural crop
work work

Support nursery Support nursery

work work
-ii'
il^cultural Crops
Production NC 1
Support Support
agronomic crop agi'onomic crop
work work

r
Support irrigation
work
fsupport irrigation
work

Prepare land for Prepare land for

agricultui'al crop agricultural crop
production production

Integrated Crop \ Implement post- Implement post

and Horticultural
Production
i haivest program harvest program

Implement plant Implement plant

nutrition program nutrition program

Control Weeds Control Weeds

Prepare and apply Prepare and apply

chemicals chemicals

Horticulture NC: ^
III
Establish Establish
Horticultural Horticultural
Crops Crops

Coordinate Coordinate
Legend horticultural horticultural
maintenance maintenance
nrnor:3m nrnm-am

Sample MCC Title Coordinate

^ Coordinate
1 horticultural crop f hoiticultural crop
han/esting
Sample TR Title harvesting j
Undertake field Undertake field
Sample COC included in the MCC \ budding and budding and
grafting grafting
Sample COCs not included in the
a MCC
1
Undertake Undertake
propagation propagation
Sample Units of Competencies activities activities
within the MCC

a Sample Units of Competencies not included in

the MCC
 Annex C. Examples of Micro-Credential Course Packaging

Package 2.6 Combination of two (2) or more COCs from the following:
Provide care and
● Different Qualifications: Caregiving NC II and Housekeeping NC II support to
● Same Level: NC II infqpK/toHHIprQ.
● Different Sectors: Human Health and Healthcare and Tourism Providecare and
support to children

Foster, social, intellectual,

creative and emotional

^evelogmen^^hildr^
Foster the physical
>1 development of children
Providing care and support
for infants, toddlers and Maintain healthy and
children safe environment

Respond to emergency

Clean living room,

“dining room, bedrooms,
^_^oile^ndbathroom_
Iwash and iron clothes,
r linen and fabric

Prepare hot and cold

Caregiving NC II meals

Provide care and

support to elderly

Provide care and

support to people with
sneclal needs

Maintain healthy and

safe environment

Provide care and support tOj^

elderly and p eople with ^
special needs ^ Respond to emergency

Clean living room,

dining room, bedrooms,
toilet and bathroom

Supportive Care and Guest Wash and iron clothes,

Services linen and fabric

Prepare hot and cold

meals

Provide Valet/Butler
Service
Providing Butler Service

Deal With/Handle
intoxicated guests

Provide Housekeeping
Services to Guests

Legend Providing Housekeeping to Clean and Prepare

Guests
Rooms for Incoming
Guests

Sample MCCTitle Deal With/Handle

Housekeeping NCII intoxicated guests

Sample TRTitle Clean Public Areas,

Facilities & Equipment
Cleaning public areas
Sample COC included in the MCC Deal With/Handle
intoxicated guests
Sample COCs not included in the
a MCC
Providing laundry service
Laundry linen and
guest clothes
Sample Units of Competencies
Deal With/Handle
within the MCC
intoxicated guests

a Sample Units of Competencies not included in

the MCC
 Annex C. Examples of Micro-Credential Course Packaging

Package 2.7 Combination of two (2) or more COCs from the following:
● Different Qualifications: Food Processing NC I, Aquaculture (Tilapia Culture) NC II, and
Visual Graphic Design NC 111
● Different Levels: NC I, NC II, and NC III
● Different Sectors: Processed Food and Beverages, Agriculture, Forestry, and Fishery, and
Information and Communication Technology
Assist in Quality Inspection Assist in Quality Inspection

Dispense Materials Dispense Materials

Prepare Packaging Prepare PacltagiSng

Materials and Supplies for Materials and Supplies for
Processing Processing

Food Processing NC I

Operate Basic Equipment Operate Basic Equipment

Clean and Sanitize Clean and Sanitize

Equipment and Processing /■ Equipment and Processing /'
Packaging Premises Packaging Premises

Debone and Fillet Fish Debone and Fillet Fish

Conduct Pre-Operational
Aquaculture Activities
Perform Tilapia Hatchery
and Nursery Operation
Operate Tilapia Hatchery
and Nursery

Tilapia Cultivation and I Aquaculture (Tilapia

Market Presentation Culture] NC II
Conduct Pre-Operational
Aquaculture Activities
Perform Tilapia Grow-Out
Operation

Perform Tilapia Grow-Out

Develop Design for a Logo

Develop Design for Logo and

Legend Print Media

Develop Designs for a Print

Media

Sample MCCTitle

Sample TR Title Develop Designs for User

Experience

Visual Graphic Design NC III Develop Designs for User

Sample COC included in the MCC Experience and User Interface
Develop Designs for User
Sample COCs not included in the
□
Interlace

MCC Develop Designs for Product

Packaging
Sample Units of Competencies
within the MCC

a Sample Units of Competencies not included in

the MCC
Design Booth and Product
Window / Display
Annex C. Examples of Micro-Credential Course Packaging

Package 3.1 Stand Alone CS/TR

7^
Produce Traditional
key poses/drawings
Producing for animation
Traditional key
Poses/Drawings for
Animation
Export animation to
video file format

Create tradigital
animation

2D Animation NC 111
Creating Tradigital
Animation

Export animation to
video file format

Create 2D digital cut

out animation

Creating 2D digital
cut-out animation

Export animation to
video file format

Legend

Sample MCC/TR Title

Sample COC included in the MCC

Sample Units of Competencies within the MCC

Annex C. Examples of Micro-Credential Course Packaging

Package 4.1 Combination of two (2) or more CS/TR from the following:
● Same Qualification: Food and Beverage Services
● Different Levels: NC II, NC 111, and NC IV
● Same Sector: Processed Food and Beverage

Food and Beverage

Services NC II

Food and Beverage

Food and Beverage
Operations and Services NC III
Management

Food and Beverage

Services NC IV

Legend

Sample MCC Title

Sample TR Title
Annex C. Examples of Micro-Credential Course Packaging

Package 4.2 Combination of two (2) or more CS/TR from the following:
● Different Qualifications: Visual Graphic Design NC III, Web Development NC III, and
Programming (.Net Technology) NC III
● Same Level: NC III
● Same Sector: Information and Communication Technology

Visual Graphic
Design NC III

Multimedia Web
Technology Development NC
Services III

Programming
(.Net Technology)
NCIII

Legend

Sample MCC Title

Sample TR Title
Annex C. Examples of Micro-Credential Course Packaging

Package 4.3 Combination of two (2) or more CS/TR from the following:
● Different Qualifications: Caregiving NC II and Housekeeping NC II
● Same Level: NC II
● Different Sector: Human Health and Healthcare and Tourism

Caregiving NC II
Caregiving and
Hospitality
Services Housekeeping
NC II

Legend

Sample MCC Title

Sample TR Title
Annex C. Examples of Micro-Credential Course Packaging

Package 4.4 Combination of two (2) or more CS/TR from the following:
● Different Qualifications; Agricultural Crops Production NC I, Beekeeping NC II, Horticulture
NC III
● Different Levels: NC I, NC II, and NC III
● Same Sector: Agriculture, Forestry, and Fishery

Agricultural Crops
Production NC I

Integrated
Beekkeeping and
Horticultural Crop Beekeeping NC 11
Management

Horticulture NC III

Legend

Sample MCC Title

Sample TR Title
Annex C. Examples of Micro-Credential Course Packaging

Package 4.5 Combination of two (2) or more CS/TR from the following:
Different Qualifications: Plumbing NC I, Barangay Health Services NC II, Agricultural Crops
Production NC HI
Different Levels: NC I, NC II, and NC 111
Different Sectors: Construction, Human Health and Healthcare, Agriculture, Forestry, and
Fishery

Plumbing NC I

Community Barangay Health

Resilience Services NC II

Agricultural Crops
Production NC III

Legend

Sample MCC Title

Sample TR Title