IBT-MSFC - Vigyan Ashram - IBT · VIGYAN ASHRAM What are the objectives of this program? • To link school education/curricular subjects to daily life in order to make education

VIGYAN ASHRAM

VIGYAN ASHRAM

IBT-MSFC Introduction to Basic Technology -Multi Skill Foundation Course

Standard Operating Procedure

VIGYAN ASHRAM

VIGYAN ASHRAM

Section 1

Introduction to Basic Technology

Section 2

Pre-Implementation Phase

Section 3

Implementation Phase

Section 4

The Vigyan Ashram and Nalanda Foundation Partnership

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Section 1:

Introduction to Basic Technology

• What is IBT-MFSC?

• What is the target audience for IBT- MFSC?

• What is the need for this program in schools?

• Is this program recognized by the Government?

• How has the program progressed over the years?

• Who are the stakeholders in this program?

• What are the benefits to key stakeholders?

• What is the model of this program?

• What are the objectives of this program?

• What is the duration of this program?

• What topics are taught in IBT-MFSC?

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IBT- MSFC

Introduction to Basic Technology -Multi Skill Foundation Course

It is a Work Centric Education program in secondary schools

It integrates Socially Useful Productive Work within school curriculum

It teaches students to serve the needs of the community through their projects

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IBT- MFSC is meant for secondary school students

As per guidelines given by the NSQF this program is meant for

9th and 10th standard students

However keeping the study load of the 10th standard children in mind, the

program is implemented from the 8th standard itself

Target Audience

Level 18th

Std.Level 2

9th

Std.Project Work

10th

Std.

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What is the need for this program in schools?

“Activity to the hand stimulates the intellect”

- Mahatma Gandhi

Transforming Education by

• Introducing Basic Technology at the school level

• Making education work centered instead of book centered

• Linking curriculum to real life through various practical activities

• Providing education that solves real life problems of students and the community

• Providing opportunities for intellectual and overall development through varied

exposure, participation in project work, team work, taking leadership, planning, time

management etc

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Is this program recognized by the Government?

• Recognised under National Skills Qualification Framework (NSQF) as a

Multi Skill Foundation Course (MSFC)

• Recognized by the SSC board of Maharashtra as a pre- vocational program

• Maharashtra Government has included it as a part of core curriculum under

Rashtriya Madhyamik Shikshan Abhiyan (RMSA)

• Students undertaking this program get preference in admission to

ITI, Polytechnic and Bifocal programs

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How has the program progressed over the years?

Maharashtra Government has included IBT- MFSC as a part of core curriculum underRashtriya Madhyamik Shikshan Abhiyan (RMSA)

Vigyan Ashram started 'Rural Technology‘

with permission of SSC board

1986

IBT in 15 Schools

1994

IBT in 23 Schools

2001IBT in 28 Schools.Plan 100 program lauched.

2007

IBT reached

122 schools in 4 states

2012

IBT recognised

as MSFC under NSQF

2014

Renamed as IBT.

Started in 3 Schools

1990

IBT becomes a core

subject in Maharashtra

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Who are the stakeholders in this program?

Government

Funding Partner

Vigyan Ashram

• Students

• School

• Community

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Benefits for Students

• Exposure to new technologies

• Practical learning

• Helps students in identifying his/ her area of specialization after the 10th Std

• 25 % quota in ITI admission

• 15% quota in polytechnic admission

• 40 % quota for bifocal courses

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Benefits for Schools

• Increase in enrolment

• Reduction in school dropouts

• Improvement in SSC results

• Substantial increase in number of students opting for technical training and

vocational education

• Enhanced learning in curricular areas

• Wider exposure to students

• School seen as a progressive one

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Benefits for the Community

• Fabrication

• Vaccination

• Pest control

• Food products

• Maintenance of sanitation andwater supply

• Local needs of the community are served

• Local expertise is developed and retained

• Construction, plumbing

• Map, contour making,plain table survey

• Electric motor, hand pump repair,LED lights

• Solar installation and maintenance

• Community receives many services at a reasonable cost from the school

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What is the model of this program?

Need based Education – To Start Enterprises

TechnologyDissemination

TechnologyDevelopment

Community

School Program1) Formal (IBT)2) Non-Formal (DBRT)

CommunityService

Need of the society

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The IBT-MSFC Model

School

Community Services

Instructors/ Entrepreneurs from the community

Infrastructure/ Tools

Multi-skill training to students

Program Support byVigyan Ashram

Needs of the Community

CommunityStudents

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What are the objectives of this program?

• To link school education/curricular subjects to daily life in order to make education

meaningful

• To build capacity of students to generate solutions to local problems through various

skill sets

• To demonstrate use of appropriate technologies to the community through activities

conducted at school

• To provide various services to the community through school

• To encourage entrepreneurship in the school and community

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What is the duration of this program?

• The minimum duration of this program is 3 Years

• Each level is completed over 8 months at school

• Each class dedicates 1 full day per week for IBT- MSFC

• Each class is further divided into 4 groups

• Each group takes 2 months to complete training in a given module after which it

shifts to the next module till all modules have been covered

• After 3 years of hand holding support from Vigyan Ashram the program is to be

continued by the school for lifetime

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What topics are taught in IBT-MFSC?

• A *defined syllabus has been provided by the National Skills Qualification

Framework for Level 1 and Level 2

• Each Level has modules which are further divided into units

• Students of 10th Std. decide on the themes for project based on community needs

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Topics taught at Level 1: Std. 8

• Basic Workshop

Tools and

Techniques

• Basic Techniques

in Building

Construction

Workshop & Engineering Techniques

• Introduction to

Electrical Techniques

and Practices

• Introduction to

Energy Conservation

• Introduction to Waste

Disposal and

Recycling

Energy & Environment

• Introduction to Basics

of Gardening,

Nursery and

Agriculture

Techniques

• Animal Husbandry (for

Rural /semi-rural

Schools) Innovative

Gardening Techniques

for urban setting

Gardening, Nursery & Agriculture Techniques

• Basic Food Cooking

and Preservation

Techniques

• Basic of Nutrition&

Packaging

Food Processing Techniques

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Topics taught at Level 2: Std. 9

• Basic Workshop

Tools and

Techniques

• Basic Techniques

in Building

Construction

Workshop & Engineering Techniques

• Introduction to

Electrical Techniques

and Practices

• Introduction to

Energy Conservation

• Introduction to Waste

Disposal and

Recycling

Energy & Environment

• Introduction to

Nursery Technique

• Introduction to Dairy

Techniques


• Introduction to

Health Wellness

• Community &

Environment Care

Personal Health & Hygiene

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Energy & Environment Projects

• Solar cooker

• LED lighting

• Biogas

• Soak pit

• Watershed, Smokeless stove

• Earthing

• Computer applications

• Plain table survey GPS, Soil testing

• Mosquito control (Gappi Fish breeding)

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Engineering Projects

• Ferro cement

• Bamboo treatment

• Different Agriculture tools

• Ventilation – Low cost housing, Toilets

• Pedal power

• Fabrication

• Plumbing

• Construction

• Carpentry

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Agriculture & Animal Husbandry Projects

• Drip irrigation, Sprinkler

• Vermi composting, Vemi wash

• Humidity chamber

• Poultry

• Mulching

• Feed concentrate for animals

• Soil testing

• AQUA Portal

• Nursery technique

• Azolla culture

• Seedling Tray

• Vaccination

VIGYAN ASHRAM

Home and Health Projects

• Solar drying,

• Food preservation,

• Drying of vegetables

• Solar drying,

• Food preservation

• Drying of vegetables

• Blood group testing

• Haemoglobin testing

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Section 2:

Pre-Implementation Phase

• What is the enrolment criteria for schools?

• What are the steps involved in adopting the program?

• What is expected from schools?

• What is the IBT committee?

• What is the criteria for selecting instructors?

• What support will be provided by Vigyan Ashram?

• What is the approximate budget required to run this program?

• What are the tools provided to talk about the program to school authorities?

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What is the enrolment criteria for schools?

• Any and all types of schools can enroll for the program

• School management committee must be willing to

– Start, implement and sustain the program after 3 years

– Provide suitable infrastructure for the program

– Allocate time for the program

– Make financial investment for tools and recurring costs (If school starts the program independently). If a funding agency is available then there is no need for financial investment from school. Funding agency to provide funds for a minimum 3 years

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What are the steps involved in adopting this program?

School Selection and Sign up : By School / Vigyan Ashram (VA)for minimum 3 Years (and Funding Agency where applicable)

IBT Lab Set up : By School (guidelines given by VA)

Instructor Selection : By School (guidelines given by VA)

Instructor Training : By Vigyan Ashram

Program Implementation : By School Instructors and Coordinator

Program Monitoring and Evaluation : By Vigyan Ashram

Final Evaluation : By SSC Board during 10th Boards

2nd year onwards needs analysis : By Vigyan Ashram and School

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What is expected from schools?

School is expected to provide the following:

• Infrastructure

– 2 classrooms (800 to 1000 sqft.)

– 1/4th agricultural land (can be rented)

– Electricity connection

– Water connection

• School Time

• 4 instructors from the local community (at least one of them must be a woman)

• 1 Mathematics or science teacher from the school to teach theory and coordinate the program

• Set up an IBT- MSFC Committee

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What is the IBT – MSFC Committee?

• The school has to set up a committee to oversee the proper implementation of the program

• The Committee must have the following persons as members

– Head Master

– Sarpanch

– SHG Chairperson

– Advocate

– Press Reporter

– Community Entrepreneur

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IBT Lab Setup:Engineering Section

VIGYAN ASHRAM

IBT Lab Setup:

Home & Health Section

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IBT Lab Setup:

Energy Environment Section

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IBT Lab Setup:

Agriculture & Animal Husbandry

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What is the criteria for selecting instructors?

• Candidates from the community between the age of 18 – 25 years

• Willing to start own business / enterprise / agriculture

• Preferably class 12theducated & ITI – technical qualification is preferred but not essential for candidate with any of the demonstrable skills as mentioned below:

– Engineering (Construction/fabrication/carpentry, etc.)

– Energy & Environment (Electricals, solar, biogas, sanitation etc.)

– Agriculture and Animal husbandry (Agri techniques, nursery, goat farming, dairy, poultry etc.)

– Food Processing & Home Science –(Food processing, art/ crafts, herbal oil, shampoo, craft, etc.)

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What support will be provided by Vigyan Ashram?

Vigyan Ashram will provide

• Technical support to set up IBT LABS

• Capacity Building of Teacher and Instructors

• Resources to the Instructors

– IBT Books (Level 1) − IBT Books (Level 2)

– Multimedia Content − Online Resources (www.learningwhiledoing.com)

• Mentoring and Monitoring support

• Guidance to get permission from Govt. Vocation Department (available in Maha only). In other states permission required from education dept; private schools can start on their own

• * Guideline Document on implementation for school authorities

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What is the approx. budget required to run this program?

Capital Investment Recurring Cost

Tool Purchase and

Lab set up

Capacity Building:

Rs.3,500/-per

instructor per year

Instructor Honararium:Rs.500/- day x

12 days a month = Rs.6,000/-

per instructorper month

Practical Materials: Rs.5000/-per month

for10 months

Rs. 1.5 lakh Rs. 3 lakh 4 thousand per school per year

Vigyan Ashram Support

Rs. 70,000/-per schoolper year

for minimum10 schools

(cost will vary with number of

schools)

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What are the tools provided to talk about the program to school authorities?

• PowerPoint on the program

• Brochure

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Section 3:

Implementation Phase

• How is capacity building done?

• What are the objectives of the capacity building program?

• What is taught during the capacity building program?

• What is taught during refresher training?

• What are the mandatory requirements from the school during

implementation?

• How is the program rolled out in school?

• How does a sample IBT- MSFC timetable look like?

• What is the process of reporting?

• What reporting formats are used to monitor IBT?

• How is assessment carried out?

• What are the challenges during implementation?

• In which schools is the program being currently implemented?

• How is impact evaluation carried out?

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How is capacity building done?

• Capacity building of instructors is

carried out by Vigyan Ashram

• In the first year of the program,

a residential training program is

conducted over 4-5 days

• After the first year, refresher training is

given based on needs analysis

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What are the objectives of the capacity building program?

• To provide an orientation about the IBT

program for schools

• To familiarize instructors about their role

and responsibilities

• To introduce the concept of community

service and technology transfer

• To empower them with required skills and

knowledge to conduct IBT practical activities

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What is taught during the capacity building program?

Contents for each class-knowledge and skills

Time tabling & implemen-

tation

Core methodology

of the program

Community engagement

Reporting

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Capacity building program- sample time table

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• A needs analysis is conducted by Vigyan Ashram prior

to the training and topics are decided accordingly

• One day is reserved for taking on the spot requests

from instructors for skills they wish to learn or practise

What is taught during refresher training?

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Refresher training- sample time table

Sr. Section Particulars Days

1Homeandhealth

Vegetable drying ½ Day

2 Making food item for sankranti-chikki, ladu, chikki bar, etc ½ Day

3 Blood pressure, blood testing & haemoglobin testing 1 Days

4 Food packing & labelling ½ Day

5 On demand activities

Total days 2.5 Days

1Agriculture &animalhusbandry

Making a silage & hydroponics- tech transfer 1 Day

2 Soil testing 1 Day

3 Install drip & sprinkler system in agriculture land. 1 Day


Total days 3 Days

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1Engineering section

Make first aid fox or weather station ½ Day

2 Make a solar dryer for vegetable drying (VA model) 1 Day

3 Odourless toilet ½ Day


Total days 2 Days

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1

Energy & environment

Prepare 'A' frame and draw a contour line using the same ½ Day

2 Inverter maintenance and check the gravity of battery ½ Day

3 Prepare clap switch 1 Day

4 Prepare LDR 1 Day

5 Measure the calofic value of fuel 1 Day

6 Prepare LDR

Total days 4 Days

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What are the mandatory requirements fromthe school during implementation?

School must ensure the following:

• open separate bank account for IBT

• deposit all revenue generated from community service to this account(money to be used after 3 years to sustain the program)

• appoint 4 instructors

• put in place required time table for IBT

• take safety precautions during practical activities

• conduct account audit of IBT expenses yearly along with school audit

• timely submission of monthly reports to Vigyan Ashram

VIGYAN ASHRAM

How is the program rolled out in school?

Group A -Engineering

Group B -Energy &

environment

Group C -Agri. & Animal

husbandry

Group D -Home & Health

IBT Program Sections

• It takes 2 months to complete all the learning activities in each section

• During an academic year, all students are divided in such a manner that each student covers all the sections

VIGYAN ASHRAM

How is the program rolled out in school?

• Students are divided into 4 equal groups A-B-C-DE.g. If total number of students is 60, then each group will consist of 15 students

• Each group is allocated one section of IBT:

– Group A- Engineering

– Group B- Energy & Environment

– Group C- Agriculture & Animal Husbandry

– Group D- Home & Health

• These groups complete their learning in respective section and change their section after 2 months

VIGYAN ASHRAM

How does a sample IBT- MSFC timetable look like?

VIGYAN ASHRAM

What is the process of reporting?

• Report formats have been provided to the

instructors to keep a track of activities being

conducted in the various sections of IBT

• Reports are maintained by the instructors and

checked by the coordinator and the school

Principal

• An online reporting system has been introduced

to monitor progress at each school

• Instructors log in at the portal:

http://myibtschool.com/ to submit their monthly

reports

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IBT Online Monthly Report

VIGYAN ASHRAM

IBT Online Monthly Report

VIGYAN ASHRAM

What reporting formats are used to monitor IBT?

S. No Format Title Format

1 Daily Activity Log Hard Copy

2 Public/ Community Utility Service Log Hard Copy

3 Instructor’s Muster/ Attendance Register Hard Copy

4 Student’s Muster/ Attendance Register Hard Copy

5 Asset Register Hard Copy

6 Project Register for Class X Hard Copy

7 Student’s Activity Log Hard Copy

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IBT- Form 2-Daily Activity Log

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IBT- Form 3-Public/ Community Utility/ Service Log

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IBT- Form 4-Instructor’s Muster/ Attendance Register

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IBT- Form 5-Student’s Muster/ Attendance Register

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IBT- Form 6-Asset Register

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IBT- Form 7-Project Register for Class X

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IBT- Form 8-Student’s Activity Log

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How is assessment carried out?

• Assessment is carried out by school for std 8 and 9

• Std 10 students take the exam for IBT along with other board papers

VIGYAN ASHRAM

What are the challenges during implementation?

• Time is required to build confidence in instructors

• Time is needed for school to build revenue

• Need to increase reach to community through services

• Pilferage of tools and instruments

• Challenge of retaining/ motivating instructors especially if they are not paid required honorarium

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In which schools is the program being currently implemented?

94

27

12

Currently IBT-MSFC is being implemented in 133 schoolsby Vigyan Ashram

Maharashtra

Chhattisgarh

Odisha

School List - Annexure

VIGYAN ASHRAM

How is impact evaluation carried out?

• An external third party individual/organisation is appointed for

conducting impact evaluation

• For success stories of IBT schools across the country go to:

http://ibtblogs.blogspot.in/

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Section 4:

The Vigyan Ashram and Nalanda Foundation Partnership

• The partnership

• Success stories

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The Partnership

• Vigyan Ashram has partnered with *Nalanda Foundation – a CSR initiative of Infrastructure leasing & Financial Services-Mumbai, to promote the IBT program in 5 schools in its catchment area

– Sant Dyaneshwar Vidyalaya , Chas, Ambegaon

– Hirakani Vidyalay, Gawadewadi, Ambegaon

– Dgyanda Vidyamandir, Narayangoan, Junnar

– Guruvarya Eknath Govinda Dev Prashala, Bori Khurd, Junnar

– Kulswami Khanderay Vidyalaya , Hiware, Junnar

• A total of 538 students in the 8th, 9th and 10th std are impacted by the program

• Nalanda Foundation has provided a 3D printer for providing exposure to latest technology

• The 3D printer is installed at the Hirakani Vidyalay, Gawadewadi school , this school also serves as the resource center for the other schools

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Success stories from the partnership

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IBT program helps in improving enrolment numbers at Guruvarya Eknath Govinda Dev Prashala!

CASE STUDY 1

Guruvarya

Eknath

Govinda Dev

Prashala, Bori

Khurd, Junnar

Program introduced in : Jan 2016

For 8th std enrollment

for 2015-16 : 20

Increase in students

enrolled in 2016-17 : 28

LetterFromHeadmaster

VIGYAN ASHRAM

Newspaper stand prepared and presented to school by IBT students!

• Dimensions of the stand: 4x6 ft. by 4x3 ft.

• 8 mm thick plywood for support

• Base prepared with 1 inch thick 54 ft long square tube

• Painted Oxide color to prevent rusting

• Cost incurred by IBT section: Rs 2740/-

• Actual cost in market : Rs.3500/-

Students learnt welding, measuring, marking, cutting

using power cutter, carpentry skills, costing, created asset

for school and saved money!

Case Study 2

Sant Dyneshwar Vidyalaya, Chas, Taluka Ambegaun, District Pune

VIGYAN ASHRAM

IBT students take to potato farming using advanced technology!

• Students planted 1 bag potato seedlings (50 kg.) on 5 beds of 100 ft

length each. Also for irrigation students installed drip irrigation

system to give only required amount of water to the plants and save

water.

• Students used required fertilizer and sprayed fungicides and

pesticides as per the requirement and ensured heathy growth of the

crop and fruits. (Initially Besal dose of 10:26:26 (25 kg) &

micronutrients (25 kg) were mixed. Fungicides and pesticides like M-

45, folicure & actra were sprayed).

• After 3 months potato crop was ready for harvesting.

• 150 kg potato harvested and sold at APMC Pune @ Rs. 20 per kg.

• Cost of production incurred by IBT dept.: Rs. 2200

• Revenue generated: Rs. 3000

• Profit: Rs. 800/-

Case Study 3

Sant Dyneshwar Vidyalaya, Chas, Taluka Amebgaun, District Pune

VIGYAN ASHRAM

Standard 9 students prepare solar dryer under IBT project!

• Dimensions of solar dryer: 51 inch. X 39 inch,Drying capacity : 2-3 kg wet vegetables

• Prepared by the IBT engineering section std 9 students using proper engineering techniques

• To be used by school’s IBT home & health sectionfor drying vegetables and selling dried packed vegetables

• Cost incurred : Rs. 2200

2.5 kg fenugreek leaves reduced to 650 gms

Case Study 4

Narayangaon, DnyanadaVidya Mandir

VIGYAN ASHRAM

See- saw made by IBT students under talent hunt competition!

• See Saw prepared by Pramod Koli & Vithhal Naik Wade,

both std 9 students under the talent hunting competition

• Made entirely with scrap material

• Used 9 ft long, 1.5 mm thick pipe

• Seats made with 1x1 ft. wooden ply

• For securing holders from scraped bicycle were used.

• Now it is installed at the ground and is now in use.

• Market cost of see- saw: Rs. 5000 to 7000/-

New asset for school, best use of waste!

Case Study 5

Dnyanada Vidya Mandir, Narayangaon

VIGYAN ASHRAM

Students of the IBT agriculture section prepare an Azolla Bed as a demonstration model for their community!

• IBT students cultivated an Azolla bed of

8 ft X 6 ft in school

• They learnt about cultivation process of this

crop, preventing infection, ways of increasing

the produce and about the crops’ benefits to

animals

• Inspired by student’s efforts some farmers in

the village have also prepared Azolla bed for

their milch animals!

Case Study 6

Kulswami Khanderay VidyalayaHiware tarfe, Narayangaon

VIGYAN ASHRAM

IBT students create different articles using 3D printing technology!

• Students have been introduced to 3D designing , 3D

printer and 3D printing

• Students are able to use software like 123D design,

cura, kissslicer, repeteir to create mobile stands, supali

kettle, cups, chairs, trophies and toys!

Excellent exposure to students about the possibilities of

3D designing and printing!

Case Study 7

Hirakani Vidyalaya, Gavdewadi

VIGYAN ASHRAM

IBT students create a prototype of the IL&FS buildingusing 3D printer!

Revised model of the IL&FS building with proper measurements and dimensions

successfully created by students under the guidance of their instructor!

Initial prototype of IL&FS building created by students in red colour!

VIGYAN ASHRAM

3D printer used for manufacturing instrument part!

• In the Energy and Environment department of IBT a

small part of Dumpy level instrument broke.

• Due to non availability of this small part in the market

the instrument could not be used.

• Instructor of the department enquired from the 3D

printer instructor if the part could be made using the

3D printer.

• The 3D Printer instructor took measurements of the

part and made the design in 123D design software.

She was able to print the part using the 3D printer

and now the instrument is fully functional!Hirakani Vidyalaya Gawadewadi

VIGYAN ASHRAM

IBT students build huge nursery for agriculture as an engineering project activity!

• IBT students have built a nursery of 50 ft X 50 ft as

part of their engineering activity

• IBT will use the nursery to prepare various plantlets to

be supplied to the community at a marginal cost

• Students will compare crops in the nursery and with

those grown in open ground and observe the

difference of using green house nursery

• They will learn about green house effect practically!Case Study 8

Guruvary Eknath Govind DeoPrashala, Bori (Salwadi)

VIGYAN ASHRAM

IBT schools start their own blog!

S. No School Name Blog link

1 Sant Dgyaneshwar Vidyalaya, Chas, Ambegaon, Pune http://santdnyaneshwarvidyalayachas.blogspot.in/

2 Dgyanda Vidyamandir, Narayangoan, Junnar, Pune http://dnyanadavidyamandir.blogspot.in/

3 Guruvarya Eknath Govinda Dev Prashala, Bori Khurd, Junnar, Pune http://gegdp.blogspot.in/

4 Hirakani Vidyalay, Gawadewad, Ambegaon, Pune https://ibtgawadewadi.blogspot.in/

5 Kulswami Khanderay Vidyalaya, Hiware, Junnar, Pune http://kulswamikhanderayvidyalay.blogspot.in/

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Annexure

Sr. No. Document

1 About Vigyan Ashram PDF MS Word

2 IBT MSFC Syllabus Level 1 PDF

3 IBT MSFC Syllabus Level 2 PDF

4 School Information Form PDF MS Word

5 Guideline Document for Schools PDF MS Word

6 Program PPT PDF MS PowerPoint

7 Program Brochure PDF PDF

8 About Nalanda Foundation

9 IBT MSFC School List MS Excel

Annexure/A1_About VA.pdf

Annexure/A1_About VA.docx

Annexure/A2_NSQF_Curriculum_Maharashtra_Level1.pdf

Annexure/A3_NSQF_Curriculum_Maharashtra_Level2.pdf

Annexure/A4_School Information Form.pdf

Annexure/A4_School Information Form.docx

Annexure/A5_Guideline document.pdf

Annexure/A5_Guideline document.docx

Annexure/A7_Vigyan Ashram's IBT Program.pdf

Annexure/A7_Vigyan Ashram's IBT Program.ppt

Annexure/A6_VA IBT Program Brochure page 1.pdf

Annexure/A6_VA IBT Program Brochure page 2.pdf

Annexure/A9_1 IBT School Master Data 12.11.16.xlsx

Introduction:

Vigyan Ashram (VA) is a rural centre of “Indian Institute of Education, Pune”. It was established in 1983. Vigyan Ashram is located at village Pabal, approx. 70km from Pune. Vigyan Ashram is a center of Indian Institute of Education (IIE) Pune. A scientist turned educationalist Late Dr. S. S. Kalbag started Vigyan Ashram in 1983 to find out solution to the problems in education.

“Vigyan” means ‘Search of Truth’ and “Ashram” symbolizes ‘Simple living and High thinking. It is an organization where all are equal, it’s a modern version of the old Gurukul system’

Over the years Vigyan Ashram (VA) has developed a complete program for training youth in rural and urban areas. VA has developed several innovative technologies and successfully commercialized them by training school dropouts.

To increase the pace and quality of the Indian education delivery system, VA has adopted new information technology.

Many Govt. and Private organizations and individual donors support the programs of VA. For example: “Dept of Science & Technology” Suzlon foundation, Tata Trust, Unicef, ASHA for Education, Praj Foundation, Hemant Kothari Foundation and many others.

Over the years VA has developed a program called ‘Rural Development through Education System (RDES)’.

RDES Development through Education and Education through development’ is a motto of VA (fig.1). VA believes in the use of technology to increase the pace of rural development. Technology is needed to increase efficiency and effectiveness of development efforts. To spread the available technology to masses, they need to be educated. Such technology based services can only be made accessible to villagers through small enterprises. Small enterprises give boost to local economy which in turn helps in real development of villages.

Fig 1. Education through Development

To realize the vision of RDES, VA has following programs, which are interlinked to

each other (fig.2). Education is at the center of VA’s program. Technology development is another division of VA’s work. Technology developed is disseminated through the education program. Students learn by ‘Learning while doing’ methodology and while doing so they provide services to community at modest cost. This gives students experience and confidence to start their own enterprises. Appropriate technologies get disseminated through these rural enterprises and at the same time large pool of technology literate are created in the form of students with scientific temper and work culture imbibed in them.

Fig. 2 RDES

VA provides training to rural youth in various vocations and encourages them to start their own enterprises. Many of its alumni are entrepreneurs and are doing variety of businesses ranging from simple fabrication, poultry to high end electronics and computers.

Competency Based Curriculum

National Skills Qualification Framework (NSQF)

Multi Skill Foundation Course (MSFC) Level I

(1) (2) (3) (4)

Workshop & Engineering Energy & Environment Gardening, Nursery, Food Processing

Techniques & Agriculture Techniques Techniques

Developed by:

Directorate of Vocational Education and Training, Maharashtra

Vetted by:

PSS Central Institute of Vocational Education, Bhopal

NSQF Level 1: Multi-skill Foundation Course (MSFC) 2015

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Introduction

The National Vocational Education Qualification Framework (NSQF) developed by the Ministry of Human Resource Development

(MHRD), Government of India is a descriptive framework that provides a common reference for linking various qualifications. It is

used for setting common principles and guidelines for a nationally recognized qualification system covering Schools, Vocational

Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.

The NSQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of

learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of whether

they were acquired through formal, non-formal or informal education and training system. Qualifications are made up of

occupational standards for specific areas of learning units or unit of competency. Units of competency are the specification of

knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace. The

Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should possess

are laid down by the Sector Skill Council of the respective economic or social sector.

Competency is defined in terms of what a person is required to do (performance), under what conditions it is done (conditions) and

how well it is to be done (standards). It can be broadly categorized into foundational, practical and reflexive competencies. Generic

competencies are considered essential for a person to participate effectively in the workforce, whereas technical competencies are

an individual's knowledge and expertise in the specific group task and its processes and its rules and regulations. An executive order

F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of NSQF has been issued by the MHRD. For more details on the NSQF,

please visit the website of MHRD at www: mhrd.gov.in.

The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the course of

deeds and experiences through which children grow to become mature adults. A competency based curriculum describes what

learners must “know” and “be able to do” by the end of a program or study. It identifies the competencies and sub-competencies

each learner is expected to master. It states clearly the criteria and conditions by which performance will be assessed. It also

defines the learning activities that will lead to the learner to mastery of the targeted learning outcome.


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The Multi-Skill Foundation Course curriculum is broken down into coherent parts known as Units. Each unit is further broken down

into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the

teacher or trainer.

“Multi-Skill Foundation Course”(MSFC) is revised version of pre-vocational program V-1 “Introduction to Basic Technology”, being

implemented in Maharashtra since 1987. The new curriculum takes into account all learning’s of implementing the V-1 curriculum.

Nature of the course:

The course is divided into four modules:

1. Workshop & Engineering Techniques

2. Energy & Environment

3. Gardening, Nursery and Agriculture Techniques

4. Food Processing Techniques (Level 1) / Personal Health & Hygiene (Level 2)

The Engineering (material-joining, shaping and otherwise fabricating into usable articles, including housing) and Energy-Environment

(application of electricity, non-conventional energy and systems, processes, and tools- computers, management techniques). It also

covers basics of engineering and project management. Home-Health (related to human life ), and Agriculture (Plant and animal

kingdom) give the skills related to clothing food and health of human beings. Agriculture covers the skill needed for production and

preservation of food of both plant and animal origin, including care of plants/crops.

Benefits:

1) Multi-skill nature of the program helps students to select choice of his/her future specialization. He/she is a jack of all skills and will

be enabled to select one for his/her future.

2) Most importantly, the variety of experiences students gets during “Multi-Skill Foundation’ training will stimulate their intellect.

Multidisciplinary knowledge will help him to appreciate underlying principles and processes and apply that knowledge in new areas.

3) All ground level work activities need multi skills. For e.g farmer need to have basic knowledge of electricity, food processing,

agriculture and even construction. This helps him to become self-reliant under adverse conditions. A fabricator, who gets orders for

construction of poultry, will be in better position to serve his client if he knows basics of poultry. This helps to develop such kinds of

interdisciplinary approaches with appreciation for other fields.


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Content and Methodology:

The content though it looks formidable, is easily worked through because of the ‘learning while doing’ method. The learning system in

“Multi-Skill Foundation Course” is ‘Learning while doing’. It is the same method, we used to learn to ride a bicycle, or to swim or do

myriad new things we learn throughout life. Students will learn all principles and theoretical component by experience in real life work

situations. ‘Real life work’ is at the center of all educational activities. Process of Knowledge acquisition will be centered on the work.

Therefore ‘Theory’ and ‘Practical’s will not be separate but are integrated. Theory will be introduced after each stage of ‘Work’. We not

only learn how to do but also get an insight of how it works. This practical work needs to be supplemented with computer lessons

which give a deeper understanding of the ‘why‘ of it.

Work Centered Education Methodology: MSFC program implementation methodologies advice not to implement Theory and Practical’s

in different session. Selected ‘Productive Work’ should be at the center and teacher should introduce various principals and techniques as

the work progresses. Involving students in the community service tasks and productive work is must from the beginning.

Community Services:

Instead of carrying out practical’s for the sake of ‘doing practicals’, MSFC recommends to provide community services. A job should be

selected based on the need of the community such work will able to cover many of the practical’s. This will provide service to the

community and students will get real on-the-job training. Community services are therefore essential part of BT implementation

strategy. Examples of the community services are given in the annexure. School must try to provide services based on new technologies

or services so that they will not be in competition with local entrepreneurs. Carrying out innovative projects, providing repair and

services, selling products and services to the community are all essential to provide students necessary skills in business dealings.

Classroom Activities:

Classroom activities are an integral part of this programme and interactive lecture sessions, followed by discussions should be conducted

by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Colour Slides, Charts, Diagrams,

Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode.


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Practical Activities:

Activities that provide practical experience in chosen trade should include case based problems, role play, games, etc. and practical

exercises using props, tools and equipment and drills. Equipment and supplies should be provided to enhance hands-on experiences for

students in the chosen occupation. A training plan signed by the student, teacher, and employer that reflects equipment, skills and tasks

should be prepared for training of the students in the organization/industry.

On-the-Job Training:

On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how to do one

or more tasks of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a

training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and

competencies to be imparted should be prepared and signed by the student, teacher, and / or supervisor with a full report of the job

undertaken with the economics of the job including costs and revenue earned in providing community service. The trainer should

break down all the steps of the job and train the students as per the training plan. In a structured OJT, the following steps should be

followed:

• Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while

explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks.

• Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step,

one at a time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as

sometimes it is better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate

step will help the leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done

in the way it is done.

• Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers

feedback and pointers where and when needed.

• Step 4: The trainee practices with clearly defined targets for performance standards.

Certification:

Upon successful completion of this course the State Education Board will provide a certificate to the student verifying the

competencies acquired by the candidate.


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NSQF Level 1: Multi-skill Foundation Course (MSFC)

Modules

1. Workshop & Engineering Techniques 06

2. Energy & Environment 15

3. Gardening, Nursery & Agriculture Techniques 25

4. Food Processing Techniques 33

Resource Material

5. Assessment guide 38

6. List of tools, equipment and materials

Workshop & Engineering Techniques 41

Energy & Environment 45

Nursery, Gardening and Agriculture Techniques 47

Food Processing Techniques 48

7. Teacher’s qualifications 51

8. List of contributors 53



Workshop and Engineering Techniques

es


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Module: Workshop and Engineering Techniques

Objectives of the Module

Upon completion of this module, you will be able to: 1. Demonstrate measurement capability using different measuring instruments such as meter tape, vernier caliper, and screw

gauge. Able to measure different jobs in the surrounding environment viz. furniture, building dimensions etc. 2. Identify tools and equipment used in the workshop in this section

3. Demonstrate safe use and application of workshop tools and equipment, as per manufacturer’s instructions;

4. Demonstrate making of an article from G.I. sheet according to given dimension (funnel, box)

5. Demonstrate the use of carpentry tools and equipment;

6. Identify and select timber, board, laminated sheet and other wooden materials for carpentry work;

7. Demonstrate the use of wooden materials for basic carpentry work;

8. Identify building materials, types of walls, types of mortar and types of bonds;

9. Demonstrate building different brickwork bonds up to 1 meter. Use of plumb-bob or a plummet & level tube.

10. Install simple pipe line connection using PVC pipes, connectors and other plumbing accessories;

11. Demonstrate drawing of 2D simple sketch using geometrical figures (Square, Circle, rectangle

12. Draw a flow chart

13. Estimate costing of objects prepared / constructed during practical session.


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Module Structure: This module is a planned sequence of instructions consisting of the following 02 units.

S.No. Unit Code Unit Title No. of Notional Learning Hours

1. MSFC-WET101- NQ2015 Basic Workshop Tools and Techniques 30 ( 25+ 5)

2. MSFC-WET102- NQ2015 Basic Techniques in Building Construction 20 ( 17 + 3)

Total 50

Successful completion of 8 hours of theory sessions and 42 hrs. of on-the-job learning (practice sessions) is to be done for full

qualification.

Unit Code: MSFC-WET101- NQ2015

Unit Title: Basic Workshop Tools and Techniques

Duration: 30 hours

Location: Workshop

Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method

Carry out

measurement using

instruments such as

meter tape, vernier

caliper, and screw

gauge, spring

balance.

1. Describe the reason of selecting particular measuring instrument for certain task.

1. Select proper measuring instrument for given task.

2. To read the reading properly.

Practical & on the job instructions : Measure dimensions of different jobs in the surrounding viz. furniture, building dimensions etc. Understand least count on the measuring instrument.


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Recognise basic workshop tools and equipment and demonstrate their safe use

1.Describe the main features and purpose of workshop tools and equipment like screw driver, hammer, chisel, saw, spanners, wrench, etc. 2.Describe the safety precautions to be followed while using the tools.

1. Identify the workshop tools and equipment like screw driver, hammer, chisel, saw, spanners, etc. 2. Demonstrate the use of

safety gadgets 3. Clean the work area

before and after the task (s)

Interactive Lecture: Tour to introduce workshop facility, locations of tools, electric board ,first aid, Safety instructions, Do & Don’t do Basic workshop tools and their safe use. Activity: Practice sessions on safe use of basic workshop tools like screw driver, hammer, chisel, saw, spanners, wrench, etc.

Prepare a simple wooden object like pad for writing/ newspaper holder, display board, stool, electric board etc.

1. Describe advantages and disadvantages of wood

2. Describe methods to prevent pest attack on wood

1. Marking of job 2. Sharpening of tools 3. Drilling hole in

wood/plywood 4. Fixing sunmica on

plywood surface 5. Finishing and polishing

Interactive lecture : wood & applications, advantages and disadvantages, plywood, pest and precautions Activity : 1.Sharpening of tools 2. Measurement and use of cutting tools viz. portable drill machine, hack saw. 3. Fixing hinges


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4. Fixing sunmica Suggested Community Services : a job involving cutting of plywood, applying sun mica, drilling etc. job like electric board, Repair of doors/windows, installing hinges

Prepare a "Garbage Scoop" or “GI Sheet Box” (or any other article of need viz funnel, electric meter box, rain gauge) with GI sheet using soldering method

3. Describe safety precautions to be followed while preparing the article

6. Make the article with given GI sheet according to given drawing/dimension using soldering method and following the relevant safety precautions

7. Draw a flow chart of this activity.

Interactive Lecture: Cutting and soldering of GI Sheet to make the article Activity: Select the article of need from G.I sheet. Practice sessions on soldering of an article with GI sheet

Carry out drilling of MS flat, Threading and tapping on a MS rod.

1. Describe use of thread 2.Describe safety precautions to be followed while drilling.

1. Filing of rod and flat 2. Carry of Marking for

Drilling 3. Select appropriate tap,

die and drill 4. Do threading and tapping

Activity: Practice sessions on threading 6/ 12mm MS rod, drilling MS flat, tapping Interactive Lecture: Marking center on the job, use of vice to hold the job, safety while doing drilling


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Suggested Community Services – Making a paper weight, stands, bolt, repair jobs from community

Make any one of the following objects: Shoe stand, Candle stand, Hanger, Garbage collector, Tin box, Bangle stand using T-fillet joint, Open corner joint, Single V-butt joint

1. Describe safety precautions for making object

2. Describe the various types of material that can be used for making objects

1. Prepare the design and drawing for the object

2. Made necessary measurement and marking as per the specifications

3. Demonstrate to cut and weld given material for making the object as per the design and specification

4. Follow safety precautions

5. Demonstrate the use of personal protective clothing and equipment

6. Clean the work area before and after the task

7. Calculate the cost of the article prepared

Activity: Practice sessions on making chosen object by cutting and welding Interactive Lecture: Making objects using various types of joints (T-fillet Joint, Open Corner Joint, Single V-Butt Joint). Suggested Community Services– repair of benches, doors, make new objects or repair involving metal cutting, drilling, welding needed by school/community.


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Unit Title: Basic Techniques in Building Construction

Duration: 20 hours

Location: Classroom, Workshop, Laboratory, Construction Site


Identify building materials and describe their uses. Also identify tools required in construction work

1. Describe various type of building materials and its applications (like iron, wood, aluminum, cement, sand, concrete, granite, marble, paint, chemicals, stone, cement composites, glass, plastics etc.)

2. Identify various types of construction tools and equipment and their purpose.

1. Identify various types of building materials

Interactive Lecture: Building Materials and their Applications Activity: Practice sessions on identification of building materials and their uses

Identify the various types of walls

1. Describe the chief characteristics of various types of walls (partition walls, exterior boundary walls, separation walls, retaining walls, shared walls, portable walls, dry stone walls, etc.)

1. Identify the types of wall (building walls, exterior boundary walls and retaining walls)

Interactive Lecture: Types of Wall Activity: Visit to a construction site for identification of different types of wall

Arrange bricks in different types of bond

1.Describe different types of bond and their application

1. Demonstrate how to arrange bricks in different bonds (Stretcher bond,

Interactive Lecture: Arranging Bricks


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2. Describe safety precautions while handling and laying of the brick

English bond, Flemish bond, Header bond, Stack bond). The bricks are arranged in the required formation uniformly for each of the bond up to 1 meter

2. Laying brick with mortar 3. Use of spirit level, water

tube and plumb bomb.

Activity: Practice sessions on arranging bricks in various types of bonds following relevant safety precautions. Preparing mortar and laying brick with mortar. Use of plumb bomb and spirit level and water tube. Suggested Community services activities – Making Stairs, construction of ramp in school/temple, benches (otta) in market, Otta for washing clothes, garden wall etc

Make a simple pipe line by using plumbing accessories. Make sure that there is at least one joint.

1. Describe safety precautions while using piping material

2. Describe various components of plumbing accessories such as elbow bend, coupling, cock, primer, connector, etc.

1. Cut PVC pipe with a hand saw

2. Join PVC pipes with a connector& solution

Interactive Lecture: Cutting and Joining PVC pipes and use of Accessories Activity: Practice sessions on cutting and joining PVC pipes and use of accessories Suggested community service: Installing PVC pipeline, drip system, repair of pipeline, remove leakages


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Energy and Environment


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NSQF Level 1 – Multi-Skill Foundation Course (MSFC)

Module: Energy and Environment

Objectives of the module

Upon completion of this module, you will be able to:

1. Identify various tools and equipment required in the section and their usage 2. Demonstrate the understanding of safety measures required to be taken while using electrical and electronic tools and

equipment; 3. Perform various types of joints for joining electrical wires; 4. Prepare a simple electrical circuit; 5. To take measurements of the room for electric wiring of the room & draw wiring diagram. 6. Demonstrate staircase and godown wiring; 7. Demonstrate the knowledge of earthing, fuse fitting, and miniature circuit breaker; 8. Demonstrate soldering of basic electronics components using soldering iron 9. Maintenance of lead acid batteries, Measuring its specific gravity 10. To demonstrate understanding of electricity consumption of various household electric fittings and kitchen equipments

and calculate monthly electricity units usage by a family. 11. Demonstrate knowledge of electricity saving measures 12. To be able to use & maintain different stoves viz. wick / pressure stove / LPG / smokeless Chula 13. Demonstrate the knowledge of constructional details and working of soak pit, and why wet and dry garbage needs to be

separated.

14. Estimate costing of electrical/environment projects such as earthing, electrical wiring etc.


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Module Structure: This module is a planned sequence of instructions consisting of the following 03 Units.


1 MSFC-EE201-NQ2015 Introduction to Electrical Techniques and Practices 30 (8+22)

2 MSFC-EE202-NQ2015 Introduction to Energy Conservation 10 (3+7)

3. MSFC-EE203-NQ2015 Introduction to Waste Disposal and Recycling 10 (4+6)

Total 50 Successful completion of 15hrs of theory sessions and 35 hrs. of on-the-job learning (practice sessions) is to be done for full

qualification.

Unit Code: MSFC-EE201-NQ2015

Unit Title: Introduction to Electrical Techniques and Practices

Duration: hours

Location: Classroom and Workshop

Learning Outcome Knowledge Evaluation Performance Evaluation

Teaching and Training Method

Identify electrical tools and equipment, their usage and the safety measures to be taken while using them

1. Read the symbols and describe their usage

2. Describe the purpose of symbols.

3. Describe health and safety risks and procedures involved in the use of electrical tools, equipment and materials

1. Match symbols and description

2. Identify various types of electrical tools and equipment.

3. Follows the manufacture’s instruction for use. Clean the work area before and after the task

Interactive Lecture:

• Electrical tools and equipment

• Symbols used in electrical work

Activity:

Practice sessions on identifying electrical tools and equipment. Matching symbols with descriptions


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Identify the various types of wire, cable and switches

1. State the purpose of different types of wire, cable and switches.

1. Identify different types of wire, cable and switches.


Introduction to electrical wire, cable and switches

Activity: Practice sessions on identification of different types of wire, cable and switches

Demonstrate the use of Standard/ American wire gauge

1. Describe the use of Standard/ American wire gauge

1. Demonstrate the use of wire gauge for measuring the diameter of the wire


Electrical wire measuring tools

Activity: Practice sessions on measuring different types of wire using wire gauge

Perform various types of joints used for joining electrical wires

1. Recognize the type of joints

2. Describe the purpose of using the following types of joint: o Simple Twist Joint o Straight Joint o

1. Demonstrate the use of wire stripping hand tools for stripping wire

2. Demonstrate knife stripping of wire

3. Demonstrate the following for joining electrical wires: o Simple Twist Joint o Straight Joint

4. Demonstrate the use

of plastic electrical tape



Electrical wire joints

Activity: Practice sessions on joining electrical wires employing the following type of jointing methods: o Simple Twist Joint o Straight Joint


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Prepare a simple electrical circuit

1. Explain the meaning of various terms used in simple circuit such as electrical potential difference/ voltage, conductive path, electrical resistance potential difference, transistor, conventional current, direct current, capacitor, attractive current, ohm’s law, ohm’s etc.

2. Describe the purpose of simple circuit

1. Prepare the diagram of a simple electrical circuit

2. Prepare a simple electrical circuit for operating one lamp by one switch and 2 lamps by two switches.

3. Connect two or more lamps in a series

4. Connect two or more lamps in parallel


Simple circuit connection

Activity: Practice sessions on drawing a diagram of simple electrical circuit and connecting lamps in series and parallel

Suggested community Services – Carry out electric wiring of classroom /home /individual while learning all standard procedures.

Demonstrate staircase wiring

1. Describe the factors to be considered for planning and executing staircase wiring

2. Identify the tools and materials to be used for staircase wiring

1. Draw a diagram of the circuit for staircase wiring method

2. Demonstrate staircase wiring

Interactive lecture:

Staircase wiring

Activity: Practice sessions on drawing a diagram and performing staircase wiring in the school

Demonstrate godown wiring

1. Describe the factors to be considered for planning and executing godown wiring

2. Identify the tools and materials to be used for staircase wiring

1. Draw a diagram of the circuit for godown wiring method

2. Demonstrate godown wiring method

3. Use the resources economically, safely and for intended purpose only


Godown wiring

Activity: Practice sessions on performing godown wiring

Demonstrate 1. Explain the purpose of 1. Identify the Interactive Lecture:


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earthing earthing 2. Describe the materials

used for earthing 3. Describe the

precautions to be taken while earthing

4. Describe the meaning of good earthing

materials used in earthing

2. Draw a diagram for earthing

3. Demonstrate earthing installation by using appropriate materials and tools

Conventional and maintenance free earthing

Activity: Practice sessions on installing earthing connection at school

Suggested community service :Check earthing of all points in school, home. Conduct camp in village for testing earthing.

Demonstrate fuse fitting

1. Determine principle of fuse tripping

2. Describe different types of fuse wires

1. Demonstrate the use of different fuse wires


Electric Fuse

Activity: Practice sessions on fixing fuse by using different types of fuse wires

Recognize the main features of Miniature Circuit Breaker (MCB)

1. Describe the purpose of MCB

2. Describe the main features of MCB

3. Describe safety factors involved in MCB

1. Explain the structure and working of MCB


Miniature Circuit Breaker

Activity:

Practice sessions on installation of MCB

Demonstrate soldering of basic electronics components using soldering iron

1. Described purpose of soldering 2. Describe safely factors involved in soldering 3. Describe qualities of good soldering joint

Recognize basic electronic component resistance, diode, transistors, capacitors. 1. Demonstrate

soldering of basic electronics components using


Soldering electronic component. Introduction to basic electronic component.

Activity:

Practice sessions soldering of


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soldering iron electronic component to make LED light units or simple hobby electronic circuits from given circuit diagram viz. door bell, water control alarm etc.

Maintain lead acid batteries, Measuring its specific gravity

1. Describe various types of batteries and its comparison 2. Describe what is “specific gravity” and why is it important?

1. Demonstrate maintenance of lead battery and measuring of specific gravity


Types of commonly used batteries. Viz. Lead acid, Ni Cd etc. Mainteinance of batteries

Activity:

Testing charging of battery with multi-meter. Use of hydro meter to test specific gravity of lead acid battery.

To be able to use & maintain different stoves viz. wick / pressure stove / LPG / smokeless Chula

1. Describe various types of stoves and its functioning 2. Start a stove and its cleaning 3.Replace the valve or check for leakage

1. Demonstrate working of various types of stoves


Operating principles of stoves

Activity:

Practice sessions about use and maintenance of stoves


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Unit Title: Introduction to Energy Conservation

Duration: hours

Location: Classroom / Workshop



Calculate monthly electricity unit consumption of a family using combination of lighting and kitchen equipment (blub, tubes, mixer, water heater etc.) Demonstrate knowledge of electricity saving measures.

1. Describe the unit of electricity and method to measure the consumption

1. Calculation of electricity bill for a given the load


Electricity consumption and bill

Activity:

Reading of an electrical bill, calculating electricity bill for a given load

Describe the advantages of different lighting solutions.

2. Describe the different types of lights, their advantages and disadvantages.

3. Describe the benefits of using LED bulb

4. Estimate the cost

2. Reading wattage of bulb.

3. Select appropriate solution for required light.

4. Selecting appropriate


Lamps for domestic lighting, Incandlscent – Filament bulb, LED Lights, CFL and appropriate solution for lighting. Light intensity required in a house.

Activity:

Selection of appropriate lighting solution for home, room, class, street light etc.


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Practice sessions on making LED torch and decorative strings

Suggested Community Services: Assembly of LED lights, repair of CFL, replacement of filament lamp with low consumption solution.


Unit Title: Introduction to Waste Disposal and Recycling

Duration: hours

Location: Classroom, Workshop, Laboratory, Vermicompost Unit



Recognize the various features of and describe the working principle of soak pit

1. Explain the purpose and working principle of soak pit

2. Describe advantages and disadvantages of soak pit

3. Describe the applications of soak pit

1. Draw a diagram showing the various elements of soak pit

2. Prepare a soak pit


Soak Pit

Activity: Preparing a soak pit, either at school or at home

Identify the various types of garbage and explain the general procedures adopted for

1. Describe the various types of garbage and methods used for their disposal

2. Explain the purpose of

1. Demonstrate the knowledge of appropriate methods used for disposal of different types of


Garbage Disposal and Recycling

Activity:


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disposal of garbage in cities and rural areas

garbage separation and its processing

3. State the various precautions to be taken when separating and processing garbage for disposal

garbage – biodegradable and non-biodegradable, toxic materials, infected materials, radioactive materials, etc.

1. Identifying various types of garbage materials

2. Group discussion on safe garbage disposal.


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Module: Gardening, Nursery and Agriculture Techniques


Upon completion of this course, you will be able to:

1. Demonstrate knowledge of land preparation / pot filling for cultivating a crop either on a plot of land / terrace garden / in a

pot

2. Select healthy seeds for sowing; Demonstrate the knowledge of basic seeds treatment.

3. Demonstrate growing of one vegetable crop on a small plot / kitchen garden / terrace garden

4. Demonstrate preparation and use of different compost and vermin-wash

5. Demonstrate making and use organic pesticide formulation

6. calculate profitability of one crop

Introduction to Animal Husbandry (additional inputs for rural/semi-rural schools)

1. Understand different breeds of animals – indigenous and breed variety

2. Determine age of the animal and their feed requirements

3. Understand different diseases for domesticized animals – at least two types – Cow, chicks or bullock and sheep

4. Demonstrate ability to estimate feed requirement, yield of the animal and its well-being (for any common animal/pet in the

local area e.g. sheep, goat, poultry bird, cow/buffalo)

5. Determine costing of milk or milk product household business


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Module Structure: This course is a planned sequence of instructions consisting of the following 02 Units.


1 MSFC-GNA301 - NQ2015 Introduction to Basics of Gardening, Nursery and Agriculture Techniques

40 (6+34)

2 MSFC-GNA302A - NQ2015

MSFC-GNA302B - NQ2015

For Rural-Semi Rural Schools

Introduction to Animal Husbandry (for Rural /semi-rural Schools)

For Urban Schools

Innovative Gardening Techniques for urban setting

10 (3+7)

Total 50


qualification.


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Unit Code:

MSFC-GNA301 - NQ2015

Unit Title: Introduction to Basics of Gardening, Nursery and Agriculture Techniques

Duration: hours

Location: Classroom, farm, Plant Nursery, terrace garden



To learn to prepare land, or filling of pot To learn to take one crop using agriculture tools and standard agri. practices.

1. To describe steps taken in taking one crop.

2. To describe principles behind the basic agricultural procedures.

1. Growing one crop and do all tasks given below to achieve agriculture produce.

Suggested Community Service areas:-Taking at least one vegetable crop on small plot. Use of agriculture Diary published by Agriculture University or KVK to take crop. OJT – On farmer’s field for at least 1 day. Activity: Students will carry out various tasks as given below in performing above task.

Calculate the amount of seed/plants for the area

1. Describe the procedure for calculating the amount of seed/plant material for an area

1. Demonstrate the knowledge of calculating the amount of seed required for an area


Calculating the amount of seed/plants needed for an area

Activity:

Practice sessions on calculating seed and plants for a given area


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Demonstrate to treating of seeds with traditional method/ biological agents/ chemicals/ fertilizers

1. Describe precautions to be taken when selecting seeds

2. Describe advantages of seed treatment.

1. Select seed treatment method for selected crop using krishi Diary. Perform seed surface treatment

2. Treat seeds with recommended method.

Interactive Lecture: Seed Treatment , its benefit , referring Agri (Krishi) Diary for selecting appropriate method Activity: Practice sessions on treating seeds with traditional method / chemicals/fertilizers. Using Agri (Krishi) Diary.

Perform planting of seeds and intercultural operations (weeding, fertilizer application, mulching etc.)

1. Describe the uses of various tools and equipment in intercultural operations (weeding, fertilizer application, mulching etc.)

1. Demonstrate the use of various tools and equipment in intercultural operations (weeding, fertilizer application, mulching etc.)

Interactive Lecture: Planting of seeds, watering of plants, Intercultural Operations (weeding, fertilizer application, mulching etc.) Activity: Practice sessions on planting of seeds, intercultural operations in nursery (weeding, fertilizer application, mulching etc.) and draw a flow chart

Prepare vermin composting and vermin wash

1. Describe use & advantages of vermin compost and vermin wash.

1. Demonstrate preparing of bed for Vermin composting. 2. Preparing bed for

preparing vermin wash.

3. Use of vermin compost and vermin wash in the plot.

Activity : Prepare vermin compost bed using cow dung, biomass and vermin culture. Prepare a vermin wash Interactive Lecture: Different method of Composting, its advantages.


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Prepare organic pesticide formulation.

1. Describe procedure to make organic pesticide formulation. 2. Advantages of using organic pesticide.

1. Demonstrate organic preparing pesticide formulation. 2. Applying them if there is a problem.

Interactive lecture: Preparing pesticide formulation, its use. Common pest on the selected crop. Activity : Preparing any one traditional pesticide formulation with the help of Krishi Diary viz. Dashaparni Ark, AmrutJal etc.

Unit Code:

MSFC-GNA302A - NQ2015

Unit Title: Introduction to Animal Husbandry (For Rural-Semi Rural Schools))

Duration: hours

Location: Classroom and Animal Husbandry Dept. / Cattle shade



Determine the age of animals

1. Describe the methods of determining age of animals

2. Describe advantages of knowing age of the animal.

1. Determine the age of farming and milking animals

Interactive Lecture: Determining the age of milking and farm animals Activity: Practice sessions on determining age of milking or farm animal from its teeth methods

Determine the weight of animals to estimate feed requirement

1. Describe the method of determining weight of animals and estimating feed requirement

1. Determine weight of animals by taking due precautions

2. Calculate fodder requirement of animal from TDN in different folder.

Interactive Lecture: Measuring Animal Weight and estimate feed requirement, TDN of different fodder. Activity: 1) Practice sessions on determining weight of an animal and its feed.


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2) Visit Dairy farm and learn feeding and milking procedures.

Understand different diseases of domesticized animals

1.Describe the different types of diseases observed in domesticized animals 2.Methods of identification of diseases

1. Identification of different types of diseases. 2. Demonstrate methods of identification of different domesticated animals

Interactive lecture/Session: determining the different types of domesticized animals. Activity: Identify sickness by examining / studying the sick animal

Determine ability to estimate feed requirement for animals

1.Describe the method of determining the quantity of feed requirement of different types of animals. 2. Describe the different types of feeds

1. Calculate estimated feed requirement of an animal by their age. 2. Calcualte estimate of feed requirement of an animal by their weight. 3. Calculate estimated feed requirement of a milk giving animal

Interactive lecture/Session: Demonstrate different types of feeds Activity: Practice session on types of feeds. Practice session on estimated feed requirement for an animal

Determine yield of animal and its well-being

1.Describe the yield of animal according to geographical area 2. Describe different types of domesticized animals and their importance. 3. Describe how to ensure wellbeing of domesticized animals

1. Demonstrate method of determining yield of domesticized animal 2.

Interactive lecture / session: 1. Comparison between healthy and unhealthy animal and their yield Activity: 2. Demonstrate the difference between well kept animals and its impact on the health of the animal


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Determine costing of Milk and milk products in a household business

1.Describe the process of costing of milk and milk products 2. Describe the difference between household business and commercial establishment

1.Calculate the cost of milk 2. Calculate the cost of different types of milk products which can be produced in a household

Interactive Lecture/Session: Prepare table for determining cost of milk and milk produce for an household maintaining two cows. Activity: Visit to a model/ well kept housel hold milk producing farmer

Unit Code:

MSFC-GNA302B - NQ2015

Unit Title: Innovative Gardening Techniques for urban setting (For Urban Schools)

Duration: hours

Location: School Premises



Learn window / balcony gardening

Describe the process of window/balcony gardening

Develop a window garden in a team

Interactive Lecture: Describe window/balcony gardening and appropriate plants Activity: Practice sessions on window/balcony gardening


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Food Processing Techni ques


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Module: Food Processing Techniques

Objectives of the course


1. Understand concept of calories, calories in the locally available food, calories requirement of an adult and child

2. Understand the nutrition values in the locally available food material

3. Demonstrate basic knowledge of cooking and baking using a recipe with basic kitchen equipment

4. Demonstrate the knowledge of preserving foods using simple preservation techniques

5. Identify factors affecting shelf life of food Demonstrate understanding of components of food labels and its interpretation

6. Demonstrate the knowledge of preparing a chart of balanced diet

7. Demonstrate and maintain personal hygiene& hygiene of cooking area

8. Demonstrate safety measures to be observed in the kitchen


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1 MSFC-FP401-NQ2015 Basic Food Cooking and Preservation Techniques 40 ( 6+ 34)

2 MSFC-FP402-NQ2015 Basic of Nutrition& Packaging 10 ( 2 + 8)

Total 50


qualification.

Unit Code: MSFC-FP401-NQ2015

Unit Title: Basic Cooking and Food Preservation Techniques 40 hrs.

Duration: hours

Location: Classroom, Science Laboratory, Kitchen and Food Preservation Unit


Able to prepare food items using safe and appropriate procedure.

1. Describe various methods of food preservation (salting, pickling, drying, smoking, preserving in brine water, etc.)

2. Describe principles behind basic preservation technique viz. use of high or low temperature, exclusion of air, removal of

A)Will demonstrate making of following food items as per the standard procedures given in following rows

1. Chikki 2. Sauce 3. Jam and Jelly 4. Dried product,

roasted product viz. Papad, dried vegetables

Community Services :Students will make various food items as per the recipe. Activity: Students perform activities given in the following rows to achieve respective learning outcome. Will use oven, gas, kitchen equipment like


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moisture, use of preservatives, etc.

3. Describe importance of maintaining hygiene in cooking area.

5. Pickle 6. Biscuits and Nan

Katai 7. Popcorn

B) Calculate costing of these food items.

mixer etc.

Identify the basic characteristics of raw food materials and apply cleaning and sanitation method

1. Describe the basic characteristics of raw food materials 2. Describe the basic principles and practices involved in cleaning and sanitation in food processing operations

1. Apply the basic principles and practices of cleaning and sanitation of food while preparing all above food product.

2. Demonstrate the use of personal clothing for working in food processing area such a headgear, apron, gloves, etc.

Interactive lecture: Characteristics of Raw Food Activity: Practice sessions on cleaning of raw food materials while preparing above food items.

Identify and handle utensils and equipment used in cooking and baking

1. Describe the safety precautions to be taken for using utensils and equipment (measuring cups, spoons, knife, cutting board, frying pan, grate, etc.)

1. Demonstrate the use of knife/mixer/oven/ stove / gas.

2. Identify flavors and uses of various spices, herbs, grains and greens

3. Clean the utensils and work area after cooking

Interactive Lecture: Use of equipment and utensils in cooking. Controlling quality of products, color, taste etc. Activity: Will use kitchen equipment to make food products as listed in row one above.


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Apply appropriate cooking methods for preparation of various culinary

1. Describe various methods of wet, dry and combination cooking methods

2. Read the names of vegetables, grains, spices, herbs, etc. used in preparation of culinary

4. Adapt small recipes and cooking methods to prepare dishes

5. Apply fuel conservation methods

6. Clean the utensils and work area after cooking

Interactive Lecture: Cooking Activity: Practice sessions on shallow frying, boiling, steaming and other cooking processes using locally available foods, fruits, for the product given above etc.

Unit Code: MSFC-FP402-NQ2015

Unit Title: Basic of Nutrition and Packaging

Duration: 10 hours

Location: Classroom and Food Nutrition Laboratory and Kitchen


Identify food requirements of adolescent male and female

1. Describe daily food requirement (nutrient) of adolescent male and female

1. Prepare a diet chart to meet the nutrient requirements of adolescent male and female from locally available food

Interactive Lecture: Food and Nutrition Activity: Practice sessions on putting together combination of foods to meet the daily calorie requirement of adult male and female

To demonstrate understanding of information on the packaging label&

1. Describe food label. 2. Describe advantages of

different food packaging types.

1.Interprete food label 2. Weight and packaging of food product using sealing method.

Interactive session: Packaging label, packaging method, manufacturing date, expiry date, shelf


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packaging of food products.

3. Describe shelf life and factors affecting shelf life of food items.

3. Identify different food packets

life, quality of food items Activity: To read label of different food products. Design food label for food items made in the class.

Demonstrate the knowledge of methods of identifying adulteration.

1. Describe the methods of assessing adulteration.

1. Demonstrate detection of adulteration in milk& its product with the use of lactometer and other appropriate technique

2. Demonstrate other method of detecting adulteration in other food products.

Interactive session : Adulteration, its effect. Physical, visual , taste and chemical testing method Activity : Testing turmeric, milk, milk product, Ghee, spices etc. for adulteration


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Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It

may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment about the

extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of

competency. Assessment should be done on the basis of information or evidence about the individual’s ability against clearly

stated objectives or standards. A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the

requirements of competency based assessment. Appropriate evidence is to be collected from activities that can be clearly related

to the Units of Competency. It should cover all the elements and performance criteria/indicators in the competency standards.

Student’s achievements should be assessed by using the following methods of assessment.

S.No. Method of Assessments Weightage (Max. marks)

Evaluator

1. Practical Test 50 Certified Assessor #

2. Written test 20 Certified Assessor #

3. Portfolio (journal) 20 Teacher

4. Oral 10 Certified Assessor #

Total 100

# Assessors will be certified by the State Education Board.

1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.

2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against

competency standards (skill and academic standards).

3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video

recording can be done at the time of oral test or viva voce.

4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior

learning and experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the

workplace or the community and photographs of the products prepared by the candidates related to the units of competency

should be included in the portfolio.


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5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be

given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should

be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for

improvement and innovation.

6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being

observed. Employability skills evaluation listed below in the table should be evaluated through direct observation by the

teacher/trainer and appropriate records should be maintained for transparency in evaluation.

Employability Skill Area S.No. Competencies and Performance Standards Competent Not Yet Competent

Communication 1. Questions appropriately

2. Writes clearly and legibly

3. Demonstrates good listening and responding skills

4. Informs about the absence and reasons of absence

Responsibility 5. Organizes work

6. Manages time effectively and efficiently

7. Complete assignments timely

8. Displays care for tools and equipment

9. Accepts responsibility pleasantly

10. Exhibits patience

11. Demonstrates pride in work

Interpersonal relationship

12. Displays friendly and cooperative attitude

13. Demonstrates tactfulness in difficult situations

14. Accepts constructive criticism

15. Exhibits positive attitude

Health and Safety 16. Practices good personal hygiene regularly

17. Maintains good personal health

18. Dresses well and in appropriate manner

Innovation and creativity 19. Give reasons and make judgments objectively

20. Share ideas and thoughts with others

Competent = 0.5 marks, Not yet competent = 0


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List of Tools, Equipment and Materials

The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and

accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for practice

and acquiring adequate practical experience.

Workshop & Engineering Techniques 1. Adhesives for Carpentry Work

2. Adjustable Wrench

3. Air Filters

4. American Wire Gauge

5. Ammeter

6. Arc Welding Machine

7. Ball Peen Hammer

8. Bar Level

9. Bending Tool

10. Blueprint

11. Borax

12. Boring Tools – Auger Bit, Brace, Gimlet, Hand Drill

13. Branch Rule

14. Buzzers

15. Capacitor

16. C-Clamps

17. Chimes

18. Circuit Breaker/Safety Switch/Fuses

19. Clamp Ammeter

20. Clamp Meter

21. Claw Hammer

22. Condenser (Fan Motor)

23. Condulets

24. Crimping Tools


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25. Cutting Tools – Back Saw, Cross Cut Saw, Rip Saw

26. Defective Capacitors

27. Defective Electrical Controls

28. Diagonal Cutting Pliers

29. Electrical Metallic Tubing

30. Electrical Power Tools

31. Electrical Tape

32. Electrical Wire

33. Electrician’s Holster

34. Electrician’s Knife

35. EMT Adapters

36. Evaporator Fan and Motor

37. Fan Motor

38. Fastening Devices

39. Filler Rolls (Bronze, Steel, Aluminum Relevant To Required Activity/ Task

40. Filter

41. Filter Drier

42. Filter Drier Connection

43. Fish Tape Reel

44. Fittings

45. Flaring Tool

46. Flat Screwdriver

47. Fluxes (Borax, Aluminum and Silver)

48. Frequency Meter

49. Gimlet

50. Good Condition Electrical Controls

51. Grease

52. Hacksaw

53. Hacksaw Pliers

54. Holding Tools – Vise Grip, C-Clamp, Bench Vise


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55. Insulation Resistance Tester

56. Intercom Cables

57. Intermediate Metal Conduit

58. Junction Box

59. Kilowatt Hour Meter

60. Leak Detector

61. Level Bar

62. Linesman’s Pliers

63. Lock Nut And Bushing

64. Long Nose Pliers

65. Manufacturer’s Manual for various Tools and Equipment

66. Masonry Drill

67. Measuring Tools – Pull-Push Rule, Meter, Ruler, Zigzag Rule

68. Megger Tester

69. Metal Moulding

70. Metric Rule

71. Mica Tube

72. Micrometer Clipper

73. Motor Compressor

74. Multi-Tester

75. Ohmmeter

76. Oil

77. Open End Wrench

78. Overload Protector

79. Oxy-Acetylene Welding Outfit

80. Personal Protective Equipment- Gloves, Mask, Apron, etc.

81. Philippine Electrical Code

82. Philips Screwdriver

83. Pipe Bender

84. Pipe Cutter


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85. Pipe Reamer

86. Pipe Wrench

87. Pliers

88. Plumb Bob

89. Pull Box

90. Pull-Push Switch

91. Push and Pull Rule

92. Push Tape Rule

93. PVC Adapters

94. PVC Moulding

95. PVC Pipe

96. Rags

97. Recovery/Recycling Machine

98. Refrigerant Cylinder

99. Relay

100. Relays

101. Requisition Slip

102. Rigid Steel Conduit

103. Rotary Switch

104. Sand Paper

105. Screw Driver

106. Sealant

107. Set Of Screw Drivers

108. Sharpening Tools

109. Soap

110. Solid Wire 2.0 Mm2



113. Spirit Level/Water Level

114. Steel Rule


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115. Straight Edge

116. Strike Lighter

117. Swaging Tool

118. Switch

119. Switch Pull-Push/Rotary

120. System Analyzer

121. Teflon Tape

122. Thermostat

123. Timer

124. Tri-Square

125. Tube Cutters

126. Tubes (Copper, Steel, Aluminum Relevant To Required Activity Task.

127. Utility Box

128. Vacuum Pump

129. Vernier Caliper

130. Voltmeter

131. Voltmeter

132. Wattmeter

133. Wire Gauge

134. Wire Stripper

135. Wiring Diagrams

136. Wood Moulding

137. Wrench Box

Energy & Environment 1. ACSR Conductors

2. Air Circuit Breaker

3. Allen Wrench Set (Hex Set)

4. Battery

5. Cables


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6. Channel Lock Pliers

7. Discharge Rod

8. Earth Leakage Circuit Breaker

9. Earthing Pipe

10. Earthing Plate

11. EarthingRod

12. Fish Tape

13. G I Wire

14. Hammer

15. HT Tray Set

16. Inverter

17. Light Emission Diode

18. Lighting arrestors

19. Linesman Pliers

20. Manual Cover

21. Miniature Circuit Breaker

22. Model of Biogas Plant

23. Model of Soak Pit

24. Model of Simple Electrical Circuit

25. Model of Windmill

26. Moulded Case Circuit Breaker

27. Non-contact Voltage Detector

28. Razor Blade Knife (Utility Knife)

29. Residual Circuit Breaker with Overload

30. Rubber Matting

31. Screwdriver

32. Side Cutter Diagonal Pliers

33. Solar Lights and Devices

34. Stay Wire

35. Switches


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36. Tape Measure

37. Telescopic type Operating Rod

38. Torpedo Level

39. Vacuum Circuit Breaker

40. Voltmeter

41. Wire Crimpers

42. Wire gauge

43. Wire Strippers

44. Wires

Gardening, Nursery and Agriculture Techniques 1. Bamboo Sticks

2. Blotting Paper

3. Budding Knife

4. Chemical Balance

5. Clay Pots

6. Compost

7. Dutch Hand Hoe

8. Edger

9. Farmyard manure

10. Fertilizers

11. Garden Hand Tools

12. Garden Hoes

13. Garden Knife

14. Garden Rake

15. Garden/Digging Fork

16. Garden/Digging Spade

17. Grafting Knife

18. Hoe

19. Hori Hori Knife


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20. Leaf Rake

21. Long Handle Hoes

22. Loppers or Pruning Saw

23. Nursery Recordbook

24. Personal Protective Clothing (Apron, Mask, Gloves, Boots,etc.)

25. Petri Dishes

26. Plastic Baskets

27. Plastic Pots

28. Polybags

29. Pruners

30. Pruning Knife

31. Pruning Shears

32. Rabbiting Spade

33. Secateurs

34. Seeds of Vegetables and Field Crops

35. Shade Net/Green Net

36. Shovels and Specialty Spades

37. Soil Auger

38. Soil Scoop

39. Soil Testing Kit

40. Trowels

41. Vermicompost

42. Water Hose

43. Watering Can

44. Weighing Balance

45. Wheelbarrow or Garden Cart


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Food Processing Techniques

1. Aluminum Foil

2. Baking Sheet

3. Beeswax/Candle

4. Bent-Handled Shears

5. Bowls

6. Candy Thermometer

7. Casserole Dish with Lid

8. Coffee Grinder and Press Pot

9. Corer

10. Corkscrew

11. Cutting Board/Table

12. Cutting boards

13. Dish towels

14. Emery Bag

15. Thread

16. Freezer Bags

17. Glass Dishes with Lids

18. Graters

19. Hem Gauge

20. Kettle

21. Knives

22. Labels

23. Measuring Cups

24. Melon Baller

25. Microplane Grater

26. Needles

27. Nonstick pan with high, curved sides


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28. Openers for Cans, Bottles, Cartons

29. Pasta Spoon or Server

30. Pin Cushion and Pins

31. Pinking Shears

32. Potato Masher

33. Pressure Cooker

34. Seam Ripper

35. Serving and Salad Spoons

36. Serving Tongs

37. Serving tray or platter

38. Sewing and Embroidery Scissors

39. Sewing Box

40. Sewing Gauge

41. Soup Ladle

42. Spatulas

43. Splatter Screen

44. Spoons

45. Tape Measure

46. Thimble

47. Toaster

48. Trimming Scissors

49. Vegetable Peelers

50. Waterproof pens and markers

51. Whisks

52. Wooden Spoons

53. Metre Stick

54. Zester


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Teacher’s Qualifications Qualification, competencies and other requirements for instructor on contractual basis are as follows:

Qualification Minimum Competencies

Diploma, degree or ITI certificate in relevant field (mechanical, electrical, welding, fitter, turner, agriculture, home science) / HSC –vocational / DBRT / RPL Level 3 and above

• Effective communication skills (oral and written)

• Basic computing skills.

• Technical competencies

(* RPL = Recognition of prior learning/skills & demonstrable skills, DBRT – Diploma in Basic Rural Technology)

Examples of Community Service

Vaccination of animals There is a misconception about vaccinating animals among tribals. They fear that it will reduce productivity of animal or they fall sick. In Dhule district, Animal husbandry department trained high school children about vaccination and its benefits. They also corrected misunderstanding. Once students are convinced, with the help of these school children from 7 schools, government veterinary doctors could vaccinate 6449 (cows, buffalo and goats) in 15days. Children talked to villagers, and explained to them, some of them got trained to administer vaccine under supervision of doctors. Nursery and environment

The schools in Nandurbar district learned to grow plants in nursery. Against an order from a local NGO, they prepared 9020 plants.

They took out a rally in the village to create awareness about environmental issues and carry out plantation drive. Many students

adopted 1-2 plants. After seeing success of school nursery, farmer Mr.Jagannath Gaikwad from Tisangi took help of school

instructors and made nursery on his own farm.

Sanitation

Construction of soak pit to stop breeding of mosquitoes is regular activity in IBT schools. Every year hundreds of soak pits are made

by students for e.g Botoni school made 10 soak pit this year. They also breed Gappi fish which eat mosquito’s eggs. Construction of

low cost toilets, toilets with less water can all demonstrated and used in school. Testing portability of water, soil testing, blood

group and hemoglobin test are carried out in school laboratory. Last year, Hingangaon school found out 2 wells out of 4 in the

village is not good for drinking water. They informed Village council head about their result to take action.


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ICT for Development

School with internet access provides ‘Agricultural information service’ to farmer using website www.aaqua.org. They post the

question on the website and get the advice from experts in agricultural science center. 18 schools also subscribed to weather

forecast on SMS. Students are given responsibility to write it on village and school notice board for benefit of all farmers.

Drip Irrigation

Farmer in Brahmanwel village gave order to school to install drip irrigation system in his farm. Students completed it as part of

their project work. Farmer got services at low cost and students get hands on training. Like drip irrigation, schools also provides

service of sprinklers, mulching, vermi composting etc. to farmers.

Fertiliser in Agriculture

9th class students from Tandulwadi village learn new agriculture techniques from ‘Farmers Diary’ published by agricultural

university. They created a demonstration plot of Zendu flowers. They prepared the land, carry out seeds treatment. They prepared

seedlings in nursery for 21days. They used bio fertilizers and planted plants by leaving proper distance between the crops. Based

on the soil testing, they decided quantity of fertilizers. They planted the plants by estimating flowering time will come during

festival seasons. No wonder they got bumper crop!

Agricultural Tools

Small farmers normally do not buy agricultural tools like Knapsack pump for spraying pesticide. 13 farmers from Chaddwel village

took knapsack pump from the school on rent of Rs.20/- per day. Repairing of agricultural tools or get the tools made as per own

design is always done by students. Students from Mangli village sold 35 tree guards. Nagaj school sold 5 poultry cages.

Watershed Development

Students at Gawadewadi constructed a small dam by doing dumpy table and plane table survey. They contributed their labor to

construct it. Survey sites for watershed development are part of IBT curriculum.

Food Preservation

Schools try to make different food items using local agriculture produce. Jams, Jelly, cake, Biscuits, local snacks, chikki etc. are

common in IBT schools. Snacks on annual day, school functions etc. is responsibility of school. This also helps in standardization of

some local snacks. Some of the instructors run their enterprises once they get confidence.


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List of Contributors

1) Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, a constituent unit of NCERT, Ministry of

Human Resource Development, Government of India, Bhopal

2) Dr. Vinay Swarup Mehrotra, Professor, Department of Agriculture and Animal Husbandry & Head, Curriculum Development and

Evaluation Centre, PSS Central Institute of Vocational Education, Bhopal

3) Dr. V.K.Jain, Associate Professor, Department of Humanities, Science and Education Research, PSS Central Institute of

Vocational Education, Bhopal

4) Dr. Abhijit Nayak, Associate Professor, Department of Health and Paramedical Sciences, PSS Central Institute of Vocational

Education, Bhopal

5) Dr. R.K.Pathak, Professor, Department of Agriculture and Animal Husbandry, PSS Central Institute of Vocational Education,

Bhopal

6) Dr. Saurabh Prakash, Associate Professor, Department of Agriculture and Animal Husbandry, PSS Central Institute of Vocational

Education, Bhopal

7) Dr. Mridula Saxena, Professor, Department of Home Science and Hospitality Management, PSS Central Institute of Vocational

Education, Bhopal

8) Prof. R.K.Shukla, Professor, Department of Business and Commerce, PSS Central Institute of Vocational Education, Bhopal

9) Ms. Sunanda Mane, Co-founder & President, Lend-A-Hand India, Pune

10) Ms.Yeshodhara Bhalerao, Director Training & Development , Lend-A-Hand India, Pune

11) Ms.Sukhwinder Multani, Lend-A-Hand India, Pune

12) Mr. R.S. Ghume, Dist.Vocational Education & Training Officer, Pune.

13) Dr.Yogesh Kulkarni, Vigyan Ashram, Pabal Dist.Pune

14) Dr.Arun Dixit, General Manager , SI Group, Mumbai

15) Mr.Ashok Kalbag, Pan IIT Alumni Association, Mumbai

16) Mrs.Seemantinee Khot , Consultant CSR, Pune

17) Mr. B.B.Patil, Head Master, T.S.H. Ghole Road, Pune

18) Mr.Raj Gilda, Co-founder Lend-a-hand-India, Pune

PSS Central Institute of Vocational Education Bhopal

g

Curriculum

Automobile Service Technician

AUTO-SRV L1-NQ2012

EXCITING WORLD OF

AUTOMOBILES

Automobile Service Technician NVQEF- Level1-class IX

PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 2

PREFACE Improving the parity of esteem between the general academic education and vocational education, is the policy priority of the Government of India. The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource Development (MHRD), Government of India, is a descriptive framework that provides a common reference for linking various qualifications. It will be used for setting common principles and guidelines for a nationally recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, Colleges and Universities. The NVEQF will act as a translation device to make qualifications more understandable to employers, students and institutions. It will promote transparency of qualifications and facilitate learner’s mobility between different qualifications, thus encouraging lifelong learning. PSSCIVE has taken lead in development of learning material for the Automobile Sector for all level in collaboration with the Automobile Skill Development Corporation (ASDC).

The present material consists of curriculum related to Level L-1 for the Automobile service sector. This will fulfill the needs of the students willing to learn activities relating to the Automobile Service Sector. Any student/ entrepreneur willing to start an Automobile Service Sector can acquire the desired competencies with the help of this book.

The book has been written by experts but reviewed by all the members of the group. I am grateful to the authors for the development of this book and to the members of the Working Group for their candid suggestions, during the development and review. Their names are given elsewhere.

I appreciate efforts put in the by Dr. Saurabh Prakash, as the Project Coordinator of the Working Group in planning and organizing Meetings which led to the final form of this title.

I shall be grateful to receive suggestions and observations from readers, which would help in bringing out a revised and improved version of this book.

Prof. R.B. Shivagunde Joint Director

Bhopal Pandit Sunderlal Sharma June, 2012 Central Institute of Vocational Education



© Ministry of Human Resource Development 2012 Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction, adaptation, electronic storage and communication to the public are prohibited without prior written permission.

This student workbook was developed, with active involvement of Automobile Skill Development Council (ASDC) keeping in view the National Occupation Standard (NOS) for Service Technician L4 developed by ASDC.

This project for development of the student workbook was coordinated by the PSS Central Institute of Vocational Education, a constituent unit of National Council of Educational Research and Training, which is under Ministry of Human Resource Development, Government of India.



L1-NQ2012

NVEQF Level I - Class IX

Name of Module: Automobile Service Technician

Module Overview:

Student should be able to identify all types of vehicles & their applications, all major systems of a vehicle, introduction to maintenance of vehicles. They will be introduced to various aspects of road safety & environmental issues.

Name and Code of Units

Unit Code Unit Title Total

Hours AUTOT-L1-01 History and Evolution of Automobiles 10

AUTO-L1-02 Various types of Automobiles 35

AUTO-L1-03 Major Systems & Components of an Automobile

60

AUTO-L1-04 Road Safety 30

AUTO-L1-05 Automobiles and our Environment 20

AUTO-L1-06 Introduction to Vehicle Maintenance & Servicing

30

AUTO-L1-07 Innovations & Developments in Automobiles

15

Total 200



List of Elements of unit AUTO-L1-01

History and Evolution of Automobile

Element Code History and Evolution of Automobiles Duration (in Hours)

AUTO-L1-01-E1 Invention of the wheel 2

AUTO-L1-01-E2 Invention of the wheel cart and animal powered horse cart

2

AUTO-L1-01-E3 Invention of Automobile and Evolution 3

AUTO-L1-01-E4 Invention of Automobile and Evolution (Post World War II)

3

Total duration in hours 10

Details of Elements in unit AUTO-L1-01

UNIT CODE AUTO-L1-01

DURATION 10 Hours

UNIT OVERVIEW Students will be able to relate the invention of wheel, wheel cart and animal powered horse cart

ELEMENT AUTO-L1-01-E1

PERFORMANCE CRITERIA

KNOWLEDGE CRITERIA

Describe the Invention of wheel

Able to describe the Invention of wheel

Invention of wheel

ELEMENT AUTO- L1-01-E2


KNOWLEDGE CRITERIA

Invention of wheel cart and animal powered horse cart

Able to describe the wheel cart

Invention of wheel cart and animal powered cart

Able to explain use of horse power

Use of horse cart and horse power



KNOWLEDGE CRITERIA

Invention of Automobiles and Evoluation till date

Able to describe Invention of Automobiles

Invention of Automobiles and



and Evolution till date Evolution till date



KNOWLEDGE CRITERIA

Invention of automobile (Post world war II)

Able to describe Invention of Automobile and Evolution post World War II

Invention of automobile and Evaluation post World War II


Various types of Automobiles

Element Code Various types of Automobiles Duration (in Hours)

AUTO-L1-02-E1 Able to identify Two and Three Wheelers 7

AUTO-L1-02-E2 Able to identify Passenger and Commercial vehicles

7

AUTO-L1-02-E3 Able to identify agricultural vehicles 7

AUTO-L1-02-E4 Able to identify construction equipment vehicles

7

AUTO-L1-02-E5 Able to identify special vehicles 7

Total duration in hours 35



Detail of Elements in Unit AUTO-L1-02


DURATION 35 Hours

UNIT OVERVIEW Student will be able to identify various types of Automobiles


PERFORMANCE CRITERIA KNOWLEDGE CRITERIA

Able to identify Two Wheelers

Able to identify TwoWheelers used

Two Wheelers, make, model, specifications

Drawing of Two Wheelers

Parts/Components of Two Wheelers



KNOWLEDGE CRITERIA

Able to identify Three Wheelers

Able to identify Three Wheelers used.

Three Wheelers, make, model, specifications

Drawing of Three Wheelers.

Parts/Components of Three Wheelers



KNOWLEDGE CRITERIA

Able to identify Passenger vehicle

Able to identify Passenger vehicles used.

Passenger vehicle, make, model, specifications

Drawing of Passenger vehicle.

Parts/Components of Passenger vehicles



KNOWLEDGE CRITERIA

Able to identify Commercial vehicle

Able to identify Commercial vehicle used.

Commercial vehicle, make, model, specifications

Drawing of Commercial vehicle,

Parts/Components of Commercial vehicles



KNOWLEDGE CRITERIA

Able to identify Agricultural vehicle

Able to identify Agricultural vehicle used.

Agricultural vehicle, make, model, specifications



Drawing of Agricultural vehicle

Parts/Components of Agricultural vehicles



KNOWLEDGE CRITERIA

Able to identify Construction Equipment Vehicle

Able to identify Construction Equipment Vehicle used.

Construction equipment Vehicles, make, model, specifications

Drawing of Construction Equipment Vehicles,

Parts/Components of Construction Equipment Vehicles



KNOWLEDGE CRITERIA

Able to identify Special Vehicles

Able to identify Special Vehicles used.

Special vehicle, make, model, specifications

Drawing of Special Vehicles,

Parts/Components of Special Vehicles


Major Systems & Components of an Automobile Sr.No Elements Duration

(in Hours) 1. Chassis Frame and Auto Body 5 2. Engine, and its components 10

3. Lubrication System 5

4. Cooling System 2 5. Fuel Supply 5 6. Transmission System 5 7. Front and Rear Axle, , 2 8. Steering System 2 9. Suspension System 5 10. Wheels and Tyre 2 11. Brake 5 12. Electrical & Electronic Systems 5 13. Air Conditioning System 5 14. Active and Passive Safety 2 Total 60



Details of Elements of unit AUTO-L1-03

Major Systems & Components of an Automobile


DURATION 60 hours

UNIT OVERVIEW Student will be able to Major Systems & Components of an Automobile

ELEMENT CODE KNOWLEDGE CRITERIA PERFORMANCE CRITERIA


Use of Chassis Frame and Auto Body

Able to identify and describe the importance of Chassis Frame and Auto Body Able to make a drawing of the Chassis Frame and Auto Body


Use of Engine and its components

Able to identify and describe the importanceof the Engine and its components Able to make a drawing of the Engine and its components.


Use of Lubrication System

Able to identify and describe the importanceof the Lubrication and its components Able to make a drawing of the Lubricationsystem and its components


Use of Cooling System

Able to identify and describe the importanceCooling System, Able to make a drawing of the CoolingSystem


Use of Fuel Supply system Able to identify and describe importanceFuel Supply System, Able to make a drawing of the Fuel SupplySystem,


Use of Transmission System,

Able to identify, describe importance of Transmission System, Able to make a drawing of the Transmission System,


Use of Front and Rear Able to identify and describe theimportance of Front and Rear Axle, Able to make a drawing of the Front and Rear Axle




Use of Steering Able to identify and describe the importanceof steering, Able to make drawing of steering


Use of Suspension System Able to identify and describe importance of suspension system Able to make a drawing of the Suspension System


Use of Wheels and Tyres Able to identify and describe the importance Wheels and Tyres Able to make drawing of Wheels and Tyres

ELEMENT AUTO-L1-03-E6\11

Use of Brake Able to identify and describe importance ofBrake Able to make drawing of Brake


Use of Electrical & electronic Systems

Able to identify and describe the importanceof the Electrical & Electronic Systems Able to make a drawing of the Electrical & Electronic Systems.


Use of Air Conditioning System

Able to identify and describe the importanceof Air Conditioning System Able to make a drawing of Air Conditioning System,


Use of Active and Passive Safety

Able to identify and describe importance ofActive and Passive Safety Able to make a drawing of Active and Passive Safety



List of Element of Unit AUTO-L1-04

Road Safety

Element Code Road safety Duration (in Hours)

AUTO-L1-04-E1 Importance of road safety rules 5

AUTO-L1-04-E2 Safe and responsible driving 5

AUTO-L1-04-E3 Road Signs 5

AUTO-L1-04-E4 Driving rules and Registration of a vehicle 5

AUTO-L1-04-E5 Driving License 5

Total Duration 25

Details of Elements in Unit AUTO-L1-04


DURATION 25 Hours

UNIT OVERVIEW Students will be able to understand about road safety and rules adopted in regulation



Importance of road safety rules

Able to list the safety rules to be followed.

Importance of safety rulesand safe practices

Able to use safe practices while driving.



Safe and responsible driving

Able to list the safe and responsible driving procedures

Safe and responsible driving





Road Signs signals

Able to identify various road signs, traffic signals and describe the rules

Road Signs, Traffic signals and rules

Able to make sketch of various road sign, traffic signals and describe the rules



Driving rules and registration

Able to describe driving rules

Driving rules and registration

Able to fill forms for driving and registration



Driving License Able to describe different license forms

License rules

Able to write license rules Able to fill forms for license


Element Code Automobile and Environment Duration (in hours)

AUTO-L1-05-E1 Air pollution 5

AUTO-L1-05-E2 Auto Emissions and EU/ BS

Standards 5

AUTO-L1-05-E3 PUC Certification 10

Total Duration 20





DURATION 25 Hours

UNIT OVERVIEW Students will be able to understand about Automobiles and Environment



Air pollution Able to list Air pollution norms

Air Pollution and norms

Able to observe Air Pollution and Automobiles

Air Pollution and Automobiles



Auto emissions and EU/ BS

Standards

Able to identify various Standards like EU/ BS, PUC Certification

Auto emissions and EU/ BSStandards

Able to make list of various standards



PUC Certification

Able to describe about PUC Certification.

PUC Certification





DURATION 30 Hours

UNIT OVERVIEW Student will be able to understand about Automobiles and pollution



Air pollution Able to list air pollution norms

Air pollution

Able to observe the Air Pollution and Automobiles.




Standards

Able to identify various Standards like EU/ BS,


Standards Able to make list of various standards



PUC Certification Able to describe about PUC Certification.

PUC Certification



Introduction to Vehicle Maintenance and Servicing

Details of Elements of Unit AUTO-L1-06

Element Code Name of Element Duration (in Hours)

AUTO-L1-06-E1 Importance of Vehicle Maintenance and Servicing

10

AUTO-L1-06-E2 Tips to Extend the Life of Vehicles 10

AUTO-L1-05-E3 Introduction to Vehicle Servicing procedure 10

Total duration 30



DURATION 30 Hours

UNIT OVERVIEW Student will be able to Introduce Vehicle Maintenance and Servicing



Importance of Vehicle Maintenance and Servicing

Able to perform basic procedures for vehicle maintenance

Importance of Vehicle Maintenance and Servicing

Able to describe vehicle maintenance



Tips to extend the life of vehicles

Able to list tips to extend the life of Vehicles

Tips to extend the life of vehicles

Able to check the tips





Introduction to Vehicle Servicing procedure

Able to list procedures during vehicle servicing

Procedures during vehicle servicing

List of Elements of Unit AUTO-L1-07

Innovation and Development

Element Code Innovation and Development Duration (in hours)

AUTO-L1-07-E1 Innovation and Development 15

Total Duration 15



DURATION 15 Hours

UNIT OVERVIEW Student will be able to understand about Innovation and Development in Automobiles




Able to identify innovation in Automobiles. Able to understand about new developments

Importance of innovation and development

NVEQ Level 1 – Beauty and Wellness - Competency Based Curriculum 2013

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National Vocational Education Qualification Programme

NVEQ Level 1

Sector: Beauty and Wellness

LabourNet Services India Pvt. Ltd.

Copyright

All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by LabourNet.


2 of 22

Table of Content

Introduction ........................................................................................................................................................................................................... 3

About the Sector ................................................................................................................................................................................................... 3

Objectives of the Course ....................................................................................................................................................................................... 5

Course Structure ................................................................................................................................................................................................... 6

Classroom Activities ............................................................................................................................................................................................. 7

Practical Activities ................................................................................................................................................................................................ 7

On-the-Job Training .............................................................................................................................................................................................. 7

Certification .......................................................................................................................................................................................................... 7

Units ...................................................................................................................................................................................................................... 8

BW101-NQ2013 Introduction To Body Care ...................................................................................................................................... 8

BW102-NQ2013 Introduction To Hand Care .................................................................................................................................... 10

BW103-NQ2013 Introduction To Foot Care ..................................................................................................................................... 12

BW104-NQ2013 Introduction To Face And Beauty ......................................................................................................................... 14

BW105-NQ2013 Introduction To Hair Care ..................................................................................................................................... 16

BW106-NQ2013 Introduction To Hand Art ...................................................................................................................................... 18

Assessment Guide ............................................................................................................................................................................................... 20

List of Tools, Equipment and Materials ............................................................................................................................................................. 21

Trainers Qualification………………………………………………………………………………………………………………………. . 21

List of Contributors ............................................................................................................................................................................................. 22


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Introduction

The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource Development

(MHRD), Government of India provides a common reference for linking various qualifications to be used for setting common principles and

guidelines for a nationally recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical

Education Institutions, and Universities/Colleges.

As per NVEQF qualifications are to be developed in series of levels of knowledge and skills, defined in terms of learning outcomes i.e., the

competencies (knowledge, skills and attitude) which the learners must possess regardless of whether they were acquired through formal,

non-formal or informal education and training system. Units of competency are the specification of knowledge and skill and the application

of that knowledge and skill to the standard of performance expected in the workplace.

Competency is defined in terms of what a person is required to perform, under what conditions it is done and how well it is to be done.

Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical competencies are

an individual's knowledge and expertise in the specific group task and its processes. An executive order F.No.1-4/2011-VE dated 3 Sept.,

2012 on the various aspects of NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD

at www: mhrd.gov.in.

A competency based curriculum describes what learners must “know” and “be able to do” by the end of a program or study. It identifies the

competencies and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which performance

will be assessed. It also defines the learning activities that will lead to the learner to mastery of the targeted learning outcome.

The competency based curriculum is broken down into parts known as Units. Each unit is further broken down into knowledge and skills

on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher or trainer.


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About the Sector

The Beauty and Wellness sector in India is witnessing exponential growth due to consumerism, globalization and changing lifestyles. Rising disposable

income of the rapidly expanding Indian middle class, demand fuelled by increasing stress levels and willingness of people to ‘look and feel good’ are

further fueling the growth of the Beauty & Wellness industry. India is currently the 10th fastest growing market globally in Beauty & Wellness sector .

This industry is presumed to reach a remarkable INR 875,000 crores by the year 2014 The Indian Beauty and Wellness sector comprises of mainly two

segments: Products and Services. The Services segment alone contributes as much as 40% of total market. This lucrative market has drawn attention not

only of domestic players, VCs, and angel investors but also of established international players that are also now keen to tap into this market.

The rapid growth in beauty and wellness industry along with the entry of giant organized players both nationally and globally, has led to huge demand

for trained personnel. The skilled and trained personnel requirement in the next five years is an estimated 4.47 million. However, there is a huge deficit

in the availability of skilled and trained personnel. This talent deficit poses extreme threat to the growth and expansion of the whole beauty and wellness

industry

Critical Occupations:

Critical occupations have been identified from existing job roles in the industry based on maximum demand and minimum available skill set in the

workplace. Critical occupations, identified in this sector, embrace 75% to 85% of total employee strength where employers are facing huge challenge to

meet the demand of the skilled workforce:

Salon & Beauty

Center Rejuvenation

Fitness & Slimming

Centers

Alternate Therapy &

Treatment Product Consultation & Sales

1. Beauty

Therapist

2. Hair Stylist

3. Pedicurist &

Manicurist

1. Spa Therapist

2. Beauty Therapist

3. Nail Technician

4. Spa Supervisor

1. Slimming Therapist

2. Dietician

1. Panchakarma therapist

2. Masseur

3. Dietician

4. Yoga Therapist

1. Beauty Advisor


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Objectives of the Course

Upon completion of this course, students will be able to:

Explain the role and functions of nutrients and body system in keeping body healthy and beautiful.

Describe physical, mental, social and spiritual wellness.

Identify the common problems of hand, foot, facial skin, nails and hair.

Perform face, hand, foot, nails and hair care.

Perform the application of mehendi, basic nail art, nail cutting & filing and hair coloring


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Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 06

modules called as Units.

NVEQ Level 1

S.No. Unit Code Unit Title No. of Notional

/Learning Hours

Pre-requisite Unit, if

any

1. BW101-NQ2013 Introduction To Body Care 30 Nil

2. BW102-NQ2013 Introduction To Hand Care 25 Nil

3. BW103-NQ2013 Introduction To Foot Care 29 Nil

4. BW104-NQ2013 Introduction To Face And Beauty 36 Nil

5. BW105-NQ2013 Introduction To Hair Care 42 Nil

6. BW106-NQ2013 Introduction To Hand Art 38 Nil

Total 200


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The main activity in classroom will be an interactive lecture session, followed by discussions. Teachers should make effective use of a variety

of instructional aids, such as Videos, Power Point Presentations, Charts, Diagrams, Models, Exhibits, Handouts, etc. to transmit knowledge in

projective and interactive mode.


Activities that provide practical experience are termed as practical activities such as chart preparation, collation of objects relevant to the topics,

preparation of informative document, role play, games, etc; Props, tools and equipment are used for practical activities to provide hands-on

experiences for students in the chosen occupation. Specialized techniques such as handling of products and equipment, maintaining safe and

hygienic conditions, handling customer’s complaints and requirements, etc are to be imparted to the students by expert trainers. For practical

training in any organization/industry that reflects tasks to be performed and competencies to be imparted, should be as per a plan signed by

the student, teacher and employer.


On-the-job training (OJT) utilizes actual equipment and materials in a structured manner, following a training plan that reflects tasks to be

performed and competencies to be imparted under the supervision of an experienced trainer or supervisor. Training plan is prepared and

signed by the student, teacher, and supervisor at the organization/industry. In the first step of OJT the trainer will provide an overview of the

task to the student, explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks. In the second

step trainer will tell, show, and demonstrate step by step the use of tools, materials and equipment for performing a task showing the

finished products at each appropriate step which will help the leaner understand what is required as outcome. Student will directly

participate in the next level while the trainer monitors the progress and provides the feedback. At the last level student practices with clearly

defined targets for performance standards.

Certification:

The certificate will be issued by the State’s Secondary Education Board/Central Board of Secondary Education (CBSE)


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Units

Unit Code:

BW101- NQ2013

Title: Introduction To Body Care

Duration: 30 hrs

Location:

Classroom, Biology

Lab

Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and

Training Method

1. Explain the role and

functions of body systems

1. Describe how

nutrients are absorbed

by body

2. Describe the

importance of skin

physiology in beauty

1. Demonstrate the

correct posture for

standing

2. Demonstrate the

correct posture for

sitting

3. Identify human organ

systems


Human Body Systems

Activity:

Worksheet

Chart presentation

2. Demonstrate the

knowledge of nutrients

required for healthy and

beautiful body

1. Describe the types of

nutrients, vitamins

and minerals

2. Describe the

importance of

nutrients in beauty

1. Identify the nutrient

which is necessary for

healthy skin

2. Identify food sources

for various nutrients

required by human

body

3. Identify the nutrient

deficit based on


Nutrition

Activity:

Worksheet (scenario

based questions, multiple

choice questions)

Flash Cards to identify


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symptoms the symptoms.

Activity: Practice Session

Prepare diet chart for

teenage girls/adolescent

girl

3. Identify general

cosmetics, materials and

products used in make-up

and body care

1. Define cosmetology

2. List the products used

in hair care

1. Identify the cosmetics

used for body care


used for face care


used for make-up


used for hair care


Basics Of Cosmetology

Activity:

Identification of

displayed products used

for hair care, body care

and make-up

4. Assess their own overall

wellness which includes

physical wellness, mental

wellness, social wellness

and spiritual wellness

1. Explain wellness

2. Describe the

importance of

wellness

3. Differentiate between

physical and mental

wellness

1. Identify the activities

which helps in improve

the particular

dimension of wellness


Introduction to wellness

Activity:

Skit/Play

Assess wellness using

survey based exercise


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Unit Code:

BW102- NQ2013

Title: Introduction To Hand Care

Duration: 25 hrs

Location:

Classroom, Saloon


Training Method

1. Identify different

muscles and bones of a

human arm and hand

1. Illustrate the bone

structure of an arm

2. Differentiate

between wrist and

elbow bones.

3. Explain the

importance of bones

1. Identify bones of the

arms

2. Identify muscles

present in the arms


Arm & Hand Structure

Activity:

Case study on arm

anatomy.

Group activity on arm

bones and muscles

2. Analyze the nails and

categorize into normal,

dry, brittle, damaged and

soft

1. Describe the chemical

composition of nails

2. Explain the

characteristics of

healthy nails


Square and oval nail

shape

1. Identify nail shapes

2. Identify finger shapes

3. Categorize nails into

five types i.e. normal,

dry, brittle, damaged

and soft


Finger And Nail Structure

Activity:

Draw nail structure,

shapes of nails and

fingers

Practice session on nail

analysis


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3. Identify the common

hand skin and nails

diseases

1. State the common

problems of hand skin

and nails

2. Describe the causes

and symptoms of nail

fungal infection


hand eczema and nail

psoriasis.

1. Identify nail psoriasis

diseases

2. Identify periungual

warts on hand.


Common Hand Skin And

Nail Diseases

Activity:

Draw skin structure

Presentation on common

hand skin and nail

diseases

4. Perform the basic hand

care

1. Enlist the material

and tools used in

hand care

2. Differentiate

between

moisturizing and

scrubbing the foot

3. Explain the

precautions one

should take while

filing the nails.

1. Demonstrate the

technique of hand

wash

2. Perform the basic

hand care technique

3. Perform nail cutting

using nail cutter

4. Perform basic nail

filing


Hand Care

Activity:

Identification activity

- Identify tools, material

and cosmetics used in

hand care process

Practice Session

- Hand wash, hand care,

nail cutting & filling,

Apply base coat, nail

paint and top coat


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Unit Code: BW103-

NQ2013

Title: Introduction To Foot Care

Duration: 29 hrs

Location:

Classroom, Saloon

Learning Outcome Knowledge Evaluation Performance

Evaluation

Teaching and

Training Method

1. Identify different

muscles and structure

of a human leg and

foot

1. Describe the bone

structure of a foot


femur and tibia

1. Identify the leg

bones

2. Identify the muscle

joints

3. Identify the leg

joints


Lower Leg And Foot Structure

Activity:

Flash card presentation and

group discussion

Quiz on leg bones and

muscles


problems related to

foot skin and nails

1. List the common

problems of skin and

toe nails


and symptoms of

ingrown toe nails


foot diseases Interactive lecture:

Common Foot Skin And Nail

Diseases

Activity:

Exercise (scenario based

questions, short answer

questions etc.)

Poster making

Common problems of skin


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and toe nails

3. Demonstrate the

importance and

process of foot clean-

up

1. List the cosmetic

products used in foot

care


cleanser and scrub

3. State the importance

of foot care

1. Demonstrate the

process of foot clean

up


Foot Care Process

Activity:



questions etc.)

Practice Session

- Identify various foot care

products

- Demonstration of foot

cleaning process

- cutting & filling of toe nail,

Apply base coat, nail paint

and top coat


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Unit Code: BW104-

NQ2013

Title: Introduction To Face And Beauty

Duration: 36 hrs

Location:

Classroom, Saloon


Evaluation

Teaching and

Training Method

1. Identify face bones

and face shapes

1. List out the names of

bones present in a

human skull


zygomatic bone and

lacrimal bone.


oblong and round

face shape

1. Identify the bones of

the skull

2. Identify the facial

muscles

3. Identify the skull

joints

4. Analyze the

different shapes of

face & categories

into round, oval,

square, heart,

triangular, oblong

and diamond shape


Face And Neck Anatomy

Activity:

Speech activity - Identify the

bones or muscle from the

flash card and prepare a

speech on it.

Practice session to identify

face shapes

2. Identify various skin

types and complexion


oily and dry skin

2. Explain the layers of

facial skin


keratinocytes and

melanocytes cells

1. Illustrate the skin

structure

2. Analyse the different

skin types

3. Identify the various

skin complexion


Facial Skin And It Types

Activity:

Case study on types of

skin.

Role play on types and

complexion of skin


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Practice session

- Recognize the skin types

and complexions of peers

- Skin analysis by touch

technique and tissue paper

technique

Survey based project on

skin types

3. Identify common

problems and

symptoms of facial

skin

1. List the common

problems of facial skin


and symptoms of acne


facial skin problems

i.e. Acne, dark

circle, Tan, wrinkles

etc


Common facial skin diseases

Activity:



questions etc.)

Poster presentation

Common skin problems on

face and group discussion

on symptoms

Role play on identifying

various skin problems

Identify the skin problems

associated with different

skin types i.e Oily skin -

pimples ,acne Dry skin -

dehydrated skin , premature

ageing etc


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4. Demonstrate the

process of daily face

care

1. List the steps

involved in face care

regime


normal moisturizing

and deep

moisturizing


of regular face care

1. Perform daily face

care process

2. Perform facial steam


Face care process

Activity:

Role play followed by

practice session

- Demonstrate daily face

care i.e. CTM regime

(cleansing, toning,

moisturizing)

Unit Code: BW105-

NQ2013

Title: Introduction To Hair Care

Duration: 42 hrs

Location:

Classroom, Saloon


Evaluation

Teaching and

Training Method

1. Explain hair structure 1. Describe the different

layers of hair

2. Explain the chemical

composition of hair

1. Diagrammatically

represent the hair

structure

2. Identify the different

stages of hair growth


Hair structure

Activity:

Worksheet on hair structure

Assignment

- Model preparation on hair


17 of 22

structure

2. Perform hair coloring

using henna


oily hair and dry hair

type


straight and kinky hair

1. Recognize the

different hair shapes

2. Identify natural hair

color


Hair types and it characteristics

Activity:

Survey based project to

recognize hair shape, texture

and type


practice session on identifying

hair shape, texture, type and

hair coloring using henna

3. Examine hair and

scalp to identify

common hair and

scalp problems


split ends and dryness

of hair

2. Describe the reason

for baldness

3. State the factors

causing dandruff

1. Examine the hair to

identify the common

hair issue i.e. hair

fall, oily hair and

damaged hair.

2. Analyze the scalp to

identify dandruff,

alopecia and eczema


Hair and scalp problems

Activity:

Speech activity followed by

group discussion on hair

problem

Examine peers hair to

identify hair and scalp

problems

Worksheet (case study,

scenario based questions,

identify the picture etc)


18 of 22

4. Perform hair care

process which

includes nourishing,

shampooing &

conditioning

1. List the steps

involved in hair care

regime


nourishing and

conditioning


of head massage

1. Perform scalp

massage

2. Perform shampooing

and conditioning

3. Perform head

massage


Hair care process

Activity:

Exercise and assignment


practice session on scalp

massage, shampooing,

conditioning and head

massage

Activity: Practice Session

Perform scalp massage

Select shampoo as per hair

type and perform

shampooing and conditioning

Application of herbal henna

on head

Unit Code:

BW106- NQ2013

Title: Introduction To Hand Art

Duration: 35 hrs


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Classroom Learning Outcome Knowledge Evaluation Performance

Evaluation

Teaching and

Training Method

1. Create different

mehendi designs on

hands and feet

1. List the materials

required for mehendi

2. Describe the

mehendi after-care

process

1. Perform the

application of

mehendi

2. Demonstrate the

after-care process of

mehendi


Application of mehendi

Activity:

Worksheet

- Diagrammatic representation

will be given as reference to

perform the practice of applying

mehendi

Practice Session

- Step by step modeling of

mehendi application

Project

- Students will create either a

hand mehendi or a foot

mehendi design on paper

2. Create basic nail art

designs

1. List out the materials

used in nail art

2. Describe safety

measures and

precautions while

applying nail art

1. Perform Dotting nail

art technique

2. Perform Sponging

nail art technique

3. Perform water

marbling nail art

technique


Basic application of nail art

Activity:

Worksheet on nail art

Practice session on nail art using

artificial nails and aqua color


20 of 22

Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be

formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment about the extent to which a

person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be

done on the basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of

assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment.

Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency. It should cover all the

elements and performance criteria/indicators in the competency standards. Student’s achievements should be assessed by using the

following methods of assessment.

The final assessment will be in line with the CBSE guidelines.


21 of 22


List of items Quantity Quantity for 30

students

Tools Nail cutter, Nail filler, Nail buffer, Nail Art Brushes, Nail Strippers,

Nail Dotters, wax spatula,

One for each student 30 each

Materials

Towel, Cleaning cloth, Head band, 2 Mehendi cones, Paper,

pencil,, 10 ml Nail Paint, 50 ml Nail paint remover, 500 gram

cotton, Decorative material like stars, glitters, Glue, 2 set of

artificial nails, loofa or foot brush, finger and toe separator, wax,

cloth strips for wax removing, talcum powder, hair brush for henna

application, gloves, henna powder

One for each student 30 each

Design patterns of mehendi At least 15 different

designs

2 sets of 15

different designs

Stationary tape, sponge One for 5 students 6 each

Cosmetics

Hand cleanser, Hand scrub hand moisturizer, Foot cleanser, Foot

scrub, Foot moisturizer, Face cleanser, Face scrub, Face toner, face

moisturizer, Nourishing oil (coconut, almond or olive), shampoo,

conditioner, hair color developer and cream

250 ml each for 10

students

750 ml each

Equipment/Furniture Wash Basin 2 for 15 students 4


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Trainers Qualification Graduate with Cosmetology / Beauty and Wellness certification or Diploma in Beauty and Wellness with 2+ years of experience as a

beautician

Work experience in Beauty and Wellness segment (at least 2 years)

Good knowledge of sector related processes/ services

With prior experience in training / teaching


Dr. V. Gayathri, CEO, LabourNet services Pvt. Ltd., Bangalore

Mr. K.V. R. Rao, Content Head, LabourNet services Pvt. Ltd., Bangalore

Dr. Meena Jain, Pedagogy Head, LabourNet services Pvt. Ltd., Bangalore

Mr. Kirti Verdhana, Assessment & Certification Head, LabourNet services Pvt. Ltd., Bangalore

Mrs. Vidya Bhandary, Consultant, Expert in beauty and body therapies, LabourNet services Pvt. Ltd., Bangalore

Mr. Adish Jain, Instructional Designer, LabourNet services Pvt. Ltd., Bangalore

Mr. H. R. Prakash, Team Lead content, LabourNet services Pvt. Ltd., Bangalore

Mr. Sharon Jesu, Team Lead content, LabourNet services Pvt. Ltd., Bangalore

Ms. Suchetha K., Content Writer, LabourNet services Pvt. Ltd., Bangalore

Ms. Sandhya A., Content Writer, LabourNet services Pvt. Ltd., Bangalore

Mrs.Papia dutta Mishra-Research and development, Pedagogy team, LabourNet services Pvt. Ltd., Bangalore

Ms. Neeta Kulkarni – Strategic and training manager, Pedagogy team, LabourNet services Pvt. Ltd., Bangalore

Ms. Ashmita Sanyal, Consultant, Certification, LabourNet services Pvt. Ltd., Bangalore

Ms. Ananya Datta, Manager, Certification, LabourNet services Pvt. Ltd., Bangalore

ACKNOWLEDGEMENT: We would like to place on record our gratitude to Dr. Vinay Swarup Mehrotra, Head, Curriculum

Development and Evaluation Centre (CDEC), PSSCIVE, Prof. R.B. Shivagunde, Joint Director, PSSCIVE, Prof. Suniti Sanwal, Head,

Department of Humanities, Science and Education Research, PSSCIVE for their support and guidance in developing this curriculum as per

NVEQF



NVEQ Level 1

Sector: Healthcare Patient Care Assistant/General Duty Assistant

PSS Central Institute of Vocational Education, Bhopal (a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource

Development, Government of India)

Copyright

All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSS Central

Institute of Vocational Education, a constituent unit of NCERT.

Contents

1. Introduction 01

2. About the sector 02

3. Objectives of the course 03

4. Course structure 04

5. Classroom activities 04

6. Practical activities 04

7. On-the-job training 05

8. Certification 05

9. Units

HSS101 - Healthcare Delivery Systems 06

HSS102 - Role of the Patient Care Assistant 08

HSS103 - Personal Hygiene and Hygiene 10

HSS104 - Primary Healthcare and Emergency Medical Response 12

HSS105 - Immunization 13

HSS106 - Communication at Workplace 14


11. List of tools, equipment and materials 17



NVEQ Level 1 – Health Care Sector-Competency Based Curriculum 2013

Page1 of 22 PSS Central Institute of Vocational Education – NVEQF Cell - 2013

Introduction





The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of




knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.

The Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should

possess is laid down by the Sector Skill Council of the respective economic or social sector. Competency is defined in terms of what a

person is required to do (performance), under what conditions it is done (conditions) and how well it is to be done (standards). It can

be broadly categorized into foundational, practical and reflexive competencies.

Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical

competencies are an individual's knowledge and expertise in the specific group task and its processes and its rules and regulations.

An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of NVEQF has been issued by the MHRD. For more

details on the NVEQF, please visit the website of MHRD at www: mhrd.gov.in.








The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down into

knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher

or trainer.

About the Sector

Healthcare sector in India has been growing rapidly over the years and is estimated to reach US$ 280 billion by 2020. Consequently, the sector is

also experiencing an incremental demand for human resources across verticals; from doctors, nurses to allied health professionals and

technicians. As per the recent PHFI report, India has a shortfall of 6 million Allied Health Professionals in the country. India is far behind global

standards in terms of availability of doctors per 1000 people (India 0.6; US 2.56 or UK 2.3), Nurses (India 0.8; US 9.37 or UK 12.12), Midwives

(India 0.47; UK 0.63) and Lab Technicians (India 0.02; US 2.15)

To meet the growing human resource challenges, the National Skill Development Corporation and the Confederation of Indian Industry have

constituted the Healthcare Sector Skill Council (HSSC). The Council is expected to promote a vibrant vocational education system in healthcare in

the country by setting up occupational standards, affiliating training institutes, assessing competency of trainees and issuing certificates. The

Council aims to facilitate skilling of 4.8 million people over the next 10 years in allied health and paramedics space.

One of the job roles in the healthcare sector is the Personal Care Assistant/General Duty Assistant. They work under the direction and supervision

of registered nurses and other medical staff. Personal Care Assistant have a great deal of contact with patients and provide personal care such as

bathing, feeding and dressing. They also perform support functions such as transporting patients, taking vital signs, making beds, helping patients

become ambulatory and answering patient calls. They might also be called upon to set up equipment such as X-ray machines and overhead

irrigation bottles. Personal Care Assistant are often responsible for observing and reporting how patients respond to the care that is being given.

The various functions of a PCA/GDA is given below

Assist Nurses in looking after the patients;

Transport the patients to the various areas of the Hospitals as or when asked;

Perform everyday jobs and carry messages;

Clean and dusts beds doors windows and other furniture;

Render first aid to the patients when required;

Prepare dead bodies, arrange their transportations to the mortuary and assist in terminal disinfections.




There is an increased need in the health care setting for qualified assistants to the under-staffed and over-worked nurses in all health care

settings. As health care continues to change, the demand for qualified assistants and nurses has also increased. Consequently the demands and

the responsibilities become greater for the nursing assistant assigned to each nurse. To bridge the gap in formal training and health care services,

it’s proposed to conduct vocational education and training programs in schools to prepare Patient Care Assistants/General Duty Assistants.


• Demonstrate techniques to maintain the personal hygiene needs of a patient;

• Demonstrate the ability to perform clinical skills essential in providing basic healthcare services;

• Demonstrate the knowledge of safety, usage of protective devices and precautions to be taken while usage of oxygen;

• Demonstrate professional behaviour, personal qualities and characteristics of a Patient Care Assistant;

• Demonstrate the knowledge of Immunization schedule and National Immunization programmes;

• Demonstrate the knowledge of identification of bio medical waste and its management;

• Demonstrate the knowledge of emergency medical response and other actions in the event of medical emergencies;

• Demonstrate effective communication skills for a Patient Care Assistant.




Sector: Healthcare

Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 10 modules

called as Units.

Patient Care Assistant/General Duty Assistant NVEQ Level 1

S.No.

Unit Code

Unit Title

No. of Notional Learning Hours

Pre-requisite Unit, if any

1 HSS101 Healthcare Delivery Systems 20 Nil

2 HSS102 Role of Patient Care Assistant 25 Nil

3 HSS103 Personal Hygiene and Hygiene Standards 05 Nil

4 HSS104 Primary Healthcare and Emergency Medical Response 20 Nil

5 HSS105 Immunization 10 Nil

6 HSS106 Communication at Workplace 20 Nil

Total 100

Successful completion of 100 hours of theory sessions and 100 hrs of practical activities and on-the-job learning is to be done for full qualification.

Classroom Activities: Classroom activities are an integral part of this program and interactive lecture sessions, followed by discussions should be

conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Color Slides, Charts,

Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode including

Practical Activities: Activities that provide practical experience in clinical set up would include hands on training on mannequins, simulated

clinical set up, case based problems, role play, games, etc. on various clinical incidents and practical exercises in skill lab. Equipment and

supplies should be provided to enhance hands-on experiences for students. Trained personnel should teach specialized techniques. A training plan

signed by teacher that reflects equipment, skills and tasks should be prepared for training of the students in the organization/industry.



On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how

to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a

training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to

be imparted should be prepared and signed by the student, teacher, and supervisor at the workplace for training of the students in the

organization/industry. The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the

following steps should be followed:

Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while explaining the

constructional details and use of the tools, equipment, materials, etc. in performing the tasks.

Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a

time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is

better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the

leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and

pointers where and when needed.

Step 4: The trainee practices with clearly defined targets for performance standards.

Certification: Upon successful completion of this course the State Education Board and the Healthcare Sector Skill Council will provide a

certificate to the student verifying the competencies acquired by the candidate. For more details about SSC visit the website of Healthcare Sector

Skill Council at http://www.healthcare-ssc.in/



UNIT CODE:

HSS101-NQ2013 Unit Title : HEALTHCARE DELIVERY SYSTEMS

Duration: 20 hours

Location:

Classroom/

Hospital/Clinic


Training Method

Understand healthcare delivery

systems

Describe the different types of healthcare delivery systems

Describe the role of Voluntary Health Sector

Identify different types

of healthcare delivery

systems followed in

India


Healthcare Delivery Systems

Activity: Visit a Hospital and

Clinic and enlist all the

services and the equipment

used in the Hospital and

Clinic.

Identify the components and

activities of Hospital

State the functions of a hospital in patient care

Enlist the services provided by the hospital to patients

Identify the various

components of a

Hospital System

Identify the various

equipment used in

Hospital


Role and Functions of

Hospital

Activity:

Visit a Hospital to study the

role and functions. Prepare

report for the Student

Portfolio.

Understand role and functions of Clinics

Describe the role and

functions of a clinic

Describe the preventative

care provided at the Doctor’s

Clinic.

Prepare a chart for basic

preventative care.

Enlist the requirements for patient safety at Doctor’s clinic


Preventative Care and

Maintenance

Activity:

Visit to two Clinic or

Doctor’s Office and observe

the available preventative

care being administered in

those clinic and prepare a



report highlighting the

services provided in the two

Clinics

Describe the functions of

rehabilitation centre

Describe the role of rehabilitation facility in patient recovery.

Differentiate between services provided at various Rehabilitation/Convalescent Centre

Identify the facilities at the rehabilitation centre


Role and Functions of

Rehabilitation Centre

Activity:

Visit a doctor’s office and

clinic and enlist all the

services and equipment

Describe the treatment and the

services provided at the Long

Term Care Facilities

Describe the role of Long Term Care Facilities in patient care.

Enlist the facilities/ treatment provided by Long Term Care Facilities.

Identify the equipment and materials that are used at Long Term Care Facility.


Long Term Care Facility

Activity:

Visit to Old Day Care

Facility/Centre to study the

services and materials used.

Demonstrate the knowledge of

Hospice Care

Describe the facilities available at Hospital/Home for Hospice Care

Assess the need for hospice in treatment of patients

Identify the facilities extended by the Hospital for Hospice Care

Identify the services provided as part of the Hospice Care


Hospice Care

Activity:

Visit a doctor’s office/ clinic in your neighborhood and enlist all the services provided there and the equipment required for Hospice Care.



UNIT CODE: HSS102-NQ2013

Unit Title : ROLE OF PATIENT CARE ASSISTANT

Duration: 25 hours

Location: Classroom/Hospital/ Clinic


Identify the role and functions of Patient Care Assistant

Describe the essential duties and responsibilities of Patient Care Assistant

Demonstrate the knowledge of maintaining patient safety


Role and Functions of Patient Care Assistant Activity: Volunteer at a Primary Health Center, Nursing Home and community Health Center.

Prepare a Daily Care Plan of Patient

Describe various activities of patient’s daily care routine including bathing, feeding, excreta disposal, transfer of patients, medication, etc.

Prepare a daily care plan for patients.


Daily Care Plan of Patients Activity: Role play Provide different situations to the students and then tell them to Identify and apply the most suitable safety practice that should be followed in that given situation.



Identify basic components required for Patient Comfort

Describe basic components required for patients comfort

Identify and list various elements that can help in providing comfort to patients.


Daily Care Plan of Patients Activity: Role Play Provide different situations to the students and then tell them to the students and then tell them to Identify and apply the most suitable safety practice that should be followed in that given situation.

Understand Patient’s Safety

Describe the various elements of patient’s safety

Identify patient’s environment and its components


Facility for Patients and Safety aspects in Hospital. Activity: Visit to a Hospital to study the environment and safety of patients.

Provide for the patient’s daily care

Report any evident changes and appearance

Provide care needed by the patient

Prepare patient checklist and compare with standard measurements

Demonstrate care needed by the patient


Care of Patients Activity: Preparation of check list for health parameters as per their understanding and tell them to compare with standard checklist. Discussion: Ethical practices in Hospitals



Identify the qualities of a good Patient Care Assistant

Describe the good qualities of Patient Care Assistant

List the do’s and don’ts in healthcare setup

Demonstrate the knowledge of medical ethics

Identify biomedical wastes and disposal procedure

Describe the characteristics of various types of biomedical wastes

Demonstrate the knowledge of biomedical wastes

Identify the colour code for disposal of biomedical waste


Biomedical Waste Activity: Visit to Hospital to study biomedical waste management.

UNIT CODE:

HSS103-NQ2013 Unit Title: PERSONAL HYGIENE AND HYGIENE STANDARDS

Duration: 05 hours

Location: Classroom and Organizations


Demonstrate good hygiene practice

Describe grooming routines to be followed for personal hygiene

Describe the importance of personal hygiene

Practice good personal health and hygiene.

Enlist the hygiene routine to be followed to ensure good health

Demonstrate hand washing

Demonstrate trimming of nails.

Interactive Lecture: Personal Hygiene

Activity: Demonstrate hand washing

Demonstrate trimming of nails.



Identify factors affecting good health

Describe the factors that affect health and prevent disease

Demonstrate the knowledge of maintaining routine exercise and good health

Prepare a plan for maintaining good physical health

Interactive Lecture: Good Physical Health and Physical Exercises Activity:

Preparation of checklist of health parameters. Perform various physical activities and explain their advantages and limitations.

Perform hand washing Describe the method of hand washing

Describe the importance of practicing good hand hygiene

Demonstrate hand washing and hygiene practices


Hand washing and hygiene Activity: Demonstration of hand washing procedure. Discussion on hygiene practices followed at the Hospital.

Demonstrate personal grooming

Describe the importance of good appearance and grooming in life and work place.

Demonstrate good grooming habits as per norms of healthcare industry.


How to prepare and follow daily personal grooming plan? Activity: Hand-on practice sessions on grooming and other practices related to personal care and hygiene.




Unit Title: PRIMARY HEALTHCARE AND MEDICAL EMERGENCY RESPONSE

Duration: 20 hours

Location: Classroom, Public Places, Police Station, Forensic Laboratory


Identify components of Primary Healthcare

Describe the importance of primary healthcare Describe the various indicators of the Millennium Development Goals (MDGs) related to health

Identify the need of Primary Healthcare in a given scenario

Enlist the essential components of Primary Healthcare

Enlist the various indicators of the Millennium Development Goals (MDGs) related to health

Interactive Lecture: Primary Healthcare and Millennium Development Goals (MDGs) Activity: Volunteer at mother and infant care camps. Enlisting indicators of the Millennium Development Goals (MDGs) related to health

Demonstrate chain of survival

Describe the various medical emergency situations

Perform early recognition and call for help

Demonstrate the knowledge of responding to a medical emergency

Interactive Lecture: First Aid and Emergency Response Activity: Demonstration of Basic First Aid Practices.




Unit Title: IMMUNIZATION

Duration: 10 hours

Location: Classroom, Industry, Organization, Hospital.


Differentiate between various types of immunity

Explain the meaning of Immunity

Differentiate between innate and adoptive immunity

Differentiate between passive and active immunity

Differentiate between Bacteria and Virus

Prepare a sample Immunization Schedule Chart

Interactive Lecture: Immunization Activity: Prepare Immunization schedule for baby born on 12 June, 2013 Visit to Primary Healthcare and Immunization camp and study the immunization process.

Prepare immunization schedule chart

Describe the importance of immunization

Describe the side effects of immunization

Describe the various aspects of immunization schedule chart

Prepare a Immunization calendar for an infant based on date of birth.


Immunization Calendar Activity:

Discussion on the process of immunization, its advantages and limitations.

Identify the key components of Universal Immunization Programme

Describe the key components of a Universal Immunization Programme

Identify the key components of a Universal Immunization Programme

Enlist the diseases covered under UIP


Universal Immunization Programme

Activity:

Enlisting of diseases covered under Universal Immunization Programme.



Identify the key components of Pulse Immunization Programme

Describe the key components of a Pulse Immunization Programme

Identify the key components of a Pulse Immunization Programme


Pulse Immunization Programme

Activity:

Enlisting of diseases covered under Pulse Immunization Programme.


Unit Title: COMMUNICATION AT WORKPLACE

Duration: 20 hours

Classroom


Identify elements of Communication

Describe different elements of communication

Explain how to provide effective feedback

Identify elements of communication

Describe the knowledge of effective communication

Interactive Lecture: Verbal and Non-verbal Communication Elements of Communication and Communication Cycle Activity: Drawing a Communication Cycle Role Play

Demonstrate effective communication skills

Describe the factors affecting effective communication – listening, managing stress, emotional awareness, etc.

Describe static and dynamic features of verbal communication

Describe the various factors acts as barriers in communication.

Speak with clarity, emphatic tone, etc. maintaining rhythm

Demonstrate the knowledge of communicating effectively in different scenario of conversations between patient and Patient Care Assistant.

Interactive Lecture: Factors affecting Effective Communication Activity: Role play on communicating effectively in different scenario of conversations between patient and Patient Care Assistant.



ASSESSMENT GUIDE

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative

(continuous) and/or summative (final). It is a process of collecting evidence and making judgement about the extent to which a person

demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the

basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of assessment methods is

required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be

collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance

criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods of assessment.


Evaluator

1. Written test 30 Teacher

2. Practical test 30 Certified Assessor #

3. Oral test/viva voce 10 Teacher/External Examiner

4. Portfolio 10 Teacher

5. Project 10 Teacher/Trainer

6. Direct Observation 10 Teacher/Trainer

Total 100



2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards

(skill and academic standards).

3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done

at the time of oral test or viva voce.

4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and

experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the workplace or the community and

photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.



5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be given on the

basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should be discussed in the class and

the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation.

6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being observed.

Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/trainer and

appropriate records should be maintained for transparency in evaluation.

Employability Skill Area

S.No. Competencies and Performance Standards Competent Not Yet Competent




















Innovation and Creativity

19. Give reasons and make judgements objectively


1. Competent = 0.5 marks; Not yet competent = 0



LIST OF TOOLS, EQUIPMENT AND MATERIALS The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and accessories should be

procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical

experience.

1. Advanced Male and Female Catheterization Kit 2. Air Cushion 3. Airway Mannequin 4. Ambu Bag with Mask (Adult) 5. Artery Forceps 6. Auto loading Stretcher made of aluminum alloy 7. Back Rest 8. Bath Tub 9. Bed Pan 10. Bed Sheet, Blanket, Pillow with Pillow Cover 11. Bed Side Locker 12. Birthing Simulator 13. Call bell 14. Cardiac Table 15. Cervical Color Set of Large Medium and Small 16. CPR Mannequin 17. Crash card 18. Crutch 19. Cupboard 20. Dissecting Forceps 21. Doctors Table 22. Draw Sheet 23. Electronic BP Monitoring Machine 24. Enamel Basin 25. Fire Extinguisher 5 KG ABC type 26. Foot Step 27. Full Body Mannequin - Basic 28. Goggles 29. Gown 30. ICU Bed with mattress 31. IV Stand

32. Kidney Tray 33. Male Multi Veno Intravenous Arm 34. Malleable Splint set of Large Medium and Small 35. Measuring Glass 36. Nail Cutter 37. Nail Filer 38. Oral care Set 39. Oxygen Cylinder with Connector, Key, Face Mask and tubing 40. Patient Examination Table 41. Patient remote bell 42. Pocket Mask 43. Rubber Sheet (2 x 2 meters) 44. Sand Bag 45. Scissor 46. Scoop Stretcher 47. Simulation Equipment - Mannequins 48. Spine Board 49. Spoon 50. Steel Basin 1 Set (3 Large, 3 Medium, 3 Small ) 51. Steel Bowl 52. Steel Glass 53. Steel Jug 54. Steel Plate 55. Steel Tray 1 set (2 Large, 2 Medium and 3 small) 56. Sterilizer 57. Stethoscope 58. Stop Watch 59. Suction Apparatus 60. Syringe Destroyer and Needle Burner 61. Thermometer 62. Towel



63. Urinal Set (1 Male + 1 Female ) 64. Walker 65. Weighing Machine

66. Wheel Chair 67. Wound care Model Anatomical

TEACHER’S QUALIFICATIONS Qualification, competencies and other requirements for Graduate Teacher on contractual basis are as follows:

S.No. Qualification Minimum Competencies Age Limit

1. Healthcare Instructor - B.Sc. Nursing & Midwifery (4 years) or 3 ½ years Diploma in GNM with one year experience

Effective communication skills (oral and written)

Basic computing skills.

Technical competencies (e.g., Should be able to perform and train the patient related skills

18-37 years (as on Jan. 01 (year) Age relaxation to be provided as per Govt. rules.

2. Healthcare Assistant 10+2 vocational course in Medical lab Technician, or 10+2 with science followed by certification/Diploma in MLT.

Technical competencies (e.g., Should be able to perform and train the patient related skills

Should demonstrate skills and maintain lab


CAREER PATH – PATIENT CARE ASSISTANT/GENERAL DUTY ASSISTANT

Sector Allied Health and Paramedics

Sub-sector Non-Direct Care Diagnostic Services Curative Services

Occupation General Duty Assistant Radiology Technician Dialysis Technician

Leadership level Housekeeping Supervisor Supervisor Dialysis in-charge

Middle Management level GDA Supervisor Senior Radiology Technologist Senior Dialysis Technician

Entry Level GDA – OT/ Radiology/ ICU Radiology Technologist

General Duty Assistant Radiology Technician* Dialysis Technician*



LIST OF CONTRIBUTORS

1. Mr. Babu Khan, C.E.O, Healthcare Sector Skill Council, Office No.: 711, DLF Tower A, 7th Floor, Jasola, New Delhi.

2. Dr. Shradha Mishra, Dy. Director, Healthcare Skill Sector Council, Office No.: 711, DLF Tower A, 7th Floor, Jasola, New Delhi.

3. Dr. Vijay Reddy, Project Manager, MIHER SKILLS ACADEMY, A-10, Nizamuddin East, New Delhi.

4. Dr. Tomas, Head, Department of Nursing, Vedanta Hospital, New Delhi.

5. Mrs. Pryiamboda Mohanty, Manager, IL & FS, Core 4B, 4th Floor, India Habitat Centre,

Lodhi Road, New Delhi.

6. Dr. Yogesh Yadav, Associate Professor, Department of Anatomy, Rama Medical College, Ramadeli, NH-24 Ghaziabad.

7. Dr. Anuj Bansal, Associate Professor, Department of Physiology, Rama Medical College, Ramadeli, NH-24 Ghaziabad.

8. Mr. Navin Bhatia, Managing Director, Navkar Skills, New Delhi.

9. Prof. S.B Arora, School of Health Sciences, Indira Gandhi National Open University, Maidan Garhi, New Delhi.

10. Prof. P.V.P. Rao, Professor, Department of Health and Paramedical, PSS C I V E (NCERT), Shyamla Hills, Bhopal.

11. Prof. Suniti Sanwal, Head, Department of Humanities, Science and Educational Research, PSS C I V E (NCERT), Shyamla Hills, Bhopal.

12. Prof. V.S.Mehrotra, Head, NVEQF Cell, PSS C I V E (NCERT), Shyamla Hills, Bhopal – 462 013.

13. Dr. A. Nayak, Associate Professor, Department of Health and Paramedical, PSS C I V E (NCERT), Shyamla Hills, Bhopal.

Dr. A. Nayak- Coordinator, Health Care Sector, PSSCIVE(NCERT), Bhopal

Composing, Typing and Setting- Mr. Vinod Soni, PSSCIVE(NCERT), Shyamla Hills, Bhopal.


National Vocational Education Qualification Framework

Sector: Organized Retailing

NVEQ Level 1: Retail Business


(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource


NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13

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Copyright

All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE.


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Contents

1. Introduction 01







8. Certification 10

9. Units

RS101-NQ2012 : Retailing Basics 11

RS102-NQ2012 : Communication Basics 14

RS103-NQ2012 : Goods Management in Retail 16

RS104-NQ2012 : Customer Service 19

RS105-NQ2012 : Packaging and Bagging in Retail 22

RS106-NQ2012 : Hygiene and Safety Practices in Retail 26

RS107-NQ2012 : Work Integrated Learning 29






Page 1 of 42

Introduction

The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource

Development (MHRD), Government of India is a descriptive framework that provides a common reference for linking various

qualifications. It is used for setting common principles and guidelines for a nationally recognized qualification system

covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.

The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms

of learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of

whether they were acquired through formal, non-formal or informal education and training system. Qualifications are made

up of occupational standards for specific areas of learning units or unit of competency. Units of competency are the

specification of knowledge and skill and the application of that knowledge and skill to the standard of performance

expected in the workplace. The Unit of competency or National Occupation Standards comprising generic and technical

competencies an employee should possess are laid down by the Sector Skill Council of the respective economic or social

sector.

Competency is defined in terms of what a person is required to do (performance), under what conditions it is done

(conditions) and how well it is to be done (standards). It can be broadly categorized into foundational, practical and

reflexive competencies. Generic competencies are considered essential for a person to participate effectively in the

workforce, whereas technical competencies are an individual's knowledge and expertise in the specific group task and its

processes and its rules and regulations. An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of

NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD at www: mhrd.gov.in.


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The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the

course of deeds and experiences through which children grow to become mature adults. A competency based curriculum

describes what learners must “know” and “be able to do” by the end of a program or study. It identifies the competencies

and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which performance

will be assessed. It also defines the learning activities that will lead to the learner to mastery of the targeted learning

outcome.

The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down

into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by

the teacher or trainer.


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About the Sector

A retailer is the one who stocks the producer’s goods and is involved in the act of selling to the customer or consumer, at a

margin of profit. Retailing is the last link that connects the individual consumer with the manufacturing and distribution

chain. It adds value in terms of bulk breaking and providing a wide variety of goods and services to customers.

The retail industry is divided into organised and unorganised sectors. Organised retailing refers to trading activities

undertaken by licensed retailers, that is, those who are registered for sales tax, income tax, etc. These include the

corporate-backed hypermarkets and retail chains, and also the privately owned large retail businesses. Unorganised

retailing, on the other hand, refers to the traditional formats of low-cost retailing, for example, the local kirana shops,

owner manned general stores, paan/beedi shops, convenience stores, hand cart and pavement vendors, etc.

Organised retail can be categorised by the type of products retailed as well as the by the different kind of retail formats.

The major retail formats include Department store, Supermarkets, Hypermarket, Specialty Stores, Convenience Stores, and

Kiosks. The various operations involved in store operation and management include Store Operations, Back end operations,

Merchandising, Logistics and Distribution, Marketing, Procurement/Purchase, and Corporate Services.

The entry level jobs in organized retailing include (i) Customer Service Assistant who enhances the customer service

satisfaction (ii) Retail Bagger/Packer, who makes the Bagging/ Packing the goods sold by the customers and (iii) Goods

Mover in Retail, who assist customers in finding merchandise, introduce customers to new merchandise, and move the

goods from racks to billing counters.


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After completion of this course, you will be able to:

Unit 1: Retailing Basics

Session 1: Basics of Retailing

- Identify the functions of a retailer - Evaluate the services to be rendered by retailers to the customers - Identify the essential requirements of retailers

Session 2: Organized and Unorganized Retailing

- Identifying organized and unorganized retailing

Session 3: Store and Non-store Retailing

- Identifying the basis of classifying the retailing

- Classify the various formats of store and non-store retailing

Session 4: Indian and Global Retailer

- Identify Major Retailers

Unit - 2: Communication Basics

Session 1: Introducing and Greeting

- Introduce and greet in a proper way


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Session 2: Framing of Questions and Complete Sentences

- Framing of question and sentence

Session 3: Dealing with Customers in Retail Environment

- Dealing with customers while they are shopping for goods

Session 4: Principles of Communication

- Identify elements of communication cycle

Unit 3: Goods Management in Retail

Session 1: Types of Retail Goods

- Identify retail goods

Session 2: Material Handling

- Demonstrate the process of material management

- Identify the types of material handling equipment

Session 3: Documentation in Goods Handling

- Identify the various documents used in goods moving.

Session 4: Procedure for Goods Moving

- Identify the procedure of moving of goods.


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Unit 4: Customer Service

Session 1: Conceptual Framework

- Differentiate between consumer and customer - Identify customer’s needs Session 2: Effective Customer Service - Identify the effective customer service - Dealing effectively with customers Session 3: Customer Service in Retail - Role of customer service - Customer Service & Retail Industry Session 4: Elements of Customer Service - Identify the elements of Good customer service - Enlist the advantages of customer service

Unit 5: Packaging and Bagging in Retail

Session -1: Packaging Materials

- Identify the competencies required in bagging and packaging while delivering goods - Describe the role and functions of people involved in work during packaging & bagging Session-2: Use of Packaging Equipment - Handle the various types of packaging equipments


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- Describe the procedure of equipments handling for bagging/ packaging the goods Session 3: Procedure for Bagging and Packing - Learn the step by step procedure of using packaging material & Equipment for bagging and packaging. Session 4: Marking and Labeling

- Identify the competencies required for understanding the various methods of labeling used in retailing.

- Evaluate the various purposes of labeling and marking

Unit 6: Hygiene and Safety Practices in Retail

Session 1: Basic Hygiene and Safety Practices

- Describe the importance of maintaining hygienic conditions in retail store

Session 2: Potential Hazards at Workplace

- Describe potential hazards & safe practices to be adopted at retail store. - Extinguishing small fires

Session 3: Safety Measures at Workplace

- Practice safety measures and tips to control injuries, violence, harassment, shoplifting and robbery

- State how to handle money equipment, machines, irate customers and shrinkage

Session 4: Precautions to be taken for safety


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- Guide the care taken for travel and personal safety equipments

Unit 7: Work Integrated Learning

Session 1: Retail Store Types

- Classify the stores in retailing

Session 2: Career Prospects in Retail

- Identify the various job opportunities and career prospects in retailing

Session 3: Writing a Resume

- Enlist the various types of resumes used frequently for job in retail sector

Session 4: Writing a Job Application

- Identify basic points for writing Job Application


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Sector: Organized Retailing NVEQF Level 1: Retail Business

Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the

following 06 modules called as Units.

NVEQ Level 1

S.No. Unit Code Unit Title No. of Notional/ Learning Hours


1. RS101-NQ2012 Retailing Basics 15 Nil

2. RS102-NQ2012 Communication Basics 15 Nil

3. RS103-NQ2012 Goods Management in Retail 10 Nil

4. RS104-NQ2012 Customer Service 15 Nil

5. RS105-NQ2012 Packaging and Bagging in Retail 15 Nil

6. RS106-NQ2012 Hygiene and Safety Practices in Retail 20 Nil

7. RS107-NQ2012 Work Integrated Learning 10 Nil

Total

100

Successful completion of 100 hours of theory sessions and 100 hrs of practical activities and on-the-job learning is to be

done for full qualification.

Classroom Activities: Classroom activities are an integral part of this programme and interactive lecture sessions, followed by discussions should be conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode.

Practical Activities: Activities that provide practical experience in case based problems, role play, games, etc. and practical

exercises using props, tools and equipment. Equipment and supplies should be provided to enhance hands-on experiences for


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students in the chosen occupation. Trained personnel should teach specialized techniques such as handling of products and

equipment, maintaining safe and hygienic conditions, handling customer’s complaints and requirements, etc. A training plan

signed by the student, teacher, and employer that reflects tasks to be performed and competencies to be imparted should

be prepared for training of the students in the organization/industry.

On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less

experienced person on how to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should

be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or supervisor. A

training plan that reflects tasks to be performed and competencies to be imparted should be prepared and signed by the

student, teacher, and supervisor at the workplace for training of the students in the organization/industry. The trainer

should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the following

steps should be followed:

Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while


Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining

each step, one at a time, while the trainee watches. The steps may not necessarily be demonstrated in the

sequence of actual operation, as sometimes it is better that simple tasks are demonstrated first to build

confidence. Showing finished products at each appropriate step will help the learner understand what is required

as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and

offers feedback and pointers where and when needed.


Certification: Upon successful completion of this course, the State Education Board and the Retailer’s Association of Skill

Council of India (RASCI). For more details about SSC visit the website of RASCI at www.rasci.in ) will provide a certificate to

the student verifying the competencies acquired by the candidate.


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Unit Code: RS101-NQ2012

Unit Title: Retailing Basics

Location: Classrooms, Retail

Shop or

Departmental

Store

Duration: 15 hours

Session 1:Basics of Retailing

Learning Outcome

Knowledge Evaluation

Performance Evaluation


1. Identify the

functions of a

retailer

1. Concept of retail retailer & retailing

2. The functions of Retailer

1. List out the functions of a retailer

2. Describe the essentials required for retailing business

Interactive lecture: Basics of retailing such as concept & functions Activity: Visit to a retail shop or departmental store for identify the functions of retailing. Read the model and model number or designation of the product.

2. Evaluate the

services to be

rendered by

retailers to the

customers

1. The retailer’s service to the customers

2. Who is retailer 3. What do you mean

by retailer

1. Identify the services to be rendered by the retailers.

Interactive lecture: Service to be renders by retailer to the customers.

Activity: Visit to the retail mall and observe the service rendered to the customers.

3. Identify the essential requirements

1. Essential requirements of Retailers

1. Distinguish between wholesaler and

Interactive lecture: Essential requirements of retailers.


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of retailers retailer 2. Identify the

essential requirements of retailers

Activity: Visit to the retail outlet & asked to note down the essentials of retailers.

Session 2 : Organized and Unorganized Retailing

1. Identifying organized and unorganized retailing

1. Describe the meaning of organized and unorganized retailing

2. State various organized retail units

3. Describe various unorganized retail units

1. Differentiate between organized and unorganized retail businesses

2. List out organized & unorganized retail formats

Interactive Lecture: Organized & unorganized retailing

Activity: Visit in various organized and unorganized retail businesses and find out the main differences

Session 3: Store and Non-store Retailing

1. Identifying the basis of classifying the retailing

1. On the basis of ownership (independent, Chain/ Corporate retail chain, Franchising, co-operatives)

2. On the basis of merchandise offered (Convenience stores, supermarket, Hyper market, specialty stores, Departmental stores, departmental stores and catalogue showrooms)

1. Describe the various types of store retailing formats.

2. Distinguish between various types of non-store retailing formats.

3. Specify the basis of classifying store retailing

4. Specify the basis of classifying non-store retailing

Interactive lecture: Introduction to store and non-store retailing.

Characteristics of store and non-stores

Group discussion on managing the store and non-stores. Activity: Visit to store and non-store retailing & observe the differences between them.


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3. Direct personal contact

4. Direct response marketing (mail order retailing, television shopping, E-shopping and Telemarketing)

2. Classify the various formats of store and non-store retailing

1. Describe various formats of store and non-store retailing.

1. Differentiate between various formats of store and non- store retailing

Interactive Lecture: Guest lecture on store and non-store retailing

Activity: Role play to act individually for formation of store and non-store retailing

Session 4: Indian and Global Retailers

1. Identify Major Retailers

1. Describe the types of retailers 2. Describe the major Indian retailers 3. Explain various functions of retailing

1. Enlist the major corporate retailers in India 2. Differentiate between various methods of retailing products

Interactive lecture: Indian Retail Industry Functions of Retailing Methods of Retailing Activity: Group formation to write about the characteristics of various retailers in neighbourhood market and Indian Retail Industry


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Unit Code: RS102- NQ2012

Unit - 2 Title: Communication Basics

Duration: 15 hours

Session 1: Introducing and Greeting

Location: Classroom and Retail or Departmental Store

Learning Outcome




1. Introduce and greet in a proper way

1. Describe how to introduce in different ways

2. Describe the ways to greet

3. Describe the tone and language change in a different situations

1. Introduce himself/herself in a proper manner

2. Greet others 3. Differentiate

between the various principles of communication as per the retail requirement.

Interactive lecture: Basic Interaction. Activity: Introduction and greeting sessions.

Session 2:Framing Questions and Complete Sentences 1. Framing of

question and sentence

1. Describe proper question framing.

2. Describe the important elements of complete sentence.

3. Describe verb, adverb, subject and object

1. Differentiate between types of questions.

2. Differentiate between verb & adverb and subject & object


Question framing on different situations

Activity:

Role play of small conversation of two students or a group.


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Session 3: Dealing with Customers in Retail Environment 1. Dealing with

customers while they are shopping for goods

1. Asking for help for price and product information

2. Dealing with negotiation

1. Basic conversation exchange

2. Providing proper information about product, offers and price


Dealing with customers

Activity:

Role play of small conversation of product information offers ad price

Session 4: Principles of Communication

1. Identify elements of communication cycle

4. Describe the meaning of communication

5. State the different elements of communication cycle

6. Differentiate between Sender, Message, Medium, Receiver and Feedback.

4. Identify elements of communication cycle

5. Draw a diagram of communication cycle

6. Differentiate between the various principles of communication as per the retail requirement.

Interactive lecture: Principles of communication. Activity: Drawing a communication cycle.


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Unit Title 3: Goods Management in Retail

Location:

Classrooms, Retail

Shop or

Departmental

Store

Duration: 10 hours Session 1 : Types of Retail Goods

Learning Outcome




1. Identify retail goods.

1. Describe the meaning of goods.

2. State the different types of consumer goods.

3. Give example of consumer goods.

1. Differentiate between Staple convenience & impulse convenience goods.

2. Differentiate between durable & non-durable goods.

3. Differentiate between shopping & specialty goods.

4. Compare the goods for price, manufacturer & volume.

Interactive lecture: Types of retail goods.

Activity: Visit to a retail shop or departmental store for identification goods.

Classify them on the basis of convenience, shopping & durability.

Classify them on the basis of volume & weight of goods.

Session 2 : Material Handling

1. Demonstrate the process of goods management

1. Describe the importance of goods handling.

2. State the precautions to be taken while handling goods.

1. Explain the different types of goods.

2. List out the steps in goods management


Introduction to goods management process.

Activity:

Visit to the retail formats list out the steps in goods


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management.

2. Identify the types of material handling equipment.

1. Name the types of goods handling equipments.

2. Describe the factors affecting selection of equipments.

1. State the factors for designing the material handling system.

2. Identify the types of material handling services performed during retailing process.


1. Group discussion for designing material handling system for a departmental store.

2. Demonstrate equipments for material handling

Activity:

Visit to the retail shop or big departmental store:

1. List out the equipments & machines used in handling goods.

2. List out the risk involved in handling process.

Session 3 : Documentation in Goods Handling

1. Identify the

various

documents

used in goods

moving.

1. State the various documents used in goods moving.

2. Explain delivery notes, invoice, consignment note, internal packing note & offloading.

3. Explain the electronic data system used in receiving & dispatch

1. Differentiate between delivery notes & consignment notes.

2. Identify the reason for incorrect or damaged delivery of goods.

3. Practice on receiving and delivery of goods using electronic data


Types of Documents used in receiving & delivery of goods.

Activity: 1. Visit a departmental store

& record the receiving & delivery of goods.

2. Practice session on handling of documents as


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of goods. system per organization procedure

Session 4 : Procedure to goods moving

1. Identify the

procedure to

moving of

goods.

1. The advantages of effective goods moving.

2. Give the responsibilities of goods mover.

3. Describe the manual handling of goods.

1. Differentiate between manual handling & machine handling.

2. State the ways to reduce the risk of manual moving of goods.

3. Practice to move the goods from one place to another place

Interactive lecture: Procedure of goods moving. Group discussion on ways to reduce risk involved in manual handling. Activity: Visit a retail store & observe the various methods of manual handling. List out the risk involved in manual handling.


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Unit Title 4: Customer Service

Location:

Classrooms, Retail Shop or Departmental Store, Malls, Super Market

Duration: 15 hours Session 1 : Conceptual Framework

Learning Outcome




1. Differentiate between consumer and customer

1. Describe the meaning of consumer and

Customer

1. Differentiate between consumer and customer

Interactive lecture: Customers and Consumers

Activity: Role play and group discussion on the behaviour of customers/consumers

2. Identify customer’s needs

1. State basic needs of the customer 2. Factors influencing Customer’s need and behaviour

1. Differentiate between various factors affecting customer’s need and behaviour. 2. State the need to understand customer’s

behaviour

Interactive lecture: Customer’s Needs and Wants

Activity: Visit to retail store to observe the body language of sales person and customer’s. Note the communication between the salesperson and the customer. Determine customer’s wants and needs.

Session 2: Effective Customer Service 1. Identify the

effective customer service

1. Describe the factors that satisfies customer’s need

1. Enlist factors Influencing effective customer’s service


Providing Effective Services to Customers

Activity: Role play


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2. Dealing effectively with customers

1. Describe the effective ways of dealing with customers

1. Identify the ways for dealing with customers

Interactive lecture: Discuss effective ways of dealing with customers

Activity: Visit to retail outlet and observe customer dealing by employees

Session 3: Customer Service in Retail

1. Identify the

role of

customer

services in

Retail

1. Customer service concepts

2. Role of customer service

3. Customer Service & Retail

1. Explain the customer service

2. Identify the role of customer service assistant

3. Explain the importance of customer service in Retail


Customer Service role with

respect to retail

Activity:

Visit to various retail stores and

observe various customer

services.

Session 4: Elements of Customer Service

1. Identify the elements of best customer services.

1. Elements of customer services

2. Concept of product and goods

1. Differentiate between goods and services

2. Find out good customer services

Interactive Lecture: Elements of good customer services and concept of product and goods Activity: Group discussion on products and goods and best services provided by stores/mall


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2. Enlist the significance of customer services

1. Benefits and importance of customer services

1. Identify the significance of Customer services

2. Practice how to attend customer queries.

Interactive Lecture: Significance of customer service in retail sector.

Activity: Visit to the big bazaar and observe how to better serve the customers


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Unit Title: Packaging and Bagging in Retail

Duration: 15 hours

Session 1: Packaging Material

Location: Classrooms, Retail Shop or Departmental Store

Learning Outcome




1. Identify the competencies required in bagging and packaging while delivering goods

1. Differentiate goods to be packed and bagged

2. State the packaging systems.

2. Describe role and responsibilities

in packaging material.

1. Differentiate between different roles & responsibilities in packaging materials

2. List out functions of individuals involved in packaging/ bagging the material.

Interactive Lecture: 1. Importance of packaging/

bagging material 2. Group work step by step for

packing a material Activity: Play a game of packing gifts for winning prizes

Visit to retail shop for hands on experience in packing/ bagging

2. Describe the

role and

functions of

people

involved in

work during

packaging &

bagging

1.The duties of managerial staff in packing/ bagging

2. Describe functions & Responsibilities of a packer/ bagger

3. Describe the competencies required as packer/ bagger

1. Differentiate between package, packing and packaging

2. Differentiate between consumer packaging and manufacturers packaging.

Interactive Lecture: Guest lecture on Responsibilities of staff in packing and Bagging Activity: Role play on the duties of staff whom packing/ bagging the sold goods of customers.


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3. List out the steps in bagging the goods.

4. Identify the methods of packaging/bagging

Session 2: Use of Packaging Equipment

1. Handle the various types of packaging equipments

1. Describe the importance of handling the equipment while packing/bagging goods

2. State the precautions to be taken while handling the equipment in packing/ bagging

1. Differentiate between various methods of handling packaging/ bagging equipments

2. Operate simple methods of equipment handling in packaging/bagging

Interactive Lecture: Process of Handling equipments while packaging/ bagging

Activity: 1. Visit to retail store to have

hands on experience of equipments used for packing/ bagging.

2. Practice sessions on handling of equipments and operations on same.

1. Describe the procedure of equipments for packaging/ bagging the goods

1. Procedure for packaging/bagging the goods through equipments.

1. Measures to be taken while handling different type of packaging/ bagging equipments

Interactive Lecture: Safety measures of handling packaging/bagging equipments

Activity: Give them some goods for packaging and ask what all equipments are used for packing/bagging.

Session 3: Procedure for Bagging and Packing

1. Learn the step by step procedure of

1. Describe the importance of Handling packaging/

1. Differentiate the various procedures used

Interactive Lecture: Safety Procedure of handling different types of equipments


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using packaging material & Equipment for packaging and bagging.

bagging of material. 2. State the procedure

to be taken into consideration while packaging/ bagging the material with different equipment.

3. Describe the uses of equipments used in bagging of material

in packaging/ bagging the material.

2. Operate all type of equipments used in packaging and bagging

for packaging and Bagging

Activity: Visit to a retail store and watching the procedure adopted for packaging and Bagging of goods at billing counters.

Session 4: Marking and Labeling

1. Identify the competencies required for understanding the various methods of labeling used in retailing.

1. State the various methods of marking & labeling of products

2. Describe the job responsibilities being taken by each individual while marking and labeling of material.

3. Describe the competencies required for each individual marking and labeling of material/ products.

1. Identify the methods of marking and labeling of material/ products in retail production.

2. Enlist the various methods of labeling and marking used in retailing

Interactive Lecture: 1. Methods of Marking &

Labeling 2. Understanding the importa-

nce of marking and labeling

Activity: 1. Group work on task analysis &

knowledge skills and attitude required for various methods of labeling and marking.

2. Visit to any retail stores to observe how the labeling and marking are done.

3. Let each of the individual to do the work of labeling and marking of the product of their own.

2. Evaluate the various purpose of

1. Types of labeling and marking

2. Describe the purpose

1. Differentiate between labeling and marking

Interactive Lecture: 1. Various purpose of labeling

and marking


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labeling and marking

of labeling and marking to fulfill the requirement of any packaging industry.

2. Enlist the reaction of customers on labeling and brand name registration

2. Good labeling and marking methods

3. Effective labeling & marking for different products

Activity: 1. Visit to the godown where

labeling and marking is going on.

2. Give the work of labeling and marking as play and tell them to use their own assumption to label and mark effectively

3. Game, How to make a product more effective

through labeling and marking 4. Competition for the best &

colorful labeling & marking among the students.


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Unit Title: Hygiene and Safety Practices in Retail

Location: Classroom, Retail or Departmental Store

Duration: 15 hours

Session 1: Basic Hygiene and Safety Practices Learning Outcome




1. Describe the importance of maintaining hygienic conditions in retail store

1. Describe the need of maintaining hygiene in retail store

2. State the materials used for maintaining hygiene in retail store

1. Differentiate between health and hygiene

2. Demonstrate practices adopted for maintaining good health and hygienic conditions at retail store

Interactive lecture: Best Practices in Maintaining Cleanliness in Retail Store Activity: Visit to a retail store to observe best practices adopted to maintain hygienic and safe working conditions in store.

Session 2: Potential Hazards at Workplace

1. Describe potential hazards & safe practices to be adopted at retail store.

1. State the potential hazards in store

2. Describe the practices to be adopted for ensuring occupational health & safety

1. Enlist various safety

accessories used in store 2. Differentiate

between common safety and health concerns and problems.

Interactive lecture: Measures to Ensure Safety in Store Activity: Visit to a retail store to observe safety measures.


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2. Extinguishing small fires

1. Describe the symbols used for safety purpose

1. Enlist various equipment and accessories used to extinguish fire

2. Demonstrate the process of using fire extinguisher


Preventing Fire at Workplace and Extinguishing Small Fires Activity: Visit to a retail store to study fire safety equipment installed at the

Session 3: Safety Measures at Workplace

1. Practice safety measures and tips to control injuries, violence, harassment, shoplifting and robbery

1. Recognize some common health and safety concerns in retail store

2. State the reasons for violence, shoplifting and robbery at workplace and measures to prevent them

1. Classify various health and safety issues at the workplace

2. Select preventive measures to avoid harassment, violence, shoplifting and robbery

Interactive lecture: Discussing health and safety measures and methods of preventing issues related to these concerns Activity: Visit to a retail store to study measures to prevent shoplifting and robbery


Page 28 of 42

2. State how to handle money equipment, machines, irate customers and shrinkage

1. Ways to handling of money

2. State to manage and deal irate customers

3. Describe to manage shrinkage

1. Demonstrate the understanding of safe handling of money

2. Develop guidelines for dealing with irate customers

3. Demonstrate ways to reduce shrinkage

Interactive lecture: Discuss ways to safely handle money in stores Discuss ways to reduce shrinkage in stores Activity: Visit retail store and enquire about how they manage irate customers

Session 4: Precautions to be taken for safety

1. Guide the care

taken for travel

and personal

safety

equipments

1. Outline the precautions to be taken while traveling to and from workplace

2. State precautions adopted for power tools and equipments

3. State significance of gas stations, petrol pumps, working alone, forklifts and pallet jacks

1. Explain precautions while driving or taking a bus

2. demonstrate how to safely handle knives, box cutters, other sharps, power tools and equipments in retail food stalls

3. Work with gas stations, petrol pumps, take precautions while working alone, using forklifts and pallet jacks


Travel and personal safety

equipments - issues and

preventive measures

Activity: Group discussion

on various issues related to

working alone


Page 29 of 42


Unit Title: Work Integrated Learning

Duration: 15 Hours

Session 1: Retail Store Types Location: Classrooms, Retail Shop or Departmental Store

Learning Outcome




1. Classify the stores in retailing

1. State various types of retail stores

2. Various types of stores

1. Enlist the retail formats

2. Differentiate between the types of retail stores

Interactive lecture: Classification of stores

Activity: Visit to a retail stores to understand its types

Assignment on writing a difference between type of stores

Session 2: Career Prospects in Retail

1. Identify the various job opportunities and Career prospects in retailing

1. State various job opportunities in retail sector

2. Analyze the carrier prospects in retail sector

1. Enlist the job opportunities in different retail stores

2. List out the different types of career prospects in the retail sector


Job opportunities in retail sector

Activity: Check the vacancies in the daily newspaper & in the employment news

Go through internet daily

Session 3: Writing a Resume

1. Enlist the various types of resumes used

1. State various objectives of a resume

2. Describe the

1. Differentiate between bio-data and resume

2. Enlist some of the

Interactive lecture: Discuss the contents of a resume

Activity: 1.Write the essential contents


Page 30 of 42

frequently for job in retail sector

different types of resumes

3. Describe the various types of resume send for a particular job

points to be covered when a resume is prepared

3. Prepare a resume with detail for a particular job

and make job application 2. Write do and don’ts of writing

resume 3. Prepare a resume with a

covering language or job application for a vacant post in the computer.

Session 4: Writing a Job Application

1. Identify Basic points for writing job application

1. State the points which are necessarily assessed while writing a Job application

2. Describe the elements required for writing a good job application

1. Enlist the points to be Considered for assessment at the time of writing a job application

2. List out some of the points which are important to be considered in writing job application

Interactive lecture: How to write job application Lecture on do’s and don’ts of writing job application Activity: Prepare a job application for XYZ company for the post of Store Supervisor.


Page 31 of 42

Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational

area. It may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment

about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a

unit of competency. Assessment should be done on the basis of information or evidence about the individual’s ability

against clearly stated objectives or standards. A diversity of assessment methods is required to achieve the multiple

purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be collected from

activities that can be clearly related to the Units of Competency. It should cover all the elements and performance

criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods

of assessment.

S. No. Method of Assessments Weightage (Max. marks)

Evaluator







Total 100



Page 32 of 42






4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from

prior learning and experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience

in the workplace or the community and photographs of the products prepared by the candidates related to the units of

competency should be included in the portfolio.

5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these

should be given on the basis of the capability of the individual to perform the tasks or activities involved in the project.

Projects should be discussed in the class and the teacher should periodically monitor the progress of the project and

provide feedback for improvement and innovation.

6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those

being observed. Employability skills evaluation listed below in the table should be evaluated through direct observation

by the teacher/trainer and appropriate records should be maintained for transparency in evaluation.











Page 33 of 42














19. Give reasons and make judgments objectively


1. Competent = 0.5 marks

2. Not yet competent = 0

List of Tools, Equipment and Materials The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and

accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for

practice and acquiring adequate practical experience.

Equipments/Tools

1. Shelves for Stacking Products

2. Shopping Cart


Page 34 of 42

3. Signage Board

4. Offer Signages

5. End Cap

6. Table (POS)

7. Chair (POS)

8. Poster (POS)

9. Card Swiping Machine

10. Mannequins

11. Gondolas

12. Display Photographs

13. Products

14. Danglers

15. Coupons and Vouchers

16. Credit Notes

17. Currency Notes of different Denominations

18. Carry Bags

19. Neck-Locks for Carry Bags

20. Physical Bill Copy

21. Photographs of Stacked Notes

22. Housekeeping equipments

23. Goods moving equipments

Teaching/Training Aids

24. Computer

25. LCD Projector

26. Projection Screen

27. White/Black Boards

28. Flip Chart Holder


Page 35 of 42

Teacher’s Qualifications

Qualification, competencies and other requirements for appointment of Graduate Teacher (Retail Marketing Management) on contractual basis should be as follow

S. No.

Qualification Minimum Competencies Age Limit

1. Graduate or Diploma in Retail Management, P.G. Diploma in Marketing with at least 50% marks and 1 year experience. Preparable to higher education with MBA (Retail Marketing) and PG Diploma in Retail Management.



• Technical competencies (e.g. in areas such as marketing, sales promotion, store maintenance, marketing and merchandising etc.)

18-37 years Age relaxation to be provided as per Govt. rules.


Page 36 of 42


Advisors

1. Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, Bhopal

2. Prof. R.K. Shukla, Head, Department of Business & Commerce, PSS Central Institute of Vocational Education, Bhopal

3. Dr. V.S. Meherotra, Associate Professor & In-charge Curriculum Development and Evaluation Center, PSS Central

Institute of Vocational Education, Bhopal.

Material Production Group

A. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in Retail

Marketing Management (Phase –I) was held at Maharashtra State Council of Educational Research and Training, Pune from 4-8 July 2011.

1. Dr. Rudra Saibaba, Professor, Lal Bahadur P.G. College, Warangal- 506 007 (A.P.) 2. Dr. M. Muninarayappa, Associate Professor, Dept. of Commerce, Bangalore University, Central College Campus,

Bangalore-l 3. Dr. T. Srinivasa Rao, Associate Professor, MBA Section School of Distance Learning and Continuing Education, Kakatiya

University, Warargal- 506009 4. Dr. E B Brahmankar, Retired Principal, Jaltarang Bunglow, 58/10, Old Pandit Colony, Sharanpur Road, Nashik - 422002

(Maharashtra) 5. Dr. Varsha K. Sukhadeve Professor in Commerce Smt. N.R.T. College of Commerce, Ratanlal Plots (Campus), Akola -

444001 (Maharashtra) 6. Mr. Sunil S. Desai, Vocational Teacher, Jagruti Jr. College, Gadhinganj, Dist: Kolhapur (Maharastra) 7. Dr. G. Naresh Reddy Assistant Professor, Department of Commerce, University College of Commerce and Business

Management, Osmania University, Hyderabad - 500 007 (A. P.) 8. Dr. Hrishikesh Soman, Principal, Symbiosis College of Arts Commerce, Senapati Bapat Marg, Pune - 411042 (Maharashtra) 9. Dr. Sanjay Bhale, Professor Symbiosis Institute of Business Management, Senapati Bapat Marg, Pune - 411042

(Maharashtra)


Page 37 of 42

10. Dr. Shivaji Borhade, Associate Professor, Bharati Vidyapeeth University, YM College, Erandawane, Pune – 411038 11. Ms. Savita Ambekar, Director, Amit Autoline 6/2, Nana Peth, Pune - 411 002 12. Dr. Pradeep Wagh, Secretary, General Development Education (International) Society, Prabhat House, Damle Path,

56/20A, Law College Road, Pune - 4 I 1004 13. Dr. V. S. Mehrotra, Associate Professor & NVQF Expert, Agriculture Division, PSS Central Institute of Vocational

Education, Bhopal -462011 (M. P.) 14. Dr. Shridhar Salunke, Director and Honorary Director, Maharashtra State Council of Educational Research & Training,

708, Sadashiv Peth, Kumthekar Road, Pune - 411030 15. Dr. P. Veeraiah Assistant Professor & Programme Coordinator, Business and Commerce Division PSS Central Institute of

Vocational Education, Bhopal -462011 (M. P.) B. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in Retail

Marketing Management (Phase – II) was held at CIET, NCERT, New Delhi from 7-9 August, 2011. 1. Prof. K. Sambasiva Rao, Dept. of Commerce & Management Studies, Andhra University, Visakhapatnam - 3. 2. Dr. M. Muninarayappa Associate Professor, Dept. of Commerce, Bangalore University, Central College Campus,

Bangalore-l 3. Dr. Shipra Vaidya, Associate Professor, Department of Education in Social Sciences and Humanities, National Council

of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016 4. Capt. Aditya Singh Consultant – Retail, 2-1, New Pal, Amar Vihar, Gurgoan. 5. Dr. V. S. Mehrotra, Associate Professor & NVQF Expert, Agriculture Division, PSS Central institute of Vocational

Education, Bhopal-462011 (M. P.) 6. Prof. Sharad Kumar, Head, B & C Division, PSS Central Institute of Vocational Education, Bhopal-462011 (M. P.) 8. Prof. Rajaram Sharma, Joint Director & Honorary Director CIET, NCERT, New Delhi 7. Dr. P. Veeraiah, Assistant Professor & Programme Coordinator, Business and Commerce Division, PSS Central Institute

of Vocational Education, Bhopal-46201l (M. P.)


Page 38 of 42

Review Committee Experts A. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in

Marketing and Sales Management (Phase –II) was held at PSSCIVE, Shyamla Hills, Bhopal from 11-15 March, 2013

1. Mr. M.S. Ashok, Master Trainer, Open Minds Institute, 22 Sri Rama Mandir Road, Basavanagudi, Banglore-560004 2. Dr.Jitendra Kumar Sharma, Associate Professor, Sh. B.R. Mirdha Govt. (PG) College, Nagaur, Rajasthan, 3. Dr. Govindappa D., Assistant Professor, Govt. Maharani Arts Commerce & Management College, Seshadri Road,

Banglore-560024 4. Mr. Pradeep Dodha Pawar, Full Time Teacher, Janta Vidyalaya & Junior College, Satpur, Nasik, Maharastra 5. Ku. Geeta Tomar, Assistant Professor, Lokmanya Tilak Science and Commerce Collage, Vivekanand Colony, Ujjain –

456010 6. Prof. Kanchan S. Fulmali, Associate Professor, M.L. Dahanukar College of Commerce, Ville Parle(e) Mumbai-57 7. Dr. Kamran Sultan, Director, Pt. Jawaharlal Nehru Institute of Business Management, Vikram University, Ujjain (M.P.) 8. Mr. Desai Sunil Shivajirao, Full Time Teacher, Jagruti Jr. College-Vocational, Gadhinglaj, Dist.-Kolhapur 9. Dr. Sehba Husain, Assistant Professor, JICM, The Green Bowl, 83/2 Chandanpur, Bhopal 10. Mrs. Lalita Pillai, Lecturer, SV Govt. Polytechnic College, Shyamla Hills Bhopal 11. Mr. Prashant Nemade, PGT in Commerce, Demonstration Multipurpose School, RIE, Bhopal 12. Mr. Rajiv Khare, Course Coordinator (Retail), Bharathi Airtel, 1, Malviya Nagar, Bhopal 13. Ms. Nitasha Khare, Manager Operations & HR, F-90 Flamingo, Aakriti Eco City, E-8, Bhopal 14. Dr. Sharad Kumar, Professor & Head, Department of Business and Commerce, PSS Central Institute of Vocational

Education, Shyamla Hills, Bhopal. 15. Mr. Durgesh Kumar Satankar, Department of Business and Commerce, PSS Central Institute of Vocational Education,

Shyamla Hills, Bhopal. 16. Mr. Rituraj Tamrakar, JPF in Department of Engineering & Technology, PSS Central Institute of Vocational

Education, Shyamla Hills, Bhopal. 17. Dr. P. Veeraiah, Assistant Professor & Programme Coordinator, Department of Business and Commerce, PSS Central

Institute of Vocational Education, Shyamla Hills, Bhopal.


Page 39 of 42

Editing & Coordination 1. Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, Bhopal

2. Prof. R. K. Shukla, Head, Department of Business & Commerce, PSS Central Institute of Vocational Education, Bhopal



4. Dr. P. Veeraiah, Associate Professor & Programme Coordinator, Department of Business & Commerce, PSS Central

Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal.

5. Dr. Nidhi Gupta, Assistant Professor, Department of Business & Commerce, PSS Central Institute of Vocational

Education (PSSCIVE), Shyamla Hills, Bhopal.

Typing & Designing

1. Mr. Durgesh Kumar Satankar, Department of Business & Commerce, PSS Central Institute of Vocational Education,

Bhopal.

2. Mr. Gobind Pawar, PSS Central Institute of Vocational Education, Bhopal

For more information please contact:

Dr. P. Veeraiah

Associate Professor, Department of Business & Commerce,

PSS Central Institute of Vocational Education (PSSCIVE),

Shyamla Hills, Bhopal – 462 013

E-mail: [email protected]

Mobile: 08989014432, 089893332807

NSQF Level 1 – Physical Education and Sports - Competency Based Curriculum

Page 1 of 26 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014

National Skills Qualification Framework Sector: Physical Education and Sports

NSQF Level 1

PSS Central Institute of Vocational Education, Bhopal (a constituent unit of NCERT, an autonomous organization under Ministry of Human

Resource Development, Government of India)




Copyright ©2013 All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE.



Contents Introduction

4

About the Sector 5

Objectives of the course 7

Course Structure 8

Classroom Activities 10

Practical Activities 10

On the Job Training 10

Units 11

Assessment Guide 23

List of tools, Equipment and Materials 24

Trainer’s Qualification 25

List of Contributors 25

Acknowledgements 26



The National Skills Qualification Framework (NSQF) developed by the Ministry of Human Resource Development (MHRD), Government of

India provides a common reference for linking various qualifications to be used for setting common principles and guidelines for a nationally

recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and

Universities/Colleges.

As per NSQF, qualifications are to be developed in series of levels of knowledge and skills, defined in terms of learning outcomes i.e., the







2012 on the various aspects of NSQF has been issued by the MHRD. For more details on the NSQF, please visit the website of MHRD at www:

mhrd.gov.in. A competency based curriculum describes what learners must “know” and “be able to do” by the end of a program or study. It

identifies the competencies and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which

performance will be assessed. It also defines the learning activities that will lead the learner to mastery of the targeted learning outcome.

The competency based curriculum is broken down into parts known as Units. Each unit is further broken down into knowledge and skills on

the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher or trainer.

Introduction



About the Sector

Physical education and Sports is a sector which is very wide in scope and extremely significant in its impact on society. There is lack of sports consciousness and culture in the country. In general it is believed that Sports can only be pursued at the cost of academics. We even have a very well known saying in India for it.

“Padhoge Likhoge Banoge Nawab, Kheloge Kudoge Banoge Kharab”

Such Myths exaggerate our imbalance towards physical activity.

As we live in the 21st century with all the issues of sedentary lifestyles, unhealthy food habits, stressful careers, this imbalance needs to change else we will face a generation which will have a lower life span than the previous. There are already studies indicating that 30% population of children today is obese. Obesity is a disease. That is an alarmingly high number as there is research to show that 80% of obese children grow up to be obese adults. Diseases like type II diabetes, high cholesterol, stress related disorders are very common in this category. The sowing of the seeds of physical activity as part of one’s lifestyle can only happen from childhood. It is a habit that needs to be formed early on. It is therefore clear that physical education needs to be an integral part of education in all our schools. In addition to the obvious health and fitness outcomes we are also looking at a great deal of life skills learning through sports, grooming better citizens. The need for physical education as an integral part of education has been recognized by the government and efforts are being made to elevate the status of physical education in schools. That is the grass roots level intervention which will eventually drive the demand for physical education and sports related industry in India. The immediate need is of good quality physical education and sports professionals at various levels. This demand is going to explode in the coming years offering opportunities for all who want to be associated with Sports and build a career in this field. Several job opportunities already exist and new ones are taking shape.

Self Schools Sports Academies Fitness Centers Hospitals Sports Events



-Professional Players

-Physical Education Teachers -Early Years Physical Trainers -Sports Coaches

- Sports Coaches - Facility Managers - Academy Managers

-Fitness Trainers -Personal Trainers -Aqua Trainers -Nutritionists

-Sports Doctors -Physiotherapists -Nutritionists

-Event Managers -Officials -Commentators -Journalists

There is already a gap today in the demand and supply of professionals in this sector in quantity as well as quality. A vocational course on physical training and sports gives basic exposure of the relevant knowledge and skills required for someone interested in this sector. Participation in such a vocational course should build entry level knowledge and skills giving the student an advantage when pursuing further education in this field or employability skills should the student decide to go for a job. Since most of the job roles in this sector require the employee to be dealing with fellow human beings, there is a certain level of maturity and skills required in dealing with the customers. Level 1 of this vocational course would give exposure to students on several skills that are required across the sector so that they get a flavor of what is the scope and also get an opportunity to explore their innate choices. As the course progresses to level 2, students would be confident of doing roles like grounds marking, facility readiness, assisting a physical education teacher in a school or academy. By level 4 the students would have confidence to conduct lessons on their own under the guidance of a Physical Education director in a school or a team coach. They would have basic knowledge of Sports like skills, rules, ground markings, conducting tournaments, basic first aid and a lot of exposure to actually conducting such lessons with children. They will have knowledge of skills versus fitness and what can be done to improve both. In schools, there is a dire need of physical education trainers who are able to focus on engaging the whole class and exciting children to participate in physical activity for the pleasure on playing, social interaction, fun and fitness.




Upon completion of this level 1 course students will be able to

- Recognize the meaning and importance of a physically educated person - Explain the meaning of health and fitness and apply some of the learnt measures to improve health and fitness - Demonstrate the concept of age appropriateness and apply the correct learning outcomes to the various age groups in Sports and

Games with knowledge of some teaching learning techniques - Demonstrate the value of fun in learning process and learn how to make lessons interesting for students using creativity and

colourful props. - Apply a mix of skill and fitness trainings to improve individual performance. - Describe basic ethics in Sports and transfer such knowledge to the students - Accomplish and demonstrate the technical knowledge of some Sports, like ground markings, rules and regulations, skills required,

basic first aid and fixtures for tournaments.



Course Structure: Competency Based Curriculum

Sector: Physical Education and Sports

Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 08 modules called as Units.

Physical Training and Sports - Unit Matrix Level 1

Sl. # Unit Code Unit Title Sub-Unit No. of Notional Learning hours


1 PS 101 - NQ2013 Foundation of Physical

Education

Meaning and concept of physical education

15 Nil

Aims and objectives of physical education

Importance of physical education

Scope and trends in physical education

Opportunities - social and economic

2 PS 102 - NQ2013 Health and Fitness

Meaning and concept of health and fitness

25 Nil Growth and development

Structure of human body

Fundamental movement skills

3 PS 103 - NQ2013 Games and Sports

Age appropriateness of physical activities

60 Nil

Sports equipment and props

Yoga

Sports etiquettes

Laws and rules of games



Sl. # Unit Code Unit Title Sub-Unit No. of Notional Learning hours


4 PS 104 - NQ2013 Developing an Athlete

Meaning and concept of Hygiene

20 Nil Posture

Safety measures on playgrounds

First-Aid (basic)

5 PS 105 - NQ2013 Teaching-Learning

Roles and responsibilities of a teacher

20 Nil Effective Communication

Teach to learn

Developing a lesson plan

6 PS 106 - NQ2013 Managing Sports

Events

Ground and court marking

20 Nil Preparing fixture

Maintaining of props and equipment

7 PS 107 - NQ2013 Nutrition

Understanding Nutrients

20 Nil Balance your diet

Water and its importance in Health

8 PS 108 - NQ2013 Work Integrated

Learning

Teach games for primary grades (Std I to III)

20 NA

Teach a specific fitness related activity for Std IV to VI

Demonstrate and teach 4 asanas to a student/ teacher group

Assist in ground preparation for school sports day

Assist in checking personal hygiene of junior students

Total 200

Successful completion of 200 hours of theory and practical sessions including 20 hours of work integrated learning is a requirement for full qualification.




The main activity in classroom will be an interactive lecture session, followed by discussions. Teachers should make effective use of a variety of instructional aids, such as Videos, Power Point Presentations, Charts, Diagrams, Models, Exhibits, Handouts, etc. to transmit knowledge in projective and interactive mode. A variety of teaching methods will be used like chart preparation, collation of objects relevant to the topics, preparation of informative document, planning of an event and role plays.


Activities that provide practical experience are termed as practical activities such as ground markings, visiting Sports facilities, conducting physical activities according to lesson plans for students of various age groups in the schools, assisting in planning of some Sports events in schools involving students, teachers and perhaps the community. Props, tools and equipment are used for practical activities to make the activity fun and engaging. The vocational teacher with the School principal will plan practical activities where the students can get exposure to all skills required in the course with assistance from the physical education teacher of the school.


On-the-job training (OJT) utilizes actual equipment and materials in a structured manner, following a training plan that reflects tasks to be performed and competencies to be imparted under the supervision of an experienced trainer or supervisor. Training plan is prepared and signed by the student, teacher, and supervisor at the organization/industry. In the first step of OJT the trainer will provide an overview of the task to the student, explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks. In the second step trainer will tell, show, and demonstrate step by step the use of tools, materials and equipment for performing a task showing the finished products at each appropriate step which will help the leaner understand what is required as outcome. Student will directly participate in the next level while the trainer monitors the progress and provides the feedback. At the last level student practices with clearly defined targets for performance standards. Certification:




Unit Code: PS 101 - NQ2013

Unit Title: Foundation of Physical Education Duration: 15 hrs

Location: Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method

Classroom and playground

1. Describe the meaning and concept of physical education.

1. Define physical education. 1. Create a daily routine of a physically active person.

Interactive Lecture: Lecture and discussion on meaning and concept of physical education. Activity: Make charts on various concepts of physical education.


2. Explain the aims and objectives of physical education.

1. Differentiate between cognitive and affective domain. 2. Differentiate between the aims and objectives of physical education.

1. Demonstrate the objectives of physical education by on-ground activities. 2. Complete the “quick self-health check-up” questionnaire. 3. Based on the score of the questionnaire identify an aim and objectives to improve your score by 6 points.

Interactive Lecture: Lecture and discussion on aims and objectives of physical education. Activity: On-ground physical activities and games to experience the specific aims of physical education.


3. Explain the importance of physical education.

1. Describe the factors that make a person physically educated.

1. Describe the standards of physical education.

Interactive Lecture: Importance of physical education. Activity: Group discussion on importance of physical education.

Units





4. Describe the scope and trends of physical education.

1. List the four parts of physical education program. 2. Describe the current trends within the scope of physical education.

1. Differentiate between fitness, recreation and intra-mural program.

Interactive Lecture: Discussion/ interaction of wide scope of physical education. Activity: Role play and execute on-ground physical activities in relation to various scopes of physical education.


5. Identify the social and economic job opportunities in physical education.

1. Explain the social and economic impact of physical education as profession. 2. List the job opportunities in the physical education and sports sector.

1. Differentiate between coach and fitness trainer. 2. Identify the job opportunities with respect to the job responsibilities.

Interactive Lecture: Discussion/ interaction of specific scope of physical education as profession. Activity: Partner/ group project – identify a job role and list the qualities required for the job role on a chart paper.




Unit Title: Health and Fitness Duration: 25 hrs



1. Describe the meaning and concept of health and fitness.

1. Explain the meaning of health and fitness. 2. Explain the impact of fitness on health.

1. Perform physical activities to demonstrate the relevant fitness components.

Interactive Lecture: Meaning and concept of health and fitness. Activity: Measure Fitness components of students and its impact on health.


2. Describe the various stages of growth and development from an infant to adolescence.

1. Differentiate between growth and development. 2. Recognize the stages of growth and development from an infant to adult.

1. Identify the stages of physical and cognitive development in various age groups.

Interactive Lecture: Explain stages of growth and development. Activity: Project – observe PE classes of various age groups. Visit to a play school/ Montessori.

Classroom 3. Describe the structure of human body.

1. Explain skeletal structure, muscles, organ systems and blood. 2. List the major muscle groups and the major bones in the body.

1. Identify the organs which are responsible for respiration. 2. Draw a well-labeled diagram of digestive system.

Lecture: Structure of human body. Activity: Projects of drawings – skeletal structure, muscular system and organ systems.


4. Demonstrate the fundamental movement skills.

1. Explain the fundamental movement skills. 2. Differentiate between locomotor, non-manipulative and manipulative skills.

1. Perform three fundamental movement skills.

Interactive Lecture: Discussion/ interaction of fundamental movement skills. Activity: On-ground physical activities of fundamental movement skills.




Unit Title: Games and Sports Duration: 60 hrs



1. Identify the age appropriate physical activities for pre-primary, primary, secondary and senior secondary age groups.

1. Explain the concept of age appropriate physical activities and games. 2. Demonstrate the physical activities/ games with proper warm-up and cool down exercises as per the age groups.

1. Execute the physical activities and games as per the various age groups.

Interactive Lecture: Age appropriate physical activities and games with general and specific warm-up and cool down exercises. Activity: Age appropriate physical activity/ games for all age groups.


5. Identify various age appropriate props and equipment and its usage.

1. Identify the name of the various props and equipment. 2. Explain the age appropriate usage of props and equipment.

1. Demonstrate the usage of props for age appropriate activities.

Interactive Lecture: Discussion/ interaction of props and equipment. Activity: On-ground physical activities using various props and equipment for different age categories.

Classroom/ Activity hall (indoor)

2. Demonstrate the fundamental yoga asanas and explain the benefits of yoga in fitness.

1. Explain the benefits of yoga for a healthy lifestyle. 2. Demonstrate various fundamental yoga asanas.

1. Identify the yoga asanas beneficial for strength. 2. Perform various fundamental yoga asanas.

Activity: Demonstration and explanation of yoga asanas.





3. Apply sports etiquettes during physical activities and games.

1. Describe sports etiquettes. 1. Apply the learnt sports etiquettes while participating in games.

Interactive Lecture: Meaning and concept of sports etiquettes and its application in games and sports. Activity: Sports etiquettes through on-ground match experience.


4. Explain the laws and rules of the games.

1. Describe the laws and rules of the games (major team games).

1. Document the laws and rules of any 2 major team games.

Lecture: Laws and rules of the games (major team games). Activity: Participate in major team games following the laws and rules of the games.



Unit Code: PS 104 - NQ2013 Unit Title: Developing an Athlete Duration: 20 hrs


Classroom 1. Identify the meaning and concept of hygiene.

1. Explain the best hygienic practices and its implication on health. 2. Describe the importance of hygiene in daily life.

1. Recognize the do’s and don’ts of a hygienic lifestyle.

Interactive Lecture: Meaning, concept and best practices of hygiene. Activity: Individual and group projects of best hygienic practices.


2. Demonstrate the correct posture – static and dynamic.

1. Explain and demonstrate the correct postures. 2. Differentiate between correct and incorrect posture. 3. Explain the importance of correct posture to avoid deformities.

1. Assess the correct postures. 2. Demonstrate and correct the static and dynamic postures of fellow students.

Interactive Lecture: Meaning, concept and best practices of posture. Activity: Demonstration of various correct postures viz. correct posture to stand, sit, walk, climbing stairs, lifting weight


3. Apply the best practices of safe conditions and safe acts during physical activities and games.

1. List the best practices of safe acts and safe conditions during games and sports.

1. Administer the safe usage of props and equipment. 2. Create safe ground/ condition for an activity and game.

Interactive Lecture: Safety measures – safe acts and safe conditions. Activity: Safety measures on how to use the props and correct ways to exercise. Safe conditions of ground preparations to avoid injuries and accidents.





4. Apply the knowledge of basic first-aid.

1. Describe the basic principles of first-aid. 2. Describe the basic sports injuries and its first-aid. 3. Describe basic health hazards.

1. Administer the basic first-aid for cuts, bruises, heat stroke, nose bleeds, strain and sprain.

Interactive Lecture: Meaning and concept of basics of first-aid. Activity: Demonstration of first-aid application.



Unit Code: PS 105 - NQ2013 Unit Title: Teaching-Learning Duration: 20 hrs



1. Identify the roles and responsibilities of a teacher.

1. Explain the best teaching practices in school context. 2. Describe the qualities of a good teacher.

1. Identify the roles and responsibilities of a teacher. 2. Perform the role of a teacher for physical activities on-ground.

Interactive Lecture: Roles and responsibilities of a teacher and best practices of teaching. Activity: Role play as a teacher and take games lessons on ground.


2. Identify the elements of communication.

1. State the different elements of communication and their importance. 2. Best practices of communication while teaching students group of various age group. 3. Understand the value of listening in teaching communication.

1. Accomplish the best practices of communication during on-ground sessions.

Interactive Lecture: Meaning, concept and best practices of communication in teaching practice. Activity: Role play as a teacher and demonstrate best practices of effective communication while taking games lessons on ground.


3. Effective Teaching Methods. 1. Differentiate between visual learner and auditory learner.

1. Accomplish effective teaching methods in an on-ground physical activity and game.

Interactive Lecture: Teaching-learning concept. Activity: On-ground physical activities demonstrating the effective teaching methods.





4. Develop lesson plans for physical activities and games.

1. Explain how to relate goal and plan.

1. Create a lesson plan of a physical activity/ game session for a specific age group. 2. Execute the lesson plan on-ground.

Interactive Lecture: Importance and need of planning. How to make a plan for teaching/ training. Activity: Execution of plan(s) on ground with correct props and equipment to achieve the lesson objective.



Unit Code: PS 106 - NQ2013 Unit Title: Managing Sports Events Duration: 20 hrs



1. Demonstrate ground/ court markings and use of equipment for major games and sports.

1. Explain the ground/ court markings (basic).

1. Measure and accomplish the marking of grounds for any one game using relevant equipment for playing condition.

Interactive Lecture: Ground marking and equipment required for major sports and games. Activity: Marking and preparation of ground as a group for specific games and sports.

Classroom 2. Identify the correct procedure to prepare fixtures.

1. Differentiate between league and knockout tournaments. 2. Explain the procedure to prepare fixtures.

1. Schedule fixture for leagues and knockout tournaments.

Interactive Lecture: Various tournaments. Preparation of fixture.


3. Apply the knowledge of how to maintain the props and equipment.

1. Identify and explain the various props and equipment for major sports and games. 2. Explain how to maintain the props and equipment.

1. Demonstrate the maintenance of props and equipment.

Interactive Lecture: Names of props and equipment and how to maintain. Activity: Demonstration of props and equipment maintenance. Project – prepare the list of props and equipment available in school and its maintenance.



Unit Code: PS 107 - NQ2013 Unit Title: Nutrition Duration: 20 hrs


Classroom 1. Identify the various nutrients and its use in our body.

1. Explain the six groups of nutrients. 2. Explain the role and importance of all nutrients.

1. Identify the various nutrients and its use in our body.

Interactive Lecture: Six groups of nutrients and its importance. Activity: Make charts mentioning the information on various nutrients.

Classroom 2. Explain balanced diet.

1. Explain the meaning and importance of balanced diet. 2. Describe the elements of balanced diet. 3. Differentiate between diet and balanced diet.

1. Prepare balanced diet for self.

Interactive Lecture: Balanced diet and nutritional values. Activity: Collect balanced diet chart for various profiles/ people related to different activities.

Classroom 3. Identify the importance of water in our body.

1. Explain the importance of water in our body. 2. Myths and facts about water consumption during physical activity.

1. Tabulate your and your family’s water consumption for a week.

Interactive Lecture: Importance of water. Activity: Project – Water consumption tabulation.



Unit Code: PS 108 - NQ2013 Unit Title: Work Integrated Learning Duration: 20 hrs


Playground

1. Demonstrate teaching skills by teaching games/ physical activities for primary grades (Std I to III).

1. Demonstrate age appropriate games/ physical activities while teaching the primary groups. 2. Usage of correct communication while teaching.

1. Identify the correct activity for teaching. 2. Accomplish the correct communication for the particular age group.

Activity: Teach games to a particular grade for 30 mins with specific learning outcome.

Playground 2. Demonstrate the knowledge of fitness by teaching fitness related activity – Std IV to VI.

1. Demonstrate a specific fitness related activity.

1. Execute an activity related to a specific fitness goal to a class and measure that fitness component.

Activity: Teach the fitness related activity to a particular grade for 30 mins and measure that fitness component

Playground 3. Demonstrate and teach 4 fundamental asanas to a group of students or teachers.

1. Select 4 standing asanas, to be taught to a group of students or teachers. Document their benefits.

1. Demonstrate and teach 4 standing asanas to a group of students or teachers.

Activity: Demonstrate and teach asanas to the specific group.

Playground

4. Apply the knowledge by assisting the grounds men to prepare the ground for school sports day.

1. Create the correct ground marking for school sports day.

2. Administer the correct ground marking by assisting the ground men for sports day.

Activity: Assist the ground men in marking for sports day.

School/ Assembly area

5. Identify the personal hygiene of junior students in the school.

1. List and explain with reasons the best practices of personal hygiene.

2. Check personal hygiene of the students.

Activity: Check the personal hygiene like clean nails, clean hair, clean attire etc. after the assembly or in any designated period.



Assessment is a necessary process to determine the level of progress and learning of knowledge and skills at a particular level and take

remedial action. It needs to be continuous and comprehensive in nature to achieve this purpose. The student workbook has sections of

Assessment and Assessment checklists in each section of a module to judge the extent to which a student has grasped the concept and is

able to demonstrate the skill. A variety of assessment methods are used to evaluate the student as is required in the vocations that pertain

to this course. Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency. It should cover

all the elements and performance criteria/indicators in the competency standards.


Assessment Guide



List of Items Quantity Quantity for 30 students

Equ

ipm

ent

Storage Cupboard for the props 1 1

Basketball Posts, ( Fixed to Movable with Acrylic board, ring and net) 1 pair 1 pair

Volleyball Poles ( Fixed to Movable) 1 pair 1 pair

Mini Football Goal Posts (2mx1.1m) to full size fixed goal posts 1 pair 1 pair

Cricket Mat ( 33feet x 9 feet) 1 1

Kho Kho Posts 1 pair 1 pair

Too

ls Computer with internet connectivity + one USB stick 8 GB 1 1

Projector 1 1

CD Player + Speakers 1 1

Pro

ps

Marking Props: Cones, Flexi-poles, corner flags, Lime powder, Measuring Tape, rope , nails, hammer 1 1

Fitness props: Medicine ball, Agility Ladder, Step hurdles, sit and reach box , Weighing scale, Height scale, whistle, stop watch

1 1

Balancing Skills: Balance Beam 1 1

Pre-primary and primary Students: Bean Bag scarves, Soft balls, Plastic rackets and balls, Hula Hoops 1 1:2 to 1:4

Middle School Students: Frisbees, Footballs, Basketballs, Touch rugby, Volleyballs, cricket bats and balls 1 1:4

Props will be configured based on the class size for practical training




Graduate or Post Graduate in Physical Education (BPE/ BPEd/ MPEd) or Diploma in Physical Education/ Sports Coaching with 1+ years of experience as a Physical Education Teacher or Coach.

Work experience in school, colleges, academies or in the area of physical training and sports (at least 1 year)

Good knowledge of school education system or sports coaching with prior experience in training / teaching.

Mr. Saumil Majmudar, CEO, SV EduSports Pvt. Ltd., Bangalore

Ms. Jyoti Majmudar, COO, SV EduSports Pvt. Ltd., Bangalore

Mr. Parminder Gill, CMO, SV EduSports Pvt. Ltd., Bangalore

Mr. Meer Waqiruddin Khaleeq, Head – Business Development, SV EduSports Pvt. Ltd., Bangalore

Mr. Suhas Nair, Programme Director, SV EduSports Pvt. Ltd., Bangalore

Ms. Srividya Majmudar, Manager, Quality and Systems, SV EduSports Pvt. Ltd., Bangalore

Dr. Gautam Mukherjee, Manager – Product Development, SV EduSports Pvt. Ltd., Bangalore

Trainer’s Qualification




We would like to place on record our gratitude to Dr. Vinay Swarup Mehrotra, Head, Curriculum Development and Evaluation Centre (CDEC), PSSCIVE, Prof. R.B. Shivagunde, Joint Director, PSSCIVE for their support and guidance in developing this curriculum as per NVEQF. We would like to thank Labournet and Wadhawani Foundation for giving us this opportunity to contribute in this nation building exercise through this vocational course. The youth of India which is and will continue to be the most sought after resource for this country of a billion people, has inspired us to undertake this journey in strengthening physical education and sports in India. We would like to thank the schools we have partnered with, who have lent us their support in strengthening physical education and sports at school level. They have believed in our ideas and given us the right platform to make the right impact at the right age. We would like to thank the physical education colleges which have given us access to their students and have guided us whenever we sought their support. We would like to thank the physical education professionals who work with us. They have helped us change the way we look at physical education. These physical education professionals who have believed in themselves and worked hard to bring physical education on the radar of school authorities, parents and students. Special thanks to the Sportsmen of India who have shown us what we are capable of doing if we commit. We would like to thank all our well wishers, friends and investors who have appreciated with generosity our efforts so far, given us the right platforms to present our thoughts and given us opportunities to showcase our products and services, without their trust and belief we would not be here. Our inspiration to offer this vocational course comes from the trust and confidence our schools have placed on us, the smiles that we see on the young school children’s faces and the dire need for us as a nation to focus on preventive health and fitness. We would like to appreciate the government for recognizing the need for elevating the status of physical education and sports in school curriculum and giving us the opportunity to participate in this endeavor. Thank you All!

Acknowledgement


National Skills Qualification Framework (NSQF)

Multi Skill Foundation Course (MSFC) Level II

(1) (2) (3) (4)

Workshop & Engineering Energy & Environment Gardening, Nursery, Personal Health

Techniques & Agriculture Techniques & Hygiene

Developed by:

Directorate of Vocational Education and Training, Maharashtra

Vetted by:



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Introduction

The National Vocational Education Qualification Framework (NSQF) developed by the Ministry of Human Resource Development




The NSQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of




knowledge and skill and the application of that knowledge and skill to the standard of performanceexpected in the workplace. The

Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should possess

are laid down by the Sector Skill Council of the respective economic or social sector.

Competency is defined in terms of what a person is required to do (performance), under what conditions it is done (conditions) and

how well it is to be done (standards). It can be broadly categorized into foundational, practical and reflexive competencies. Generic

competencies are considered essential for a person to participate effectively in the workforce, whereas technical competencies are

an individual's knowledge and expertise in the specific group task and its processes and its rules and regulations. An executive order

F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of NSQF has been issued by the MHRD. For more details on the NSQF,

please visit the website of MHRD at www: mhrd.gov.in.







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The Multi-Skill Foundation Course curriculum is broken down into coherent parts known as Units. Each unit is further broken down

into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the

teacher or trainer.

“Multi-Skill Foundation Course”(MSFC) is revised version of successful pre-vocational program V-1 “Introduction to Basic Technology”,

being implemented in Maharashtra since 1987. The new curriculum takes into account all learning’s while implementing V-1 program.

Nature of the course:

The course is divided into four modules, two of them related to the living world and two to the non-living.

1. Workshop & Engineering Techniques

2. Energy & Environment

3. Nursery, Gardening and Agriculture Techniques

4. Food Processing Techniques (Level 1) / Personal Health & Hygiene (Level 2)

The Engineering (material-joining, shaping and otherwise fabricating into usable articles, including housing) and Energy-Environment

(application of electricity, non-conventional energy and systems, processes, and tools- computers, management techniques). It also

covers basics of engineering and project management. Home-Health (related to human society), and Agriculture (Plant and animal

kingdom) give the skills related to clothing food and health of the society. Agriculture covers the skill needed for production and

preservation of food of both plant and animal origin, including care of plants/crops.

Benefits:

1) Multi-skill nature of the program helps students to select choice of his/her future specialization. He/she is a jack of all skills and will

be enabled to select one for his/her future.

2) Most importantly, the variety of experiences students gets during “Multi-Skill Foundation’ training will stimulate their intellect.

Multidisciplinary knowledge will help him to appreciate underlying principles and processes and apply that knowledge in new areas.

3) All ground level work activities need multi skills. For e.g farmer need to have basic knowledge of electricity, food processing,

agriculture and even construction. This helps him to become self-reliant under adverse conditions. A fabricator, who gets orders for

construction of poultry, will be in better position to serve his client if he knows basics of poultry. The helps to develop such kinds of

interdisciplinary approaches with appreciation for other fields.


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Content and Methodology :

The content though it looks formidable, is easily worked through because of the ‘learning while doing’ method. The learning system in

“Multi-Skill Foundation Course” is ‘Learning while doing’. It is the same method, we used to learn to ride a bicycle, or to swim or do

myriad new things we learn throughout life. Students will learn all principles and theoretical component by experience in real life work

situations. ‘Real life work’ is at the center of all educational activities. Process of Knowledge acquisition will be centered on the work.

Therefore ‘Theory’ and ‘Practical’s will not be separate but are integrated. Theory will be introduced after each stage of ‘Work’. We not

only learn how to do but also get an insight of how it works. This practical work needs to be supplemented with computer lessons

which give a deeper understanding of the ‘why‘ of it.

Work Centered Education Methodology : MSFC program implementation methodologies advice not to implement Theory and Practical’s in different

session. Selected ‘Productive Work’ should be at the center and teacher should introduce various principals and techniques as the work progresses.

Involving students in the community service tasks and productive work is must from the beginning.

Community Services :

Instead of carrying out practical’s for the sake of ‘doing practical’s’, MSFC recommends to provide community services. A job should be selected

based on the need of the community such work will able to cover many of the practical’s. This will provide service to the community and students

will get real on-the-job training. Community services are therefore essential part of BT implementation strategy. Examples of the community

services are given in the annexure. School must try to provide services based on new technologies or services so that they will not be in competition

with local entrepreneurs. Carrying out innovative projects, providing repair and services, selling products and services to the community are all

essential to provide students necessary skills in business dealings.


Classroom activities are an integral part of this programme and interactive lecture sessions, followed by discussions should be conducted by trained

teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits,

Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode.


Activities that provide practical experience in chosen trade should include case based problems, role play, games, etc. and practical exercises using

props, tools and equipment and drills. Equipment and supplies should be provided to enhance hands-on experiences for students in the chosen


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occupation. A training plan signed by the student, teacher, and employer that reflects equipment, skills and tasks should be prepared for training of

the students in the organization/industry.


On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how to do one or more tasks

of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a training plan under the

supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to be imparted should be

prepared and signed by the student, teacher, and / or supervisor with a full report of the job undertaken with the economics of the job including

costs and revenue earned in providing community service.The trainer should break down all the steps of the job and train the students as per the

training plan. In a structured OJT, the following steps should be followed:

• Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while explaining the


• Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a

time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is better

that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the leaner

understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

• Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and


• Step 4: The trainee practices with clearly defined targets for performance standards.

Certification:

Upon successful completion of this course the State Education Board will provide a certificate to the student verifying the competencies acquired by

the candidate.


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Modules

1. Workshop & Engineering Techniques 06

2. Energy & Environment 14

3. Gardening, Nursery & Agriculture Techniques 22

4. Personal Health & Hygiene 29

Resource Material


6. List of tools, equipment and materials

Workshop & Engineering Techniques 39

Energy & Environment 43

Nursery, Gardening and Agriculture Techniques 45

Personal Health & Hygiene 47





Workshop and Engineering Techniques

es


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Module: Workshop and Engineering Techniques

Objectives of the Module

Upon completion of this module, you will be able to: 1. Identify tools and equipment used in the workshop in this section

2. Demonstrate safe use and application of workshop tools and equipment, as per manufacturer’s instructions;

3. Prepare objects from M.S. Angle and Rods using techniques such as welding and soldering; Demonstrate ability to fabricate

articles using welding m/c viz. Table , stool, shoe rack.

4. Prepare concrete sheet and Ferro cement structures

5. Demonstrate preparing mortar, plastering of a wall

6. Demonstrate painting of a wall

7. Demonstrate making of an RCC column

8. Make drawing of plinth, foundation

9. Demonstrate understanding of concept of plan, elevation and side-view(orthographic and isometric projections)

10. Estimate costing of projects such as fabrication work, ferro cement articles, carpentry work and RCC or brick construction

etc.

11. Draw simple orthographic projection of square, cylinder, cone (3 sheets)

12. Draw sketch map of ground/ city/ place

13. Calculate cost of the construction job done , distinguish between quotation, invoice and challan


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Module Structure: This module is a planned sequence of instructions consisting of the following 02 units.

S.No. Unit Code Unit Title No. of Notional Learning Hours 1.

MSFC-WET101- NQ2015 Basic Workshop Tools and Techniques 20 (3+17)

2. MSFC-WET102- NQ2015 Basic Techniques in Building Construction 30 (5+25)

Total 50

Successful completion of 8 hours of theory sessions and 42 hrs of on-the-job learning (practice sessions) is to be done for full

qualification.


Unit Title: Basic Workshop Tools and Techniques

Duration: 20 hours



Make any one of the following objects: Shoe stand, Candle stand, Hanger, Garbage collector, Tin box, Bangle stand using T-fillet joint, Open corner joint, Single V-butt joint

1. Describe safety precautions for making object

2. Describe the various types of material that can be used for making objects

1. Prepare the design and drawing for the object

2. Made necessary measurement and marking as per the specifications

3. Demonstrate to cut and weld given material for making the object as per the design and specification

4. Follow safety precautions

5. Demonstrate the use of

Suggested Community Services– repair of benches, doors, make new objects or repair involving metal cutting, drilling, welding needed by school/community. Interactive Lecture: Making objects using various types of joints (T-fillet Joint, Open


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personal protective clothing and equipment


7. Calculate the cost of the article prepared

Corner Joint, Single V-Butt Joint). Activity: Practice sessions on making chosen object by cutting and welding

Carry out GI piping by carrying out treading, coupling two or more pipes using different fittings.

1. Describe use of different piping fitting used in GI piping.

1. Installing die in pipe wrench

2. Adjusting pipe wrench for threading

3. Carry out threading 4. Connect pipes using

appropriate coupling.

Suggested Community Services – Removal of leakages, installing pipeline, making stand using GI pipe Activity: Practice sessions on threading pipe and couple it in GI elbow, socket, coupling Interactive Lecture: pipe threading

Draw plan, elevation of simple objects (Cone, cylinder, cube)

1.Identify orthographic and isometric view. 2. Read and understand orthographic drawing and its dimension. 3. Able to interpret scale on the drawing.

1.Draw plan , elevation and side view of an object. 2.Selecting scale 3. Draw drawing using proper Line, lettering and system of giving dimensions in drawing.

Interactive session : Draw and explain concept of plan, elevation and side view of simple objects. Orthographic and isometric projection. Line, letters and giving dimesions, selection of scale


Page 11 of 51

Activity : Draw 3 sheets of orthographic projection of square, cylinder and cone


Unit Title: Basic Techniques in Building Construction

Duration: 30 hours


Location: Classroom, Workshop, Laboratory, Construction Site

Prepare a Ferro cement object (Sheet / tank) as per given specifications

1. Describe what is Ferro cement and state its applications

2. Describe advantages of ferro cement.

3. Describe the safety precautions to be followed when preparing a Ferro cement structure

1. Construct a Ferro cement job, following relevant safety precautions

2. Weld mesh cutting, welding, tieing weld mesh with wire

3. Preparing mortar 4. Curing of job 5. Draw orthographic sketch

of job with dimension. 6. To calculate costing of

job.

Suggested community services – Cover for water tank, cover for gutters, small water tank, dust bin etc. Interactive Lecture: Constructing Structures using Ferro Cement

Activity: Practice sessions on constructing a structure of Ferro


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Prepare Reinforced Cement Concrete (RCC)column

1. Describe what is an RCC work and its applications.

2. Describe function of Torsion bar.

3. Describe safety precautions while constructing Reinforced Cement Concrete (RCC) work

1. Identify materials used in Reinforced Cement Concrete (RCC)work

2. Perform Reinforced Cement Concrete (RCC)work to prepare column as per given specifications and following necessary safety precautions

3. Make wooden mould from plywood sheets

4. Cutting of torsion bar and bending of 6mm bar

Suggested Community Services –RCC column for fencing, small column for structure Interactive Lecture: Reinforced Cement Concrete Work Activity: Practice sessions on preparing 1 meter RCC column work.

Plaster & painting of the brick work of min 1 sq. meter.

1. Describe safety precautions while plastering with mortar 2. Describe the benefits

of plastering 3. Describe the benefits

of painting 4. Function of cement,

sand and water

1. Demonstrate the use of personal protective clothing and equipment

2. Plaster an area of 1 sq. meter

3. Painting of wall

Suggested community service activities – Repair of walls, fencing, bench, steps etc. Interactive Lecture: Mortar Joints and Plastering, paints and types Activity: Practice sessions on preparing mortar. Laying brick, plastering, curing, painting


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Prepare bill for the job.

1. Describe difference between bills , estimate and quotation 2. Describe component of costing and basis for calculating sales price.

1.Calculate costing of job 2. Raise bill to customer

Interactive session – Difference between estimate, quoatation, invoice and challan Activity : Prepare bill for the job done in the workshop.


Page 14 of 51



Energy and Environment


Page 15 of 51


Module: Energy and Environment


Upon completion of this module, you will be able to:

1. Calculate electrical consumption and inverter capacity; 2. Demonstrate understanding of inverter/UPS functions and its basic maintenance 3. Demonstrate installation of DOL/starter to motor. 4. Describe the functioning and operation of a Petrol or diesel Engine 5. Demonstrate the understanding of motor / pump and its operation viz. Priming, foot valve etc 6. Demonstrate making of charcoal using biomass. 7. Demonstrate installation of solar lights 8. Demonstrate understanding of biogas or windmill and its application 9. To be able to select site for rain Water harvesting 10. To make rain gauge & measure rainfall and understand weather parameters

11. Estimate costing of electrical/environment projects such as earthing, electrical wiring etc.


Page 16 of 51


S.No. Unit Code Unit Title No. of Notional Learning Hours 1

MSFC-EE201-NQ2015 Introduction to Electrical Techniques and Practices 30 (5+25)

2 MSFC-EE202-NQ2015 Introduction to Energy Conservation 10 (2+8)

3. MSFC-EE203-NQ2015 Introduction to Waste Disposal and Recycling 10 (1+9)

Total 50

Successful completion of 8 hrs of theory sessions and 42 hrs of on-the-job learning (practice sessions) is to be done for full

qualification.


Unit Title: Introduction to Electrical Techniques and Practices

Duration: hours




Prepare a simple electrical circuit

1. Explain the meaning of various terms used in simple circuit such as electrical potential difference/ voltage, conductive path, electrical resistance potential difference, transistor, conventional current, direct current, capacitor, attractive

1. Prepare the diagram of a simple electrical circuit

2. Prepare a simple electrical circuit for operating one lamp by one switch and 2 lamps by two switches.

3. Connect two or more lamps in a series

Suggested community service :Carry out connection of tube light or bulb.


Simple circuit connection

Activity: Practice sessions on drawing a diagram of simple electrical circuit and


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current, ohm’s law, ohm’s etc.

2. Describe the purpose of simple circuit

4. Connect two or more lamps in parallel

connecting lamps in series and parallel

Demonstrate the knowledge of the basic features and capacity of Inverter and its maintenance

1. Describe the working principle of Inverter and state the various components of an inverter

2. Describe various maintenance needs and procedure to perform the maintenance

1. Identify the various parts of an inverter

2. Determine invertor capacity for various combinations of electrical and electronic gadgets (e.g. two tube light and one fan)

3. Perform maintenance of an inverter


Inverter: Working Principle and Calculation of Capacity

Activity: Practice session on estimating inverter capacity and its maintenance

Demonstrate installation of DOL/starter to motor

1. Describe purpose of DOL/Starter and how it works

1. Open DOL Starter 2. 3. connect DOL starter with the given motor 4. Make proper cable joint.

Interactive Lecture: DOL/Starter and motor

Activity: Practice sessions on

installation of DOL/starter to motor

Demonstrate the understanding of motor / pump and its operation viz. Priming, foot valve etc

1. Describe various parts of motor/pump.

2. Demonstrate understanding of specification written on pump. Viz. Head/flow/HP

3. Describe the need of

priming , foot valve, starter etc.

1. 1. Carry out priming of motor. 2. Start the pump/motor.

Interactive Lecture: Electric pump and motor,

principles and function and types. Speciifcation of pump : Head, flow, HP

Activity: Practice sessions on

operating pump/ motor,


Page 18 of 51


Unit Title: Introduction to Energy Conservation

Duration: hours

Location: Classroom / Workshop



Demonstrate the knowledge of functioning of solar lights and devices

1. Explain the working principle of solar panel and solar devices (any one of solar cooker, solar heater, solar lamp, etc.)

2. Describe the advantages and limitations of the use of solar energy

1. Identify the various components of solar devices and gadgets (any one of solar cooker, solar heater, solar lamp, etc.)

2. Demonstrate the knowledge of functioning and maintenance of solar devices and gadgets(any one of solar cooker, solar heater, solar lamp, etc.)

Interactive Lecture: Solar Lights and Devices(any

one of solar cooker, solar heater, solar lamp, etc.)

Activity: Practice sessions on use of

solar devices(any one of solar cooker, solar heater, solar lamp, etc.)

Describe the functioning and operation of a Petrol or diesel Engine

1. Describe the design and working principle of petrol or diesel engine

2. Describe the operation of petrol or diesel engine.

3. Describe the functioning of

1. Draw a diagram demonstrating the working of petrol or diesel engine.

2. Start & stop diesel/petrol engine.

3.


Petrol Engine or diesel engine. Its different parts.

Activity:

Practice sessions on starting petrol / diesel engine.


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important parts like piston, spark plug, cylinder.


Unit Title: Introduction to Waste Disposal and Recycling

Duration: hours

Location: Classroom, Workshop, Laboratory, Vermicompost Unit



Demonstrate the knowledge of biogas.

1. Describe the various components of Floating Dome Type and Fixed Dome Type Biogas Plants

2. Describe the basic principle involved in biogas production

3. Describe the working principle of biogas plant

1. Identify the various components of a biogas plant

2. Identify different types of feeds for biogas plant viz.cowdubg, poultry litter,starchy biomass kitchen waste etc.

3. Draw a diagram of a biogas unit


Biogas from Kitchen Waste, biomass, cow dung.

Activity: Practice sessions on preparing a model of biogas unit. Visiting a biogas plant in locality.


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Demonstrate making of charcoal using biomass

1. Describe what is a biomass and examples of bio mass material 2. Describe the purpose of making charcoal from biomass 3. Describe steps to make charcoal from biomass

1. Make charcoal out of locally available biomass material


Charcoal from biomass

Activity:

Student project to make charcoal out of biomass

Select site for rain Water harvesting

1. Describe what is rainwater harvesting and why it is necessary 2. Describe what is a contour lines and what are they used for 3. Describe application of different survey instruments.

1. Make “A” frame out of the local available wooden material 2.Find points on the ground which are at the same level and draw contour. 3. Use plaint table/dumpy level to mark contours.


Rainwater harvesting and contouring.

Activity:

i)Practice session on drawing contours using “A” frame

ii) Use of plain table/sumpylevel method to mark contours.


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To make rain gauge & measure rainfall and understand weather parameters

1. Describe why do we need to measure rainfall 2. Describe what are the different weather parameters

1. Make a rain gauge using a plastic bottle and funnel 2. Record the rainfall 3. Analyze the results 4. Analyze other weather parameters measurement from a secondary source (e.g. newspaper, TV)

Community service activity :Carry out water audit of the village.


Rainwater harvesting and measuring rainfall.

Activity:

Practice session on making of a rain gauge and getting information about other weather parameters from secondary sources.


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Module: Gardening, Nursery and Agriculture Techniques



1. Demonstrate the knowledge of applying basic techniques in cultivation and maintenance of nursery plants (To be able to

use humidity chamber, raised beds for making seedlings);

2. Propagate plants asexually;

3. Demonstrate testing of soil and use its results.

4. Maintain records of nursery operations;

5. Demonstrate installation of drip/sprinkler.

6. Demonstrate understanding of vaccination of animals by visit an AI center

7. To produce for animal feed/fodder for dairy/poultry.


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Module Structure: This course is a planned sequence of instructions consisting of the following 02 Units.


1 MSFC-NGA301 - NQ2015 Introduction to Nursery technique 40 (6+34)

2 MSFC-NGA302 - NQ2015 Introduction to Dairy Technology 10 (2+8)

Total 50


qualification.


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Unit Code: MSFC-NGA301 - NQ2015

Unit Title: Introduction to Introduction to Nursery technique

Duration: hours

Location: Classroom and Agricultural Farm, nursery

Learning Outcome

Knowledge Evaluation Performance Evaluation Teaching and Training Method

Apply nursery techniques

1. Describe the various components of a plant nursery

2. Describe the procedure of potting and repotting of plants

3. Describe the precautions to be taken when sowing seed/planting plant materials.

1. Identify various plants suitable for growing in nursery

2. Prepare seed bed/raised bed

3. Sow seeds in propagation trays and seed bed

4. Prepare pots for growing plants

5. Perform potting 6. Perform depotting 7. Maintaining records of plant

growth

Suggested Community Services: Preparing seedlings using seedling tray technique & sale it, prepare plants for plantation drive in community. Interactive Lecture: Nursery Techniques , Grafting technique Activity: Practice sessions on identifying plants to be grown in nursery, preparation of seed bed, seed sowing in trays and seed bed, potting, repotting and depotting. Raised bed, humidity chamber etc.


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Demonstrate the knowledge and application of different irrigation and water conservation methods

1. Describe the advantages and limitations of various irrigation methods (surface, sprinkler, drip, basin, furrow, etc.) and water conservation methods (bund, rainwater harvesting, trenching etc.)

1. Identify various irrigation methods

2. Demonstrate installation and maintenance of drip/sprinkler irrigation system

2. Demonstrate various water conservation methods (bund, rainwater harvesting, trenching etc.)

Interactive Lecture: Irrigation methods Activity: Practice sessions on installation and use of sprinkler and drip irrigation system in nursery or on farm. Practice sessions on assembling and dismantling sprinkler and drip irrigation system Practice session on various water conservation methods (bund, rainwater harvesting, trenching etc.)

Demonstrate the knowledge of interpreting results of soil testing

1. Describe the importance and purpose of soil testing

2. Describe how to collect soil sample

3. List the methods used for testing nitrogen, phosphorus and potash in soil

1. Demonstrate the use of soil auger

2. Demonstrate the procedure for collecting soil sample for testing

3. Interpret the results of soil test for fertilizer application


Soil Testing

Activity:

Practice sessions on how to collect soil sample and testing for basic NPK parameter.

Interpretation of the soil test results for


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application of fertilizers.

Unit Code: MSFC-NGA302 - NQ2015

Unit Title: Introduction to Dairy Technology

Duration: hours

Location: Classroom , Dairy Farm / Dairy Plant


1. 1.

Assist in artificial insemination

1. Explain artificial insemination and its benefits

2. Describe the AI process

1. Identify breeds used for artificial insemination

Interactive Lecture: Different Insemination method, breeding technique Activity: Visit nearby Artificial Insemination Center and assist in Artificial Insemination, tools and instrument used for AI.

Prepare fodder for animals

1) Describe different fodder making techniques.

2) Advantages of giving particular type of

1)To select best fodder for animal in the surrounding. 2) Carry out the procedure for preparing fodder. 3) Maintain record and

Interactive Lecture : Introduction to Different fodder making techniques Activity : Prepare fodder by at least


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fodder to cattle. costing of fodder preparation and its effect.

any of the one technology : 1) Azolla 2) Silage 3) Concentrate feed for

cow etc. 4) Aquaponics


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Personal Health and Hygiene


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Module: Personal Health and Hygiene



1. Demonstrate good health behaviour and practices for maintaining personal hygiene and wellness;

2. Prepare a personal hygiene plan;

3. Demonstrate and maintain personal hygiene;

4. Demonstrate the knowledge of blood group testing;

5. Demonstrate the knowledge of taking hemoglobin count; measuring blood pressure using self-administered test and

preparing Oral Rehydration Salt (ORS) solution;

6. Identify and reflect upon various issues and problems related to sanitation;

7. Identify and reflect upon various issues and problems related to water consumption and conservation and take appropriate

action (e.g. testing water quality for pottability, basic water filtration methods)

8. Identify and reflect upon various issues and problems related to food consumption (e.g. detection of food adulteration and

interpretation) and take appropriate action;


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1 MSFC-PHH401-

NQ2015

Introduction to Health Wellness 30 (5+25)

2 MSFC-PHH402-NQ2015

Community & Environment care 20 (3+17)

Total 50


qualification.


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Unit Code: MSFC-PHH401-NQ2015

Unit Title: Introduction to Health and Wellness

Duration: hours

Location: Classroom, Health Centre, Hospital


Identify the symptoms of nutrient deficiencies

1. Describe the importance of balanced diet in health and wellness

2. Describe the advantages of being healthy (mental, physical and social wellness)

1. Identify the symptoms of nutrient deficiencies

2. Identify how families can influence personal health

Suggested Community Services :Students will visit public hospital and help health staff in their duties as OJT for one day. Interactive lecture: Importance of Balanced Diet in Nutrition and Health Activity: OJT in hospital and patient care. Practice sessions on preparing a diet chart and including healthy food

Identify the personal health behaviours and factors affecting personal health

1. Describe the importance of a healthy and safe environment.

2.Define the terms communicable (infectious) and non-communicable (noninfectious) diseases and identify

1. Identify the personal health behaviours and factors affecting personal health

2.Perform hand washing as per the standard procedure

3.Identify and practice ways to prevent disease and other health

Interactive lecture: Personal Health, vaccination. Essential vaccination for child. Activity: Participating in national vaccination drive such as


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ways that help to prevent diseases

3. List personal health behaviours (e.g. hand washing, teeth brushing, use of tissues, explaining feelings, making healthy food choices, daily physical activity)

4. Describe how families and peers can influence the health of adolescents

5. Describe Importance of vaccination & essential vaccines for a child.

problems 4. Maintain a wellness log

including exercise and food intake for a particular period of time

polio etc.

Demonstrate the knowledge of identifying causes and treating dehydration

1. Describe dehydration and its effect

2. Recognize physiological indicators (e.g., heart rate, body temperature, perspiration, thirst) of health and physical activity

1. Identify symptoms of dehydration and take remedial measures.

2. Prepare Oral Rehydration Salt (ORS) solution.

Interactive Lecture: Dehydration Activity: Practice sessions on making ORS solution and using home made remedies for treating dehydration


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Demonstrate knowledge and measurement of blood pressure, hemoglobin count and identify blood group using self-administered kits

1. 2. Describe the

importance of blood pressure

3. Describe the precautions to be taken while measuring blood pressure, hemoglobin count or identifying blood group

1. Determine blood

pressure using blood pressure machine, measure hemoglobin count and identify blood group

2. Analyze the results

Interactive Lecture: Blood pressure, blood group and hemoglobin count Activity: Practice session on measuring blood pressure, measuring hemoglobin count and identify blood group

Test quality of water using H2O strip test

1. Describe harmful ingredients in a contaminated water

2. Describe how to analyze results of water quality test

1. Perform water quality test using H2O strip testing kit

2. Analyze the results

Interactive Lecture: Water quality Activity: Practice session testing

quality of water. Test

quality of water in

community well/ hand

pump/water tank etc.

Unit Code: MSFC-PHH402-NQ2015

Unit Title: Community and Environment Care

Duration: hours



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Location: Classroom, Science Laboratory,

Identify various community services and programmes

1. 1. Describe the needs of disadvantaged people, people with special needs, travelers, people affected with natural and manmade disasters, aged people, etc.

2. Describe need of preventive health care for maintaining personal health by calculating health expenses of family.

3. Describe emergency first aid help to needy.

1. i) Calculate

medical / health expenses of a family in previous year.

ii) Learn to use first aid kits in emergency.

Interactive Lecture: Health scheme by Govt. Public health care system. Rights of patients. First aid Activity:

iii) Calculate medical / health expenses of a family in previous year.

iv) Learn to use first aid kits in emergency.

v) Role play : First aid to patient in emergency viz. accident/ snake bite/ heart attack bleeding etc/

Identify measures for pollution control and take appropriate action

1. Explain different sources of pollution

2. Describe the effects of pollution on environment and on living beings

3. Describe different measures for prevention and control of pollution

1.Identify the sources of pollution

2. Identify the effects of pollution on environment and on living beings

3.Demonstrate the measures to control pollution

Interactive Lecture: Pollution Control Activity: Discussion on implication of pollution and measures to control them Participate in a drive to reduce pollution of river/nala/air/public place by community. Viz. throwing


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wastage in dustbin, immersion of idol like Ganesh in river etc.

Identify food related issues and problems and take appropriate action

1. Differentiate between fresh and stale food

2. Describe the advantages and disadvantages of loose and packed food

3. Describe how to handle and serve food for maintaining personal hygiene and health

1. Identify the hygienic practices/methods adopted for handling of food

2. Demonstrate the knowledge of safe transportation of food

Interactive Lecture: Food Safety Activity: Practice session on identifying fresh and stale food, handling and serving food in hygienic manner Develop and administer a questionnaire on food habits and hygienic practices


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Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It

may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment about the

extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of

competency. Assessment should be done on the basis of information or evidence about the individual’s ability against clearly

stated objectives or standards. A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the

requirements of competency based assessment. Appropriate evidence is to be collected from activities that can be clearly related

to the Units of Competency. It should cover all the elements and performance criteria/indicators in the competency standards.

Student’s achievements should be assessed by using the following methods of assessment.


Evaluator

1. Practical Test 50 Certified Assessor #

2. Written test 20 Certified Assessor #

3. Portfolio (journal) 20 Teacher

4. Oral 10 Certified Assessor #

Total 100







4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior

learning and experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the

workplace or the community and photographs of the products prepared by the candidates related to the units of competency

should be included in the portfolio.


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5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be

given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should

be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for

improvement and innovation.

6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being

observed. Employability skills evaluation listed below in the table should be evaluated through direct observation by the

teacher/trainer and appropriate records should be maintained for transparency in evaluation.

Employability Skill Area S.No. Competencies and Performance Standards Competent Not Yet Competent




















Innovation and creativity 19. Give reasons and make judgments objectively


Competent = 0.5 marks, Not yet competent = 0


Page 39 of 51


The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and

accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for practice

and acquiring adequate practical experience.

Workshop & Engineering Techniques 1. Adhesives for Carpentry Work

2. Adjustable Wrench

3. Air Filters

4. American Wire Gauge

5. Ammeter

6. Arc Welding Machine

7. Ball Peen Hammer

8. Bar Level

9. Bending Tool

10. Blueprint

11. Borax

12. Boring Tools – Auger Bit, Brace, Gimlet, Hand Drill

13. Branch Rule

14. Buzzers

15. Capacitor

16. C-Clamps

17. Chimes

18. Circuit Breaker/Safety Switch/Fuses

19. Clamp Ammeter

20. Clamp Meter

21. Claw Hammer

22. Condenser (Fan Motor)

23. Condulets

24. Crimping Tools


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25. Cutting Tools – Back Saw, Cross Cut Saw, Rip Saw

26. Defective Capacitors

27. Defective Electrical Controls

28. Diagonal Cutting Pliers

29. Electrical Metallic Tubing

30. Electrical Power Tools

31. Electrical Tape

32. Electrical Wire

33. Electrician’s Holster

34. Electrician’s Knife

35. EMT Adapters

36. Evaporator Fan and Motor

37. Fan Motor

38. Fastening Devices

39. Filler Rolls (Bronze, Steel, Aluminum Relevant To Required Activity/ Task

40. Filter

41. Filter Drier

42. Filter Drier Connection

43. Fish Tape Reel

44. Fittings

45. Flaring Tool

46. Flat Screwdriver

47. Fluxes (Borax, Aluminum and Silver)

48. Frequency Meter

49. Gimlet

50. Good Condition Electrical Controls

51. Grease

52. Hacksaw

53. Hacksaw Pliers

54. Holding Tools – Vise Grip, C-Clamp, Bench Vise


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55. Insulation Resistance Tester

56. Intercom Cables

57. Intermediate Metal Conduit

58. Junction Box

59. Kilowatt Hour Meter

60. Leak Detector

61. Level Bar

62. Linesman’s Pliers

63. Lock Nut And Bushing

64. Long Nose Pliers

65. Manufacturer’s Manual for various Tools and Equipment

66. Masonry Drill

67. Measuring Tools – Pull-Push Rule, Meter, Ruler, Zigzag Rule

68. Megger Tester

69. Metal Moulding

70. Metric Rule

71. Mica Tube

72. Micrometer Clipper

73. Motor Compressor

74. Multi-Tester

75. Ohmmeter

76. Oil

77. Open End Wrench

78. Overload Protector

79. Oxy-Acetylene Welding Outfit

80. Personal Protective Equipment- Gloves, Mask, Apron, etc.

81. Philippine Electrical Code

82. Philips Screwdriver

83. Pipe Bender

84. Pipe Cutter


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85. Pipe Reamer

86. Pipe Wrench

87. Pliers

88. Plumb Bob

89. Pull Box

90. Pull-Push Switch

91. Push and Pull Rule

92. Push Tape Rule

93. PVC Adapters

94. PVC Moulding

95. PVC Pipe

96. Rags

97. Recovery/Recycling Machine

98. Refrigerant Cylinder

99. Relay

100. Relays

101. Requisition Slip

102. Rigid Steel Conduit

103. Rotary Switch

104. Sand Paper

105. Screw Driver

106. Sealant

107. Set Of Screw Drivers

108. Sharpening Tools

109. Soap




113. Spirit Level/Water Level

114. Steel Rule


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115. Straight Edge

116. Strike Lighter

117. Swaging Tool

118. Switch

119. Switch Pull-Push/Rotary

120. System Analyzer

121. Teflon Tape

122. Thermostat

123. Timer

124. Tri-Square

125. Tube Cutters

126. Tubes (Copper, Steel, Aluminum Relevant To Required Activity Task.

127. Utility Box

128. Vacuum Pump

129. Vernier Caliper

130. Voltmeter

131. Voltmeter

132. Wattmeter

133. Wire Gauge

134. Wire Stripper

135. Wiring Diagrams

136. Wood Moulding

137. Wrench Box

Energy & Environment 1. ACSR Conductors

2. Air Circuit Breaker

3. Allen Wrench Set (Hex Set)

4. Battery

5. Cables


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6. Channel Lock Pliers

7. Discharge Rod

8. Earth Leakage Circuit Breaker

9. Earthing Pipe

10. Earthing Plate

11. EarthingRod

12. Fish Tape

13. G I Wire

14. Hammer

15. HT Tray Set

16. Inverter

17. Light Emission Diode

18. Lighting arrestors

19. Linesman Pliers

20. Manual Cover

21. Miniature Circuit Breaker

22. Model of Biogas Plant

23. Model of Soak Pit

24. Model of Simple Electrical Circuit

25. Model of Windmill

26. Moulded Case Circuit Breaker

27. Non-contact Voltage Detector

28. Razor Blade Knife (Utility Knife)

29. Residual Circuit Breaker with Overload

30. Rubber Matting

31. Screwdriver

32. Side Cutter Diagonal Pliers

33. Solar Lights and Devices

34. Stay Wire

35. Switches


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36. Tape Measure

37. Telescopic type Operating Rod

38. Torpedo Level

39. Vacuum Circuit Breaker

40. Voltmeter

41. Wire Crimpers

42. Wire gauge

43. Wire Strippers

44. Wires

Gardening, Nursery and Agriculture Techniques 1. Bamboo Sticks

2. Blotting Paper

3. Budding Knife

4. Chemical Balance

5. Clay Pots

6. Compost

7. Dutch Hand Hoe

8. Edger

9. Farmyard manure

10. Fertilizers

11. Garden Hand Tools

12. Garden Hoes

13. Garden Knife

14. Garden Rake

15. Garden/Digging Fork

16. Garden/Digging Spade

17. Grafting Knife

18. Hoe

19. Hori Hori Knife


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20. Leaf Rake

21. Long Handle Hoes

22. Loppers or Pruning Saw

23. Nursery Recordbook

24. Personal Protective Clothing (Apron, Mask, Gloves, Boots,etc.)

25. Petri Dishes

26. Plastic Baskets

27. Plastic Pots

28. Polybags

29. Pruners

30. Pruning Knife

31. Pruning Shears

32. Rabbiting Spade

33. Secateurs

34. Seeds of Vegetables and Field Crops

35. Shade Net/Green Net

36. Shovels and Specialty Spades

37. Soil Auger

38. Soil Scoop

39. Soil Testing Kit

40. Trowels

41. Vermicompost

42. Water Hose

43. Watering Can

44. Weighing Balance

45. Wheelbarrow or Garden Cart


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Food Processing Techniques / Personal Health & Hygiene

1. Aluminum Foil

2. Baking Sheet

3. Beeswax/Candle

4. Bent-Handled Shears

5. Bowls

6. Candy Thermometer

7. Casserole Dish with Lid

8. Coffee Grinder and Press Pot

9. Corer

10. Corkscrew

11. Cutting Board/Table

12. Cutting boards

13. Dish towels

14. Emery Bag

15. Thread

16. Freezer Bags

17. Glass Dishes with Lids

18. Graters

19. Hem Gauge

20. Kettle

21. Knives

22. Labels

23. Measuring Cups

24. Melon Baller

25. Microplane Grater

26. Needles

27. Nonstick pan with high, curved sides


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28. Openers for Cans, Bottles, Cartons

29. Pasta Spoon or Server

30. Pin Cushion and Pins

31. Pinking Shears

32. Potato Masher

33. Pressure Cooker

34. Seam Ripper

35. Serving and Salad Spoons

36. Serving Tongs

37. Serving tray or platter

38. Sewing and Embroidery Scissors

39. Sewing Box

40. Sewing Gauge

41. Soup Ladle

42. Spatulas

43. Splatter Screen

44. Spoons

45. Tape Measure

46. Thimble

47. Toaster

48. Trimming Scissors

49. Vegetable Peelers

50. Waterproof pens and markers

51. Whisks

52. Wooden Spoons

53. Metre Stick

54. Zester


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Teacher’s Qualifications Qualification, competencies and other requirements for instructor on contractual basis are as follows:

Qualification Minimum Competencies

Diploma, degree or ITI certificate in relevant field (mechanical, electrical, welding, fitter, turner, agriculture, home science, food processing) / HSC –vocational / DBRT / RPL Level 3



• Technical competencies

(* RPL = Recognition of prior learning/skills & demonstrable skills, DBRT – Diploma in Basic Rural Technology)

Examples of Community Service

Vaccination of animals There is a misconception about vaccinating animals among tribals. They fear that it will reduce productivity of animal or they fall sick. In Dhule district, Animal husbandry department trained high school children about vaccination and its benefits. They also corrected misunderstanding. Once students are convinced, with the help of these school children from 7 schools, government veterinary doctors could vaccinate 6449 (cows, buffalo and goats) in 15days. Children talked to villagers, and explained to them, some of them got trained to administer vaccine under supervision of doctors. Nursery and environment

The schools in Nandurbar district learned to grow plants in nursery. Against an order from a local NGO, they prepared 9020 plants.

They took out a rally in the village to create awareness about environmental issues and carry out plantation drive. Many students

adopted 1-2 plants. After seeing success of school nursery, farmer Mr.Jagannath Gaikwad from Tisangi took help of school

instructors and made nursery on his own farm.

Sanitation

Construction of soak pit to stop breeding of mosquitoes is regular activity in IBT schools. Every year hundreds of soak pits are made

by students for e.g Botoni school made 10 soak pit this year. They also breed Gappi fish which eat mosquito’s eggs. Construction of

low cost toilets, toilets with less water can all demonstrated and used in school. Testing portability of water, soil testing, blood

group and hemoglobin test are carried out in school laboratory. Last year, Hingangaon school found out 2 wells out of 4 in the

village is not good for drinking water. They informed Village council head about their result to take action.


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ICT for Development

School with internet access provides ‘Agricultural information service’ to farmer using website www.aaqua.org. They post the

question on the website and get the advice from experts in agricultural science center. 18 schools also subscribed to weather

forecast on SMS. Students are given responsibility to write it on village and school notice board for benefit of all farmers.

Drip Irrigation

Farmer in Brahmanwel village gave order to school to install drip irrigation system in his farm. Students completed it as part of

their project work. Farmer got services at low cost and students get hands on training. Like drip irrigation, schools also provides

service of sprinklers, mulching, vermi composting etc. to farmers.

Fertiliser in Agriculture

9th class students from Tandulwadi village learn new agriculture techniques from ‘Farmers Diary’ published by agricultural

university. They created a demonstration plot of Zendu flowers. They prepared the land, carry out seeds treatment. They prepared

seedlings in nursery for 21days. They used bio fertilizers and planted plants by leaving proper distance between the crops. Based

on the soil testing, they decided quantity of fertilizers. They planted the plants by estimating flowering time will come during

festival seasons. No wonder they got bumper crop!

Agricultural Tools

Small farmers normally do not buy agricultural tools like Knapsack pump for spraying pesticide. 13 farmers from Chaddwel village

took knapsack pump from the school on rent of Rs.20/- per day. Repairing of agricultural tools or get the tools made as per own

design is always done by students. Students from Mangli village sold 35 tree guards. Nagaj school sold 5 poultry cages.

Watershed Development

Students at Gawadewadi constructed a small dam by doing dumpy table and plane table survey. They contributed their labor to

construct it. Survey sites for watershed development are part of IBT curriculum.

Food Preservation

Schools try to make different food items using local agriculture produce. Jams, Jelly, cake, Biscuits, local snacks, chikki etc. are

common in IBT schools. Snacks on annual day, school functions etc. is responsibility of school. This also helps in standardization of

some local snacks. Some of the instructors run their enterprises once they get confidence.


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1) Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, a constituent unit of NCERT, Ministry of

Human Resource Development, Government of India, Bhopal

2) Dr. Vinay Swarup Mehrotra, Professor, Department of Agriculture and Animal Husbandry & Head, Curriculum Development and

Evaluation Centre, PSS Central Institute of Vocational Education, Bhopal

3) Dr. V.K.Jain, Associate Professor, Department of Humanities, Science and Education Research, PSS Central Institute of

Vocational Education, Bhopal

4) Dr. Abhijit Nayak, Associate Professor, Department of Health and Paramedical Sciences, PSS Central Institute of Vocational

Education, Bhopal

5) Dr. R.K.Pathak, Professor, Department of Agriculture and Animal Husbandry, PSS Central Institute of Vocational Education,

Bhopal

6) Dr. Saurabh Prakash, Associate Professor, Department of Agriculture and Animal Husbandry, PSS Central Institute of Vocational

Education, Bhopal

7) Dr. Mridula Saxena, Professor, Department of Home Science and Hospitality Management, PSS Central Institute of Vocational

Education, Bhopal

8) Prof. R.K.Shukla, Professor, Department of Business and Commerce, PSS Central Institute of Vocational Education, Bhopal

9) Ms. Sunanda Mane, Co-founder & President, Lend-A-Hand India, Pune

10) Ms.Yeshodhara Bhalerao, Director Training & Development , Lend-A-Hand India, Pune

11) Ms.Sukhwinder Multani, Lend-A-Hand India, Pune

12) Mr. R.S. Ghume, Dist.Vocational Education & Training Officer, Pune.

13) Dr.Yogesh Kulkarni, Vigyan Ashram, Pabal Dist.Pune

14) Dr.Arun Dixit, General Manager , SI Group, Mumbai

15) Mr.Ashok Kalbag, Pan IIT Alumni Association, Mumbai

16) Mrs.Seemantinee Khot , Consultant CSR, Pune

17) Mr. B.B.Patil, Head Master, T.S.H. Ghole Road, Pune

18) Mr.Raj Gilda, Co-founder Lend-a-hand-India, Pune

Automobile Service Technician NVQEF- Level 2-class X

PSS Central Institute of Vocational education,Bhopal-462011(M.P.) Page 1

Auto-Serv- NQ2012

NVEQF Level II - Class X

Name of Module: Service Technician

Module Overview:

Student should be able to know and understand all major systems of a automobile, handling of

tools, introduction to servicing of vehicles, customer sales care and innovation and development

aspects.

Name and Code of Units

Unit Code Unit Title Total Hours

AUTOT-L2-01

Automobile and its components 96

AUTO-L2-02

Tools 40

AUTO-L2-03

Vehicle Servicing 40

AUTO-L2-04

Customer sales care 10

AUTO-L2-05

Innovation and Development 10

AUTO-L2-06

Reading of Service Manual 04

Total 200




Automobiles and its component

Element Code Element Duration (Hours)

AUTO-L2-01-E1 Chassis 6

AUTO-L2-01-E2 Body 6

AUTO-L2-01-E3 Engine 8

AUTO-L2-01-E4 Lubrication System 6

AUTO-L2-01-E5 Cooling System 6

AUTO-L2-01-E6 Fuel Supply system 6

AUTO-L2-01-E7 Transmission System 8

AUTO-L2-01-E8 Front axle 6

AUTO-L2-01-E9 Steering 6

AUTO-L2-01-E10 Rear axle 6

AUTO-L2-01-E11 Suspension System 10

AUTO-L2-01-E12 Wheels and Tyres 6

AUTO-L2-01-E13 Brake 6

AUTO-L2-01-E14 Use of Electrical &

electronic Systems

10

Total 96

Detail of Elements of unit AUTO-L2-01

Automobiles and its component




DURATION 100 Hours

UNIT OVERVIEW Student will be able to know Automobile and its Components

Element Code Performance Criteria Knowledge Criteria

ELEMENT

AUTO-L2-01-E1

Able to identify and describe

Chassis

C

h

a

s

s

i

s

Able to understand details of

Chassis

ELEMENT

AUTO-L2-01-E2


Body

Body and Use


body

ELEMENT

AUTO-L2-01-E3


Engine and its type

Engine and its components


engine

ELEMENT

AUTO-L2-01-E4


Lubrication system

Lubrication System


Lubrication and its components

ELEMENT

AUTO-L2-01-E5


importance Cooling System

Cooling System

Able to understand detail of

Cooling System

ELEMENT

AUTO-L2-01-E6


Fuel Supply System

Fuel Supply system



Able to understand Fuel Supply

System

ELEMENT

AUTO-L2-01-E7


importance of Transmission

System

Transmission System

Able to understand

Transmission System

ELEMENT

AUTO-L2-01-E8


importance of Front Axle

Front axle

Able to understand Front Axle

ELEMENT

AUTO-L2-01-E9


importance of steering

Steering

Able to understand steering

ELEMENT

AUTO-L2-01-E10


rear axle

Rear axle

Able to understand rear axle

ELEMENT

AUTO-L2-01-E11


importance of suspension

system

Suspension System

Able to understand

Suspension System

ELEMENT

AUTO-L2-01-E12


wheels and tyres

Wheels and Tyres

Able to understand of Wheels

and Tyres

ELEMENT

AUTO-L2-01-E13


of Brake

Brake

Able to understand Brake

system



ELEMENT

AUTO-L2-01-E14

Able to identify and describe of

Electrical & Electronic Systems

Electrical & electronic Systems

Able to understand Electrical &

Electronic Systems


Automobiles Service Tools

Element Code Automobiles Service Tools Duration(Hours)

AUTO-L2-02-E1 Hand Tools 8

AUTO-L2-02-E2 Measuring Tools 8

AUTO-L2-02-E3 Electrical Tools 8

AUTO-L2-02-E4 Special Tools 8

AUTO-L2-02-E5 Service Workshop machine 8

Total 40




Automobiles Service Tools


DURATION 40Hours

UNIT OVERVIEW Student will be able to identify and handle of various types of

tools

ELEMENT

AUTO-L2-02-E1


Hand Tools Able to identify hand tools used.

Hand tools

Drawing of hand tools.

Parts/Components of hand tools



KNOWLEDGE CRITERIA

Measurement Tools Able to identify measurement tools used.

Measurement tools make, model, specifications

Drawing of measurement tools

Parts/Components of measurement tools



KNOWLEDGE CRITERIA

Electrical Tools Able to identify electrical tools used

Electrical tools make, model, specifications

Drawing of electrical tools Parts/Components of electrical tools





KNOWLEDGE CRITERIA

Special Tools Able to identify special tools Special tools make, model,

specifications

Drawing of special tools Parts/Components of Special

tools



KNOWLEDGE CRITERIA

Service workshop equipment

Able to identify Service workshop equipment

Service workshop equipment

make, model, specifications

Drawing of hand tools Parts/Components of hand tools



Detail of Elements of unit AUTO-L2-03

Vehicle Servicing

Element Code Vehicle Servicing Duration(Hours)

AUTO-L2-03-E1 Washing of a Vehicle 8

AUTO-L2-03-E2 Changing of oil and oil filter 8

AUTO-L2-03-E3 Changing of air filter 8

AUTO-L2-03-E4 Changing of fuel filter 8

AUTO-L2-03-E5 Changing of Coolant 8

Total Duration 40



DURATION 40 Hours

UNIT OVERVIEW Student will be able to understand about vehicle servicing

ELEMENT

AUTO-L2-03-E1


Able to understand washing

procedure of a Vehicle.

Washing of a Vehicle

Able to do washing of a

Vehicle



Able to understand

procedure of changing of

oil and oil filter

Changing of oil and oil filter

Able to change the oil and

oil filter





Able to understand procedure of air filter changing

Changing of air filter

Able to change air filter



Able to understand procedure of fuel filter changing

Changing of fuel filter

Able to change fuel filter



Able to understand procedure of changing of coolant

Changing of coolant

Able to change coolant


Customer sales care

Element Code Customer sales care Duration(Hour)

AUTO-L2-04-E1 Customer sales care 10

Total Duration 10 hours





DURATION 10 Hours

UNIT OVERVIEW Student will be able to understand about customer sales care

ELEMENT

AUTO-L2-05-E1


Able to understand about

meaning of customer

service

Customer service

Able to list duties of a

automobile sales person





Element Code Innovation and Development Duration

AUTO-L2-05-E1 Innovation and Development 10 Hours




DURATION 10 Hours

UNIT OVERVIEW Student will be able to understand about Innovation and

Development in automobile

ELEMENT

AUTO-L2-05-E1

Knowledge CRITERIA Performance Criteria

Importance of innovation

and development

Able to identify innovation in

automobile.

Able to understand about

new development





Element Code Reading of Service Manual Duration

AUTO-L2-06-E1 Service manual of respective

vehicle

2 Hours

AUTO-L2-06-E2 Reading and use of the service

manual

2 Hours




DURATION 4ours

UNIT OVERVIEW Student will be able to understand Service manual

ELEMENT

AUTO-L2-06-E1


Importance of Service

manual

Able to identify Service

manual of respective

vehicle

ELEMENT

AUTO-L2-06-E2


Reading and use of the

service manual

Able to read and use y

Service manual of

respective vehicle


BW CU VER 1.00 1 of 22



NVEQ Level 2


LabourNet Services India Pvt. Ltd.

This document is solely for the use of LabourNet and LabourNet Clients. No part of it may be circulated, quoted, or reproduced for

distribution without approval from LabourNet.



TABLE OF CONTENT Introduction ........................................................................................................................................................................................................... 3

About the Sector ................................................................................................................................................................................................... 3

Objectives of the course ........................................................................................................................................................................................ 5

Course structure .................................................................................................................................................................................................... 6

Classroom Activities ........................................................................................................................................... Error! Bookmark not defined.

Practical Activities .............................................................................................................................................. Error! Bookmark not defined.

On-the-Job Training ............................................................................................................................................ Error! Bookmark not defined.

Certification .......................................................................................................................................................................................................... 7

UNITS ................................................................................................................................................................................................................... 8

BW201-NQ2013 Body care & wellness I ........................................................................................................................ 8

BW202-NQ2013 Hand Care I ........................................................................................................................................ 10

BW203-NQ2013 Foot Care I.......................................................................................................................................... 12

BW204-NQ2013 Face and Beauty I ............................................................................................................................... 13

BW205-NQ2013 Hair Care I .......................................................................................................................................... 15

BW206-NQ2013 Beauty & wellness as a business sector I ........................................................................................... 17

Work integrated learning and practice ........................................................................................................................................ 17

Assessment Guide ............................................................................................................................................................................................... 18

List of tools, equipment and materials ................................................................................................................................................................ 19

Trainers Qualification ......................................................................................................................................................................................... 21

List of contributors ............................................................................................................................................................................................. 22



Introduction


(MHRD), Government of India provides a common reference for linking various qualifications to be used for setting common principles

and guidelines for a nationally recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical

Education Institutions, and Universities/Colleges.

As per NVEQF qualifications are to be developed in series of levels of knowledge and skills, defined in terms of learning outcomes i.e., the







2012 on the various aspects of NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD

at www: mhrd.gov.in.

A competency based curriculum describes what learners must “know” and “be able to do” by the end of a program or study. It identifies the

competencies and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which performance

will be assessed. It also defines the learning activities that will lead to the learner to mastery of the targeted learning outcome.

The competency based curriculum is broken down into parts known as Units. Each unit is further broken down into knowledge and skills




About the Sector

The Beauty and Wellness sector in India is witnessing exponential growth due to consumerism, globalization and changing lifestyles. Rising disposable

income of the rapidly expanding Indian middle class, demand fuelled by increasing stress levels and willingness of people to ‘look and feel good’ are

further fueling the growth of the Beauty & Wellness industry. India is currently the 10th fastest growing market globally in Beauty & Wellness sector .

This industry is presumed to reach a remarkable INR 875,000 crores by the year 2014 The Indian Beauty and Wellness sector comprises of mainly two

segments: Products and Services. The Services segment alone contributes as much as 40% of total market. This lucrative market has drawn attention not

only of domestic players, VCs, and angel investors but also of established international players that are also now keen to tap into this market.

The rapid growth in beauty and wellness industry along with the entry of giant organized players both nationally and globally, has led to huge demand

for trained personnel. The skilled and trained personnel requirement in the next five years is an estimated 4.47 million. However, there is a huge deficit

in the availability of skilled and trained personnel. This talent deficit poses extreme threat to the growth and expansion of the whole beauty and wellness

industry

Critical Occupations:

Critical occupations have been identified from existing job roles in the industry based on maximum demand and minimum available skill set in the

workplace. Critical occupations, identified in this sector, embrace 75% to 85% of total employee strength where employers are facing huge challenge to

meet the demand of the skilled workforce:

Salon & Beauty

Center Rejuvenation

Fitness & Slimming

Centers

Alternate Therapy &

Treatment Product consultation & sales

1. Beauty

Therapist

2. Hair Stylist

3. Pedicurist &

Manicurist

1. Spa Therapist

2. Beauty Therapist

3. Nail Technician

4. Spa Supervisor

1. Slimming Therapist

2. Dietician

1. Panchakarma therapist

2. Masseur

3. Dietician

4. Yoga Therapist

1. Beauty Advisor




Upon completion of this course, students will be able to:

Identify the components of a balanced diet and perform basic exercises for endurance, strength, balance and

flexibility

Describe different alternative therapies

Demonstrate the basic pressure technique on hand which will be further helpful in reflexology

Perform basic manicure and pedicure

Demonstrate the procedure of waxing on arms and legs

Perform basic facial and apply knowledge and skills to perform facial as per common skin problem

Demonstrate the procedure of facial hair removal- shaving beard and facial waxing

Deal with the techniques involved in hair care as per hair and scalp problems or hair type

Describe the different sectors in beauty and wellness

Identify the different products available in the market for manicure, pedicure, facial and hair treatment





Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 07

modules called as Units.

NVEQ Level 1

S.No. Unit Code Unit Title No. of Notional

/Learning Hours

Pre-requisite Unit, if

any

1. BW201-NQ2013 Body Care and Wellness I 33 Introduction to Body

Care and Wellness

2. BW202-NQ2013 Hand Care I 30 Introduction to Hand

Care

3. BW203-NQ2013 Foot Care I 25 Introduction to Foot

Care

4. BW204-NQ2013 Face & Beauty I 45 Introduction to Face &

Beauty

5. BW205-NQ2013 Hair Care I 35 Introduction to Hair

Care

6. BW206-NQ2013 Beauty & Wellness as a business sector I 2

7. BW207-NQ2013 Work integrated learning 30

Total 200

Successful completion of 90 hours of theory sessions and 110 hours of practical activities and on-the-job learning is to be done for full

qualification.




The main activity in Classroom is Interactive lecture session, followed by discussions. Teachers should make effective use of a variety of

instructional aids, such as Videos, Power Point Presentations, Charts, Diagrams, Models, Exhibits, Handouts, etc. to transmit knowledge in

projective and interactive mode.


Activities that provide practical experience are termed as Practical activities such as Chart preparation, Collation of objects relevant to the

topics, Preparation of Informative document, role play, games, etc; Props, tools and equipment are used for practical activities to provide

hands-on experiences for students in the chosen occupation. Specialized techniques such as handling of products and equipment, maintaining

safe and hygienic conditions, handling customer’s complaints and requirements, etc are to be imparted to the Students by expert Trainers. For

practical training in any should be as per a plan signed by the student, teacher, and employer that reflects tasks to be performed and

competencies to be imparted.


On-the-job training (OJT) utilizes actual equipment and materials in a structured manner following a training plan that reflects tasks to be

performed and competencies to be imparted under the supervision of an experienced trainer or supervisor. Training plan is prepared and

signed by the student, teacher, and supervisor at the organization/industry. In the first step of OJT the Trainer will provide an overview of

the task to the Student, explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks. In the

second step Trainer will tell, show, demonstrate step by step the use of tools, materials and equipment for performing a task showing the

finished product products at each appropriate step will help the leaner understand what is required as outcome. Student will directly

participate in the next level while the Trainer monitors the progress and provides the fed back. At the last level Student practices with clearly

defined targets for performance standards.

Certification:

The CBSE will issue a 'National Certificate for Work Preparation'. This will be in addition to the regular CCE certificate issued to students.



UNITS

Unit Code:

BW201- NQ2013

Unit 1 Title: Body care & wellness I

Duration: 33 hrs


Training Method

1. The students will be

able to differentiate

between different types

of diet requirement as

per body type, age and

work occupation

1. Explain the

importance of a

balanced diet for

healthy living

2. Differentiate

between a body

building diet and a

weight loss diet

1. Identify the

components of a

balanced diet

2. Determine the

nutritional

requirement as per age

and lifestyle

Interactive lecture: Diet and nutrition

Activity:

Group discussion

concluding to poster

preparation work

2. The student will be able

to perform basic

exercises for endurance,

strength, balance and

flexibility

1. Differentiate

between endurance

and flexibility

2. Describe the

importance of

strength building

exercises

3. List the names of

different endurance

exercises

1. Perform various

flexibility exercises

2. Perform basic yoga

asanas

Interactive lecture: Types

of exercise - endurance,

strength, balance and

flexibility

Activity:

Demonstration of

aerobic exercises with

video presentation




able to apply the basic

knowledge acquired in

alternative therapies for

beauty and wellness i.e.

Aromatherapy,

Ayurveda and home

herb remedies

1. Differentiate

between aroma

therapy and

Ayurveda

2. Explain the

importance of herbs

such as: Aloe Vera

Gel, turmeric, neem,

and Tea Tree Oil

1. Identify the pressure

points on the body

2. Identify the herbs for

healthy skin

Interactive lecture: Basics of Aromatherapy,

Ayurveda, herbal therapy,

Reflexology

Activity:

Interactive Quiz for

different therapies.

Practical exercises -

Basic pressure technique

on hand


able to demonstrate the

basic pressure technique

on hand which will be

further helpful in

reflexology

1. Illustrate the human

body reflex points

on hand and foot

1. Demonstrate the basic

pressure technique on

hand which will be

further helpful in

reflexology

Interactive lecture: Reflexology

Activity:

Practical exercises -

Basic pressure technique

on hand


BW CU VER 1.00 10 of 22

Unit Code:

BW202- NQ2013

Unit 2 Title: Hand Care I

Duration: 30 hrs


Training Method

1. The student will be able

to perform basic

manicure

1. Describe the

importance of

manicure

2. Differentiate

between cuticle

clipper and cuticle

pusher

3. Enlist the safety and

hygiene measures to

be taken care of

during and after the

process of manicure

1. Identify the tools,

equipment and

materials used in

manicure

2. Perform basic

manicure

3. Observation of the

same during practical

session

Interactive lecture: Basic technique of

manicure, Safety & hygiene

Activity:

Practical demonstration

Or video presentation

2. The students will be able

to identify different

manicure products

offered by various brands


various brands

offering manicure

products


products available in

the market for

manicure as per skin

type

Interactive lecture: Different manicure products


Activity:

Students will be asked

to collect pictures of

different products from

magazines and

newspapers for

preparation of collage

Mock store


BW CU VER 1.00 11 of 22

3. The students will be able

to demonstrate the

making of cone and step

by step method of

preparing the mixture of

henna required for

designing

1. Describe the

required consistency

of a mehendi mix

2. List the steps

involved in

preparing the

mehendi cone

1. Demonstrate the

process of mixing

henna to make

mehendi

2. Demonstrate the

process of making

mehendi cones

Interactive lecture: Making of cone and mixing

of henna

Activity:

Preparation of henna

mixture using bowls,

henna water, sugar,

eucalyptus oil.

Plastic sheet and cello

tape for filling


able to perform the

procedure of waxing on

arms

1. Differentiate

between hot and

cold wax

2. Explain pre-waxing

and post-waxing

care

1. Demonstrate the

procedure of waxing

on arms

2. Identify the materials

required in waxing


Waxing on arms

Activity:


or flash cards

presentation.


BW CU VER 1.00 12 of 22

Unit Code: BW203-

NQ2013

Unit 3 Title: Foot Care I

Duration: 25 Hrs


Evaluation

Teaching and

Training Method


able to perform basic

pedicure

1. Describe the

importance of

pedicure


cuticle clipper and

pumice stone


hygiene measures to

be taken care of

during and after the

process of pedicure


equipment and

materials used in

pedicure

2. Perform basic

pedicure

Interactive lecture: Basic technique of Pedicure,

Safety & hygiene

Activity:

Group activity (Preparing a

sequence chart which will

show complete process of

basic pedicure)


able to identify

different pedicure

products offered by

various brands


various brands

offering pedicure

products



the market for

pedicure as per skin

type

Interactive lecture: Different pedicure products


Activity:

Quiz about different

products and

advertisements.

Role play: enacting the

advertisements


BW CU VER 1.00 13 of 22


able to perform the

procedure of waxing

on legs


hot and cold wax


and post-waxing care

1. Demonstrate the

procedure of waxing

on legs

2. Identify the

materials required

for waxing

Interactive lecture: Waxing on leg

Activity: Practical

demonstration using appropriate

tools

Unit Code: BW204-

NQ2013

Unit 4 Title: Face and Beauty I

Duration: 45 hrs


Evaluation

Teaching and

Training Method

1. The student will be

able to perform basic

facial

1. Describe the

importance of facial

2. List the materials,

tool and equipment

used in facial


exfoliate and

extraction


equipment and

materials used in

facial.

2. Perform basic facial

i.e. Cleanse,

Exfoliate,

Extraction, Massage,

Mask, Hydration

Interactive lecture: Basic facial

Activity:

The students will be showed

the tools used for facial.


BW CU VER 1.00 14 of 22

2. The students will able

to identify the facial

treatment required as

per the skin problems

and types

1. List the appropriate

facial treatment w.r.t.

skin problems


black heads and white

heads

1. Identity the facial

treatment for acne

2. Demonstrate the

process of removal of

black heads and white

heads

Interactive Lecture: Facial

Treatment w.r.t. skin problems

Activity:

Demonstrate basic facial.

Allow student to

demonstrate the basic facial

in groups


able to identify the

different products and

brands available in the

market for facial


various brands

offering facial

products



the market for facial

as per skin type and

skin problem

Interactive lecture: Different face care and Facial

products offered by various

brands

Activity:

Blind fold game

In this activity the students are

required to feel & identify the

type of the tool used during

facial.


able to apply basic

make up using eye

liner, mascara,

foundation, face

powder, lip liner,

lipstick, lip gloss

1. List the cosmetics

used in basic make up

2. Explain the steps

involved in applying

basic make up


eye line and mascara

1. Identify the shades

of foundation and

face powder as per

skin complexion

2. Demonstrate the

process of lip make

up

Interactive lecture: Application of basic make-up

Activity:

Worksheet

(worksheet will have different

diagrams of the tools and the

students have to circle the right

one)

The students will discuss

the steps involved in basic

make-up.


BW CU VER 1.00 15 of 22


able to demonstrate

the procedure of

shaving various

shapes/styles of

beard, threading and

facial waxing

1. List the materials,

tools required in

shaving men’s beard


and post-waxing care

1. Demonstrate the

procedure of shaving

a beard

2. Draw the different

styles of beards

3. Demonstrate the

procedure of facial

waxing

Interactive lecture: Shaving Beard, Facial waxing

Activity:


Giving students old

magazines and ask them to

cut the different types of

beard VS clear faces

Unit Code: BW205-

NQ2013

Unit 5 Title: Hair Care I

Duration: 35 hrs


Evaluation

Teaching and

Training Method


able to distinguish

and identify the

different ingredients

required for:

- hair care

- hair problems

- shapes & textures of

hair

1. List the ingredients

required to treat

frizzy hair


hair nourishing

ingredient and hair

conditioning

ingredient

1. Identify the

ingredients for

treating oily hair

2. Identify the

ingredients for

treating hair fall

Interactive lecture: Hair treatment ingredients

Activity:

Using different hair texture

samples, the students are

required to identify.


BW CU VER 1.00 16 of 22


able to perform hair

spa/hair treatment

required for common

hair and scalp

problems


the treatment for oily

hair and dry hair

2. Describe the process

of treating dandruff


hygiene measures to

be taken care while

using dandruff

shampoo

1. Demonstrate the

process of hair spa

2. Identify shampoos to

cure dandruff

3. Identify prevention

methods for split

ends

Interactive lecture: Technique

of using hair products, Hair

treatment

Activity:

Simulation activity for dry

shampooing


able to identify

different hair

treatment products

offered by various

brands


various brands

offering hair care

products



the market for hair

care as per hair type

and scalp problem

Interactive lecture: Different hair care products


Activity:

The students will make

collage on the different

products available using

news-paper and color


BW CU VER 1.00 17 of 22

Unit Code:

BW206- NQ2013

Unit 6 Title: Beauty & wellness as a business sector I

Duration: 2 hrs


Training Method


able to describe the

sectors and occupations

in beauty & wellness

1. List the different

sectors in beauty &

wellness

2. Differentiate

between

rejuvenation and

alternate therapy

1. Match the job

opportunities with

their respective sector

Interactive lecture: Beauty sectors

Activity:

Students are divided in

groups and each group

will enact role-play on

different sectors of the

beauty and wellness

BW207-NQ2013

Work integrated learning and practice

List of work integrated activities

Manicure & Pedicure (Basic)

Facial (Basic)

Make-up (Basic)

Hair spa/treatment

Shaving

Arm & leg waxing


BW CU VER 1.00 18 of 22

Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be

formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment about the extent to which a

person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be

done on the basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of

assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment.

Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency. It should cover all the

elements and performance criteria/indicators in the competency standards. Student’s achievements should be assessed by using the

following methods of assessment.



BW CU VER 1.00 19 of 22

List of tools, equipment and materials

BW202-NQ2013: Hand Care I

Manicure

1. Tools: Nail clippers, Cuticle knife and clippers, Cuticle pusher, Nail file, emery board, Buffer, Small Scissors, Brush, Orange

Stick, Spatula for cuticle creams

2. Materials: Towel, Cleaning cloth, Cotton balls/pads, Bowl, Water

3. Cosmetics: Cuticle softener cream, Massage lotion, Nail polish, nail polish remover (Acetone), Astringent, soap or shampoo,

Hand scrub, Hand cleanser

4. Equipment/Furniture: Manicure table, Patron’s chair and manicurist’s chair or stool

Waxing

1. Tools: Wax heating pot, Spatula

2. Materials: Towel, Cleaning cloth, Cotton balls/pads, Bowl, Water, wax or cold wax, Powder, Cloth strips

3. Cosmetics: Massage lotion, Astringent,

4. Equipment/Furniture: Waxing cum massage Bed

Mehendi

1. Tools: Spoon

2. Materials: Dry henna powder, Cloth, Water, Bowl, Plastic paper to make cone, Glue or cello tape, Scissor, eucalyptus oil, sugar


BW CU VER 1.00 20 of 22

BW203-NQ2013: Unit Title: Foot Care I

Pedicure

1. Tools: Nail clippers, Cuticle clippers, clippers, Cuticle pusher, Nail file, emery board, Buffer, Small Scissors, Brush, Orange

Stick, Spatula for cuticle creams, Feet scraper, metal filer

2. Materials: Towel, Cleaning cloth, Cotton balls/pads, Bowl, Water, Pumice stone

3. Cosmetics: Cuticle softener cream, Massage lotion, Nail polish, nail polish remover (Acetone), Astringent, soap or shampoo,

foot scrub, foot cleanser

4. Equipment/Furniture: Pedicure table

Waxing

1. Tools: Wax heating pot, Spatula

2. Materials: Towel, Cleaning cloth, Cotton balls/pads, Bowl, Water, wax or cold wax, Powder, Cloth strips

3. Cosmetics: Massage lotion, Astringent,

4. Equipment/Furniture: Waxing cum massage Bed

BW204-NQ2013: Unit Title: Face & Beauty I

Facial

1. Tools: Blackhead removal tool

2. Materials: Towel, Distilled water, Head band,

3. Cosmetics: anti-bacterial soap or face wash, Cleanser for all skin types, Moisturizer for all skin types, Face scrub, facial mask,

Toner for skin types

4. Equipment/Furniture: Facial vaporizer/steamer


BW CU VER 1.00 21 of 22

Make-Up

1. Materials: Towel, Distilled water, Head band,

2. Cosmetics: Eye liner, mascara, foundation, face powder, lip liner, lipstick, lip gloss

Shaving

1. Tool: Razor, Blade, Shaving brush

2. Material: Water, towel, Shaving cream, after shave lotion

3. Equipment/Furniture: Wash Basin

BW205-NQ2013: Unit Title: Hair Care-I

1. Tools: Hair brush, comb

2. Materials: Towel, water

3. Cosmetics: Oil, Shampoo, Conditioner, serum

4. Equipment/Furniture: Wash Basin, blow dryer, head steamer

Trainers Qualification

Graduate with Cosmetology / Beauty and Wellness certification or Diploma in Beauty and Wellness with 5+ years of experience as a

beautician

Work experience in Beauty and Wellness segment (at least 2 years)

Good knowledge of sector related processes/ services

With prior experience in training / teaching


BW CU VER 1.00 22 of 22

List of contributors:

Dr. V. Gayathri, CEO, LabourNet services Pvt. Ltd., Bangalore

Mr. K.V. R. Rao, Content Head, LabourNet services Pvt. Ltd., Bangalore

Dr. Meena Jain, Pedagogy Head, LabourNet services Pvt. Ltd., Bangalore

Mr. Kirti Verdhana, Assessment & Certification Head, LabourNet services Pvt. Ltd., Bangalore

Mrs. Vidya Bhandary, Consultant, Expert in beauty and body therapies, LabourNet services Pvt. Ltd., Bangalore

Mr. Adish Jain, Instructional Designer, LabourNet services Pvt. Ltd., Bangalore

Mr. H. R. Prakash, Team Lead content, LabourNet services Pvt. Ltd., Bangalore

Mr. Sharon Jesu, Team Lead content, LabourNet services Pvt. Ltd., Bangalore

Ms. Suchetha k., Content Writer, LabourNet services Pvt. Ltd., Bangalore

Ms. Sandhya A., Content Writer, LabourNet services Pvt. Ltd., Bangalore

Mrs.Papia dutta Mishra-Research and development, Pedagogy team, LabourNet services Pvt. Ltd., Bangalore

Ms. Neeta Kulkarni – Strategic and training manager, Pedagogy team, LabourNet services Pvt. Ltd., Bangalore

Ms. Ashmita Sanyal, Consultant, Certification, LabourNet services Pvt. Ltd., Bangalore

Ms. Ananya Datta, Manager, Certification, LabourNet services Pvt. Ltd., Bangalore

ACKNOWLEDGEMENT: We would like to place on record our gratitude to Dr. Vinay Swarup Mehrotra, Head, Curriculum

Development and Evaluation Centre (CDEC), Bhopal for his guidance in developing this curriculum as per NVEQF


National Skills Qualifications Framework

NSQF Level 2 (Class X)

Sector: Healthcare



NSQF Level 2 – Healthcare Sector-Competency Based Curriculum 2014

Page 2 of 22 PSS Central Institute of Vocational Education – CDEC-NSQF Cell - 2014

© PSS Central Institute of Vocational Education, 2014

Copyright protects this publication. Except for purposes permitted by the Copyright Act, reproduction, adaptation,

electronic storage and communication to the public are prohibited without prior written permission.



Contents

1. Introduction 4



4. Course Structure 7



7. On – the – job training 8

8. Certification 8

9. Units

HSS201-NQ2014 - Hospital Structure and functions 9

HSS202-NQ2014 - Introduction to Care Plan and Care of Patients 11

HSS203-NQ2014 - Sterilization and Disinfection 13

HSS204-NQ2014 - Basic First Aid and Emergency Medical Relief 14

HSS205-NQ2014 - Human Body: Structure, Functions and Nutrition 15

HSS206-NQ2014 - Public Relations in Hospital 16







Introduction

The National Skills Qualifications Framework (NSQF) developed by the Ministry of Human Resource Development (MHRD), Government of India is a

descriptive framework that provides a common reference for linking various qualifications. It is used for setting common principles and guidelines

for a nationally recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions,

and Universities/Colleges.

The NSQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of learning outcomes

i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of whether they were acquired through formal,

non-formal or informal education and training system. Qualifications are made up of occupational standards for specific areas of learning units or

unit of competency. Units of competency are the specification of knowledge and skill and the application of that knowledge and skill to the

standard of performance expected in the workplace.

The Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should possess is laid down

by the Sector Skill Council of the respective economic or social sector. Competency is defined in terms of what a person is required to do

(performance), under what conditions it is done (conditions) and how well it is to be done (standards). It can be broadly categorized into

foundational, practical and reflexive competencies.

Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical competencies are an

individual's knowledge and expertise in the specific group task and its processes and its rules and regulations. An executive order F.No.1-4/2011-

VE dated 3 Sept., 2012 on the various aspects of NSQF has been issued by the MHRD. For more details on the NSQF, please visit the website of

MHRD at www: mhrd.gov.in.

The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the course of deeds and

experiences through which children grow to become mature adults. A competency based curriculum describes what learners must “know” and

“be able to do” by the end of a program or study. It identifies the competencies and sub-competencies each learner is expected to master. It

states clearly the criteria and conditions by which performance will be assessed. It also defines the learning activities that will lead to the learner

to mastery of the targeted learning outcome.

The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down into knowledge and skills




About the Sector

Healthcare sector in India has been growing rapidly over the years and is estimated to reach US$ 280 billion by 2020. Consequently, the sector is

also experiencing an incremental demand for human resources including doctors, nurses, General Duty Assistants, allied health professionals and

technicians. As per the recent Public Health Foundation of India (PHFI) report, India has a shortfall of 6 million allied health professionals in the

country. India is far behind global standards in terms of availability of doctors per 1000 people (India 0.6; US 2.56 or UK 2.3), Nurses (India 0.8; US

9.37 or UK 12.12), Midwives (India 0.47; UK 0.63) and Lab Technicians (India 0.02; US 2.15). To meet the growing human resource challenges, the

National Skill Development Corporation (NSDC) and the Confederation of Indian Industry (CII) have constituted the Healthcare Sector Skill Council

(HSSC). The Council is expected to promote a vibrant vocational education system in healthcare in the country by setting up occupational

standards, affiliating training institutes, assessing competency of trainees and issuing certificates. The Council aims to facilitate skilling of 4.8

million people over the next 10 years in allied health and paramedics space.

One of the job roles in the healthcare sector is the Patient Care Assistant/General Duty Assistant. Patient Care Assistants work under the direction

and supervision of registered nurses and other medical staff. Patient Care Assistants stay constantly in contact with patients and provide personal

care such as bathing, feeding and dressing. They also perform support functions such as transporting patients, taking vital signs, making beds,

helping patients and answering patient calls. They might also be called upon to set up equipment, such as X-ray machines and overhead irrigation

bottles. Patient/Personal Care Assistant are often responsible for observing and reporting how patients respond to the care that is being given.

The various functions of a PCA/GDA is given below

Assist Nurses in looking after the patients;

Transport the patients to the various areas of the Hospitals as or when asked;

Perform everyday jobs and carry messages;

Clean and dusts beds, doors, windows and other furniture;

Render first aid to the patients when required;

Prepare dead bodies, arrange their transportations to the mortuary and assist in terminal disinfections.




There is an increased need in the healthcare space for qualified assistants to support nurses in all hospitals and healthcare clinics. As healthcare

scenario changes, the demand for qualified assistants and nurses also increases. Consequently the responsibilities become greater for the assistant

assigned to each nurse. To bridge the gap in formal training and healthcare services, it is proposed to conduct vocational education and training

programmes in schools to prepare Patient Care Assistants/General Duty Assistants.


Demonstrate the knowledge of role and functions of various of healthcare professionals and staff in different departments of hospitals.

Assist in the development and implementation of Care Plan.

Perform various activities for prevention and control of Hospital Acquired infections.

Assist in administering First Aid and providing Emergency Medical Relief.

Assist in developing and maintaining public relations




Sector: Healthcare Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 06 modules

called as Units.

NSQF Level 2

S.No. Unit Code Unit Title No. of National

Learning Hours

Pre – requisite

Unit, if any

01 HSS201-NQ2014 Hospital Structure and functions 25 NIL

02 HSS202 -NQ2014 Introduction to Care Plan and Care of Patients 25 NIL

03 HSS203 -NQ2014 Sterilization and Disinfection 20 NIL

04 HSS204 -NQ2014 Basic First Aid and Emergency Medical Relief 20 NIL

05 HSS205 -NQ2014 Human Body: Structure, Functions and Nutrition 20 NIL

06 HSS206 -NQ2014 Public Relations in Hospital 20 NIL

TOTAL 130

Successful completion of 130 hours of theory sessions and 70 hrs of practical activities and on-the-job learning is to be done for full qualification.

Classroom Activities: Classroom activities are an integral part of this program and interactive lecture sessions, followed by discussions should be

conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Color Slides, Charts,

Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode including



Practical Activities: Activities that provide practical experience in clinical set up would include hands on training on mannequins, simulated

clinical set up, case based problems, role play, games, etc. on various clinical incidents and practical exercises in skill lab. Equipment and

supplies should be provided to enhance hands-on experiences for students. Trained personnel should teach specialized techniques. A training plan

signed by teacher that reflects equipment, skills and tasks should be prepared for training of the students in the organization/industry.

On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how

to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a

training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to

be imparted should be prepared and signed by the student, teacher, and supervisor at the workplace for training of the students in the

organization/industry. The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the

following steps should be followed:

Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while explaining the


Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a

time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is

better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the

leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and



Certification: Upon successful completion of this course the State Education Board and the Healthcare Sector Skill Council will provide a

certificate to the student verifying the competencies acquired by the candidate. For more details about SSC visit the website of Healthcare Sector

Skill Council at http://www.healthcare-ssc.in/



Unit Code:

HSS201-NQ2014 UNIT TITLE: HOSPITAL STRUCTURE AND FUNCTIONS

Duration: 25 Hours

Location:

Classroom / Hospital

/ Clinic


Demonstrate the

knowledge of roles and

functions of various

departments,

professionals and

supportive staff of the

hospital

1. Describe the roles and


departments and

professionals in the

hospital

1. Identify the various types

of hospitals

2. Distinguish between

General Hospital and

Specialized Hospital

3. Draw a chart depicting

the roles of departments,

professionals and

supporting staff of the

hospital

Interactive Lecture: Roles and

Functions of Hospitals

Activity:

Visit nearby hospital and study the roles and functions of the various departments, professionals and supportive staff of the hospital

Prepare a chart depicting the roles and functions of departments/professionals/ supporting staff

Demonstrate the

knowledge of roles and

functions of

supporting

departments in

hospital

1. Describe the role and


supporting departments

of hospital

2. State the services

provided by the Medical

Record Department and

Outpatient Department

3. Explain the activities

performed by the

hospital housekeeping

department

1. Draw a chain of command

in the various department

and laboratories of

hospital

Interactive Lecture: The roles and

functions of various supporting

departments in the Hospital

Activity:

Visit nearby hospital and study the roles and functions of the various supporting departments in hospital

Prepare a chart showing the chain of commands in various departments

Classify the hospitals

on the basis of

different criteria

1. State the criteria used for of classifying the hospitals

2. Describe the different

1. Classify the hospitals on

the basis of bed

strength, specialty and level of medical care

Interactive Lecture: Classifying

Hospital

Activity:

Internet search on hospitals



levels of medical care and classify them on the basis of bed strength, specialty and level of medical care

Relate the role of

General Duty Assistant

various to the

functions of hospital


functions of General

Duty Assistant in the

hospital

2. Explain the various

activities/tasks that

should be performed by

GDA to effectively

discharge his/her duties

and responsibilities in

hospital

1. Demonstrate the

knowledge of activities

for prevention of spread

of diseases

2. Draw a diagram depicting

the various role and

functions of GDA


Functions of General Duty Assistant

Activity:

Visit a nearby hospital and study the role of General Duty Assistant in providing services

Draw a diagram depicting the roles and functions of GDA

Demonstrate the

knowledge of the

qualities of a Good

General Duty Assistant

1. Describe the qualities of

a Good General Duty

Assistant in the hospital

1. Identify the activities

performed by GDA in

supporting the healthcare

team member

2. Demonstrate the ability to

provide personal care

Interactive Lecture: Qualities of a

Good General Duty Assistant

Activity:

Visit a hospital and enlist the qualities of a Good General Duty Assistant



Unit Code:

HSS202-NQ2014 UNIT TITLE: INTRODUCTION TO CARE PLAN AND CARE OF PATIENTS

Duration: 25 Hours

Location:


/ Clinic


Identify the role of

General Duty

Assistant in

implementing Care

Plan

1. Describe the objectives of

care plan

2. Describe the role of General

Duty Assistant in

preparation and

implementation of care plan

1. Enlist the various steps

involved in formulating a

care plan

2. Identify role of General Duty Assistant in formulating care plan

Interactive Lecture: Role of

General Duty Assistant in

preparation and implementation

of Care Plan

Activity:

Visit a nearby hospital and study the care plan prepared for the patient care

Prepare a care plan for an elderly patient

Demonstrate the

knowledge of the

role of General Duty

Assistant in feeding

a patient

1. Describe the characteristics

of a healthy person

2. Describe the various types

of diets and their

importance with regard to

nutrition

1. List the various types of diet

available in the hospital /

home

2. Demonstrate the knowledge

of feeding and assisting

patients with their meals,

according to their needs and

in a safe and dignified

manner

Interactive Lecture: Feeding

Patients

Activity:

Visit a hospital and observe the type of diets being served to different patients.

Observe the procedure adopted by the General Duty Assistants/ Nurses in feeding patients

Prepare a diet chart for feeding a patient



Identify and report

vital signs

1. List the important vital

signs of the body

2. Describe the abnormal vital

signs


of taking temperature,

reading pulse rate and

measuring blood pressure

2. Fill the forms for

documenting information on

vital signs

Interactive Lecture: Identifying

and Reporting Vital Signs

Activity:

Visit a nearby hospital and observe the procedures and recording being done for vital signs

Prepare bed

according to the

patient’s need

1. Describe the features and

importance of various types

of bed in a hospital

2. Describe the various steps

of bed making

3. Describe the roles and functions of General Duty Assistant in bed making


of articles used in bed

making

2. Demonstrate the steps

involved in making of open

bed

Interactive Lecture: Preparing

Bed for Patients

Activity:

Visit a nearby hospital and learn the steps for making bed

Position the patient

according to the

need

1. Enlist various positions of

patients

2. Describe therapeutic

position

3. Describe the importance of

Fowler’s position

1. Identify the various position

of a patient

2. Demonstrate the procedure

(s) for changing the

patient’s position

Interactive Lecture: Positioning

the patient

Activity:

Visit a nearby hospital and learn the various positions in which patients are placed on the bed



Unit Code:

HSS203-NQ2014 UNIT TITLE: STERILIZATION AND DISINFECTION

Duration: 20 Hours

Location:


/ Clinic


Describe the

Diseases Caused by

Microorganism

1. What is Disease 2. What is the process of

infection due to microbes

3. What is pathogen

4. What are the three vertices

of the epidemiological

triangle


different types of

microorganisms

1. Demonstrate the

knowledge of common

places of the body were

microbes are commonly

found

2. Identify the common places

in the hospital with highest

rate of infection

3. Identify the factors

affecting the occurrence

and prevention of disease

causing microorganisms

Interactive Lecture: The Disease

Causing Microorganisms

Activity:

Visit a nearby hospital and discuss with the medical professionals about the common causes of diseases

Demonstrate the

knowledge of

common human

diseases and their

causal agents

1. State the common diseases

2. Enlist the names of

bacteria and viruses

causing diseases in human

1. Differentiate between bacteria, virus, fungi and parasites

2. Demonstrate the knowledge of human diseases caused by the Bacteria, Virus, Fungi and Parasites

Interactive Lecture: Common

Human Diseases and their Casual

Agents

Activity:

Visit a hospital and discuss with the doctors about the common human diseases, their source of infection and casual agents

Demonstrate the

knowledge of the

role of professionals

and staff in

prevention and

control of Hospital

Acquired Infections

1. Describe the meaning of

Hospital Acquired Infection

(HAI)

2. Describe the activities to

be performed by GDA for

controlling

1. Enlist the common places

of infection in the hospital


of causes of HAI

Interactive Lecture: Prevention

and Control of Hospital Acquired

Infections

Activity:

Visit a nearby hospital and study the activities performed



by various health professional in prevention of microorganism or hospital acquired infection

Perform disinfection

of wards and

equipment

1. State the difference

between antiseptic,

sterilization and

disinfectant

2. Differentiate between the physical agents and chemical agents used in disinfection and sterilization

1. Perform physical methods

of sterilization

2. Enlist the common

disinfectant used in the

hospital

3. Enlist the chemicals used

for disinfecting glassware

Interactive Lecture: Disinfecting

Ward and Equipment

Activity:

Visit a nearby hospital and study the various method of sterilization and disinfection

Unit Code:

HSS204-NQ2014 UNIT TITLE: BASIC FIRST AID AND EMERGENCY MEDICAL RELIEF

Duration: 20 Hours

Location:


/ Clinic


Describe the

principles and rules

of First Aid

1. Describe the purpose of

First Aid

2. State the principles of First

Aid

1. Identify types of health

risks and hazards at various

departments of hospitals

2. Enlist emergency situations

in a hospital

3. Perform ABC on a dummy

Interactive Lecture: Principles and

Rules of First Aid

Activity:

Visit a hospital and study the First Aid practices

Identify facilities,

equipment and

materials used for

First Aid

1. Describe the facilities and

materials used for

administering First Aid

1. Enlist the equipment used

for First Aid


of the use of First Aid kit

Interactive Lecture: Facilities,

equipment and materials for First Aid

Activity:

Prepare a First Aid box



Perform the role of

first aider in fever,

heat stroke, back

pain, asthma and

food borne illness

1. Describe the role and

functions of a First Aider

1. Perform ABC (Airway,

Breathing and Circulation)

2. Measure body temperature

using a digital thermometer

Interactive Lecture: Role of First

Aider in fever, heat stroke back pain,

asthma and food borne illness

Activity:

Perform activities for measuring and controlling temperature

Perform the role of

first aider in cuts,

bleeding, burns,

insect bites and

stings, dog bites and

snake bites

1. Describe the causes of

various types of burns

2. Describe the reasons for

using methods for treating

burns

1. Administer first aid for

cut and burns in

hypothetical situations

2. Demonstrate the

knowledge of dealing with

insect, dog and snake bite

Interactive Lecture: Role of First

Aider in cuts, bleeding, burns, insect

bites and stings, dog bites and snake

bites

Activity:

Practice First Aid on a dummy with the help of a First Aider

Unit Code:

HSS205-NQ2014 UNIT TITLE: HUMAN BODY: STRUCTURES, FUNCTIONS AND NUTRITION

Duration: 20 Hours

Location:


/ Clinic

Learning

Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method

Identify the parts

of human body

1. Describe the various

terms of anatomy and

physiology

2. Describe the functions of

various tissues and bones

in human body

1. Identify the different parts of the body

2. Draw diagrams of lungs, urinary system, heart and kidney

3. Demonstrate the knowledge of roles and functions of various systems of human body

Interactive Lecture: Biological

Parts of Human Body

Activity:

Visit a biological lab, Research Laboratory and study the anatomy and physiology of human body



Demonstrate the

knowledge of

nutrients in the

nutrition and

growth of human

body

1. Describe the role of

various nutrients and

vitamins

2. Describe the importance

of a balanced diet

1. Enlist the food sources of

carbohydrate, protein and fat


of diseases/disorders caused

due to the deficiency of

vitamins


of a balanced diet

Interactive Lecture: Nutrition and

Balanced Diet

Activity:

Preparing a balanced diet

Unit Code:

HSS206-NQ2014 UNIT TITLE: PUBLIC RELATIONS IN HOSPITAL

Duration: 20 Hours

Location:


/ Clinic

Learning

Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method

Demonstrate the

knowledge of the

roles and

functions

performed by a

Medical

Receptionist

1. Describe the qualities of a

good medical receptionist

2. Describe the tasks

performed by a Medical

Receptionist

1. Demonstrate the

knowledge of greeting

patients and other callers

in a courteous and

efficient manner

2. Answer telephone calls

courteously and as per

procedure and norms

3. Demonstrate the

knowledge of making

appointments for patients

and maintaining file

medical records


Functions of Medical Receptionist

Activity:

Visit a nearby hospital and study the activities in reception area and the tasks being performed by a Receptionist



Demonstrate the

knowledge of

responding to

emergency calls

1. Describe the knowledge

of responding to

emergency calls


functions of “on call duty

doctor”

3. Describe the various

equipments available in a

108 emergency service

ambulance

1. Demonstrate the

knowledge of the

responsibility in

emergency management activities

2. Demonstrate the knowledge of routine call and emergency call

Interactive Lecture: Responding to

emergency calls

Activity:

Visit a nearby hospital and study the major and minor emergency and non-emergency services provided by the hospital

Use computers in

maintaining

public relations

1. Describe the impact of

technological revolution

in healthcare sector

2. Describe the use of

computer in hospital

administration

3. Identify the use of

computer in various

sections/departments of

a hospital

1. Demonstrate the

knowledge of applications

of computer in hospital

2. Demonstrate the

knowledge of maintaining

files and records in

computer

Interactive Lecture: Using computers

in maintaining public relations

Activity:

Visit a nearby hospital and study the use of computer in maintaining files and records in a hospital

Demonstrate the

knowledge of

dealing with

patients

attendant

1. Enlist the general

stressful situations in

hospital

2. Describe the factors

affecting relationship

between a General Duty

Assistant and patient

1. Demonstrate the

knowledge of handling

people with emotional

stress or emotional

outbursts

2. Enlist the skills required for General Duty Assistant in managing stressful situation

Interactive Lecture: Dealing with

patients attendant

Activity:

Visit a nearby hospital and study health professional handling the patient’s relative in emergency situation



Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative

(continuous) and/or summative (final). It is a process of collecting evidence and making judgement about the extent to which a person

demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the

basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of assessment methods is

required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be

collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance

criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods of assessment.


Evaluator







Total 100



2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards

(skill and academic standards).

3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done

at the time of oral test or viva voce.

4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and

experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the workplace or the community and

photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.

5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be given on the

basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should be discussed in the class and

the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation.



6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being observed.

Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/trainer and

appropriate records should be maintained for transparency in evaluation.























19. Give reasons and make judgements objectively


1. Competent = 0.5 marks

2. Not yet competent = 0




The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and accessories should be

procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical

experience.

1. Airway Mannequin 2. Ambu Bag with Mask (Adult) 3. Artery Forceps 4. Auto loading Stretcher made of aluminum alloy 5. Back Rest 6. Bath Tub 7. Beds 8. Bed Pan 9. Bed Sheet, Blanket, Pillow with Pillow Cover 10. Bed Side Locker 11. Birthing Simulator 12. Call bell 13. CPR Mannequin 14. Crutch 15. Cupboard 16. Dissecting Forceps 17. Doctors Table 18. Electronic BP Monitoring Machine 19. Enamel Basin 20. Foot Step 21. Full Body Mannequin - Basic 22. Gown 23. ICU Bed with mattress 24. IV Stand 25. Male Multi Veno Intravenous Arm 26. Malleable Splint set of Large Medium and Small 27. Measuring Glass 28. Nail Cutter 29. Oral care Set 30. Oxygen Cylinder with Connector, Key, Face Mask and tubing 31. Patient Examination Table

32. Patient remote bell 33. Pocket Mask 34. Rubber Sheet (2 x 2 meters) 35. Sand Bag 36. Scissor 37. Scoop Stretcher 38. Simulation Equipment - Mannequins 39. Spine Board 40. Spoon 41. Steel Basin 1 Set (3 Large, 3 Medium, 3 Small ) 42. Steel Bowl 43. Steel Glass 44. Steel Jug 45. Steel Plate 46. Steel Tray 1 set (2 Large, 2 Medium and 3 small) 47. Sterilizer 48. Stethoscope 49. Stop Watch 50. Suction Apparatus 51. Syringe Destroyer and Needle Burner 52. Thermometer 53. Towel 54. Urinal Set (1 Male + 1 Female ) 55. Walker 56. Weighing Machine 57. Wheel Chair 58. Wound care Model Anatomical

Teachers’ Qualifications

Qualification, competencies and other requirements for Graduate Teacher (Private Security Services) on contractual basis are as follows:


1. Vocational Teacher B.Sc. Nursing & Midwifery (4 years) or 3 ½ years Diploma in GNM with one year experience

Effective communication skills (oral and written)

Basic computing skills

Technical competencies


2. Healthcare Assistant 10+2 vocational course in Medical lab Technician, or 10+2 with science followed by certification/Diploma in MLT.

Technical competencies

Basic computing skills

Should demonstrate skills and maintain lab


Career Path – Patient Care Assistant/General Duty Assistant

Sector Allied Health and Paramedics

Sub-sector Non-Direct Care Diagnostic Services Curative Services

Occupation General Duty Assistant Radiology Technician Dialysis Technician

Leadership level Housekeeping Supervisor Supervisor Dialysis in-charge

Middle Management level GDA Supervisor Senior Radiology Technologist Senior Dialysis Technician

Entry Level GDA – OT/ Radiology/ ICU Radiology Technologist

General Duty Assistant Radiology Technician* Dialysis Technician*





Experts

1. Dr. Sukhwant Singh, Assistant Professor, Sagar Institute of Research Technology & Science-Pharmacy (SIRTSP), Bhopal

2. Dr. Jitendra Banweer, Professor & Director, Sagar Institute of Research Technology & Science-Pharmacy (SIRTSP), Bhopal

3. Dr. Richa Mishra, Government Medical College, Sagar

4. Dr. Ratan Lal Patidar, Vice Principal, Peoples Nursing College, Bhopal

5. Dr. Sandhya Singh, Senior Physiotherapist, District Disability Rehabilitation Centre (DDRC), Bhopal

6. Dr. Ashish Acharya, Assistant Professor, Sagar Institute of Research Technology & Science-Pharmacy (SIRTSP), Bhopal

7. Mr. Ashok Pal, Peoples Medical College, Bhopal

8. Ms. Priyanka Acharya, Lakshmi Narain College of Technology, Bhopal

9. Ms. Rashmi Mishra, Project Head, PSESD, Bhopal

10. Ms. Manisha Gupta, Associate Professor, People College of Nursing, Bhopal

Reviewers

11. Prof. (Mrs.) Karesh Prasad, Principal, Peoples College of Nursing, Bhopal

12. Dr. (Mrs) Lilly Christopher, Principal Kasturba College of Nursing, Bhopal

13. Mrs Susan Manoj, Facuty, Kasturba College of Nursing, Bhopal

14. Dr. Kuldeep Virani, Professor, Department of General Surgery, Index Medical College, Indore

Resource Persons

15. Shri M.K. Mishra, Vice President, Madhya Pradesh Consultancy (MPCON) Limited, Bhopal

16. Shri Satish.C.Pandey, Senior Consultant, Madhya Pradesh Consultancy (MPCON) Limited, Bhopal

17. Prof. P.V.P. Rao, Professor, Department of Health and Paramedical, PSSCIVE (NCERT), Shyamla Hills, Bhopal

18. Prof. V.S.Mehrotra, Head, CDEC & NSQF Cell, PSSCIVE (NCERT), Shyamla Hills, Bhopal


National Vocational Education Qualification Framework

Sector: Organized Retailing

NVEQ Level 2: Retail Merchandizing


(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource


Copyright

All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE.

NVEQ Level 2 – Retail Merchandizing - Organized Retailing - Competency Based Curriculum 2012-13

Page 1 of 53 PSS Central Institute of Vocational Education – B&C -2012-13

Contents

1. Introduction 01







8. Certification 10

9. Units

RS201-NQ2012 : Retail Operations 11

RS202-NQ2012 : Merchandise Planning 15

RS203-NQ2012 : Store Operations 20

RS204-NQ2012 : Billing, Transport and Delivery 25

RS205-NQ2012 : Security Operations & Housekeeping in Retail 29

RS206-NQ2012 : Communication at Work Place 33

RS207-NQ2012 : Health Care and Personal Grooming in Retailing 37







Introduction

The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource

Development (MHRD), Government of India is a descriptive framework that provides a common reference for linking various

qualifications. It is used for setting common principles and guidelines for a nationally recognized qualification system

covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.

The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms

of learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of

whether they were acquired through formal, non-formal or informal education and training system. Qualifications are made

up of occupational standards for specific areas of learning units or unit of competency. Units of competency are the

specification of knowledge and skill and the application of that knowledge and skill to the standard of performance

expected in the workplace. The Unit of competency or National Occupation Standards comprising generic and technical

competencies an employee should possess are laid down by the Sector Skill Council of the respective economic or social

sector.

Competency is defined in terms of what a person is required to do (performance), under what conditions it is done

(conditions) and how well it is to be done (standards). It can be broadly categorized into foundational, practical and

reflexive competencies. Generic competencies are considered essential for a person to participate effectively in the

workforce, whereas technical competencies are an individual's knowledge and expertise in the specific group task and its

processes and its rules and regulations. An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of

NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD at www: mhrd.gov.in.



The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the

course of deeds and experiences through which children grow to become mature adults. A competency based curriculum

describes what learners must “know” and “be able to do” by the end of a program or study. It identifies the competencies

and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which performance

will be assessed. It also defines the learning activities that will lead to the learner to mastery of the targeted learning

outcome.

The competency based curriculum Retail Merchandising is broken down into coherent parts known as Units. Each unit is

further broken down into knowledge and skills on the basis of which evidence is to be provided by the learner and the

evaluation is to be done by the teacher or trainer.



About the Sector

A retailer is the one who stocks the producer’s goods and is involved in the act of selling to the customer or consumer, at a

margin of profit. Retailing is the last link that connects the individual consumer with the manufacturing and distribution

chain. It adds value in terms of bulk breaking and providing a wide variety of goods and services to customers.

The retail industry is divided into organised and unorganised sectors. Organised retailing refers to trading activities

undertaken by licensed retailers, that is, those who are registered for sales tax, income tax, etc. These include the

corporate-backed hypermarkets and retail chains, and also the privately owned large retail businesses. Unorganised

retailing, on the other hand, refers to the traditional formats of low-cost retailing, for example, the local kirana shops,

owner manned general stores, paan/beedi shops, convenience stores, hand cart and pavement vendors, etc.

Organised retail can be categorised by the type of products retailed as well as the by the different kind of retail formats.

The major retail formats include Department store, Supermarkets, Hypermarket, Specialist Stores, Convenience Stores, and

Kiosks. The various operations involved in store operation and management include Store Operations, Back end operations,

Merchandising, Logistics and Distribution, Marketing, Procurement/Purchase, and Corporate Services.

The middle level jobs in organized retailing include (i) Store Assistant, who makes layout and design of store, (ii) Retail

Junior Merchandiser, who assist customers in finding merchandise, introduce customers to new merchandise, and highlight

product features in order to promote sales. (iii) Transport Assistant who held to transport the goods from store to

customers house (iv) Billing Assistant who provides billing and handed over products to the retail bagger, (v) House Keeper

in Retail who makes housekeeping in the store and (vi) Security Personnel, who secure the customers products, vehicles &

guide them to entering into the retail outlets.




After completion of this course, you will be able to:

Unit -1: Retail Operations

Session –1: Fundamentals of retail operations

- Understanding the Retail Operations

- List out the types of retail outlets

Session – 2: Types of Retailers

- Identify the ways to categorized retail

- Describe the ways and means of meeting organization’s policies, standards, and procedures

Session – 3: Trends in Retailing

- Identify the segments for Urban and Rural areas

- Find out the driving forces in Indian retailing

Session – 4: Retail Selling Skills

- Identify the customers

- Observe the Customer’s body language

- Grasp the Customer attention

- Approach to the customer in a better way

Unit -2: Merchandise Planning

Session – 1: Kinds of Merchandise



- Be acquainted with terms and concepts of Merchandise

- List out the rights and guidelines of merchandising

- Identify the kinds of merchandising

Session -2: Role and functions of Junior Merchandiser

- Identify the role and functions of junior merchandiser

- Apply the functions of the Junior merchandisers at different level

Session-3: Visual Merchandising and Display

- Identify the basic aspects of visual merchandising

- List out the functions, principles and techniques of visual merchandising

- Evaluate the impact of display of merchandise

Session 4: Duties and Responsibilities of Junior Merchandiser

- Describe the duties and responsibilities of Junior Merchandiser

- Plan and prepare display of products

Unit -3: Store Operations

Session 1: Store Layout

- Competencies required for store operations in retail knowledge

- Identify the formalities required for store layout

- Describe the Location and proportion of space through numeric and visual space planning.

Session 2: Store Design

- Describe the elements of store planning and design

- Identify the tips for Retail Store Design



Session 3: Store Procedures

- Describe the competencies of core areas in store procedures.

- Identify the competitive analysis of store promotions.

- Identify the opening and closing procedures in retail store

Session 4: Store Maintenance

- Managing the operations and maintenance of the retail stores.

- Manage the receipts of products issued from store

Unit -4: Billing, Transport and Delivery

Session 1: Billing Procedures

- Describe the Basic understanding & competencies for billing personnel

- Handle the various modes of payments during billing process

Session 2: Elements of Transportation

- Describe the various modes of transportation

- Identify objectives of loading and unloading

- Identify the problems associated with retail transport

Session 3: Delivery Procedures

- Understand the various Delivery Procedures for delivery of items

- State the Delivery Process of Departmental Store / Malls

- Identify the delivery process of Grocery/ Small Shops

Session 4: Laws in Record Maintenance

- Identify the various records & maintenance followed in Retail



- Understand the laws of various records & maintenance

Unit 5: Security Operations & Housekeeping in Retail

Session -1: Security points in Retail Store

- Identify the various security points.

Session-2: Role & functions of security personnel

- Identify the role and functions of security/ personnel

Session-3: Material Handling in House Keeping

- Describe the competencies required for Material Handling in Housekeeping

- Examine the process of Material Handling

- Identify and Operate housekeeping equipment in retail departmental stores

Session- 4: Procedure in Housekeeping

- Identify the competencies required for housekeeping in retail operations.

- Applying Housekeeping in the area of cleanliness, hygiene, safety, disposal of waste.

Unit - 6: Communication at Workplace

Session 1: Verbal and Non-verbal Communication

- Demonstrate effective use of verbal and non-verbal communication skills - Identify the practices in verbal and non-verbal communication

Session 2: Forms of Communication



- Identify the forms of communication

- Find out the advantages and disadvantages of different forms of communication

Session 3: Communication media and Equipments

- Operate the communication media and equipments properly

- Evaluate the communication media

Session 4: Barriers in Communication

- Identify the barriers in communication - Select the strategies for overcome barriers in communication

Unit -7: Health Care and Personal Grooming in Retailing

Session 1: Health Care Activities

- Describe the health care activities and heath care rights in retail organizations

- Explain the principles of ergonomics, indoor air quality and pollution in retail organizations

Session 2: Health Care Measures

- Identify the health care measures in Retail

- List out the unsafe working conditions

- Identify the responsibilities of employers and employees for workplace health and safety

Session 3: Personal Grooming Techniques

- Describe the skills required for personal grooming

- Identify the food techniques

Session 4: Personal Grooming Tips

- List out the grooming tips

- Enlist the work related injuries and reporting them to supervisor




Sector: Organized Retailing NVEQF Level – 2: Retail Merchandising

Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the

following 06 modules called as Units.

NVEQ Level 1

S.N. Unit Code Unit Title No. of Notional / Learning Hours


1. RS201-NQ2012 Retail Operations 15 Unit 101

2. RS202-NQ2012 Merchandise Planning 15 Nil

3. RS203-NQ2012 Store Operations 15 Nil

4. RS204-NQ2012 Billing, Transport and Delivery 15 Nil

5. RS205-NQ2012 Security Operations & Housekeeping in Retail 15 Nil

6. RS206-NQ2012 Communication at Work Place 15 Unit 107

7. RS207-NQ2012 Health Care and Personal Grooming in Retailing

10 Unit 106

Total

100

Successful completion of 100 hours of theory sessions and 100 hrs of practical activities and on-the-job learning is to be

done for full qualification.

Classroom Activities: Classroom activities are an integral part of this programme and interactive lecture sessions, followed by discussions should be conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode.

Practical Activities: Activities that provide practical experience in case based problems, role play, games, etc. and practical



exercises using props, tools and equipment. Equipment and supplies should be provided to enhance hands-on experiences for

students in the chosen occupation. Trained personnel should teach specialized techniques such as handling of products and

equipment, maintaining safe and hygienic conditions, handling customer’s complaints and requirements, etc. A training plan

signed by the student, teacher, and employer that reflects tasks to be performed and competencies to be imparted should

be prepared for training of the students in the organization/industry.

On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less

experienced person on how to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should

be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or supervisor. A

training plan that reflects tasks to be performed and competencies to be imparted should be prepared and signed by the

student, teacher, and supervisor at the workplace for training of the students in the organization/industry. The trainer

should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the following

steps should be followed:

Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while


Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining

each step, one at a time, while the trainee watches. The steps may not necessarily be demonstrated in the

sequence of actual operation, as sometimes it is better that simple tasks are demonstrated first to build

confidence. Showing finished products at each appropriate step will help the learner understand what is required

as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and

offers feedback and pointers where and when needed.


Certification: Upon successful completion of this course, the State Education Board and the Retailer’s Association of Skill

Council of India (RASCI). For more details about SSC visit the website of RASCI at www.rasci.in ) will provide a certificate to

the student verifying the competencies acquired by the candidate.



Unit Code: RS-201 NQ-2012

Unit Title: Retail Operations

Location: Classroom Retail shop or supermarket, Malls

Duration: 15 hours

Session –1 : Fundamentals of Retail Operations Learning Outcome




1. Understanding

the Retail

Operations

1. Fundamentals of Retail Operations.

2. Importance of retail operations

1. Chart out Retail Operations.

2. Explain the various retail outlets

3. Practice the retail operations

Interactive lecture: Retail Operations and highlight the importance of Retail Operations

Activity: Visit to a retail out-let stores & ask the students to make a report on importance of Retail Operations

2. List out the

types of retail

outlets

1. Various types of

Retail Outlets

a. Store based retailing

b. Chain retailers c. Leased

departmental stores

d. Non-store based retailing

1. Classified the various types of Retail Outlets

2. Identify the functions of each retail outlet

3. Demonstrate the knowledge of daily tasks and work routines at retail

stores


On types of Retail Operations and its outlets

Activity: Visit to retail stores, organizations and observe the types of all Retail outlets and write a small report on it.

Session – 2 : Types of Retailers

1. Identify the ways to

1. Retailers based on six factors

1. Classified the six factors based on


On various Retail Categories.



categorized retail

a) Target Market Served

b) Product Offerings c) Pricing Structure e) Promotional

Emphasis f) Distribution

Methods g) Service Level 2. Retail category of

ownership structure

marketing decision

2. Explain the factors related with operations

Show the students chart on it

Activity:

Visit to Retail stores and assign the work to the students for making project on marketing decision.

2. Describe the ways and

means of meeting organization’s

policies, standards, and procedures

1. Describe the meaning and purpose of organizational structure and culture

2. Describe the purpose of chain of command in a retail business

3. Describe the importance of organizational values

4. Describe the retail industry expectations of staff

5. Describe the meaning and

1. Demonstrate the knowledge of interacting with other team members

2. Demonstrate the knowledge of interacting with supervisor and management


Organizations Policies, Standards and Procedures of retail organization

Activity:

Visit to the retail outlet and ask to note down the Policies, Standards and Procedures of retail organization



importance of quality assurance

6. Describe workplace ethics

Session 3: Trends in Retailing

1. Identify the segments for urban and Rural areas

1. Various segments in Indian retailing

2. State the meaning of private brand retailing

3. Describe the advantages and disadvantages of online retailing and street shopping

1. Identify the various segment in Indian retailing

2. List out trends in different segments

3. Differentiate between online retailing and street shopping


On various segments in Indian retailing.

Activity:

Visit to various retail stores for observation of various customers at different segments.

2. Find out the driving forces in Indian retailing

1. Demographical factors, Plastic revolution, urbanization, Transportation

1. Identify the various growth drivers in Indian retailing

2. Find out the factors influencing growth drivers


On various driving forces in Indian retailing

Group Discussion: GD on driving forces in Indian retailing

Session 4: Retail Selling Skills

1. Identify the customers

1. Types of customers

1. Identify the customers




2. Selling methods to the customers

2. Estimate the customer behaviour

Types of customers

Activity:

Role Play to act on different methods for different customers

2. Observe the Customer’s body language

1. Various categories of body language

2. Physical appearance of the customers

1. Categories body languages

2. Identify the physical postures of the customers


Customers body language

Activity:

Role play on body languages and then dealing with customers.

3. Grasp the customer attention

1. Factors influencing grasping customer’s attention.

2. Importance of customer

1. Identify the factors influencing the grasping of the customers

2. Evaluate the customer importance in retail environment


Discuss the importance of customer, merchandise and sales people

Activity:

Visit to the retail store and observe how to grasp the customer attention for sale of goods

4. Approach to the customer in a better way

1.Describe the different types of approaches

2. Common mistakes

in approaching the customer

1. Enlist different types of approaches

2. Identify mistakes

while approaching the customers

Interactive Lecture: Approach to the customer

Activity:

Visit to the retail store Identify mistakes while approaching the customers



Unit Code: RS-202 NQ-2012

Unit Title: Merchandise Planning

Location: Classrooms, Retail Shop or merchandise Store

Duration: 15 hours

Session – 1: Kinds of Merchandise Learning Outcome




1. Be acquainted with terms and concepts of Merchandise

1. Concept of Merchandise

2. The functions of merchandise

3. Planning of merchandising

1. Identify the steps in Merchandise and its planning

2. List out the functions of the merchandise

3. Make it clear the planning process of merchandising

Interactive lecture: Introduction to merchandise planning

Activity: Visit to a retail shop or departmental store for identification of various types of merchandising and its planning

2. List out the rights and guidelines of merchandising

1. Types of rights 2. Tips in

merchandising

1. List out tips for better merchandising

2. Scrutinize the rights of merchandising


Merchandising rights and about their guidelines

Assignment:

Group discussion on various Acts and Laws regarding to merchandise and used various Reference Books.

3. Identify the kinds of merchandising

1. Types of General Merchandise

1. Indentify various types of merchandising

2. Distinguish between different kinds of

Interactive lecture: Various merchandiser and tell the students to recognize the type of merchandise



merchandising Pragmatic work: Assign the work to the students like make a project on any one type of merchandise. It’s threats and opportunities.

Session – 2: Role and Functions of Junior Merchandiser

1. Identify the role and functions of junior merchandiser

1. The Role of junior Merchandiser and their general functions

2. Describe the various merchandise presentations

1. Analyze the role of the junior merchandiser

2. Identify the general functions of junior merchandiser

a. Read product labels b. Weigh goods for

counter sales c. record customer

details d. Place he goods in

proper way


Highlight the role and functions of junior merchandisers

Activity: Visit to various merchandise stores and observe the role and their general functions of junior merchandisers.

Group Discussion: On the role of junior merchandisers.

2. Apply the functions of the junior merchandisers at different level

1. General functions of merchandiser

2. Functions of administration merchandiser

3. Basic duties of the merchandiser

4. Functions at different levels

5. Functions of Divisional merchandise

1. Enumerate the general functions of merchandiser

2. Elaborate administration functions of merchandiser

3. List out the basic duties of merchandiser

4.Scrutinize the functions of


Invite the Divisional merchandise manager to solve the queries of the students at practical base. Activity: Visit to merchandise stores and observe the functions of admin level and observe the work of Divisional merchandise manager



manager

merchandiser at different level

5. Identify the functions of Divisional merchandise manager

Role play: Play act in the classroom as various merchandiser and tell the students to recognize the type of merchandiser.

Session 3: Visual Merchandising and Display

1. Identify the basic aspects of visual merchandising

1. Meaning of visual Merchandising

2. Aspects of visual Merchandising

3. Elements of visual merchandising

1. Identify the elements of visual Merchandising

2. Find out the various aspects of visual Merchandising

Interactive Lecture: On visual Merchandising and PPT with interactive session Activity: Visit in various merchandise stores for observation of visual merchandise and find out the window display

2. List out the functions, principles and techniques of visual merchandising

1. Functions of visual Merchandiser

2. Principles of visual Merchandising

3. Techniques of visual Merchandising

4. Types of visual Merchandising

1. Describe the functions of visual Merchandising

2. List out the principles of visual Merchandising

3. Identify the techniques of visual Merchandising

4. Spot out the types of visual Merchandising

Interactive Lecture: On visual merchandise Activity: Visit in various merchandise stores for observation and find out the functions of visual merchandiser at work-place

3. Evaluate the impact of display of merchandise

1. Describe the factors (mannequins and alternatives fixtures, props

1. Differentiate between the various elements of display

2. Design window displays and visual

Interactive lecture: Evaluation of Impact of Display of Merchandise



displays & signage, planograms and store views, etc.) responsible for better visual display of merchandise

presentations with an understanding of target consumer

Activity: Visit to two retail stores to compare the display of merchandise

Session 4: Duties and Responsibilities of Junior Merchandiser 1. Describe the

duties and responsibilities of Junior Merchandiser

1. Describe the various career opportunities within the retail industry

2. Describe the purpose of knowing job descriptions and responsibilities

3. Describe the employee and employer rights and responsibilities in retail industry

4. Describe the duties of Junior Merchandiser in a retail store

5. Describe the role of Junior Merchandiser in business

1. Demonstrate the knowledge of core competencies of a Junior Merchandiser

Interactive lecture: Role and Responsibility of Junior Merchandiser Activity: Visit to retail store to study the role and functions of Junior Merchandiser



promotion

2. Plan and prepare display of products

1. Describe the purpose of display of products

2. Describe the standards that the display should meet

1. Identify the equipment, materials, merchandise and props used for creating and installing the display

2. Demonstrate how to prepare the display area and put the display together in a way that causes the least inconvenience to customers

3. Demonstrate the knowledge of checking that the assembled display conforms to company’s

requirements and standards

4. Demonstrate the knowledge of keeping up-to-date record of displays.

Interactive lecture: Planning for merchandise display Activity: Visit to Retail Stores to understand how displays should conform to the company’s

requirements and standards.




Unit Title: Store Operations

Location: Classroom, Retail shop store operations

Duration: 15 hours Session-1: Store Layout Learning Outcome




1. Competencies required for store operations in retail knowledge

1. State whether the site is nearer to target market.

2. Describe the store area.

3. Describe the sources of power and water available.

4. State the components of the store layout

1. Differentiate between store area and retail area.

2. Store site compatible with retail shopping.

3. Describe the store layout.

4. Design of store layout.

5. Differentiate between different types of store layout

Interactive lecture: Store Operations Activity: 1. Visit a retail mall and

understand the job responsibility of how store layout are designed and formed.

2. Work in retail store with the responsibility and function as store assistant.

2. Identify the formalities required for store layout.

1. State the design and location of stores.

2. Steps involved in preparing store layout.

3. Steps involved in identification of store location.

1. Differentiate the store layout with business layout operation.

2. Evaluate the compatibility of the store layout with location of potential customer.


Forming Store Layout and Design.

Activity: 1. Visit retail store and learn

how the store layout is drawn.

2. Design a small independent



3. Identify the market in respect of store location.

store layout for one product with reference to commercial operations in retail outlet.

3. Visit to a retail format & formalities.

3. Describe the Location and proportion of space through numeric and visual space planning.

1. Planning a layout for the stores interior.

2. Describe the allocation of space based on sales, margins, products and strategy.

1. Enlist the function of store space and planning of store layout.

2. Differentiate store planner, architect and interior designer.

3. Calculate proportion of space through numeric and visual space planning


Store planning, designing layouts, forming stores, planning and organizing retail store layouts.

Activity:

1. Work with retail store planner and learn the store layout designing.

2. Visit a store in more than three retail malls and note down the salient features of how store layout is formed.

Session -2: Store Design 1. Describe the

elements of store planning and design

1. Describe the elements (store design objectives, selling space, merchandise space, employee space, customer space, display areas, fixture arrangements, etc.)

1. Demonstrate the knowledge of the elements of store design

2. Differentiate between selling area, circulation area and back area

Interactive lecture: Store Design Activity: Visit to a retail store to study the store layout and design



2. Identify the tips for Retail Store Design

1. Store frontage, signage, furniture, display, lighting, decoration.

2. Tips for retail Store design

1. Differentiate the functions of stores space with store decoration.

2. Identify the tips in valued in retail store design


Store space creation, furniture arrangements, merchandising display.

Activity:

Work with retail store planner and learn the store layout designing.

Session-3: Store Procedures

1. Describe the competencies of core areas in store procedures

1. Learn core areas like store exterior, store interior, customer service, merchandise management.

1. Identify the function of stores procedures, at the entry level.

2. Find out the responsibility of entry level store procedures followed.

Interactive Lecture: Competencies of core areas in store procedure Activity: On-the-job or internship in a store management job in the retail sector.

2. Identify the competitive analysis of store promotions.

1. Learn from advertising agency, public relation firm, marketing specialist to promote the products through retail.

1. List out the competitive analysis of store promotions

2. Take responsibilities to handle promotions of a new product through advertising.


Process of store procedures and promotion of a product.

Activity:

Practically work in a retail store to understand the product promotions.



3. Identify the opening & closing procedures in retail store

1. Opening procedures in retail store

2. Closing procedures in retail store

1. Identify the opening procedures in retail store

2. Explain the formalities required for closing the retail store


Opening & closing procedures in retail store

Activity: Practically work in a retail store to complete for open & close the retail store.

Session-4: Store Maintenance 1. Managing the

operations and maintenance of the retail stores.

1. Cleanliness of the store premises depend on the maintenance of the store still merchandising with the customer goes on.

1. Differentiate between maintenance and administration of store.

2. Operate simple product handling with merchandising by maintaining flow of stocks.

3. Determines the business hours and the target audience of the stores.


Process of store maintenance.

Activity:

On-the-job in a super market store and learn the process of handling and maintenance.

2. Manage the receipts of products issued from store.

1. Product procurement & issues of products.

1. Identify the product movements from the stores and


On movement of products issued from stores to the retail



purchase items by the customers.

2. Maintain the receipts of products issued from store

section.

Activity:

On job orientation of receipts and issue of product from the stores.




Unit Title: Billing, Transport and Delivery

Location: Classroom, Retail shop store operations

Duration: 15 hours Session-1: Billing Procedures Learning Outcome




1. Describes the Basic Understanding & Competencies for Billing Personnel

1. State various types of Billing and Accounting Heads

2. Understanding basic accounting terminologies related with Billing & Accounting Procedures. Example: Service Tax, Sales Tax, VAT, Other Duties etc.

1. Calculate the routine Accounting and Billing Transactions

2. Explain the various taxes and duties related with Billing to Customer


Understanding Basic Accounting and Billing Procedures.

Activity: Role Plays and Activities based on Billing and Accounting Procedures.

2. Handle the various Modes of Payments during Billing Process

1. Describe various Modes of Payment.

2. State the precaution to be taken while handling the modes of Payments

3. Understanding uses of Various Equipments used in Payment Process

1. Differentiate between various modes of Payments

2. Collect and Operate various Payment Modes

3. Operational Knowledge of Various Equipments in Payment Process

Interactive Lecture : Based on Modes of Payment Activity:

On-the-job to handle payments in retail organization.



Session 2: Elements of Transportation

1. Describe the

various modes

of

transportation

1. Common modes of

retail transportation

2. Factors affecting

modes of

transportation

1. Differentiate

between various

modes of

transportation

2. Identify the

factors

determining

combination of

mode of

transportation


Modes of transportation and

their cost benefit analysis

Activity:

Make a small report on cost

effective modes of retail

transportation

2. Identify

objectives of

loading and

unloading

1. Describe the

objectives of loading &

unloading

2. Discuss the

significance of loading

& unloading

1. Enlist various

objectives of

loading &

unloading

2. Practice each and

every objective


Functions and objectives of

loading & unloading

Activity: Discuss with your instructor

the significance of loading &

unloading and make a brief

report

3. Identify the

problems

associated with

retail transport

1. Types of problems

faced during

transportation in retail

2. Solutions to overcome

problems in retail

1. Analyze the

various issues with

retail

transportation

2. Suggest solutions


Problems in retail transport

Activity:

Hold a group discussion to find



transportation overcome for

problems in retail

transport

solutions to the problems of

retail transportation

Session 3: Delivery Procedures

1. Understand the various Delivery Procedures for delivery of items

1. Describe various Delivery Procedures for delivery of Goods used in Malls, Grocery Shops and Web Based Service

1. Differentiate between Various Delivery Procedures

Interactive Lecture : Delivery procedure in retail stores

Activity: Delivery process of Departmental Stores & Malls

2. State the Delivery Process of Departmental Store / Malls

1. Identify the methods for packing, bagging and arranging for delivery in departmental stores & malls

1. Demonstrate Procedures of Packing, Labeling, Marking and arranging for delivery in departmental stores and malls

Interactive Lecture : Delivery procedure in retail stores Activity: Delivery process of Departmental Stores & Malls

3. Identify the Delivery Process of Grocery / Small Shops

1. State the methods for packing Labeling, Marking and arranging for delivery

2. Process of Home

Delivery

1. Demonstrate Procedures of Packing, Labeling, Marking and arranging for delivery of grocery/ small shops

2. Demonstrate the process of Home Delivery

Interactive Lecture :

Delivery process of grocery/ small shops Activity:

Role Play on Customer Handling, Packing, bagging and Delivery of goods.



Session 4: Laws in Record Maintenance

1. Identify the various records & maintenance followed in Retail

1. State the various Records & Maintenance used in organized Retail Sector

1. Demonstrate the posting entries in Registers.

2. Identify the methods of maintenance in organized retail.


Maintenance of Records in Organised Retail Activity:

Visit to retails organization and observe the recording maintenance system.

2. Understand the laws of various record & maintenance

1. Laws for Record & maintenance methods used in small shops/ Grocery Shops/ Small Scale Industry

1. State the posting entries in Registers by small shops/ Grocery Shops/ Small Scale Industry

2. Find out the laws of maintenance in small shops/ grocery shops/ small scale industries


Laws for maintenance of record in small shops/ grocery shops/ small scale industry. Activity:

Visit to small shops/ grocery shops/ small scale industry observe the laws followed in recording maintenance system.




Unit Title: Security Operation & Housekeeping in Retail

Location: Classrooms, Retail Shop or Departmental Store, Malls, Super Market

Duration: 15 hours

Session -1: Security Points in Retail Store

Learning Outcome




1. Identify the various security points.

1. Purpose of security points in retail store.

2. State the locations of security points in retail store.

1. Enlist the various security points.

2. Identify the locations of the security points in retail stores.

3. Analyse the multi utility of security points in retail stores

Interactive lecture: Introduction of security points.

Activity: 1. Visit a retail store and make

the list of security check points.

2. Develop a block model of retail store.

3. Role play at security points.

Session-2: Role and Functions of Security Personnel 1. Identify the

role and functions of security/ personnel.

1. Role of security in retail store.

2. Functions of security in retail store.

1. Analyse the role of security in each department of retail store.

2. Analyse the functions of security in each department of retail store.

3. Differentiate the role and functions of

Interactive lecture: Knowing the role and function of security.

Activity: Group discussion on advancement in security functions in retail store.



security in different departments of retail store.

Session-3: Material Handling in House Keeping

1. Describe the

competencies

required for

Material

Handling in

Housekeeping

1. Describe the competencies and skills required for Housekeeping

1. Measuring the Performance in Respect of Knowledge, Duties, Responsibilities and Accountability.

1. Identify suitable competencies required for material handling in housekeeping.

Interactive lecture: 1. Interaction and Exposure in

Retail Housekeeping. 2. Teach the Practical Methods

of Material Handling. 3. Practical Teaching of

Advantages of Team Work, Policies and procedures of health and safety.

Activity: 1. Visit a Mall or working place

where housekeeping materials are handled in the Retail store & learn from the experience of expert.

1. Visit Retail Organization and interact regarding handling of housekeeping Materials, potential health hazards, handling of safety equipments.



2. Examine the process of Material Handling

1. Procedure to handle the material used in Retail Housekeeping

1. Measure the Outcome of How successfully the Material have been handled

Interactive lecture: Process of Material handling in Housekeeping.

Activity: Role plan on cleaning the store.

3. Identify and

Operate

housekeeping

equipment in

retail

departmental

stores

1. The materials and equipments.

2. Techniques of housekeeping practices and protection of materials.

1. Measure the outcome or result after using the material.

2. For cleanliness, safety, hygiene, hazardous and assess whether it is as per standards and procedures set by the retail industry

3. Identify the equipment

4. Operate the housekeeping equipment.

Interactive lectures : Use of housekeeping equipments in retail industry. Activity: 1. Role play on responsibilities

of housekeep-ping work. 2. Visit a Retail Mall and

practically learn to operate housekeeping equipments.

Session – 4: Procedure in Housekeeping

1. Identify the

Competencies

required for

housekeeping

in retail

1. To describe

housekeeping in

retail outlets, retail

stores and retail

malls.

1. Identify the

responsibilities

taken,

involvement in

housekeeping and


1. Competencies required for

housekeeping in retail sector

2. To learn in the class room

the procedures and job



operations 2. Competencies

required for

housekeeping

measure the

cleanliness and

waste recycling.

2. Identify the

competencies

3. Operate the

housekeeping

activity with

required

competency

opportunities in retail sector.

Activity:

1. By role play the

responsibilities and the

functions of the

housekeeping work in retail

store.

2. To visit and experience the

housekeeping method in the

work place of retail sector.

2. Applying

Housekeeping

in the area of

cleanliness,

hygiene,

safety, disposal

of waste

1. Competencies

required in

cleanliness, hygiene,

waste disposal,

safety, health

hazards.

1. Evaluate the

roles,

responsibilities

and effectiveness

of jobs and

housekeeping.

2. Identify the

methods for

applying house-

keeping work.


On the job opportunities in

retail housekeeping.

Activity:

Visit to a retail store and

observe what kind of methods

applying for housekeeping of

retail store.




Unit Title: Communication at Work Place

Location: Classroom and Retail or Departmental Store

Duration: 15 hours

Session 1: Verbal and Non-verbal Communication

Learning Outcome




1. Demonstrate effective use of verbal and nonverbal communication skills

1. Describe the various modes of communication

2. Describe the various sources of information (media, industry associations, industry publications, internet, information services, personal contacts, colleagues, supervisors and managers, etc.)

3. State seven C’s of

communication 4. Describe the role

of sender and receiver in communication

1. Differentiate between internal and external communication

2. Demonstrate the knowledge of collecting and processing information from different sources

Interactive lecture: Communication Process Activity: Practice sessions on effective use of verbal and non-verbal communication skills.



5. Describe the barriers in communication

2. Identify the practices in verbal and non-verbal communication

1. Describe the verbal & non-verbal communication

2. Importance of verbal & non-verbal communication

3. Practices in verbal & non-verbal communication

1. Differentiate between verbal and nonverbal communication.

2. Identify the

practices in verbal and non-verbal communication

Interactive lecture: The practices in verbal and non-verbal communication Activity: Practice sessions on effective use of verbal and non-verbal communication skills.

Session 2:Forms of Communication 1. Identify the forms

of communication 1. Describe the

meaning of Formal Communication.

2. Describe the meaning of Informal Communication or grapevine communication.

1. Differentiate between upward, downward and horizontal communication.

2. Differentiate between verbal and nonverbal communication.

3. Enlist various static and dynamic features of non-verbal communication


Types of Communication

Activity: Role play to demonstrate various feature of verbal and nonverbal communication



2. Find out the advantages and disadvantages of different forms of communication

1. Describe the advantage of different forms of communication

2. Describe the disadvantage of different forms of communication

1. Identify the advantage of different forms of communication

2. Find out the disadvantage of different forms of communication


Advantages and disadvantages of different forms of communication

Activity:

Visit to the retail outlet and asked to note down the advantages and disadvantages of different forms of communication

Session 3: Communication Media and Equipments

1. Operate the communication media and equipments properly

1. Describe various communication equipments

2. Describe precaution followed to use the telephone etiquette.

1. Demonstrate functions of electronic device and electronic media

2. Enlist various equipments used for oral communication and written communication

Interactive lecture: Communication media and equipments

Activity:

1. Role play to demonstrate the usage of various communication equipments

2. Role play to demonstrate communication etiquette

2. Evaluate the communication media

1. Describe the methods of evaluate the communication media

1. Identify the methods of evaluate the communication media

Interactive lecture: 1. Evaluate the communication media

Activity:

Visit to the retail outlet and asked to note down how to



evaluate the communication media

Session 4: Barriers in Communication

1. Identify the barriers in communication

1. Describe the factors that act as communication barrier

2. Differentiate between various types of barrier to effective communication

1. Compile a list of barriers to effective communication at workplace


Barriers in communication

Activity:

Visit to the retail outlet and identify the barriers in communication.

2. Select the Strategies for Overcome barriers in communication

1. Describe the ways to overcome barriers in effective communication

1. Select strategies to overcome barriers in communication


Barriers to effective communication and ways to overcome them Activity: Visit to the retail outlet and find out the strategies for overcome barriers in communication.




Unit Title: Health Care and Personal Grooming in Retailing

Location: Classroom Retail shop or Departmental Store

Duration: 10 hours

Session 1: Health Care Activities

Learning Outcome Knowledge Evaluation



1. Describe the health care activities and heath care rights in retail organizations

1. Recognize the relevance of healthcare activities

2. State various rights to health and safety

1. Analyze the health care aids and activities in retail organizations

2. Demonstrate the rights to health and safety

Interactive lecture: Best practices to manage health care in the retail store

Activity: Visit to a retail store to observe relevant practices adopted to maintain hygiene

2. Explain the principles of ergonomics, indoor air quality and pollution in retail organizations

1. Discuss the meaning of ergonomics

2. State the concepts of repetitive motion illness, lifting, carrying, standing, fire prevention

3. Discuss importance of machine guarding, trash disposal and issues of working in cold places

1. Demonstrate about the ergonomics at workplace

2. Apply measures for repetitive motion illness, lifting, carrying, standing and fire prevention

3. Practice methods of prevention of floor slips, trips, falls and electric shocks

Interactive lecture: Significance of ergonomics and measures to check pollution in retail organizations Activity: Visit to a retail store to observe relevant practices adopted to prevent pollution.



4. Identify causes and prevention of floor slips, trips, falls, electric shocks

5. Express the need for machine guarding, trash disposal & issues of working in cold places

Session 2: Health Care Measures

1. Identify the health care measures in Retail

1. Describe the health care measures in Retail

1. Identify the health care measures in Retail

Interactive lecture: Health care measures in Retail

Activity: Visit to the retail outlet and asked to note down the health care measures in Retail

2. List out the unsafe working conditions

1. State the working conditions that are unsafe for the employees

2. Relate the situations where unsafe work should be refused

1. Identify the unsafe working conditions

2. Differentiate between safe and unsafe work

3. Follow the guidelines to refuse unsafe work

Interactive lecture: Safe and unsafe working conditions

Activity: Group discussion to find out ways to make conditions safer

3. Identify the responsibilities of

1. State the responsibilities of

1. Enlist responsibilities

Interactive lecture: Responsibilities of employers



employers and employees for workplace health and safety

employer 2. Understand

responsibilities of worker

3. Describe responsibilities of supervisor

of employers in provision of health and safety at work

2. Analyze responsibilities of workers and supervisors in managing health and safety at workplace

and employees in managing workplace health and safety Activity: Interview a retail store owner to state the measures adopted by him to ensure health and safety at the store

Session 3: Personal Grooming Techniques 1. Describe the

skills required for personal grooming

1. Identify various skills and knowledge of self care

2. State the conversation skills

3. Explain the meaning of Balanced Diet

1. Apply the self care including basic skin care, hair care and basic make up

2. Practice conversation skills, social graces and deportment

3. Practice the diet and nutrition and its significance

Interactive lecture: Expert lecture on personal grooming. Activity: Make a small report on the basis of observation on groomed personalities.



2. Identify the food techniques

1. Describe the relevance of dining with style in formal restaurant

2. State the significance of stylish cutlery and crockery

1. Demonstrate the art of table presentation

2. Demonstrate the art of dining

3.Use of crockery and cutlery

4. Apply restaurant etiquettes

Interactive lecture: Lecture of the specialist on food techniques. Activity: Visit a restaurant and record the ways of table presentation and dining.

Session – 4: Personal Grooming Tips 1. List out the

grooming tips

1. Basic grooming tips for business women

2. Describe hairstyle tips

3. State basics of business makeup

4. Identify appropriate jeweler

1. Apply the perfumes, scents and odors in workplace and present professional looking fingernails and hands

2. Carry proper hairstyle at workplace

3. Wear appropriate business makeup

4. Demonstrate about good jeweler selection

Interactive lecture: Important grooming tips for working women Activity: Interact with the beautician to learn tips on women makeup

2. Enlist the work related injuries and reporting them to

1. Discuss about first aid facilities

2. State how to report

1. Utilize first aid box items at the appropriate time

Interactive Discussion: Importance and use of first aid at workplace



supervisor

injuries 3. Identify how to

investigate accidents

2. Develop how and whom to report injuries

3. Investigating accidents

Activity: 1. Visit a doctor to discuss first

aid requirements with respect to work related injuries in retail.

2. Visit to retail store and observe work related injuries while moving goods one place to another place.



Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgement about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods of assessment.


Evaluator







Total 100

# Assessors will be certified by the State Education Board. 1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.



3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done at the time of oral test or viva voce.



4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the workplace or the community and photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.

5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation.

6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those

being observed. Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/trainer and appropriate records should be maintained for transparency in evaluation.

Employability Skill Area S. No.

Competencies and Performance Standards Competent Not Yet Competent












Interpersonal relationship 12. Displays friendly and cooperative attitude









Innovation & Creativity 19. Give reasons and make judgements objectively


1. Competent = 0.5 marks 2. Not yet competent = 0

List of Tools, Equipment and Materials The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical experience. Equipments/Tools 1. Shelves for Stacking Products 2. Shopping Cart 3. Signage Board 4. Offer Signages 5. End Cap 6. Table (POS) 7. Chair (POS) 8. Poster (POS) 9. Card Swiping Machine 10. Mannequins 11. Gondolas 12. Display Photographs 13. Products 14. Danglers 15. Coupons and Vouchers



16. Credit Notes 17. Currency Notes of different Denominations 18. Carry Bags 19. Neck-Locks for Carry Bags 20. Physical Bill Copy 21. Photographs of Stacked Notes 22. Housekeeping equipments

23. Goods moving equipments

Teaching/Training Aids

24. Computer 25. LCD Projector 26. Projection Screen 27. White/Black Boards 28. Flip Chart Holder



Teacher’s Qualifications Qualification, competencies and other requirements for appointment of Graduate Teacher (Retail Marketing Management) on contractual basis should be as follow:


1. Graduate or Diploma in Retail Management, P.G. Diploma in Marketing with at least 50% marks and 1 year experience. Preparable to higher education with MBA (Retail Marketing) and PG Diploma in Retail Management.



• Technical competencies (e.g. in areas such as marketing, sales promotion, store maintenance, marketing and merchandising etc.)

18-37 years Age relaxation to be provided as per Govt. rules.




Advisors

1. Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, Bhopal

2. Prof. R.K. Shukla, Head, Department of Business & Commerce, PSS Central Institute of Vocational Education, Bhopal



Material Production Group

A. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in Retail

Marketing Management (Phase –I) was held at Maharashtra State Council of Educational Research and Training, Pune from 4-8 July 2011.

1. Dr. Rudra Saibaba, Professor, Lal Bahadur P.G. College, Warangal- 506 007 (A.P.) 2. Dr. M. Muninarayappa, Associate Professor, Dept. of Commerce, Bangalore University, Central College Campus,

Bangalore-l 3. Dr. T. Srinivasa Rao, Associate Professor, MBA Section School of Distance Learning and Continuing Education, Kakatiya

University, Warargal- 506009 4. Dr. E B Brahmankar, Retired Principal, Jaltarang Bunglow, 58/10, Old Pandit Colony, Sharanpur Road, Nashik - 422002

(Maharashtra) 5. Dr. Varsha K. Sukhadeve Professor in Commerce Smt. N.R.T. College of Commerce, Ratanlal Plots (Campus), Akola -

444001 (Maharashtra) 6. Mr. Sunil S. Desai, Vocational Teacher, Jagruti Jr. College, Gadhinganj, Dist: Kolhapur (Maharastra) 7. Dr. G. Naresh Reddy Assistant Professor, Department of Commerce, University College of Commerce and Business

Management, Osmania University, Hyderabad - 500 007 (A. P.) 8. Dr. Hrishikesh Soman, Principal, Symbiosis College of Arts Commerce, Senapati Bapat Marg, Pune - 411042 (Maharashtra) 9. Dr. Sanjay Bhale, Professor Symbiosis Institute of Business Management, Senapati Bapat Marg, Pune - 411042

(Maharashtra) 10. Dr. Shivaji Borhade, Associate Professor, Bharati Vidyapeeth University, YM College, Erandawane, Pune – 411038



11. Ms. Savita Ambekar, Director, Amit Autoline 6/2, Nana Peth, Pune - 411 002 12. Dr. Pradeep Wagh, Secretary, General Development Education (International) Society, Prabhat House, Damle Path,

56/20A, Law College Road, Pune - 4 I 1004 13. Dr. V. S. Mehrotra, Associate Professor & NVQF Expert, Agriculture Division, PSS Central Institute of Vocational

Education, Bhopal -462011 (M. P.) 14. Dr. Shridhar Salunke, Director and Honorary Director, Maharashtra State Council of Educational Research & Training,

708, Sadashiv Peth, Kumthekar Road, Pune - 411030 15. Dr. P. Veeraiah Assistant Professor & Programme Coordinator, Business and Commerce Division PSS Central Institute of

Vocational Education, Bhopal -462011 (M. P.) B. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in Retail

Marketing Management (Phase – II) was held at CIET, NCERT, New Delhi from 7-9 August, 2011. 1. Prof. K. Sambasiva Rao, Dept. of Commerce & Management Studies, Andhra University, Visakhapatnam - 3. 2. Dr. M. Muninarayappa Associate Professor, Dept. of Commerce, Bangalore University, Central College Campus,

Bangalore-l 3. Dr. Shipra Vaidya, Associate Professor, Department of Education in Social Sciences and Humanities, National Council

of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016 4. Capt. Aditya Singh Consultant – Retail, 2-1, New Pal, Amar Vihar, Gurgoan. 5. Dr. V. S. Mehrotra, Associate Professor & NVQF Expert, Agriculture Division, PSS Central institute of Vocational

Education, Bhopal-462011 (M. P.) 6. Prof. Sharad Kumar, Head, B & C Division, PSS Central Institute of Vocational Education, Bhopal-462011 (M. P.) 8. Prof. Rajaram Sharma, Joint Director & Honorary Director CIET, NCERT, New Delhi 7. Dr. P. Veeraiah, Assistant Professor & Programme Coordinator, Business and Commerce Division, PSS Central Institute

of Vocational Education, Bhopal-46201l (M. P.)



Review Committee Experts A. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in

Marketing and Sales Management (Phase –II) was held at PSSCIVE, Shyamla Hills, Bhopal from 11-15 March, 2013

1. Mr. M.S. Ashok, Master Trainer, Open Minds Institute, 22 Sri Rama Mandir Road, Basavanagudi, Banglore-560004 2. Dr.Jitendra Kumar Sharma, Associate Professor, Sh. B.R. Mirdha Govt. (PG) College, Nagaur, Rajasthan, 3. Dr. Govindappa D., Assistant Professor, Govt. Maharani Arts Commerce & Management College, Seshadri Road,

Banglore-560024 4. Mr. Pradeep Dodha Pawar, Full Time Teacher, Janta Vidyalaya & Junior College, Satpur, Nasik, Maharastra 5. Ku. Geeta Tomar, Assistant Professor, Lokmanya Tilak Science and Commerce Collage, Vivekanand Colony, Ujjain –

456010 6. Prof. Kanchan S. Fulmali, Associate Professor, M.L. Dahanukar College of Commerce, Ville Parle(e) Mumbai-57 7. Dr. Kamran Sultan, Director, Pt. Jawaharlal Nehru Institute of Business Management, Vikram University, Ujjain (M.P.) 8. Mr. Desai Sunil Shivajirao, Full Time Teacher, Jagruti Jr. College-Vocational, Gadhinglaj, Dist.-Kolhapur 9. Dr. Sehba Husain, Assistant Professor, JICM, The Green Bowl, 83/2 Chandanpur, Bhopal 10. Mrs. Lalita Pillai, Lecturer, SV Govt. Polytechnic College, Shyamla Hills Bhopal 11. Mr. Prashant Nemade, PGT in Commerce, Demonstration Multipurpose School, RIE, Bhopal 12. Mr. Rajiv Khare, Course Coordinator (Retail), Bharathi Airtel, 1, Malviya Nagar, Bhopal 13. Ms. Nitasha Khare, Manager Operations & HR, F-90 Flamingo, Aakriti Eco City, E-8, Bhopal 14. Dr. Sharad Kumar, Professor & Head, Department of Business and Commerce, PSS Central Institute of Vocational

Education, Shyamla Hills, Bhopal. 15. Mr. Durgesh Kumar Satankar, Department of Business and Commerce, PSS Central Institute of Vocational Education,

Shyamla Hills, Bhopal. 16. Mr. Rituraj Tamrakar, JPF in Department of Engineering & Technology, PSS Central Institute of Vocational

Education, Shyamla Hills, Bhopal. 17. Dr. P. Veeraiah, Assistant Professor & Programme Coordinator, Department of Business and Commerce, PSS Central

Institute of Vocational Education, Shyamla Hills, Bhopal.



Editing & Coordination 1. Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, Bhopal

2. Prof. R. K. Shukla, Head, Department of Business & Commerce, PSS Central Institute of Vocational Education, Bhopal



4. Dr. P. Veeraiah, Associate Professor & Programme Coordinator, Department of Business & Commerce, PSS Central

Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal.

5. Dr. Nidhi Gupta, Assistant Professor, Department of Business & Commerce, PSS Central Institute of Vocational

Education (PSSCIVE), Shyamla Hills, Bhopal.

Typing & Designing

1. Mr. Durgesh Kumar Satankar, Department of Business & Commerce, PSS Central Institute of Vocational Education,

Bhopal.

2. Mr. Gobind Pawar, PSS Central Institute of Vocational Education, Bhopal

For more information please contact:

Dr. P. Veeraiah

Associate Professor, Department of Business & Commerce,

PSS Central Institute of Vocational Education (PSSCIVE),

Shyamla Hills, Bhopal – 462 013

E-mail: [email protected]

Mobile: 08989014432, 089893332807

NSQ Level 2 – Physical Education and Sports: Competency Based Curriculum 2014


National Skills Qualification Framework NSQF Level 2







Copyright © All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE.



Contents Introduction

4

About the Sector 5

Objectives of the course 7

Course Structure 8

Classroom Activities 9

Practical Activities 10

On the Job Training 10

Units 11

Assessment Guide 25

List of tools, Equipment and Materials 26

Trainer’s Qualification 26

List of Contributors 27

Acknowledgements 28



The National Skills Qualifications Framework (NSQF) developed by the Ministry of Human Resource Development (MHRD), Government of

India provides a common reference for linking various qualifications to be used for setting common principles and guidelines for a nationally

recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and

Universities/Colleges.

As per NSQF qualifications are to be developed in series of levels of knowledge and skills, defined in terms of learning outcomes i.e., the







2012 on the various aspects of NSQF has been issued by the MHRD. For more details on the NSQF, please visit the website of MHRD at www:

mhrd.gov.in. A competency based curriculum describes what learners must “know” and “be able to do” by the end of a program or study. It

identifies the competencies and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which

performance will be assessed. It also defines the learning activities that will lead the learner to mastery of the targeted learning outcome.

The competency based curriculum is broken down into parts known as Units. Each unit is further broken down into knowledge and skills on

the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher or trainer.

Introduction



About the Sector

Physical education and Sports is a sector which is very wide in scope and extremely significant in its impact on society. There is lack of sports consciousness and culture in the country. In general it is believed that Sports can only be pursued at the cost of academics. We even have a very well-known saying in India for it;

“Padhoge Likhoge Banoge Nawab, Kheloge Kudoge Banoge Kharab”

Such Myths exaggerate our imbalance towards physical activity.

As we live in the 21st century with all the issues of sedentary lifestyles, unhealthy food habits, stressful careers, this imbalance needs to change else we will face a generation which will have a lower life span than the previous. There are already studies indicating that 30% population of children today is obese. Obesity is a disease. That is an alarmingly high number as there is research to show that 80% of obese children grow up to be obese adults. Diseases like type II diabetes, high cholesterol, stress related disorders are very common in this category. The sowing of the seeds of physical activity as part of one’s lifestyle can only happen from childhood. It is a habit that needs to be formed early on. It is therefore clear that physical education needs to be an integral part of education in all our schools. Other that the obvious health and fitness outcomes we are also looking at a great deal of life skills learning through sports, grooming better citizens. The need for physical education as an integral part of education has been recognized by the government and efforts are being made to elevate the status of physical education in schools. That is the grass roots level intervention which will eventually drive the demand for physical education and sports related industry in India. The immediate need is of good quality physical education and sports professionals at various levels. This demand is going to explode in the coming years offering opportunities for all who want to be associated with Sports and build a career in this field. Several job opportunities already exist and new ones are taking shape.



Self Schools Sports Academies Fitness Centers Hospitals Sports Events

-Professional Players

-Physical Education Teachers -Early Years Physical Trainers -Sports Coaches

- Sports Coaches - Facility Managers - Academy Managers

-Fitness Trainers -Personal trainers -Aqua trainers -Nutritionists

-Sports Doctors -Physiotherapists -Nutritionists

-Event Managers -Officials -Commentators -Journalists

There is already a gap today in the demand and supply of professionals in this sector in quantity as well as quality. A vocational course on physical training and sports gives basic exposure of the relevant knowledge and skills required for someone interested in this sector. Participation in such a vocational course should build entry level knowledge and skills giving the student an advantage when pursuing further education in this field or employability skills, should the student decide to go for a job. Since most of the job roles in this sector require the employee to be dealing with fellow human beings, there is a certain level of maturity and skills required in dealing with the customers. Level 1 of this vocational course would give exposure to students on several skills that are required across the sector so that they get a flavor of what is the scope and also get an opportunity to explore their innate choices. As the course progresses to level 2, students would be confident of doing roles like grounds marking, facility readiness, assisting a physical education teacher in a school or academy. By level 4 the students would have confidence to conduct lessons on their own under the guidance of a Physical Education director in a school or a team coach. They would have basic knowledge of Sports like skills, rules, ground markings, conducting tournaments, basic first aid and a lot of exposure to actually conducting such lessons with children. They will have knowledge of skills versus fitness and what can be done to improve both. In schools, there is a dire need of physical education trainers who are able to focus on engaging the whole class and exciting children to participate in physical activity for the pleasure on playing, social interaction, fun and fitness.




Upon completion of this level 2 course students will be able to

- Understand the evolution of physical education - Explain the meaning of health education, hygiene and communicable diseases - Understand the role of sports in society - Demonstrate the knowledge of age appropriate skills to be taught to the various age groups starting from early years to middle

school. - Demonstrate how to test skills and fitness - Understand the functions of various organ systems in the human body - Demonstrate the knowledge of correct postures, basic training methods and safety in sports - Demonstrate the knowledge of first aid for common injuries - Understand the role of a good teacher in education and effective training methodologies - Demonstrate the knowledge of planning and its use in planning sports days and tournaments - Demonstrate the technical knowledge of ground markings, rules and regulations, skills required, and creating fixtures for

tournaments in the following sports: football, basketball, volleyball and cricket. - Understand the importance of nutrition and the technical knowledge of caloric values and energy balance in the body



Course Structure: Competency Based Curriculum


Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 08 modules called as Units.

Physical Training and Sports - Unit Matrix Level 2

Sl. #

Unit Code Unit Title Sub-Unit

No. of Notional Learning

hours


1 PS201-NQ2014 Evolution of

Physical Education

Understanding the Evolution of physical education

10 Nil

Understanding the difference between ancient and modern Olympic Games

Understanding the evolution of Indian sporting events

Identifying the role of sports in society

2 PS 202-NQ2014 Health and Fitness

Learning about health education, hygiene, communicable diseases

25 0 Understanding the functions of human body

How to test your fitness (basic)

3 PS203-NQ2014 Games and Sports

Demonstrating the knowledge of fundamental skills for pre-school children

50

PS 103 - NQ2013:

Games and Sports

Teaching physical education in primary school ( Grade 1 and 2)

Teaching physical education in primary school ( Grade 3 to 5)

Teaching Physical education in middle school ( Grad 6 and above)

Demonstrating Yogic exercises ( Basic)



4 PS 204-NQ2014 Developing an

Athlete

Identifying postural deformities and learning corrective measures

25

PS 104 - NQ2013:

Developing an Athlete

Demonstrating basic training methods

Teaching safe ways to participate in physical education and sports

Teaching basic first aid

5 PS 205 - NQ2013 Learning to train Training to learn

Learning to train and training to learn

25

PS 105 - NQ2013: Teaching-Learning

Demonstrating the knowledge of effective teaching methods

Demonstrate effective communication skills

Demonstrating the knowledge of planning an event

6 PS 206 - NQ2013 Managing Sports

Events

Teaching basic competencies of officiating

20

PS 106 - NQ2013: Managing

Sports Events

Demonstrating the knowledge of ground and court marking

Teaching maintenance of props and equipment and sports facilities

Teaching to organise sports days and tournaments

7 PS 207 - NQ2013 Nutrition

Understanding the role of nutrition and the use of food pyramid

15 PS 107 - NQ2013: Nutrition

Calculating caloric values

Diet and Weight

8 Work Integrated

learning Projects, field trips and guest lectures 30

Total 200

Successful completion of 200 hours of theory and practical sessions is a requirement for full qualification.


The main activity in classroom will be an interactive lecture session, followed by discussions. Teachers should make effective use of a variety of instructional aids, such as Videos, Power Point Presentations, Charts, Diagrams, Models, Exhibits, Handouts, etc. to transmit knowledge in and effective and interactive mode. A variety of teaching methods will be used like projects, role-play, demonstration, discussion and debate and hands on learning.




Activities that provide practical experience are termed as practical activities. Most of the modules in this vocation lend very well to hands on learning. Conducting physical activities according to lesson plans for students of various age groups in the schools, planning and organizing tournaments involving students, teachers and perhaps the community, ground markings, visiting sports facilities etc. are good examples of practical activities. Props, tools and equipment are used for practical activities to make the activity fun and engaging. The vocational teacher with the permission of the school principal will plan practical activities where the students can get exposure to all skills required in the course.


On-the-job training (OJT) utilizes actual equipment and materials in a structured manner, following a training plan that reflects tasks to be performed and competencies to be imparted under the supervision of an experienced trainer or supervisor. Training plan is prepared and signed by the student, teacher, and supervisor at the organization/industry. In the first step of OJT the trainer will provide an overview of the task to the student, explaining the use of the tools, equipment, materials, etc. in performing the tasks. In the second step trainer will tell, show, and demonstrate step by step the use of tools, materials and equipment for performing a task showing the finished products at each step which will help the leaner understand what is required as outcome. Student will learn and demonstrate these activities while the trainer will monitor the progress and provide feedback. Students should be able demonstrate clearly the performance standards defined in the modules. Certification:




Unit Code: PS201-NQ2014

Unit Title : Evolution of Physical Education

Duration: 26 hours

Location: Classroom & Play ground

Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Methods

1. Understand the evolution of Physical Education

1. Explain why physical activity was necessary during the pre-historic time 2. Identify the different forms of physical education during pre-historic, ancient, medieval and modern periods 3. Explain when people started to consider physical education as the medium for the overall development of an individual

1. List and demonstrate the physical activities and the dominant skills in pre- historic, ancient, medieval and modern periods 2. List the differences between pre-historic physical activities and modern games and sports

Interactive Lecture: Evolution of physical education Activity: on ground 1. Perform skills used for hunting and war during the ancient periods 2. Perform skills used in playing modern day games and sports 3. Visit nearby akhara and write down your observations and experiences

2. Understand the difference between ancient and modern Olympic Games

1 Explain how Olympic Games played an important role in bringing peace among the rival city states in ancient Greece 2. Explain how Olympic Games can foster international peace, understanding, friendship, etc. 3. Identify the differences between ancient and modern Olympic Games 3.Explain Olympism and what ideals it promotes

1. List the fundamental changes that took place in ancient and modern Olympic Games 2. Demonstrate the sportsman spirit and teamwork during participation in a sporting event

Interactive Lecture: Difference between ancient and modern Olympic Games Activity: on ground 1. Organize an Olympic event in school choosing the games from the ancient Olympics 2.Organize an Olympic event in school choosing the games from the modern Olympics



3. Understand the evolution of Indian sporting events

1. Trace the history and evolution of Indian games and sports from Indus valley civilization to the present day 2. List Indian sporting achievements on the international stage

1. List all the Indian games and identify which ones have transformed themselves into modern international games 2. List all the major international sporting events in the world

Interactive Lecture: Evolution of Indian sporting events Activity: on ground: 1. Demonstrate and play indigenous games– like Kabaddi, Kho-Kho, tug-of-war, gullidanda, mall-stambha, bhrashram, etc. 2. Identify actions/tasks to be performed while playing gulli-danda and cricket and list similarities and differences between the two games.

4. Identifying the role of sports in society

1. Discuss how sports can bring a positive change in society 2. Discuss how sports can be used as a medium to establish peace and equity among different gender, abilities, communities, economic backgrounds 3. How can sports be used to build confidence 4. How can sports inculcate personal and social skills

1. Demonstrate the knowledge of inter-personal and social skills while playing a game or sport 2. Give examples from across the world on how sports is used to address social issues

Interactive Lecture: Role of sports in society Activity: on ground: 1.Organize a small sports event involving participants of different age groups, gender, religion and background. Prepare a note on how a sports activity can be used for bringing harmony in such groups. 2. Design a program to improve health and fitness of school teachers




Unit Title : Health and Fitness

Duration: 21.5 hours



1. Understand health education, hygiene and communicable diseases

1. Explain physical health, mental health and social health 2. Explain how physical, mental and social health of an individual is inter-related 3. Explain personal hygiene and community hygiene

1. List healthy personal hygiene practices 2. List things to be done to improve community hygiene in your village? 3. List communicable diseases and explain the precautions to be taken to avoid them from spreading 4. Identify the ways to improve one’s physical, mental and social health

Interactive Lecture: Health education, hygiene and communicable diseases Activity: Projects Do the following projects: 1. Survey your classroom, playground and common areas, and propose measures on how the hygienic conditions can be improved 2. Survey your village/community and identify the potential threats that could lead to the outbreak of different communicable diseases. Propose and present the preventive measures to be taken. 3. Track your sickness to see how often you fall sick and why



2. Understand the functions of human body

1 Explain with diagram the functions of: a. Muscular system b. Skeletal system c. Respiratory system d. Digestive system e. Nervous system 2. Describe the functions of blood in human body

1. List the differences between: a. Muscular system and skeletal system b. Respiratory and digestive system c. Nervous system and circulatory system 2. Explain the importance of blood in human body

Interactive Lecture: Functions of human body Activity: 1. Choose three of your favourite organ systems, make a diagram on a chart paper and describe its functions 2. Perform an on ground warm up activity, each student to demonstrate an exercise for a particular muscle or a group of muscles.

3. Learn to test your fitness

1. Explain with examples the components of skill related fitness 2. Explain with examples the components of health related fitness

1. List the battery of health and skill related fitness tests and perform them Explain the differences between: a. Aerobic capacity and anaerobic ability b. Strength and flexibility c. Action, Balance and Co-ordination

Interactive Lecture: Types of fitness tests Activity: on ground: 1. Plan and demonstrate on ground health and skill related fitness assessments 2. Calculate BMI




Unit Title : Games and Sports




1. Demonstrate the knowledge of fundamental skills for pre-school children

1. Explain age appropriateness 2. Explain why it is important to have age appropriate props and activities 3. Explain importance of teaching skills based on Action, Balance and Co-ordination in early years physical education program

1. List the teaching points for the children of age group 1.5 to 5 years 2. Demonstrate Action, Balance and Co-ordination with examples 3. Demonstrate the capability of designing and performing physical activities appropriate for the 1.5 to 5 years age group with focus on action, balance and co-ordination

Interactive Lecture: Fundamental skills for pre-school children Activity: on ground 1. Perform on ground activities that focus on the development of fundamental skills like Action, Balance and Co-ordination 2. Demonstrate skills to conduct classes for pre-school children under various situations/challenges

2. Teach Physical Education in primary school (Grade 1 and 2)

1. Explain with examples manipulative skill, non-manipulative and locomotor skills 2. Explain why is it important to teach fundamental skills to children of the age group 6 to 8 years

1. List the teaching points for the children of age group 6 to 8 years 2. Demonstrate an understanding of all the fundamental skills applicable to the children of this age group

Interactive Lecture: Fundamental skills for primary school (Grade 1 and 2) Activity: on ground 1. Perform on ground activities that focus on the development of fundamental skills 2. Demonstrate skills to conduct classes for pre-school children under various situations/challenges



3. Teach Physical education in primary school ( Grade 3 to 5)

1. Explain the importance of introducing sports specific skills along with fundamental skills for the age group 8 to 11 years 2. Explain why specialization should not start at the age group of 8 to 11 years

1. List the teaching points for the children of the age group 8 to 11 years 2. List the differences between fundamental skills and sports specific skills 3. List five fundamental skills required to play all the outdoor games

Interactive Lecture: Fundamental skills and sports specific skills in primary school (Grade 3 to 5) Activity: on ground: 1. Design and conduct a lesson on fundamental skills applicable to the children of the age group 8 to 11 years 2. Demonstrate the basic skills of football, touch rugby, basketball and cricket

4. Teach Physical education in middle school ( Grad 6 and above)

1. Explain why it is important to include multiple games in middle school physical education program 2. Explain the difference in the teaching approaches in early year’s physical education program and middle school physical education program.

1. List the teaching Points for the age group of 12 to 16 years 2. Demonstrate the understanding of the rules of the following sports

Football

Basketball

Cricket

Volleyball

Interactive Lecture: Physical education program in middle school Activity: on ground: 1.Design a coaching session on the following skills

passing and receiving skills in football

dribbling skills in basketball

passing skills in volleyball

4.Demonstrate the basic knowledge of yogic exercises

1. Explain the importance of yoga for both body and mind 2. Explain asanas, hatha yoga and pranayama

1. List the differences between asana and pranayama 2. Perform three yogic asanas in standing position, sitting position, and lying position

Interactive Lecture: Yogic exercises Activity: 1. Perform hatha yoga




Unit Title : Developing an athlete




1. Identify postural deformities and learn about corrective measures

1. Explain active and inactive postures 2. Explain the common causes of deformity 3. Explain the causes of the following postural deformities: a. Spinal curvature b. Flat foot c. Knock knees d. Bow legs d. Round shoulder

1. Demonstrate different types of standing, sitting, bending and sleeping postures 2. Demonstrate different types of deformities and the corrective measures to be taken

Interactive Lecture: Correct posture, deformities and corrective measures Activity: 1. Make a chart on different postural deformities 2. Make a chart on correct postures of standing, sitting, bending and sleeping

2. Understand the basic training methods

1. Explain the different types of training methods 2. Explain the benefits of aerobic or continuous training 3. Explain the factors one should consider before choosing a training method

1. List the differences between: a. Continuous and interval training b. Plyometric and circuit training 2. Demonstrate and perform different types of training like aerobic, interval, plyometric, circuit and weight training

Interactive Lecture: Basic training methods Activity: 1. Make a chart on different training methods



3. Learn safe ways to participate in physical education and sports

1. Explain how to make ground conditions safe 2. Explain why it is important to know the correct ways to perform an exercise

1. List the differences between safe conditions and safe acts 2. List the key guidelines for safe conditions and safe acts 3. List and demonstrate the best practices for cool down and warm up

Interactive Lecture: Safe ways to participate in physical education and sports Activity: 1. Survey the school sports facility and list the safety issues 2. Perform an on-ground activity to demonstrate safe conditions while playing outdoor games 2. Demonstrate the safe use of props 3. Demonstrate the correct method to perform the basic exercises

4. Learn basic First Aid

1. Explain the basic principles of First Aid 2. Explain and demonstrate RICE

1. Make a list of items to be included in a First Aid kit List common sports injuries and their First Aid 2. Differentiate between: a. Cuts and nose bleeds b. Sprain and strain

Interactive Lecture: First Aid Activity: on ground: 1. Demonstrate the basic first aid for the following: cuts, bruises, heat stroke, nose bleeds, strain and sprain




Unit Title : Learning to train : Training to learn

Duration: 26 hours



1. Learn to train and train to learn

1. Explain the idea of a perfect teacher. Describe based on their personal qualities, core values, social skills and code of conduct. 2. Explain the qualities of a reflective teacher 3. Explain the meaning of discipline

1. List the expected code of conduct a teacher 2. List examples from your everyday life where appropriate behavior is required 3. Identify the difference between a reflective and a non-reflective teacher 4. List the differences between proactive and reactive strategies to deal with discipline

Interactive Lecture: Qualities of a good teacher Role Play: 1. Play the role of a teacher teaching some topics. 2. Do a role play on a discipline issue in class. Discuss the effectiveness of the teacher’s approach to solving the issue. Activity: 3. Make a chart on the roles and responsibilities of a teacher and an expected code of conduct in school



2. Demonstrate the knowledge of effective teaching methods

1. Explain and demonstrate different teaching methods 2. List different teaching methods. Explain why there is a need for these teaching methods

1. List the differences between: a. A lecture method and a role play method b. Hands on learning and discussion and debate 2. Demonstrate the knowledge of using role play as a teaching method 3. Demonstrate the difference between a kinesthetic learner and a reflective learner

Interactive Lecture: Effective teaching methods Role Play: 1. Play the role of a teacher using a training method, lecture method and a role play method

3. Demonstrate effective communication skills

1. Explain various elements of communications, their usage and relevance 2. Explain why communication is important 3. Explain the significance of listening in communication

1. Identify the elements of effective communication 2. Identify the ways to improve one’s listening skills 3. Demonstrate effective listening skills, speaking skills, writing skills, and reading skills

Interactive Lecture: Effective communication skills Role Play: 1. Situation 1: Parent - teacher meeting. One student plays the role of a teacher and all others play the role of parents. This meeting is to convince parents of the importance of physical education and sports for their children. 2. Situation 2: Principal addressing the assembly on children’s day 3. Situation 3: An oral exam being conducted by an external examiner. Appoint a few students as examiners and rest as students. 4. Situation 4: A teacher taking a physical activity class for grade 4 students.



4.Demonstrate knowledge of planning an event

1. Explain the different elements of planning 2. Explain with examples why planning is important

1. Demonstrate the knowledge of planning by organizing a volleyball competition 2. Demonstrate the knowledge of planning by organizing a school sports day

Interactive Lecture: Planning an event Activity: 1 Plan a sports day for a primary school. List the major items you would consider in this plan


Unit Title : Managing sports events




1.Learn to manage sports events

1. Explain rules of the four major games: football, basketball, volleyball and cricket 2. Explain officiating dress codes for different games 3. Explain different signals while officiating different games

1. Demonstrate the understanding of the rules of football, basketball, volleyball and cricket 2. Demonstrate the knowledge of officiating football, basketball, volleyball and cricket

Interactive Lecture: Managing sports events Activity: on ground 1. Officiate football, basketball, volleyball and cricket matches

2. Demonstrate the knowledge of ground and court marking

1. Explain the measurements of a football ground, a cricket pitch, a volleyball court and a basketball court. 2. Describe the various tools and equipment needed to mark a court or a ground

1. Demonstrate the court/ground marking on a chart paper for football, basketball, volleyball and cricket 2. List the tools and equipment needed to mark football ground, volleyball court, basketball court and cricket pitch and field

Interactive Lecture: Ground and court marking Activity: on ground Mark the ground and court of four major games – football, basketball, volleyball and cricket



3. Learn to maintain props, equipment and sports facilities

1. Explain the correct procedures to maintain balls before and after their use 2. Explain the correct procedures to maintain props and equipment before and after their use

1. Inflate the balls with correct pressure 2. Demonstrate an understanding of maintaining the props and equipment before and after their use 3. List down the maintenance procedure of a volleyball court after the match

Interactive Lecture: Maintaining props, equipment and sports facilities Activity: 1. Clean your sports room and arrange the props and equipment neatly 2. Make a chart stating the best practices in maintaining balls

4. Learn to organize sports day and tournaments

1. Explain the different stages of planning an event 2. Explain different roles and responsibilities in planning and execution of sports day and a tournament 3. Explain how to prepare the checklist for an event and also the importance of it

1. Design a sports day mentioning different stages of planning 2. Make an agenda for the sports day 3. Make a checklist for before and after a football tournament 4. Prepare a knock out fixture for 15 teams

Interactive Lecture: Organizing sports day and tournaments Activity: 1. Make four groups in a class. Each group prepares a sports day schedule for your school and presents it in the class 2. On Ground: a. Organize inter class tournaments in your school for football, volleyball, cricket and basketball b. Plan and conduct annual sports day of your school




Unit Title : Nutrition




1.Understand the role of nutrition and the use of food pyramid

1. Explain nutrient and constituents of nutrition 2. Explain food pyramid

1. Differentiate between: a. Macro and micro nutrients b. Simple and complex carbohydrates 2. Demonstrate an understanding of balance diet 3. How is a balanced diet linked to a food pyramid

Interactive Lecture: Nutrition and food pyramid Activity: 1. Prepare a chart explaining the different nutrients 2. Visit the local vegetable market and list the commodities that are rich in carbohydrates, proteins, vitamins and fat. 3. List the food items that are a good source of protein for a vegetarian

2. Learn to calculate caloric values

1. Explain calorie 2. Explain the caloric values of different food items 3. Demonstrate how to calculate caloric values 3. Explain oxidation of food

1. List the ingredients of a nutritious diet 2. What is caloric value? 3. How to calculate caloric value of food items? 4. Calculate caloric values of different food items 3. List the food items that are good sources of protein for a vegetarian

Interactive Lecture: How to calculate caloric values Activity: 1. Prepare a chart explaining the caloric value of different food items 2. Visit the local vegetable market and list the commodities that are rich in carbohydrate, protein, vitamins and fat.



3. Understand diet and weight

1. Explain what leads to energy imbalance 2. Identify factors that lead to the increase and decrease in body weight 2. Explain basal metabolic rate 3. Explain the factors that need to be considered while creating a sports diet

1. Differentiate between: a. Energy in and energy out b. Normal diet and sports diet 2. Demonstrate the ability to prepare a diet plan to increase weight 3.Demonstrate the ability to prepare a sports diet

Interactive Lecture: Diet and weight Activity: 1. Calculate the basal metabolic rate 2. Prepare a chart recommending the food items to be included for regular diet and for sports diet



Assessment is a necessary process to determine the level of progress and learning of knowledge and skills at a particular level and take

remedial action. It needs to be continuous and comprehensive in nature to achieve this purpose. The student workbook has sections of

Assessment and Assessment checklists in each section of a module to judge the extent to which a student has grasped the concept and is

able to demonstrate the skill. A variety of assessment methods are used to evaluate the student as is required in the vocations that pertain

to this course. Appropriate evidence is to be collected from activities that can be clearly related to the units of competency. It should cover

all the elements and performance criteria/indicators in the competency standards.


Assessment Guide



List of Items Quantity Quantity for 30 students

Storage Cupboard for the props 1 1

Volleyball Poles ( Mobile in schools where the ground exists) 1 pair 1 pair

Mini Football Goal Posts (2mx1.1m) to full size fixed goal posts 1 pair 1 pair

Kho-Kho Posts 1 pair 1 pair

Marking Props: Cones, Flexi-poles, Measuring Tape, 1 1

Fitness props: Medicine ball, Agility Ladder, Step hurdles, Weighing scale, Height scale, whistle, stop watch

1 1

1 1

Sports props: Hula Hoops, Frisbees, Footballs, Basketballs, Rugby balls, Volleyballs, cricket bats and balls 1 1:2 to 1:4

Props will be configured based on the class size for practical training

Graduate or Post Graduate in Physical Education (BPE/ BPEd/ MPEd) or Diploma in Physical Education/ Sports Coaching with 1+ years of experience as a Physical Education Teacher or Coach.

Work experience in school, colleges, academies or in the area of physical training and sports (at least 1 year)

Good knowledge of school education system or sports coaching with prior experience in training / teaching.


Trainer’s Qualification



Mr. Saumil Majmudar, CEO, SV EduSports Pvt. Ltd., Bangalore

Ms. Jyoti Majmudar, COO, SV EduSports Pvt. Ltd., Bangalore

Mr. Parminder Gill, CMO, SV EduSports Pvt. Ltd., Bangalore

Mr. Meer Waqiruddin Khaleeq, Head – Business Development, SV EduSports Pvt. Ltd., Bangalore

Ms. Srividya Majmudar, Manager, Quality and Systems, SV EduSports Pvt. Ltd., Bangalore

Mr. Javed Azad Khan, Product manager, EduSports, Bangalore

Mr. Delix Issac, Product manager, EduSports, Bangalore




We would like to place on record our gratitude to Dr. Vinay Swarup Mehrotra, Head, Curriculum Development and Evaluation Centre (CDEC), PSSCIVE, Prof. R.B. Shivagunde, Joint Director, PSSCIVE for their support and guidance in developing this curriculum as per NSQF. We would like to thank Labournet and Wadhawani Foundation for giving us this opportunity to contribute in this nation building exercise through this vocational course. The youth of India which is and will continue to be the most sought after resource for this country of a billion people, has inspired us to undertake this journey in strengthening physical education and sports in India. We would like to thank the schools we have partnered with, who have lent us their support in strengthening physical education and sports at school level. They have believed in our ideas and given us the right platform to make the right impact at the right age. We would like to thank the physical education colleges which have given us access to their students and have guided us whenever we sought their support. We would like to thank the physical education professionals who work with us. They have helped us change the way we look at physical education. These physical education professionals who have believed in themselves and worked hard to bring physical education on the radar of school authorities, parents and students. Special thanks to the Sportsmen of India who have shown us what we are capable of doing if we commit. We would like to thank all our well-wishers, friends and investors who have appreciated with generosity our efforts so far, given us the right platforms to present our thoughts and given us opportunities to showcase our products and services, without their trust and belief we would not be here. Our inspiration to offer this vocational course comes from the trust and confidence our schools have placed on us, the smiles that we see on the young school children’s faces and the dire need for us as a nation to focus on preventive health and fitness. We would like to appreciate the government for recognizing the need for elevating the status of physical education and sports in school curriculum and giving us the opportunity to participate in this endeavor. Thank you All!

Acknowledgement

शाळेिवषयी मािहती

शाळेचे नाव: ______________________________________________________________________

प�ा: ___________________________________________________________________________

संपक� क्रमांक: ____________________________

ई-मेल: __________________________________________________________________________

मु�ा�ापकाचे नाव: ________________________________________________________________

मोबाईल नंबर: ____________________________

खालील मािहती भरताना यो� �ा िठकाणी असे √ िटक करा

१. शाळेला मा�ता आहे का ? (registered) होय नाही

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आहेत का ? होय नाही

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८. आय.बी.टी. किमटीसाठी काही नावे नजरेसमोर आहेत का? होय नाही

९. िप�ा�ा पा�ाची सोय आहे का ? होय नाही

१०. आय.बी.टी स�म पणे राबव�ासाठी�ा व आदश� शाळा बन�ासाठी तुम�ा समोरील मु� अडचणी :

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१२. शाळा िकती वगा� पासून िकती वगा�पय�त आहे? : ________________________

१३. शाळेची एकूण िव�ाथ� सं�ा िकती आहे? : _____________

१४. खालील वगा�मधील िव�ाथ� सं�ा सांगा?

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अ.नु. गावाचे नाव अ.नु. गावाचे नाव

१६. िव�ान आश्रमाकडून कुठ�ा प्रकारचे सहकाय� अपेि�त आहे ?

१७. इतर मह�ाची सुचना / अिभप्राय

मु�ा�ापक सही आिण िश�ा

मार्गदर्शगका पत्रक

मलुभूत तंत्रज्ञानाची ओळख (IBT) अंमलबजावणी

महत्वाची कामे आर्ि अरं्िम मदुि :

अ.न. तपशील शेवटची तारीख

१. शाळेने मासिक ररपोटट सिलेल्या नमनु्यामध्ये सवज्ञान आश्रमला वेळेत

आवश्यक आहे. असिक मासहती िाठी खालीसिलेला मासिक ररपोटट हा मदु्दा

पहा.

पढुील मसहन्याच्या ३ तारखे

पयंत

२. सनिेशकाने पढुच्या मसहन्याच्या प्रत्येसिकाचे / उपक्रमाचे सनयोजन करून

त्यािाठी सकती खचट येईल याचे अंिाज पत्रक तयार करावे व

मखु्याध्यापकांना िेणे.

प्रत्येक मसहन्याच्या २५

तारखेला

३. मखु्याध्यापकांनी बकँ खात्यामिून आवश्यक िासहत्य खरेिी करण्यािाठी

सनिेशकाि आवश्यक रक्कम द्यावी.

प्रत्येक मसहन्याच्या २७

तारखेपयंत

४. सनिेशकाने पढुील मसहन्यािाठीचे िवट प्रात्यसिक मटेरीअल खरिेी करावे. प्रत्येक मसहन्याच्या ३० सकंवा

३१ तारखेला

i. IBT कार्गक्रम राबर्वण्र्ासदंार्ागने महत्वाचे मदेु्द:

१. IBT कायटक्रमाचा कालाविी ३ वर्ट आहे.

२. पसहल्या िोन वर्ाटमध्ये अभ्यािक्रमानिुार सवद्यार्थी सवसवि प्रात्येसिके / लोकोपयोगी िेवा आसण इतर

उपक्रम करत सशकतील. सतिऱ्यावर्ी सवद्यार्थयांनी प्रत्येक सवभागात सवसवि लोकोपयोगी आसण नासवन्यपूणट

प्रकल्प करणे अपेसित आहेत.

३. एका वगाटतील (उिा. इयत्ता ९ वी ) सवद्यार्थयांना ४ गटामध्ये सवभागावेत. हे सवद्यार्थी IBT च्या एका

सवभागातील अभ्यािक्रम २ मसहन्यामध्ये पूणट करतील व पढुील सवभागामध्ये जातील. अशा प्रकारे ८

मसहन्यामध्ये हे सवद्यार्थी त्या वर्ीचा अभ्यािक्रम पूणट करतील. वर्ाटच्या िरुवातील याचे सनयोजन करणे

आवश्यक आहे. जर २ मसहन्यामध्ये त्या सवभागातील प्रात्येसिके पूणट झाली नाहीत तर सनिेशाकाने ती इतर

वेळेत सकंवा िुट्टीच्या सिवशी जास्त ताि घेऊन पूणट करावे.

ii. मार्सक ररपोर्ग: ररपोसटंग कालाविी १ तारीख ते ३० सकंवा ३१ तारीख.

पर्ागर् अ: ररपोटटच्या नमनु्यािाठी प्रपत्र-१ पहा

सनिेशकाने त्यांच्या सवभागाच्या प्रत्येसिकाची / उपक्रमाची मासहती सिलेल्या ररपोटटच्या नमुन्यामध्ये

भरावी. IBT िमन्वयाकाने त्यांना हे भरताना मित करणे अपेसित आहे.

शाळेतील IBT िमन्वयाकाने आवश्यक कागिपत्रांवर मुख्याध्यापकांची िही सशक्का घ्यावी. त्यांनी ते

ररपोटट आसण इतर आवश्यक कागिपते्र स्कॅन करून/ फोटो काढून ररपोटट बरोबर सवज्ञान आश्रमला इ-मेल

करावे, आसण ते कागिपत्र फाईलला लाऊन ्यवसस्र्थत ठेवावे. त्यािाठी एक स्वतंत्र फाईल करावी.

मासिक रीपोटट पाठवण्यािाठी इ-मेल ID:

To: [email protected] and CC to: [email protected]

मासिक रीपोटटमध्ये खालील गोष्टी अिा्यात.

१. सिलेल्या नमनु्यामिील मासिक रीपोटटची स्कॅन कॉपी / फोटो.

२. ररपोटटमध्ये सलसहलेल्या प्रत्येक प्रात्येसिकाचे / उपक्रमाचे / लोकोपयोगी िेवेचे िोन फोटो.

३. िैसनक प्रात्येसिक सकंवा उपक्रम नोंि वही फोटो/स्कॅन कॉपी. (नमनु्यािाठी प्रपत्र-२ पहा)

४. लोकोपयोगी िेवा नोंि वही फोटो/स्कॅन कॉपी. (नमनु्यािाठी प्रपत्र-३ पहा)

५. सनिेशकाच्याहजेरीपत्रकाचे चे फोटो/स्कॅन कॉपी. (नमुन्यािाठी प्रपत्र-४ पहा)

मासिक ररपोटट पढुील मसहन्याच्या ३ तारखेपयंत इ-मेल द्वार ेपाठसवणे आवश्यक आहे.

मासिक ररपोटट नमनु्यामध्ये पढुील मसहन्याचे सनयोजन करावयाि िांसगतलेले आहे. ते ही भरणे आवश्यक

आहे.

नोंि: वरील िवट डॉक्यमुेंटवर मखु्याध्यापकांची िही व सशक्का आवश्यक आहे. या सशवाय रीपोटट

स्वीकारला जाणार नाही याची नोंि घ्यावी. जर मखु्याध्यापक िटु्टीवर सकंवा बाहेर गावी अितील तर

मखु्याध्यापक पिाचा भार जयांनी स्वीकारला आहे त्याची िही ग्राह्य िरली जाईल.

पर्ागर्: २ Online Reporting Portal चा उपर्ोर् करून मार्सक ररपोर्ग र्रिे

यािाठी Online Reporting Portal – www.myibtschool.com वर आपल्या शाळेचे खाते खोला व

सिलेल्या िूचनेप्रमाणे आपला मासिक ररपोटट भरा.

mailto:[email protected]


http://www.myibtschool.com/

iii. प्रात्रे्र्िकाचे / उपक्रमाचे / लोकोपर्ोर्ी सेवेचे र्नर्ोजन:

IBT चे िमन्वयक आसण मखु्याध्यापक प्रत्येक मसहन्याच्या २५ तारखेला सनिेशकांची समटींग घेतील आसण

पढुील मसहन्याच्या प्रात्येसिकाचे / उपक्रमाचे / लोकोपयोगी िेवेचे सनयोजन करतील. हे सनयोजन केल्यानंतर

सनिेशकानी त्यांना लागणाऱ्या मटेरीअलची यािी आसण त्याला येणारा अंिाजे खचट काढावा. िमन्वयक यांनी

पढुील मसहन्यािाठी येणाऱ्या मटेरीअल खचाटची मागणी मखु्याध्यापकांकडे एका अजाटच्या स्वरुपात करावी.

मखु्याध्यापक पढुील िोन सिविात म्हणजे २७ तारखे पयंत अजाटप्रमाणे आवश्यक पैिे IBT च्या बकँ

खात्यामिून काढून सनिेशकांना मटेरीअल खरिेीिाठी िेतील.

iv. प्रात्रे्र्िक / उपक्रम / लोकोपर्ोर्ी सेवेसाठीची मरे्रीअल खरदेी:

सनिेशकांनी प्रत्येक मसहन्याच्या ३० सकंवा ३१ तारखेला मटेरीअल खरिेी करणे आवश्यक आहे.

मखु्याध्यापकांकडून मटेरीअल खरिेीिाठी पैिे समळाल्यानंतर सनिेशाकांनी समळून पढुील मसहन्यािाठी

लागणार ेिवट मटेरीअल एकिाच सवकत घ्यावे व आपापल्या सवभागामध्ये ठेवावे. खराब होणार ेमटेरीअल खराब

होणारे मटेरीअल उिा. ििु, पेरू त्याच सिवशी सकंवा एक सिवि आिी खरिेी करावे.

IBT सनिेशकांनी मटेरीअल खरिेीची सबले िमन्वयकाकडे जमा करावीत. जया गोष्टीचे बील निेल त्याचे

वाउचर बनून सकंवा शाळेच्या सनयमानिुार योग्य ते कागिपत्र तयार करून लेखापरीिक / Account कडे िवट

बील शेवटी जमा करावे.

v. र्नदेशकांचे मानधन:

शाळेच्या मखु्याध्यापकाने बकँ खात्यात पैिे आल्यानंतर सनिेशकाचे मानिन ३ सिविाच्या आत िेणे

आवश्यक आहे.

vi. लोकोपर्ोर्ी सेवेमधून र्मळालेली रक्कम:

लोकोपयोगी िेवेमिून आलेले पैिे शाळेने IBT िाठी काढलेल्या बकेँच्या खात्यात जमा करावे. जे्हा

गरज अिेल ते्हा हे पैिे शाळा मटेरीअल खरिेीिाठी वापरू शकते.

vii. नोंदी ठेविे (Record Keeping): शाळेने IBT कायटक्रमातील सवसवि गोष्टींच्या नोंिी ठेवणे आवश्यक आहे.

याचा फायिा वेळेत ररपोटट िेणे सकंवा काम किे िुरु आहे हे िमजण्यािाठी तिेच सवत्तीय सकंवा इतर िहकायट

करणाऱ्या िंस्र्थानंा मासहती िेण्यािाठी होतो.

IBT कायाटकामच्या खालील नोंिी ठेवा्या,

१. दैर्नक प्रात्रे्र्िक र्कंवा उपक्रम नोंद वही: सनिेशकाने हे रसजस्टर िररोज (IBT च्या सिवशी)

भरणे अपेसित आहे. यामध्ये त्यांनी घेतलेल्या प्रात्येसिकाची / उपक्रमाची नोंि करणे अपेसित

आहे. यामध्ये सिलेल्या िवट स्तंभांमध्ये मासहती भरणे अपेसित आहे.

२. लोकोपर्ोर्ी सेवा नोंद वही: सनिेशकाने IBT मिून सिलेल्या लोकोपयोगी िेवांची नोंि यामध्ये

करणे आवश्यक आहे. यामध्ये सिलेल्या िवट स्तंभांमध्ये मासहती भरणे अपेसित आहे.

३. र्वद्यार्थर्ाांचे हजेरीपत्रक: शाळेने IBT च्या प्रत्येक सवभागािाठी स्वतंत्र सवद्यार्थी हजेरीपत्रक ठेवणे

आवश्यक आहे. सनिेशाकाने प्रत्येक IBT च्या सिवशी सवद्यार्थयांची हजेरी घ्यावी व यामध्ये नोन

करावी. (नमनु्यािाठी प्रपत्र-५ पहा)

४. र्नदेशकांचे हजेरीपत्रक: सनिेशाकाने प्रत्येक IBTच्या सिवशी शाळेत आल्यावर पसहल्यांिा

आपली नोंि ‘येण्याची वेळ’ या हजेरी पत्रकातील ओळीमध्ये करावी व जाण्याच्यावेळी ‘जाण्यची

वेळ’ या ओळीमध्ये करावी.

५. मालमत्ता नोंद वही (Asset register): यामध्ये IBT मिील िवट िासहत्य व हत्यार ेयांची नोंि

ठेवावी. िर शैिसणक वर्ाटच्या शेवटी म्हणजे ‘एसप्रल’ मसहन्यात िवट िसहत्य व हत्यारे याची

तपािणी करून त्यांची िध्याची पररसस्र्थती याची नोंि करावी. हे सनिेशाकाने करावे व

मखु्याध्याकांना िाखून त्यांची िही व सशक्का घ्यावा. (नमनु्यािाठी प्रपत्र-६ पहा)

६. प्रकल्प नोंदवही इर्त्ता १० वी साठी: यामध्ये आपल्या शाळेतील इयत्ता १० वी च्या

सवद्यार्थयांनी केलेल्या प्रकल्पांची नोंि ठेवावी. (नमनु्यािाठी प्रपत्र-७ पहा)

viii. र्वद्यार्थर्ाांसाठी प्रात्रे्र्िक नोंदवही: याचा नमनुा पाहण्यािाठी प्रपत्र- ८ पहा. प्रात्येकसिकाच्या मासहतची

नोंि सवद्यर्थयांनी ठेवली तर त्यांना ते भसवष्यात पनु्हा पाहत येईल आसण वापरता येईल त्याच बरोबर त्यांना

नोंिी ठेवण्याचीही िवय लागेल. प्रात्येकसिकाची मासहती सवद्यर्थयांनी या नमुन्यात त्यांच्या वहीमध्ये नोंिसवणे

आवश्यक आहे.

ix. व्र्वस्थापन आर्ि र्वजेचे खचग:

IBT कायटक्रमाचे ्यवस्र्थापन आसण त्यािाठी येणारा सवजेचा खचट हा शाळेने करावा. IBT कायटक्रम हा फार

कमी वेळेिाठी शाळेमध्ये राबसवला जातो तिेच कोणतेही मोठे काम यामध्ये केले जात नाही त्याच बरोबर

यामध्ये उपयोगात येणाऱ्या िवट मशीन कमी भरच्या अिल्याने फार कमी वीज खचट होते. त्यामळेु शाळेने हा

खचट शाळेच्या वीज सबलामध्ये ग्राह्य िरावा.

महत्वाची कामे आर्ि िारीख: र्वज्ञान आश्रमासाठी

अ.न. र्वषर् िारीख

१. *सवज्ञान आश्रम शाळेला सनिेशक मानिन आसण प्रात्येसिकाचे मटेरीअल

खरिेीिाठीचे पैिे िेईल.

प्रत्येक मसहन्याच्या १२

तारखेपयंत

*कृपया नोंि घ्या- आपल्या शाळेमध्ये IBT कायटक्रम राबसवण्यािाठी ठरासवक िंस्र्था सवत्तीय िहाय्य करत

अिते. या िंस्रे्थकडून शाळेिाठी समळालेले पैिे सवज्ञान आश्रम आपल्याला िेत अिते. त्या िंस्रे्थकडून पैिे

समळण्याि उशीर झाला सकंवा समळाले नाही तर याची जबाबिारी सवज्ञान आश्रमाची नाही. पैिे उसशरा आले तर

शाळेला ते समळण्याि उशीर होऊ शकतो.

Introduction to Basic Technology (IBT) Program

Principles Learning While Doing– Students will learn in real life environment

by actually doing things by hand.

Multi skill training– Many problems at ground level need interdisciplinary approach. Student will learn multiple skills simultaneously.( i.e all areas of ‘Nature’ as shown previously)

School must be a production center– Students will provide various services to the community. Community will pay for the services.

Instructor must be an entrepreneur– A person having demonstrable skills and preferably an entrepreneur in village will work as an instructor.

Syllabus

Activities taught through the program ENERGY –

ENVIRONMENT

• Solar cooker, • LED lighting • Biogas, • Soak pit • Watershed,

Smokeless stove • Earthing • Computer

applications • Plain table

survey GPS, Soil testing

• Mosquito control (Gappi Fish breeding),

ENGINEERING

• Ferro cement, • Bamboo

treatment, • Different

Agriculture tools • Ventilation – Low

cost housing, Toilets,

• Pedal power, • Fabrication • Plumbing, • Construction • Carpentry

AGRICULTURE - ANIMAL

HUSBANDRY

• Drip irrigation, Sprinkler,

• Vermi compost, Vermi wash,

• Humidity chamber

• Nursery technique

• Azolla culture, • Seedling Tray • Vaccination • Poultry,Mulching • Feed

concentrate for animals

• Soil testing

FOOD PROCESSING

• Solar drying, • Food

preservation, • Drying of

vegetables • Solar drying, • Food


vegetables • Blood group

testing • Hemoglobin

testing • Packaging • labeling

ENERGY – ENVIRONMENT

• Solar cooker, • LED lighting • Biogas, • Soak pit • Watershed,

Smokeless stove • Earthing • Computer

applications • Plain table survey

GPS, Soil testing • Mosquito control

(Gappi Fish breeding),

Energy & Environment Projects

ENGINEERING






Engineering Projects ENGINEERING






AGRICULTURE - ANIMAL

HUSBANDRY

• Drip irrigation, Sprinkler,

• Vermi composting, Vemi wash,

• Humidity chamber,

• AQUA Portal, • Nursery technique • Azolla culture, • Seedling Tray • Vaccination • Poultry, • Mulching, • Feed concentrate

for animals • Soil testing

Agriculture & Animal Husbandry Projects

FOOD PROCESSING

• Solar drying, • Food


vegetables • Solar drying, • Food


vegetables • Blood group testing • Hemoglobin testing

Home and Health Projects

Results of the program Reduction in school dropouts Increase in SSC results Number of students going for technical training and

vocational education increased substantially. Many new technology introduced in the villages

through school. Enhanced learning in curricular areas. Wider exposure to student. School becoming happening place. Create employment opportunity for min 4 people.

Educational Benefits For Students

25 % quota in ITI admission.

15% quota in polytechnic admission.

40 % quota for bifocal courses.

Services Given by Students Fabrication

Vaccination

Pest control

Food products

Maintenance of sanitation and water

supply

Map, contour making, plain table survey

Electric motor, hand pump repair, LED lights

Construction, plumbing

Solar installation and maintenance

Min tools and equipments

Min. 2 classrooms of 400 & 600 sq.ft.

½ acre agriculture land for agri practical.

4 Local Youth as a instructors.

1 Science / Mathematics teacher to teach theory and

principals behind the activities.

One day per week i.e 10 periods per week.

IBT Program : BASIC REQUIREMENT

+91 99 7575 2916

www.facebook.com/vigyan.ashram.pabal

www.ibtblogs.blogspot.com

Contact

Vigyan Ashram, Pabal, Dist- Pune +91 97 3000 5016 +91 97 6620 8396

E-mail: [email protected] Website: www.vigyanashram.com


http://www.vigyanashram.com/

Sr. No. Name Of School Village name Taluka District State

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2 Shri Bhairavnath Vidyamandir Pabal Shirur Pune Maharashtra

3 Pragati High School, Ashram Shala Mukhai Shirur Pune Maharashtra

4 Shri Sarswati Vidyalaya Aravali Tak Vengurla Sindhudurg Maharashtra

5 Lokmanya Tilak Vidyamandir Chikhalgaon Dapoli Ratnagiri Maharashtra

6 Gram Prabodhini Vidyalaya Salumbre Maval Pune Maharashtra

7 Gramin Prashala Madaj Umarga Osmanabad Maharashtra

8 Shri Gurudev Vidyamandir, Gurukunj Ashram Mozari Tivasa Amravati Maharashtra

9 Sant Yadavbaba Madhyamik Vidyalaya Shindavane Haveli Pune Maharashtra

10 Hutatma Umaji Naik High school Bhiwadi Purandar Pune Maharashtra

11 Swami Vivekanand Vidyalaya Asade Mulshi Pune Maharashtra

12Kai.Vijaya Gopal Gandhi Anudanit Prathmik

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13 Narmadabai Anant Shivaji Desai Vidyalaya Walaval Kudal Sindhudurg Maharashtra

14 Hirkani Vidyalaya Gawadewadi Ambegaon Pune Maharashtra

15 Paramahans Ganeshji Pandit Vidyalaya Talasari Talasari Thane Maharashtra

16 Shardatai Govindrao Pawar Madhyamik Vidyalaya Kem Karmala Solapur Maharashtra

17 Loknete Dada Jadhavrao Madhyamik Vidyalaya Hingangaon Haveli Pune Maharashtra

18 Vivek Madhyamik Vidyalaya Mandwa Wardha Wardha Maharashtra

19 Vikramgad Highschool Vikramgad Vikramgad Thane Maharashtra

20 Dnyanganga Vidyaniketan Manchihill Sangamner Ahmednagar Maharashtra

21 Vasantrao Naik Vidyalaya Warwati Ambajogai Beed Maharashtra

22 Nutan Madhyamik Vidyalaya Khondamali Nandurbar Nandurbar Maharashtra

23 Nutan Maratha Madhyamik Vidyalaya Chadvel Korde Sakri Dhule Maharashtra

24 Baba aamte Bharat Jodo Ashram Shala Sakri Sakri Dhule Maharashtra

IBT/MSFC School List

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26 Shri Kolheshwar Vidyalaya Tandulwadi Koregaon Satara Maharashtra

27 Rakesh Jain Madyamik Vidyalaya Shivkar Panvel Raigad Maharashtra

28 New English SchoolBargaon

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29 Shri. Laxmi Vidyalaya Hasur Khurd Kagal Kolhapur Maharashtra

30 Anandrao Patil PrashalaBelewadi

KalammaKagal Kolhapur Maharashtra

31 Kurze vibhag High school Kurze Vikramgad Thane Maharashtra

32 D.N. Wandrekar Madyamik Ashramshala Pal Raver Jalgaon Maharashtra

33 Shri Yogeshwari Nutan Vidyalaya Ambajogai Ambajogai Beed Maharashtra

34 Madyamik Ashram Shala Lohara Raver Jalgaon Maharashtra

35 Abasaheb Kakade Vidyalaya Shevgaon Shevgaon Ahmednagar Maharashtra

36 Dnyansanwardhini Madhyamik Vidyalaya Shirwal Khandala Satara Maharashtra

37Smt.Godwaribai kunkulol Yogeshwari Kannya

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38 Sau.S. P. Fadtare Kanya Madhyamik Prashala Rahimatpur Koregaon Satara Maharashtra

39 Adarsh Prashala NagajKavthe

MahankalSangli Maharashtra

40 Shivaji Madhyamik Vidyalaya Shevali Sakri Dhule Maharashtra

41 GTP Kanya Prashala Tilali Nandurbar Nandurbar Maharashtra

42 Nutan Madhyamik Vidyalaya Aaichale Sakri Dhule Maharashtra

43 V.N.Nabar memorial English Medium School Banda Sawantwadi Sindhudurg Maharashtra

44 Shankar Mahadev vidyalaya Kumbhawade Kankavli Sindhudurg Maharashtra

45 Madhyamik Vidyamandir Wadad Hasol Rajapur Ratnagiri Maharashtra

46 New English School Shirdhon Koregaon Satara Maharashtra

47Dhanaji Nana Vidyalaya va Uchcha Madhyamik

VidyalayaKhiroda Raver Jalgaon Maharashtra

48 Saraswati Kanya Vidyalaya Mukutban Zari Jamni Yavatmal Maharashtra

49 Swa.Laxmibai Moghe Vidyalaya Botoni Maregaon Yavatmal Maharashtra

50 Dada Desai High School Inchanal Gadhinglaj Kolhapur Maharashtra

51 Shetakari Vikas Vidyalaya Mangli Zari Jamni Yavatmal Maharashtra

52 Shivashakti Kanya Shala Kalamb Chandrapur Yavatmal Maharashtra

53 Swa.Laxmibai Moghe Vidyalaya Jalka Maregaon Yavatmal Maharashtra

54Netaji Subhashchandra Bose Madhyamik

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56 Madhyamik Prashala Benapur Khanapur Sangli Maharashtra

57 Nutan Madhyamik Vidyalaya Aamkhel Sakri Dhule Maharashtra

58Shree Pandharinath Vidyalaya and Jr. college,

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59 shri. Chhatrapati Shivaji Vidalay Veet Karmala Solapur Maharashtra

60 Gurukul Secondary School for SC Pal Raver Jalgaon Maharashtra

61 Navjivan High school, & Junier college Pathrai Ramtek Nagpur Maharashtra

62 Swami Vivekanand Vidyalaya Devlapar Ramtek Nagpur Maharashtra

63 Indira Gandhi Madhyamik Kanya Vidyalaya Nijampur Sakri Dhule Maharashtra

64 Sant Gadgebaba Vidyalaya Mohurli Chandrapur Chandrapur Maharashtra

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66 Sangmeshwar madhymic vidylya pargaon ambegaon pune Maharashtra

67 New English School jeur jeur purander pune Maharashtra

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69 Shri. Hanuman new English School Valsang Jat Sangli Maharashtra

70Shri Dadamaharaj Natekar Panchkoshadharit

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71 Agri MP High school Jamgaon Parner Ahmadnagar Maharashtra

72 P.R. Bhor Vidyalaya Thangaon Sinnar Nashik Maharashtra

73 Jay Seva Adivasi Madyamik Ashramshala Dahoda Ramtek Nagpur Maharashtra

74 Gyanaprabodhini High School Harali Lohara Usmanabad Maharashtra

75 bhandari hischool bhandari malwan malwan shindurgu Maharashtra

76 shantdurga hischool wadacha pat malwan shindurgu Maharashtra

77 malang hischool nighoj shirur pune Maharashtra

78 pandurangaana thorat vidhyaly amdabadh shirur pune Maharashtra

79 Bhandari High Scool Malvan Malvan Sindhudurg Maharashtra

80 Shantadevi Madhyamik Vidyalaya Vadachapar Malvan Sindhudurg Maharashtra

81 Vagheswar Madhyamik Vidyalaya Peth Anmbegaon Pune Maharashtra

82 Sadhna Vidyalaya Shanimandal Nandurbar Nandurbar Maharashtra

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84 Sangroli Madhyamik Vidyalaya Nanded Nanded Nanded Maharashtra

85 Saraswati Madhyamik VidyalayaNagpur

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86 Sant Dgyaneshwar Vidyalaya Chas Ambegaon Pune Maharashtra

87 Dgyanda Vidyamandir Narayangoan Junnar Pune Maharashtra

88 Guruvarya Eknath Govinda Dev Prashala Bori Khurd Junnar Pune Maharashtra

89 Kulswami Khanderay Vidyalaya Hiware Junnar Pune Maharashtra

90 Parents' Association English School, Satara. Satara. Satara. Maharashtra

91 Sou. Godutai Jambhekar Vidyalaya, Ratnagiri Ratnagiri Ratnagiri Maharashtra

92 Anandibai Krushnaji Gokhale Madhyamik Vidyalaya Dhaulvalli Rajapur Ratnagiri Maharashtra

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94 Samarth Vidyalay- Helpers of the handicapped Unchgaon (East) Karveer Kolhapur Maharashtra

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96 Saradar Raghunatharav Dhavale High school Kendur Shirur Pune Maharashtra

97 Indiraji Madhyamik Vidyalya Moi, Kuruli Khed Pune Maharashtra

98 Shree Samarth Uchha Madhyamik Vidyalay Chimbali Phata Khed Pune Maharashtra

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100Shree Dada Maharaj Natekar Panchkoshadharit Vidyalaya Chikhali Haveli Pune

Maharashtra

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102 Sumati Balvan School Gujarwadi, Katraj Haveli Pune Maharashtra

103 Adarsh Vidyalaya Amboli Khed Pune Maharashtra

104 New English school Kohinde Khed Pune Maharashtra

105 Potacabin Karli Geedam Dantewada Chhattisgarh

106 Potacabin Gumda Geedam Dantewada Chhattisgarh

107 Potacabin Kasoli Geedam Dantewada Chhattisgarh

108 Potacabin Hitameta Geedam Dantewada Chhattisgarh

109 Potacabin Bangapal Geedam Dantewada Chhattisgarh

110 Potacabin Chitaloor Dantewada Dantewada Chhattisgarh

111 Potacabin Godre Dantewada Dantewada Chhattisgarh

112 Potacabin Mendoli Dantewada Dantewada Chhattisgarh

113 Potacabin Bhansi Dantewada Dantewada Chhattisgarh

114 Potacabin Bacheli Dantewada Dantewada Chhattisgarh

115 Potacabin Dhanikarka Katekalyan Dantewada Chhattisgarh

116 Potacabin Gatam Katekalyan Dantewada Chhattisgarh

117 Potacabin Bengaluru Katekalyan Dantewada Chhattisgarh

118 Potacabin Mokhpal Katekalyan Dantewada Chhattisgarh

119 Potacabin Palnar Kuakonda Dantewada Chhattisgarh

120 Potacabin Kuakonda-1 Kuakonda Dantewada Chhattisgarh

121 Potacabin Kuakonda-2 Kuakonda Dantewada Chhattisgarh

122 Potacabin Neleshnar Bairamgarh Bijapur Chhattisgarh

123 Potacabin Pusnar Bairamgarh Bijapur Chhattisgarh

124 Potacabin Matwada Bairamgarh Bijapur Chhattisgarh

125 Potacabin Jangla Bairamgarh Bijapur Chhattisgarh

126 Potacabin Naimed Bijapur Bijapur Chhattisgarh

127 Potacabin Kutru Bairamgarh Bijapur Chhattisgarh

128 Potacabin Bijapur Bijapur Bijapur Chhattisgarh

129 Potacabin Duggaiguda Usur Bijapur Chhattisgarh

130Potacabin Sangampalli Bhopal patnam Bijapur Chhattisgarh

131Potacabin Pegadapalli Bhopal patnam Bijapur Chhattisgarh

132 SSD Govt. Highschool B. Mutlur Chidambaram Cuddalore Tamilnadu

133 Govt. boys Hr. Secondary school Parangipettai Chidambaram Cuddalore Tamilnadu

134 Govt. Girls Hr. Secondary school Parangipettai Chidambaram Cuddalore Tamilnadu