Version 1...Generic Course with High Demand Obtain QP-NOS compliance Certificate (from respective...

Curriculum Alignment

With

Qualification Pack

Structuring Courseware as per QA Guidelines

Process Manual

Version 1.0

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Process Manual Version 1.0 Course Alignment with QP

Table of contents

No.

Title

Page No.

1.0 Version History 3

2.0 Abbreviations 4

3.0 About this Document 5

4.0 Background 6

PART-1

Curriculum Alignment with Qualification Pack-National Occupational Standards

5.0 Occupational Qualification Mapping -Steps at a Glance 9

6.0 OQM-Steps in Detail 10

6.1 Step 1: Identify SSC 10

6.2 Step 2: Identify Matching QP 15

6.3 Step 3: Align curriculum with QP-NOSs 20

6.4 Step 4: Action Plan in case QP is unavailable 26

6.5 Suggested Timeframes 27

PART-2

Structuring Courseware as per Quality Assurance Guidelines

7.0 QA Guidelines 29

7.1 Training Content 29

7.2 Training Aids/Courseware Elements 29

7.3 Training Material Compendium 32

7.4 Trainer 32

7.5 Assessment & Certification 33

ANNEXURES

8.0 Annexure 1- SSC Contact Details 34

9.0 Annexure 2- Sample QP-NOS Compliance Certificate 35

10.0 Annexure 3- Curriculum Template 36

11.0 Annexure 4- Training Delivery Plan Template 37

12.0 Annexure 5- Guidelines for Facilitator‟s Guide 38

13.0 Annexure 6- Guidelines for Trainer‟s Guide 39

14.0 Annexure 7- Guidelines for Participant‟s Manual 46

15.0 Annexure 8- Guidelines for Participant‟s Feedback Form 53

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1.0 Version History

Version

No

Purpose Changes

made

New

Processes

Author Date of

Creation

V 1.0

1. Aligning the

curriculum of

existing NSDC

training partner

courses with

Qualification

Packs.

2. Structuring the

Training Partner

courseware as

per QA

Guidelines

N/A N/A

NSDC-

Standards

and QA

1-10-2013

Note:

NSDC has the right to change the contents of this Process Manual at any given point of

time.

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2.0 Abbreviations

Term Detail

NOS National Occupational Standard

OQM Occupational Qualification Mapping

QA Quality Assurance

QP Qualification Pack

SSC Sector Skill Council

SQA Standards and Quality Assurance

TMC Training Material Compendium

TP Training Partner

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3.0 About this Document

This Document is divided into two parts. Part 1 deals with the Curriculum Alignment with QP-

NOS and part-2 involves the Structuring of Courseware as per QA Guidelines.

The goals and advantages of this process manual are as follows:

Goals

To lay down a clear process that NSDC Training Partners need to follow so as to

align their curriculum with National Occupational Standards.

Development of the courseware by the Training Partners as per NSDC Quality

Assurance guidelines.

Advantages

It enables uniformity and consistency in task of aligning course curriculum with

qualification pack across all the Training Partners.

It ensures that the trainees are being taught and assessed on what they are

expected to learn and know by the industry.

Training partners can be objective about their curriculum, instructions and

assessments.

Development of courseware as per the QA guidelines leads to the instructional

experiences which make the acquisition of knowledge and skill more efficient,

effective, and appealing.

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4.0 Background

The National Skill Development Corporation (NSDC) has been instituted to foster private

sector initiatives in skill development. It is a Public Private Partnership (PPP) organization

with representatives of Government and Industry Associations on its Board NSDC plays a

significant role in bridging the gap between the courses offered in the high growth sectors

and the National Occupational Standards pertaining to job roles in those sectors.

Sector Skill Councils (SSCs) are industry-led bodies, who would be responsible for the

defining the skilling needs, concept, processes, certification, and accreditation of their

respective industry sectors. The SSCs shall prescribe the NOSs and QPs for the job roles

relevant to their industry.

National Occupational Standards (NOS) describe best practices by bringing together

performance criteria, knowledge and skills pertaining to a job role. National Occupational

Standards are valuable tools to be used as benchmarks for qualifications as well as for

defining job roles. Each NOS defines one key function in a job role.

The NOS are laid down by employers through their Sector Skill Councils. A set of NOS,

aligned to a job role, called Qualification Pack, would be available for every job role in each

industry sector. SSCs aim to create a qualification pack for every popular job role which

further drives both the creation of curriculum, and assessments. NOSs and QPs for job roles

in various industry sectors, created by SSCs and subsequently ratified by appropriate

authority, would be available online and updated from time to time.

Curriculum for course, on the other hand is the interplay among standards, assessments,

content, and instruction. As such it describes activities that will lead students to understand

the knowledge and skills they will acquire to perform successfully in a specific job role.

Aligning the curricula of courses carried out by Training Providers with the Qualification

packs ensures that the trainees are being taught and assessed on what they are expected to

learn and know by the respective industry.

Therefore the alignment process helps the training partners to think critically about their

curriculum, instruction and assessments as they work to ensure that the trainees must

achieve a specified standard of performance while carrying out a function in the workplace

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together with the knowledge and understanding required to meet that standard consistently.

The drive to develop competency based curriculum encourages the inclusion of not just

theoretical aspects but also the practical requirements of an employment. The NOSs

elaborate the level of competence required to perform productively in an occupation and that

description is used, in turn, to develop a closely aligned curriculum for training programmes.

Consequently the entire courseware of the training program is aligned to the National

Occupational Standards.

It must be noted that the standards form the framework for the curriculum of a course, in fact

standards are NOT the curriculum but they are the foundation for a curriculum.

Whilst the prerogative and the onus of delivering an effective skilling program through

appropriate techniques is on the training provider, NSDC expects the adherence to Quality

Assurance Guidelines prior to the rollout of each program. The QA Guidelines set out by

NSDC confirms the effective instructional experience of the training partner courses.

Therefore the alignment of courseware with National Occupational Standards together with

the courseware structure as per QA guidelines ensures that the trainees are being imparted

the National Occupational Standards through a highly effective training program.

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PART 1

CURRICULUM

ALIGNMENT

WITH

QP-NOS

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5.0 OCCUPATIONAL QUALIFICATION MAPPING (OQM)

Steps at a Glance

*List of Sector Skill Councils available on NSDC website (www.nsdcindia.org) **Documentary proof of high demand is required (high demand is defined on page 19 of this manual) ***Obtain QP-NOS compliance certificate once the QP is provided by the SSC

STEP 1

Possibility 2 Possibility 1

STEP 2

Possibility 1

STEP 2

Possibility 2

STEP 3 STEP 3

Possibility 1 Possibility 3 Possibility 2

STEP 4 STEP 4 STEP 4

Identify Sector Skill Council* (under which the course could be classified)

Sector Skill Council Available

Matching Qualification

Pack is Available

Align Curriculum with QP

(as described in Section 6.3)

Sector Skill Council Unavailable

Identify Matching Qualification Pack

for the Course

Matching Qualification

Pack is Unavailable

Identify Demand of the

Course

Specific Course with

High Demand**

Course with Low

Demand

Discard the Course Restructure the

curriculum to an

existing QP

Contact the respective

SSC and get Provisional

Approval***

Conditional Acceptance (for job specific

courses based on endorsements from 3

prospective employers from same sector)

Generic Course with

High Demand**

Obtain QP-NOS

compliance

Certificate (from

respective SSC)

Send a copy of

certificate to SQA

team

http://www.nsdcindia.org/

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6.0 Steps in Detail

Steps in the process of aligning the course curriculum with QP/ NOSs are described in detail

in the following sections of this manual. Each step is further divided into detailed sub-steps

linking the 4 main steps in the process of alignment.

6.1 STEP 1

Identify Sector Skill Council

This first step towards curriculum alignment is to identify the Sector Skill Council under which

the course could be classified. This step is further divided into three sub-steps which are

explained as follows:

These sub-steps are explained in detail in the following sections of this manual.

6.1(a)

•Open the latest Training Material Compendium (TMC) and update the first 8 columns for all the courses in the same TMC

6.1(b) •Visit NSDC website (www.nsdcindia.org) and click on

National Occupational Standards

6.1(c)

• Identify the Sector Skill Council under which the course could be classified from the list of SSCs available and mention it in the Training Material Compendium (TMC)

6.1(d)

•Exception: In case the SSC is unavailable, Conditional Acceptance is granted by NSDC based on endorsements from 3 prospective employers

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6.1(a) Open the most recently updated Training Material Compendium and populate

the first eight columns (from A to H) for all the courses in the same TMC as

shown in the Figure-1

You need to insert the column in case any column is missing.

By the end of this step your TMC must have all the 8 columns (From A to H)

populated for all your courses as shown in Sample-1.

NOTE: Nonspecific courses are not permissible, all the courses should be job specific

Figure- 1

Sample- 1

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6.1(b) Visit NSDC website (www.nsdcindia.org)

Click on the National Occupational standards tab as highlighted in Figure-2:

Figure-2

http://www.nsdcindia.org/

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6.1(c) Identify the Sector Skill Council under which the course could be classified from

the list of SSCs available in National Occupational Standards tab. Capture the

available corresponding SSC in the TMC under „identified SSC‟ column. (As

shown in Figure-3)

Figure-3

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6.1(d) EXCEPTION: in case the Sector Skill Council is unavailable

Leave the „Identified SSC‟ column blank in the Training Material Compendium as shown in

the Figure-4

Conditional Acceptance of job specific course is granted by NSDC, based on

endorsements from three prospective employers, subject to an undertaking by the

Training Partner to align the curriculum as per QP/NOSs whenever the SSC comes

into existence and provides QP/NOSs for the same.

A request email for conditional acceptance along with the details of the course and

endorsements from 3 prospective employers should be sent to the SQA team (mark

CC to Monitoring Team) at NSDC.

Figure-4

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6.2 STEP 2

Identify Matching Qualification Pack for the Course

Once the Sector Skill Council is identified and its availability is confirmed, proceed further to

Step 2.

In this step you will link your course to the available Qualification Pack.

This step is further divided into four sub-steps which are as follows:


6.2(a) •Browse the list of Qulaification Packs available under each

SSC (in National Occupational Standards tab)

6.2(b) • Identify the matching Qualification Pack from the available

list of QPs and mention it in the TMC

6.2(c) •Update the NVEQF Level Column in the TMC with reference

to the respective QP (page 2)

6.2(d)

•Exception: In case the SSC is available but the matching QP is unavailable, leave the corresponding cells blank in the TMC and identify the demand of the course.

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6.2(a) The available Sector Skill Councils have issued certain Qualification Packs for

popular Job Roles. These QPs are accessible on NSDC website. As shown in the

Figure-5 below Construction SSC has issued six QPs:

Figure-5

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6.2(b) Identify the matching Qualification Pack with the course pertaining to specific Job

Role/Roles as mentioned in the TMC „Job Role‟ column

If Matching Qualification Pack is available then accordingly update the matching

Qualification Pack column in the same TMC as shown in Figure-6. For example the

„Assistant Mason‟ Job Role matches with „Helper Mason‟ QP.

Figure-6

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6.2(c) Update in the same TMC, the NVEQF Level Column with reference to the

corresponding Qualification Pack (page 2) as shown in Figure-7.

Figure-7

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6.2(d) EXCEPTION: In case the SSC is available but matching Qualification Pack is

unavailable

Leave the „Matching Qualification Pack & Ref. ID‟ column blank in the Training Material

Compendium (TMC) sheet as shown in the Figure-8

Identify the demand of the course for which matching QP is unavailable and gather

the documentary proof of the same.

The documentary proof can be the data of the students you have trained for that job

role in the last 6 months.

Or in case the course has not started yet then gather documentary proof from market

research or competitors indicating the number of students trained for that job role in

the last 6 months.

HIGH DEMAND: If the no. of students trained in the last 6 months are more than 200

LOW DEMAND: If the no. of students trained in the last 6 months are less than 200

Figure-8

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6.3 STEP 3

Aligning Curriculum with Qualification Pack

The National Occupational Standards serve as a framework for the curriculum of the

corresponding course. In this step you will be able to align the curriculum with the available

Qualification Pack.

Once the Curriculum is aligned eventually the remaining courseware elements (listed in part

2 of this manual) must also be aligned to the respective Qualification Pack-National

Occupational Standards.

This step is further divided into four sub-steps which are as follows:


6.3(a) •The National Occupational Standards listed on Page 2 of the Qualification Pack form the Chapters/Main Topics/ Modules

6.3(b)

•Each NOS contains three aspects (Performance criteria, Knowledge and skills)which form the sub topics whith in the respective Chapter/Main Topic/ Module

6.3(c)

•Once the curriculum is 100% aligned to the QP-NOS i.e. it encompasses all the NOSs in the curriculum; Get in touch with the respective SSC and obatin a QP-NOS Compliance Certificate

6.3(d) •Submit a copy of QP-NOS Compliance Certificate along with the Updated TMC and curriculum to the STANDARDS & QA TEAM at NSDC

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6.3(a). To build the curriculum aligned with Qualification Pack, look at Page 2 of the

respective QP which lists the “National Occupational Standards” as shown in the

Figure-9 below

These NOSs can be equated to the various Chapters/Main Topics/ Modules in a

Training Course Curriculum.

.

Figure-9

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6.3(b) Each National Occupational Standard includes performance criteria, knowledge and

skills pertaining to a job role. The curriculum must cover these three aspects as sub

topics under every NOS (Chapters/Main Topics/ Modules) as shown below.

Further with the help of a sample curriculum, appropriate alignment of the curriculum

with National Occupational Standards is demonstrated.

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Process Manual Version 1.0 Course Alignment with QP Disclaimer: The example given below is purely illustrative and has been provided as a reference to assist with the QP-NOS alignment process and drafting of the document as per the template and the style of language. The contents given below may not strictly, in all senses, reflect a typical curriculum for the course under reference.

Sample Curriculum

Certificate Program in Basic Masonry Skills

CURRICULUM

This program is aimed at training candidates for the job of a “Mason”, in the “Construction”

Sector/Industry and aims at building the following key competencies amongst the learner

1. Ability to appropriately identify, select and use the tools and materials required for various masonry activities

5. Efficiently handle, stack and store the materials.

2. Well-versed with health and safety measures to be followed while working.

6. Ability to construct various types of wall using different types of bricks & bonds

3. Well aware of the terminology related to masonry activities.

7. Ability to skilfully erect and dismantle a 3.6 meter temporary scaffold.

4. Knowledge and ability to suitably estimate and prepare cement mortar and concrete mix.

8. Proficiency in cutting, filling, levelling & compaction of earth

This course encompasses 7 out of 7 National Occupational Standards (NOS) of “Helper Mason”

Qualification Pack issued by “Construction Sector Development Council”.

S. No

Topic/Module Duration (in Hours)

Key Learning Outcomes Corresponding NOS Code

1 Introduction to Masonry

3 Introduction to the trade

Importance and role of a mason

2 Health, Safety & Environment

5 Using Personal Protective Equipment

Do’s and Don’ts during working at height

Carryout the safety measures

Practice first aid

Ensure the waste disposal and pollution control

Procedure and evacuation during emergency drill

CON/ N0001

3 Terminology

2 Well-versed with terminology related to masonry

4 Identification, Selection & Use of Tools & Materials

20 Identify, select and use hand & measuring tools

Identify, select and use of construction materials

Identify and select basic power tools

CON/ N0002

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S. No

Topic/Module Duration (in Hours)

Key Learning Outcomes Corresponding NOS Code

5 Handling & Storing Materials

5 Properly lift & shift the materials

Skilfully loading, unloading of materials

Proper storing and stacking of materials

Handle and lift different types of material

Expertly carry loose and fluid materials

Recognise individual and team work for lifting, loading and unloading of materials

CON/ N0003

6 Preparation of Cement Motor & Concrete Mix

20 Select proper mixing platform

Measure the dry ingredients correctly

Open use & stack cement bag properly

Efficiently mix the mortar or concrete uniformly within stipulated time

Make 0.245 cum cement mortar mix in 30 minutes with one helper

Move, place and operate the hand operated concrete mixtures

Pour the material into the concrete mixtures

Place and transport the concrete

Make 0.25 cum cement concrete mix in 30 minutes with one helper.

Do curing for the elements for the minimum stipulated time.

Maintain the site tidiness accordingly

CON/ N0004

7 Basic Brickwork

30 Properly mark the header/ stretcher/ English bond layout

Accurately set out 90 degree using Building Square or 3‐4‐5 method for corners

Proficiently make the Dry bonding

Skilfully assist to construct the brick wall

CON/ N0005

8 Temporary Scaffold

10 Erect and dismantle 3.6 meter temporary scaffold efficiently

Complete the task within the time limit

CON/ N0006

9 Basic Earthwork 20 Proficiently cut & fill the earth as per the markings and layout

Accurately levelling & compaction of earth at desired level & location

CON/ N0031

Total Programme Duration: 115 Hours (This syllabus/ curriculum has been approved by Construction Skill Development Council)

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6.3(c) QP-NOS COMPLIANCE CERTIFICATE

Once the course is aligned with the National Occupational Standards, a request email

should be sent to the respective SSC along with the aligned curriculum attached

(mark CC to SQA team at NSDC)

The Training Partner needs to obtain the QP-NOS Compliance Certificate from the

respective Sector Skill Council and submit a copy of the same to SQA Team at NSDC.

The certificate is valid up to the next review date of the Qualification Pack.

The contact details of the available SSCs can be found in the Annexure 1.

Refer Annexure 2 for Sample QP-NOS Compliance Certificate

6.3(d) Submit a copy of QP-NOS Compliance Certificate along with the aligned

Curriculum and updated Training Material Compendium to the STANDARDS &

QA Team (SQA) at NSDC.

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6.4 STEP 4

Action Plan in case QP is Unavailable

In the situation where the SSC is available but a matching Qualification Pack is not

available, the Training Partner needs to recognise the demand for such courses.

There are three possibilities in this case which are explained in the matrix below along with

the action to be taken in each case:

Possibility 1 2 3

Demand of

the course

Generic Course with

High Demand*

Specific Course with

High Demand* Low Demand*

Action/

STEP 4

Provide documentary

proof** of high demand

Restructure the

curriculum and align it

to an existing

Qualification Pack.

Follow the alignment

procedure as described

in Step-3 previously and

obtain a „QP-NOS

Compliance Certificate‟

from the respective

SSC.

Submit the certificate

and curriculum to SQA

Team at NSDC

Provide documentary

proof** of high demand

Contact the respective

Sector Skill Council and

get Provisional

Approval*** from them,

subject to an undertaking

by the proposing

organisation to align the

curriculum as per

QP/NOSs whenever the

SSC provides QP/NOSs

for that Job Role.

Submit a Copy of

Provisional Approval***

by respective SSC to

SQA Team at NSDC

Discard the

course

* Refer Page No. 19 of this manual for clarity on High Demand and Low Demand

**Refer Page No. 19 of this manual for documentary proof

*** Training Partner will obtain QP-NOS compliance certificate once the QP is provided by the respective SSC

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6.5 SUGGESTED TIMEFRAMES

CASE 3*** CASE 2** CASE 1*

Da

y 1

4

Da

y 1

3

Da

y 1

2

Da

y 1

1

Da

y 9

Da

y 1

0

Da

y 8

Da

y 7

Da

y 6

Da

y 5

Da

y 4

Da

y 3

Da

y 2

Da

y 1

Training Partner receives the Process Manual

Training Partner will send TMC (capturing columns A to K) to SQA Team at NSDC

Training Partner

will send:

Request email for QP-NOS

compliance certificate to

respective SSC (with

aligned curriculum)

Request email for

Provisional Approval to

respective SSC (with

Documentary Proof of high

demand)

Request email for

Conditional Acceptance to

SQA team at NSDC (with

endorsements from 3

prospective employers)

CASE 3*** CASE 2** CASE 1* SSC will validate the

alignment and issue QP-

NOS Compliance Certificate

OR

Suggest gaps and inform

Training Partner to re-

examine the alignment

SSC will validate the

Documentary Proof of high

demand and provide

Provisional Approval

OR

Disapprove the proof and a

joint meeting will happen

between TP, SSC & NSDC

to evaluate the appeal

NSDC will validate the 3

endorsements and provide

Conditional Acceptance

OR

Disapprove the 3

endorsements and a joint

meeting will happen

between TP & NSDC to

evaluate the appeal

SSC/ NSDC

prerogative

CASE 3*** CASE 2** CASE 1*

Training Partner

will send:

Request email for QP-NOS

compliance certificate to

respective SSC (with all

gaps closed in the aligned

curriculum)

In case of disapproval joint

meeting will take place

between TP, SSC & NSDC

to evaluate the appeal and

accordingly the action plan

will be suggested to the TP

In case of disapproval joint

meeting will take place

between TP & NSDC to

evaluate the appeal and

accordingly the action plan

will be suggested to the TP

Day1 to 14 are working days

*Case1: both SSC and matching QP available

**Case 2: SSC available but matching QP unavailable

***Case3: SSC is unavailable

Training Partner will start the OQM process and simultaneously populate the TMC (columns A to K)

Training Partner

will:

CASE 3*** CASE 2** CASE 1* Start aligning curriculum

with QP-NOS

Gather documentary proof

of high demand

Procure endorsements from

3 prospective employers

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PART 2

STRUCTURING

COURSEWARE

AS PER

QA GUIDELINES

Once the course curriculum is aligned with Qualification Pack-National

Occupational Standards, the Training Partner must structure the entire

courseware as per Quality Assurance Guidelines issued by NSDC

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7.0 QA GUIDELINES

Whilst the prerogative and the onus of delivering an effective skilling program through

appropriate techniques is on the training provider, NSDC expects the following

guidelines to be met prior to the rollout of each program. These guidelines need to be

followed for the instructional design.

7.1 Training Content Content should be competency based and clearly articulate the Job role for which the

candidate is being trained, functions & activities needed to be performed within the

job role, Knowledge & Skills required to perform each activity effectively, key

outcomes of each activity to address skill gaps and expected standards of

performance (measurable or observable) for each outcome.

It should be translated into vernacular/ local language wherever applicable and include

a module on Basic Hygiene, Soft Skills and Health & Safety measures. This may

help in avoiding accidents or injuries during the course of training or even later.

7.2 Training Aids/ Courseware Elements

The availability of all the Courseware Elements (as per guidelines) is verified on sample

review basis by an appropriate, NSDC designated authority.

The essential courseware elements are listed as follows:

1. Curriculum/ Syllabus

A clearly defined Curriculum/ Syllabus should be in place, clearly indicating:

• Key competencies to be expected to be acquired by the incumbent at the

end of the program.

• Topics/ modules (to address different aspects of the program aligned to

the NOSs as explained in Step-3 of curriculum alignment with QP-NOS)

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• Duration of each module (number of hours/days/weeks) and the total

program.

• Key learning outcomes mapped with the performance criteria of the

corresponding NOS as shown in Step-3

• Corresponding NOS Code.

(Refer Annexure 3 for the Curriculum Template)

It is mandatory for every program to have 2 modules on soft skills – generic as

well as with reference to the particular skill being imparted.

2. Training Delivery Plan A clearly laid out module wise and session wise, Training Delivery Plan-

indicating name of the program, objectives (competencies/learning outcomes)

to be achieved, duration, training aids/equipment use and training

methodology (Refer Annexure 4 for Training Delivery Plan Template)

3. Facilitation Guide A Facilitation Guide – for the Trainers on generic training skills – with focus on

instructional, facilitation, pedagogic, administrative and communication skills.

(Refer Annexure 5 for guidelines on Facilitation Guide)

4. Leaders (or Trainers) Guide A Leaders (or Trainers) Guide – on the program per se – focusing on domain

knowledge and skills being imparted. It should clearly articulate the distinct

pedagogy for different skills & knowledge, equipment & machinery needed for

delivering domain knowledge, props and audio visuals (where needed), a clearly

laid out lesson plan for each session and key learning outcomes at the end of

each session. Power point presentations (if being used) should be aligned to

session plans. The Leader‟s Guide should also clearly mention safety measures

and necessary precautions required to be taken both on the shop floor and off i t

(wherever applicable). (Refer Annexure 6 for guidelines on Trainer’s Guide)

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5. Participants Manual/ Workbook/ Guide

A Participants Manual/ Workbook/ Guide – on the program per se – focusing

on domain knowledge and skills being imparted. There should be exercises at

the end of each module to test understanding. Where skills are being imparted

to candidates who are not literate enough, the participants manual should

include a lot of visuals. A section on basic health and safety measures (both on

the shop floor and off it) should be included. (Refer Annexure 7 for guidelines

on Participants Manual)

6. Reference Manual/ Handbook A Reference Manual/ Handbook – for post training and ongoing reference by the

candidate. (This could be need based/ optional).

7. Equipment Equipment being used for imparting training (such as tools & machinery, flipcharts,

computers, projectors, whiteboards etc.,) should be clearly listed out and made

available for inspection as and when needed.

8. The training content and equipment for all NSDC funded programs should carry the

NSDC logo.

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7.3 Trainer

Should be certified, by an acceptable authority, in both domain knowledge as well as

instructional skills. He/ she should have good communication and facilitation skills

and the ability to deliver training in vernacular/ local language where required, for

ease of assimilation and should lay ample stress on health & safety measures as well

as soft skills. (Refer Annexure 8 for guidelines on Trainer Feedback)

7.4 Training Material Compendium (TMC)

The Training Partner will self-report the availability of all the Courseware Elements/Training

Aids in the Training Material Compendium (TMC) remaining columns. However the

availability of the same will be verified by an appropriate, NSDC designated authority. A

blank TMC format is shared with the Training Partners at the time of orientation and the

status of courseware elements(part-2 in the TMC), for each course, is reported by the

Training Partners in any of the following ways as applicable:

Not Available NA

Available but not as per NSDC guidelines ANG

Available and as per NSDC guidelines A

The TMC is regularly updated and shared with the monitoring team and S&QA Team at

NSDC.

A blank TMC format is also available on NSDC website under „Quality‟ tab.

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7.5 Assessment & Certification

SCENARIO 1: Sector Skill Council is Available

In case where SSC is available the assessment and certification will happen through

the respective SSC or SSC approved assessment agency.

No entity that is engaged in providing training shall be eligible to be approved as an

assessment and certification agency in such a case.

All assessment agencies will be pre-screened and approved by the SSCs and their

details updated on the SDMS.

All assessments will conform to assessment guidelines laid down by the concerned

SSC for each QP. Any candidate can undergo assessment any number of times for

qualifying for a particular job role, at any approved assessment agency. A candidate

has to undergo formal training as a prerequisite for assessment.

SCENARIO 2: Sector Skill Council is Unavailable

STATUS QUO

In case where SSC is unavailable the assessment and certification will continue to

happen through the Training Partners until the SSC is available.

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8.0 Annexure 1

SSC Contact Details

SSC CEO/COO Email ID SPOC Email ID

Automotive Mr. Sunil Chaturvedi

[email protected] Mr. C. S. Nair [email protected]

BFSI Mr. Ambarish Datta

[email protected]

Mr. Rakesh Bhatt [email protected]

Gems and Jewellery

Mr. Dharmesh Sodah

[email protected] Mr. Anup Purwat [email protected] [email protected]

Healthcare Mr. Babu Khan [email protected]

Dr. Megha Aggarwal

megha.aggarwal@healthcare/ssc.in

Leather Mr. Ramesh Kumar

[email protected] Ms. Sahibjeet Kaur

[email protected]

Retail Mr. James.a.Raphael

[email protected] Mr. R. Subramanian

[email protected]

Rubber Ms. Anupama Giri

[email protected]

Mr. Lijo Joseph [email protected]

Security Maj Gen DK Jamwal

[email protected] Coln. Balbir Singh [email protected]

Telecom Comd. Jena [email protected] Ms. Bidisha Mishra

[email protected]

Agriculture Mr. Satendra Singh Arya

[email protected]

Ms. Priyanka Prakash

[email protected]

IT-ITes Dr. Sandhya Chintala

[email protected]

Ms. Namita Arya Rastogi

[email protected]

Media and Entertainment

Mr. Narinder Bhatia

[email protected]

Mr. Narinder Bhatia

[email protected]

Capital Goods Mr. Inder Gahlaut

[email protected]

Mr. Nirbhay [email protected]

Electronics Mr. Pradeep Doshi

[email protected]

Mr. Rohit Mehra Ravneet Singh

[email protected] [email protected]

Construction Col.N B Saxena [email protected]

Mr. Atul Shankar Mathur

[email protected]

Logistics Mr. K V Mahidhar

[email protected]

Mr. K V Mahidhar

Plumbing Mr. Alok Goyal [email protected]

Mr. Harpreet Singh

[email protected]

mailto:[email protected]














































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9.0 Annexure 2

Sample QP-NOS COMPLIANCE CERTIFICATE

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10.0 Annexure 3 Curriculum Template

Ref:NSDC/QA&Std/1.1/”Partner Name”/…………(job code)

(PROGRAMME TITLE)

SYLLABUS/ CURRICULUM

This programme is aimed at training candidates for the job of “……………”(mention job role), in the

“……………………….” Sector/ industry (mention name of sector/industry) and by the end of the

program aims at building the following key competencies amongst the learner:

1. 2.

3. 4.

5. 6.

This course encompasses “….” out of “….” (Mention total no. of NOSs available in the QP under

reference) National Occupational Standards (NOS) of “……...…”(mention name of the QP)

Qualification Pack issued by “………………”(mention name of the respective SSC).

S.No. Topic/ Module Duration (hrs/weeks/months)

Key Learning Outcomes

Corresponding NOS Code

1.

2.

3.

4.

5.

6.

7.

Total Programme Duration:_____________________(hours/weeks/months/years)

(This syllabus/ curriculum has been approved by _________________(name of relevant Sector Skill Council or NSDC designated authority)

PARTNER

LOGO

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11.0 Annexure 4 Training Delivery Plan Template

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12.0 Annexure 5

Guidelines on Facilitation Guide

As part of the overall Quality guidelines issued by NSDC, all Training partners are required

to train their Trainers on general facilitation/ pedagogic skills as soon as they come on

board.

This training should be over and above what they have received/ will receive for domain /

technical knowledge. Post training, the facilitator should be provided a manual detailing out

the key skill requirements for a Trainer.

The manual, at a minimum, must include the following elements:

1. Attitude and Behaviour

2. Communication Skills

3. Communication styles

4. Need/ skill gap identification

5. Personality Development and body language

6. Leadership styles

7. Pedagogic techniques

8. Time management

9. Problem Solving

10. Rapport Building

11. Floor management

12. Health and Safety measures

Trainers should be certified in instruction and facilitation from a reputed certification authority

and should be sent for a refresher at least once in 2 years.

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13.0 Annexure 6

Guidelines on Trainer’s Guide


to have in place a detailed, documented instruction manual for use by the Lead Facilitator or

Trainer, for each program being conducted.

The manual, at a minimum, must include the following elements.

1. Name of the Program

2. Version No.

3. Table of contents (S.No. / Module or Topic/ Page No./Duration)

4. General Instructions for Trainers

5. Module Overview with module objectives

6. Session Plan/ Lesson Plan for each module.

7. One module on health & safety measures – both on the shop floor and off it, to help

avoid any accidents or injuries during the course of training.

8. One module on soft skills divided into 2 sections – generic and with reference to the

program being conducted.

The Session Plan/ Lesson plan should include the following:

a) Session Title

b) Duration of session

c) Session Objectives – indicating key learning outcomes (competencies expected to be

acquired by the end of the session).

d) Theory/ underpinning knowledge or principles for each competency/ skill to be

acquired.

e) Screenshot of slide/(s)or visuals being presented during the session

f) Instructions to trainer (specific/ must do‟s)

g) Tips for trainer to facilitate interaction with participants – could include leading

questions

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h) Activities to be conducted (including Role Plays where applicable) or Demonstrations

i) Debrief post completion of activity

j) Training aids/ materials/props/ tools/machinery to be used

k) Instructions for transitioning in and out of activities

l) Notes

m) Assessments to test understanding

A sample format is attached for use as reference for designing the Trainers Guide.

Partners are free to use their own design for the manual as long as it covers the above

mentioned elements and is an effective aid to instruction.

All manuals for NSDC funded programs must carry the NSDC logo along with the

partner logo.

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SAMPLE

Disclaimer: The example given below is purely illustrative and has been provided as a reference to assist with the drafting of the document as per the template and the style of language.

Cover Page

Trainers (Leader’s) Guide (Manual) for

(Program Title)

Version No., - Date

Copyright:

Partner Logo

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Page 2 – Contents

S.No. Topic/ Module Page No. Duration

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Page 3 – General Instructions for Trainers

Example:

1. Read the Trainers Guide carefully before conducting the training. Familiarise yourself

thoroughly with the domain knowledge as well as instructional style.

2. Ensure familiarity with the local language and culture.

3. Always enter the class at least 10 minutes before session is due to start

4. Ensure all material/ aids/equipment required for the training and activities (as per

checklist) are ready and available, in advance.

5. Carry out attendance check at the start of every session/ day. Keep track of absentees.

6. Ensure all participants complete the required assessments. Maintain a careful record of

assessment scores for every participant.

7. Always encourage participants. Never discourage participants from actively engaging in

discussions.

8. Follow the lesson plan/ session plan strictly. Bring any deviations to the notice of the

Head of the Institution.

9. Ensure key learnings are captured at the end of each session.

10. Regularly check participants work books to ensure all exercises are being completed on

time.

11. ---------------------------------------------------

12. -----------------------------------------------------------

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Page 4 onwards – Session Plan/Lesson Plan for each Module

Module Overview: (synopsis of the entire module in not more than 5 to 6 sentences. It

should talk about purpose, background, instruction technique, aspect of the training being

addressed and key learning outcome).

Module Objective: (List out competencies expected to be achieved by the trainee by the

end of the module).

Module Design:

S.No. Session Method Tools/Equipment/Props Duration

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Session Plan

Session Objectives: (Key learning outcomes/ competencies to be acquired by the

participant at the end of the session.)

Underpinning Knowledge/ Theory/Principle: (theoretical concept on which the learning is

based)

Duration: (time)

Instructions to the Trainer: (Must do‟s – time limits, tasks to be carried out for each

activity, modalities of utilising each resource etc).

Materials/ Equipment Required: (e.g, Computer, LCD Projector, Flip Charts, Marker pens,

masking tapes, yellow Post It stickers, lathe machines, sewing machines etc.)

Tips for Trainer (could include suggested leading questions, ideas for making participants

feel comfortable, references, talking points etc.)

Slide No. (Visual of slide/ equipment to be inserted)

Session Title

Activity: (detail out objectives of activity, resources to be used, duration and key steps.

Activities could be in the form of role plays, workbook exercises, discussions, games)

Debrief: (Seek responses from participants on their experience, what they learnt and

whether the learning objectives were met).

Assessment: (How do you test understanding of concepts taught, at the end of each

session? Reserve the last 5 to 10 minutes for a short test on the topic just covered. It could

be in the form of multiple choice, True or False questions or a verbal quiz).

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14.0 Annexure 7

Guidelines on Participant’s Guide/ Workbook


to have in place a detailed, documented guide or workbook for use by the participants, for

each program being conducted.

The participant‟s workbook should be tailored to suit the student profile or requirement.

Wherever applicable it should be translated into the local language or vernacular.

Substitute text with visuals for illiterate or semi-literate candidates.

Use flow charts and process maps to depict processes

Use visuals and diagrams to depict equipment and use of equipment.

Describe in detail the activities or tasks required to be performed for each process along

with machinery/ equipment/ tools or resources to be used.

The manual, at a minimum, must include the following elements.

1. Name of the Program and version no.

2. Table of contents (s.no / Module or Topic/ Page No./Duration)

3. General Instructions to participants on how to use the workbook

4. Module Overview with module objectives

5. Session Plan/ Lesson Plan for each module.

6. One module on Soft skills divided into 2 parts – one on generic soft skills and the

other with reference to the particular skill being imparted.

7. One module on health & safety measures – both generic as well as with

reference to the particular skill being imparted.

8. Short assessment and feedback forms at the end of each module.

The Session Plan/ Lesson plan should include the following:

a) Session Title

b) Duration of session

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c) Session Objectives – indicating key learning outcomes (competencies expected

to be acquired by the end of the session).

d) Theory/ underpinning knowledge or principles for each competency/ skill to be

acquired.

e) Screenshot of slide/(s)or visuals being presented during the session.

f) History/ background/ definitions relating to the topic under discussion – where

applicable

g) Brief on activities to be conducted (including Role Plays where applicable),

demonstrations or audio-visual viewing.

h) Space for logging in key learnings/observations from the activity

i) Space for taking notes

j) Exercises/ Assessments to check understanding/ reinforce learning

A sample format is attached for use as reference for designing the Participant‟s Guide.

Partners are free to use their own design for the manual as long as it covers the above

mentioned elements and is an effective aid to instruction.

All manuals for NSDC funded programs must carry the NSDC logo along with the

partner logo.

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SAMPLE


Cover Page

Participant’s Guide/Workbook for

(Program Title)

Version No., - Date

Copyright:

Partner Logo

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Page 2 – Contents

S.No. Topic/ Module Page No. Duration

1.

2.

3.

4.

5.

6.

7.

8.

9.

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Page 3 – General Instructions for Trainees

(Do’s & Don’ts)

Example:

1. Greet your instructor and the other participants when you enter class.

2. Always be punctual for every class.

3. Be regular. Candidates who fall short of the required attendance will not be certified.

4. Inform your instructor if, for any reason, you need to miss class.

5. Pay careful attention to what your instructor is saying or showing.

6. In case you do not understand something do not hesitate to put up your hand and seek

clarification.

7. Make sure you do all the exercises in your workbook. It will help you understand the

concept better.

8. Practice any new skills you have learnt as many times as possible. Seek the help of

your Trainer or co-participant for practice.

9. Take all necessary precautions, as instructed by your Trainer, when using machinery

and tools.

10. Make sure you are neatly attired and presentable at all times.

11. Participate actively in all the activities, discussions and games during training. It will

make you more confident and help in the learning process.

13.

14.

15.

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Page 4 onwards – Session Plan/Lesson Plan for each Module

Module Overview: (synopsis of the entire module in not more than 5 to 6 sentences. It

should talk about purpose, background, instruction technique, aspect of the training being

addressed and key learning outcome).

Module Objective: (List out competencies expected to be achieved by the trainee by the

end of the module).

Module Design:

S.No. Session Method Tools/Equipment/Props Duration

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Session Plan

Session Objectives: (Key learning outcomes/ competencies to be acquired by the

participant at the end of the session.)

Underpinning Knowledge/ Theory/Principle: (theoretical concept on which the learning is

based)

Duration: (time)

Slide No. (Visual of slide/ equipment to be inserted)

Session Title

Activity: (detail out objectives of activity, resources to be used, duration and key steps.

Activities could be in the form of role plays, workbook exercises, discussions, games)

Instructions to the Trainee: (based on activity being conducted – exercises, role plays, skill

practice, games etc.)

Equipment/ Tools required: (as applicable)

Key Learnings: (Instruct participants to note down key learnings/ competencies acquired

from the experience, what they learnt and whether the learning objectives were met).

Assessment: (To test understanding of concepts taught, at the end of each session. It

could be in the form of multiple choice, True or False questions or a verbal quiz).

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15.0 Annexure 8

Guidelines for Feedback Forms

For NSDC funded programs, all Training partners are required to have in place a

Participant‟s Feedback Form that seeks comments from participants on the quality and

effectiveness of training being provided.

It is recommended that this feedback be collected at the end of each module and shared

with the instructor for self-improvement. End of course feedback collection is mandatory.

The following should be kept in mind while designing the feedback form:

1. The feedback form should be short and crisp – not more than 1 page.

2. Identity of participants should be kept confidential – they should not be required to

provide their name and ID.

3. Instructor should be rated by the participants on a scale of 1 to 5 (5 being the Best and 1

being the Worst) on various parameters such as – domain knowledge, technical

expertise, communication skills, facilitation skills, ability to answer queries clearly/

providing clarification, rapport building, floor management etc.

4. Feedback should also be collected on administrative arrangements, training facilities,

infrastructure, equipment etc.,

5. The feedback tool should also help gauge the quality of course content, its relevance to

participants and their confidence levels before and after the programme.

6. Enough space should be provided at the end for participants to share their views on what

was good about the programme and suggestions for improvement.

7. All data from feedback forms should be collated, analysed and reported to senior

management on an on-going basis and be available for NSDC‟s review when required.

A sample feedback form has been provided in the next page.

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SAMPLE


PARTICIPANT’S FEEDBACK FORM

Name of Course:_________________________________ Name of Module:__________________________________ Please rate your satisfaction with the program on a scale of 1 to 5 (5 being Highly Satisfied and 1 being Highly Dissatisfied) for each parameter given below:

5 4 3 2 1 A) Facilitator

a) The Trainer was well organized and prepared

b) He/she answered questions effectively

c) Encouraged open communication

d) Demonstrated good knowledge of subject and

how to apply it.

e) Was overall effective

B) Program

a) Was well structured and organized

b) Content was easy to understand

c) Content sufficiently supported with examples.

d) Duration of the program was sufficient

e) Was useful and relevant to my requirements

f) Was overall effective

C) Facilities/ Infrastructure

a) All training equipment required for the program

was available.

b) The environment was clean and comfortable

Please tell us in your own words,

a) What you liked about the program?

b) What you feel could be improved upon?

c) Would you recommend this program to a friend or anyone else who approached you?

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