All of the industry based courses like vocational courses, technician courses, engineering-based courses need to be developed to meet the challenges of fast-growing industries. This set of PPTs provides implementable suggestions
2. NATIONAL POLICY ON SKILL
DEVELOPMENT(2009) NPSD
Identifies NVQF as the main instrument for
linking various education and training pathways.
NPSD inter alia states “National Vocational
Qualification Framework” will be created with an
open flexible system, which permits individuals
to accumulate their knowledge and skills and
convert them through testing and certification
into higher diplomas and degrees.
3. NVQF
Will provide quality-assured learning
pathways having standards, comparable
with any international qualification
framework.
Will support lifelong learning, continuous
upgradation of skills and knowledge.
4. National Vocational Educational
Qualification Frame Work
Descriptive framework that organizes
qualifications according to a series of levels of
knowledge and skills.
These levels are defined in terms of the
learning outcome i.e. the competencies which
learners must possess regardless of whether
they are acquired through formal, non-formal or
informal education and training.
Qualifications are made up of a number of
occupational standards.
5. NVEQF
Can be used to develop Competency
Based Education and Training (CBET)
Competency standards are developed by
the respective industry.
6. Qualifications levels across the
NVEQF as per AICTE
Level 10- Doctorates
Level 9- Masters
Level 8- Postgraduate Certificates,
Postgraduate Diplomas, Bachelor
Degrees (Honors)
Level-7 Bachelor Degrees and Graduate
Diplomas
7. Qualification Levels across the
NVEQF
Level 6- Graduate Certificates and
Graduate Diplomas
Level 5- Diplomas
Level 4-Class XII (General Advanced/
Vocational Certificate)
Level 3- Class XI (Vocational)
Level 2-Class 10 (Pre-vocational)
Level 1 – Class IX (Pre-vocational)
8. Level: 1
Process Required: Prepares person to
carry out process that are repetitive and
require no previous practice.
Professional knowledge: Familiar with
common trade-related terminologies,
words meaning and understanding.
Professional skill: Routine and repetitive,
takes safety and security measures.
9. Level:2
Process Required: Prepares persons to carry out
processes that are repetitive on regular basis with little
application of understanding, range of practice.
Professional knowledge: Materials, tools and application
in a limited context, understands context of work and
quality.
Professional skills: Limited service skills used in limited
context, select and apply tools, assist in professional
works with no variables, differentiates good and bad
quality.
10. Level: 3- Semiskilled Worker
Process Required: Person may carry out a
job which may require limited range of
activities routine and predictable.
Professional knowledge: Basic facts,
process and principle applied in trade of
employment.
Professional skill: Recall and demonstrate
practical skill, routine and respective in
narrow range of application.
11. Level:4- Skilled Worker
Process Required: Work in familiar, predictable,
routine, situation of clear choice
Professional knowledge: Factual knowledge of
field of knowledge or study
Professional skills: Recall and demonstrate
practical skill, routine and repetitive in narrow
range of application, using appropriate rule and
tool, using quality concepts.
12. Level: 5- Supervisor
Process Required: Job that requires well
developed skill, with clear choice of procedures
in familiar context.
Professional knowledge: Knowledge of facts,
principles, processes and general concepts in a
field of work or study.
Professional skills: A range of cognitive and
practical skills required to accomplish tasks and
solve problems by selecting and applying basic
methods, tools, materials and information.
13. Level:6- Master Technician or
Trainer
Process Required: Demands wide range of
specialized technical skill, clarity of knowledge
and practice in broad range of activity involving
standard/non-standard practices.
Professional knowledge: Factual and theoretical
knowledge in broad contexts within a field of
work or study
Professional skills: A range of cognitive and
practical skills required to generate solutions to
specific problems in a field of work or study.
14. Level-7: Graduates
Process Required: Requires a command of wide
ranging specialized theoretical and practical
skill, involving variable routine and non-routine
context.
Professional knowledge: Wide ranging factual
and theoretical knowledge in broad contexts
within a field of work or study.
Professional skill: Wide range of cognitive and
practical skills required to generate solutions to
specific problems in a field of work or study.
15. Level-8 Honours
Process Required: Comprehensive,
cognitive, theoretical knowledge and
practical skills to develop creative
solutions, to abstract problem. Undertakes
self-study, demonstrates intellectual
independence, analytical rigour and good
communication.
16. Level 9-Masters
Process Required: Advanced knowledge
and skill. Critical understanding of the
subject, demonstrating mastery and
innovation, completion of substantial
research and dissertation.
17. Level 10- Doctorates
Professional Knowledge and problem
solving skills to provide original
contribution to knowledge through
research and scholarship
Responsible for strategic decisions in
unpredictable complex situations of work
or study
18. (NVEQF)
Facilitate the recognition of informal
learning, e.g., skills acquired at the
workplace
Their acquire skills in the workplace
The experienced skilled workers can get
formal certificates based on the test
19. NVQF Levels 1-4
Allow a learner to acquire entry level
competencies (basic competencies)
needed for “work preparation” (NVQF
levels 1-2) or transition from an unskilled
to a skilled person (NVQF levels 3-4).
20. NVQF Levels 5-6
Learners will acquire “technician” or
“supervisor level competencies”.
They would be required to complete
NVQF level 4 for entry into NVQF level 5.
21. NVQF Levels 7-10
Programmes under NVQF levels are to be
offered by Colleges and Universities.
22. Core skills
Level Core skill
1 Reading, writing, addition, subtraction, personal financing, familiarity
with social and religious diversity, hygiene and environment.
2 Receive and transmit written and oral messages, basic arithmetic,
personal financing, understanding of social, political and religious
diversity, hygiene and environment.
3 Communication: written, oral, with minimum required clarity, skill of
basic arithmetic and algebraic principles, personal banking, basic
understanding of social and natural environment.
4 Language to communicate: written or oral with required clarity, skill to
basic arithmetic and algebraic principles, basic understanding of
social political and natural environment.
23. Core Skills
Level Core skills
5 Desired mathematical skill, understanding of social,
political and some skill of collecting and information
communication.
6 Reasonably good in mathematical calculation,
understanding of social, political and reasonably
good in data collecting organizing information, and
logical communication.
24. Core Skills
Level Core skills
7 Grad-
ates
Good logical and mathematical skill,
understanding of social political and
natural environment, good in
collecting and organizing information,
communication skill
25. Responsibility
level Responsibility
1 Works under continuous instruction and
close supervision
2 Do
3 Under close supervision. Some responsibility
for own work within defined limit.
4 Responsibility for own work and learning
26. Responsibility
Level Responsibility
5
For own work and learning. Some
responsibility for other’s works and learning.
6
For own work and learning and full
responsibility for other’s works and learning/
7
Full responsibility for output of group and
development.
27. What is the guiding force
to develop a competency
based curriculum for
technical and vocational e
programs?
28. Sector Skill Councils (SSCs)
Will be formed by NSDC
Will impart training to trainers for vocational
schools and industry for building capacity and
upgrading skills
Develop a sector skill development plan and
maintain skill inventory
Determine skill /competency standards and
qualification
Standardize affiliation and accreditation.
Promote excellence.
29. Sector Skill Councils
Automobile- Automotive Skill Development
Council (ASDC)
Energy- Indian Energy Skill Development
Council (IESDC)
Information Technology and IT enabled
Services Skill Development Council (IT
&ITES SDC)
30. National Occupation Standards
(NOS)
Learning outcomes are linked to
employment skills and competencies
defined in the NOS.
NOS are benchmarks of good practice
NOS are established by employers
Establish learning pathways through clear-
cut entry and exit points
Facilitate access to learning and lifelong
learning
32. Curriculum Design Model :
“5ASSURE”
A: Analyze the national occupation
standards (NOS)
A: Analyze the industrial needs of the
country
A: Analyze the learners’ potential
A: Analyze the learners’ needs to get
employment
A: Analyze the technology application
level of industries
33. S
State the Learning outcomes
Identify the Skills and Competencies
based on the NVEQF for the given stream
of education.
List the outcomes that are required in the
real life/ jobs in a company/
entrepreneurships
34. S
Select the Instructional Packages if they
are suitable, or
Modify, edit, and improve, or
Develop new packages to suit the learning
outcomes.
40. Analyze the Global Context of
Learning
21st Century is for knowledge capital
development.
India has attracted the global investment
in manufacturing, design and services
Industrial corridors have been established.
India is becoming a source for human
capital development.
India is emerging as a center for design of
products.
43. Desired Performance in
Engineering
Investigation
Needs Analysis
Product Planning
Simulated Analysis of Components
Product Design and Prototype Development
Testing and Improvement
Cost Estimation
Procurements of Quality Components
Mass Production
Periodical User Evaluation
Continuous Improvement
44. Analyse Industrial Needs
Analyze the needs of the local
consumers as well as global users
Analyze the needs of the regional and
global consumers of products and
services.
Analyze the Transnational Companies’
needs .
Analyze the needs of the Global
Industries/ Consumers
45. How will you identify the
industrial needs of
engineers?
46. JOB Analysis, Job Description,
JOB Specification,
Advertisements,
Posting of the Online Recruiters,
Inquiries,
Nominations,
Campus Interviews.
47. Basic Industrial Needs
Products have to be designed to meet the
global standards.
Manufacturing Plants have to be constructed.
Modern Equipment have to be installed.
Hi-tech Production processes have to be
installed.
Trial production has to be launched.
The skilled-workers, technicians, and
engineers/ managers are to be recruited.
50. Engineers and Line Managers for
Ensuring Production
Industry expects multi-skilled engineers
Expects to have ability to manage the
skilled workers.
Expects to ensure high quality in
production.
Expects to achieve the pre-determined
targets.
Expects proper maintenance of machines.
Expects to solve inter-personal conflicts as
they arise.
51. What are the factors
contributing to high
performance?
57. Cognitive Domain of Learners
-BASICS (Knowledge)
Technical Terms, basic information
Description on Raw Materials,
Definitions, explanations
Physical Properties of materials
Chemical Properties of materials
Availability
Cost (material, labour, taxes, margins)
Government Rules and Regulations
58. Comprehension / Understanding
Capturing information in the mind.
Capable of visualization.
Capable of restating the information
gathered without ambiguity.
Gives a proof of clear understanding
through restating the principles learned.
59. Concrete Concepts (Gange)
Relates to industrial products
Also relates to service products
Can define/ describe in clear terms
Can conceptually describe the physical
shape of the products.
Can draw freehand sketches of the
products.
Can give examples from real life.
60. Defined Concepts (Gange)
Concepts made of definitions
Cannot be physically represented
Theoretical models
Has to be understood in the mind
Could be clearly stated and described
Essential for good performance.
61. Investigation/ Exploration
(Application)
Environmental Investigation
Soil Investigation
Economics Investigation
Consumer Needs
Energy Needs
Realistic assessment of the true utility of the
proposed products.
Investigation of uncertainties.
Should follow the established procedures.
Establishing long-term utility.
64. PERFORMANCE
PERFORMANCE IN REAL LIFE
(INVESTIGATION, PLANNING, ANALYSIS,
DESIGN,PRODUCTION,TESTING,
MAINTENANCE, EVALUATION, INNOVATION.)
SIMULATED PERFORMANCE IN THE CLASS
ROOM
INDUSTRY SPECIFIC STANDARDS
SIMULATED STANDARDS AND
BENCHMARKING
CASE STUDIES
SKILLS AND COMPETENCIES
65. Mager’s approach to write the
performance outcomes.
Expected Performance of the graduates
on the job.
Conditions under which performance is
expected (tools, equipment, environment,
goals, job aids, interpersonal relations,
ergonomic conditions, operation manuals,
etc.)
Criteria for acceptance of the
performance.
66. Course Outcomes
PLANNING TO MEET PERFORMANCE
STANDRADS
DESIGING THE CURRICULUM
PLANNING THE INSTRUCTION
EVALUATING THE PERFORMANCE
EVALUATING THE CURRICULUM
AGAINST THE CURRENT
REQUIREMENTS
67. State the Performance
Outcomes
Specify the expected performance.
Relate to global industrial standards.
Specify key performance objectives.
State the conditions of the performance.
Internal and external conditions
State the criteria for acceptance.
Initial acceptance .
68. What is the relation
between the instructional
objectives and the jobs?
70. Validate the Performance
Outcomes
Is the performance stated clearly?
Are there any external conditions which are
essential for performance?
Are there any internal conditions?
Is there any pre-requisite?
Is there any link between the pre-requisite
learning to the expected performance?
Are there any acceptable standards of initial
performance?
Is the criterion achievable at entry level?
71. How will you predict the
behaviour of components?
73. Rules…
Derivations based on cause and effect
Known to unknown
Empirical based on experiment
Based on mathematical principles
Based on chemical reactions
Based on human behaviour.
76. Basic Planning of Products
Based on the needs of the users
Confirms to established rules and safety,
regulations
Should confirm to safety of the users
Should enhance easy operation
Should enable trouble free operation
Should incorporate in-built safety.
Economical and value added.
Acceptable life span.
Non Polluting
79. Technical Analysis
Based on the established analytical
procedure
Should be performed as per the sequence
Should follow the established standards,
norms and regulations.
Could use computer software packages.
Should meet various regulations like
safety, elongation, deflection / sagging,
limited vibrations etc.
80. What are the roles of
engineers in designing the
products?
82. Product Design
Design of the components, products, and
services
Should meet the predetermined
standards, norms, and regulations
Should be cost effective
Should be innovative.
Should incorporate easy maintenance.
Should incorporate auto checks and
warning if it malfunctions.
83. What is the role of
engineers in the
production of the goods
and services?
85. Production
Based on the established needs of the users
Based on the complete investigation
Based on the accepted standards of
performance
Should be cost effective
Should be innovative
Should be aesthetic
Should be trouble free
Should be economical
Should be reliable
Should be user friendly