AHSEC 1st Year Syllabus 2024-25 Skilled Subjects - IT ITES, Retail Trade, Agriculture, Horticulture, Health Care, Security, Tourism, Beauty Wellness, Automotive, Electronics

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Dairy Farmer/Dairy Entrepreneur
(QUALIFICATION PACK: Ref. Id. AGR/Q4101)
SECTOR: Agriculture

Classes 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

COURSE OVERVIEW

Dairy Farmer/ Entrepreneur
A Dairy Farmer / Entrepreneur is a person who is responsible for various activities involved in
dairy farm management. The Dairy Farmer takes various decisions for the viability and
sustainability of the dairy farm. He / She ensure proper care of dairy animals, their health and
productivity, milking and marketing of the produced milk. The job is to be performed in an
efficient manner to allow the production of high quality milk and promote animal well-being
and comfort. The Dairy Farmer/Entrepreneur should work independently, and have the ability
to make various strategic and operational decisions pertaining to his / her area of work. The
individual should have clarity and should be result oriented. The individual should also be
able to demonstrate skills to use various tools.

COURSE OUTCOMES: On completion of the course, students should be able to:

 Efficiently start and manage a dairy farm: dairy Industry, input requirements, site
selection, cattle selection, budget estimation, procurement of inputs, etc.
 Construct and maintain shed for cattle: Resources availability, shed construction –
types, maintenance of shed; prepare and give recommended feed and water for
livestock: feed Nutrients composition, feed requirements.
 Maintain health of livestock along with productivity: vaccination of cattle, nutrient
requirements.
 Understand and prepare forage: forage types, types of storage.
 Effectively market dairy products like milk, curd, cheese: milk products,
manufacturing, standards, market value, and marketing of the product.
 Ensure safe and clean dairy farm: hygiene maintenance.

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: On completion of this course, a student can take up a higher level course for
a job role in dairy management, such as dairy supervisor.

COURSE DURATION: 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

2. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12, opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 11 is as follows:

CLASS 11
Units No. of Hours for Max. Marks for
Theory and Theory and
Practical Practical
=300 = 100
Part A Employability Skills
1. Communication Skills 25 02
2. Self-management Skills 25 02
3. Information and Communication 20 02
Technology Skills
4. Entrepreneurial Skills 25 02
5. Green Skills 15 02
Total 110 10
Part B Vocational Skills
6. Introduction to Dairy Farming 25 07
7. Prepare and Maintain Livestock 25 10
Accommodation
8. Establish Livestock within 45 10
Accommodation
9. Provide Feed and Water for Livestock 45 08
10. Forage Conservation 20 05
Total 160 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grant Total 300 100

1. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced
to the National Occupation Standards (NOSs), rather than inputs. The NSQF level
descriptors, which are the learning outcomes for each level, include the process,
professional knowledge, professional skills, core skills and responsibility. The assessment is
to be undertaken to verify that individuals have the knowledge and skills needed to
perform a particular job and that the learning programme undertaken has delivered
education at a given standard. It should be closely linked to certification so that the
individual and the employer could come to know the competencies acquired through
the vocational subject or course. The assessment should be reliable, valid, flexible,
convenient, cost effective and above all it should be fair and transparent. Standardized
assessment tools should be used for assessment of knowledge of students. Necessary
arrangements should be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of
internal assessment and second an external examination, including theory examination
to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and
application of knowledge. The knowledge test can be objective paper based test or
short structured questions based on the content of the curriculum.

WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding
of a given topic. Theory question paper for the vocational subject should be prepared
by the subject experts comprising group of experts of academicians, experts
from existing vocational subject experts/teachers, and subject experts from
university/colleges or industry. The respective Sector Skill Council should be consulted by
the Central/State Board for preparing the panel of experts for question paper setting
and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 1 : 30hrs Marks (Theory): 50

No. of Questions
Very Short Long
Typology of Question Short Answer (2 Answer Marks
Answer Marks) (3
(1 mark) Marks)
1. Remembering – (Knowledge based 5
simple recall questions, to know 2 2 15
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)

2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,
paraphrase,or interpret information)
3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50 (26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners
on the basis of practical demonstration of skills by the candidate, using a competency
checklist. The competency checklist should be developed as per the National Occupation
Standards (NOSs) given in the Qualification Pack for the Job Role to bring about necessary
consistency in the quality of assessment across different sectors and Institutions. The
student has to demonstrate competency against the performance criteria defined in the
National Occupation Standards and the assessment will indicate that they are 'competent', or
are 'not yet competent'. The assessorsassessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment ofcompetencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce. For
practical, there should be a team of two evaluators – the subject teacher and the expert from
the relevant industry certified by the Board or concerned Sector Skill Council. The same team
of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline . Project work 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. Field visits should be
organised as part of the project work. Field visits can be followed by a small-group
work/project work. When the class returns from the field visit, each group might be asked to
use the information that they have gathered to prepare presentations or reports of their
observations. Project work should be assessed on the basis of practical file or student portfolio.

Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by students
in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject. Viva
voce should also be conducted to obtain feedback on the student’s experiences and learning
during the project work/field visits.

LEARNING OUTCOME
BASED
VOCATIONAL C URRICULUM

JOB ROLE: Floriculturist (Open Cultivation)
(QUALIFICATION PACK: Ref. Id.AGR/Q0701)
SECTOR: Agriculture

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam
1|Page

1. COURSE OVERVIEW

COURSE TITLE: Agriculture – Floriculturist (Open Cultivation)

A Floriculturist (Open Cultivation) performs the basic operations related to preparation of
field, seed bed, planting, transplanting, selection of flower crops, and caring of flower crops.
As the flower crop grow and develop. Floriculturist performs maintenance operations such as
thinning, weeding, irrigations, fertigation, controlling pests and diseases etc. They are also
involved in operations such as harvesting and post harvest management, packing and
transportation.

COURSE OUTCOMES: On completion of the course, student should be able to:
 Apply effective oral and written communication skills to interact with people and
customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection;
 Communicate effectively with the client
 Identify the principal components of a computer system
 Identify ornamental plants
 Demonstrate the use of tools and equipment
 Demonstrate knowledge of nursery management
 Demonstrate field preparations and cultural operation
 Demonstrate application of manure and fertilizers
 Demonstrate irrigation method
 Demonstrate cultivation of commercial flower crop
 Identify and grow annuals
 Identify and grow perennials
 Demonstrate insect – pest, diseases and weed management
 Demonstrate harvest and post harvest operations
 Administer first aid to a casualty with small cuts, grazes, bruises, external bleeding, minor
burns and scalds

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.
COURSE LEVEL: On completion of this courses a student can take up B. Voc. degrees
programme in University/ colleges for course in Horticulture area such as B. Voc. (Floriculture
and landscape gardening), and B. Voc. (Green house technology).

COURSE DURATION: 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

2|Page

1. SCHEME OF UNITS

This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 11 is as follows:

The unit-wise distribution of hours and marks for Class 11 is as follows:

CLASS 11
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
160 100
Part A Employability Skills
Unit 1: Communication Skills 25
Unit 2: Self-management Skills 25
Unit 3: Information and Communication 20
Technology Skills
10
Unit 4: Entrepreneurial Skills 25
Unit 5: Green Skills 15
Total 110 10
Part B Vocational Skills
Unit 1: Introduction to Floriculture 20
Unit 2: Nursery Management 35
Unit3: Tools and Equipment 20
Unit 4: Field preparation and Cultural 30 40
Operation
Unit 5: Nutrition and Irrigation 30
Unit 6: Insect Disease and Weed 30
Management
Total 165 40

Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

3|Page

ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to
the National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors,
which are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify that
individuals have the knowledge and skills needed to perform a particular job and that the
learning programme undertaken has delivered education at a given standard. It should be
closely linked to certification so that the individual and the employer could come to know
the competencies acquired through the vocational subject or course. The assessment
should be reliable, valid, flexible, convenient, cost effective and above all it should be fair
and transparent. Standardized assessment tools should be used for assessment of
knowledge of students. Necessary arrangements should be made for using technology in
assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal
assessment and second an external examination, including theory examination to be conducted by
the Board.
The assessment tools shall contain components for testing the knowledge and application of
knowledge. The knowledge test can be objective paper based test or short structured questions
based on the content of the curriculum.

WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.
Theory question paper for the vocational subject should be prepared by the subject experts comprising
group of experts of academicians, experts from existing vocational subject experts/teachers,
and subject experts from university/colleges or industry. The respective Sector Skill Council should be
consulted by the Central/State Board for preparing the panel of experts for question paper setting and
conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 2 hrs Mark (Theory) : 50

No. of Questions
Very Short Short Long
Typology of Question Answer (1 Answer Answer Marks
mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge based
simple recall questions, to know 5 2 2 15
specific facts, terms, concepts,
principles, or theories; identify, define
or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain, paraphrase,
or interpret information)

4|Page

3. Application – (Use abstract information
in concrete situation, to apply 0 3 1 09
knowledge to new situations: Usegiven
content to interpret a situation, private
an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 0 04
pieces of information; Organize and/ or
integrate unique pieces of information
froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a decision 0 1 1 05
or outcome,or to predict outcomes
based on values)
Total 8x1=8 12x2=24 6x3=18 50 (26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the
basis of practical demonstration of skills by the candidate, using a competency
checklist. The competency checklist should be developed as per the National
Occupation Standards (NOSs) given in the Qualification Pack for the Job Role to bring
about necessary consistency in the quality of assessment across different sectors and
Institutions. The student has to demonstrate competency against the performance
criteria defined in the National Occupation Standards and the assessment will indicate
that they are 'competent', or are 'not yet competent'.The assessors assessing the skills
of the students should possess a current experience in the industry and should have
undergone an effective training in assessment principles and practices. The Sector
Skill Councils should ensure that the assessors are provided with the training on the
assessment of competencies.
Practical examination allows candidates to demonstrate that they have the knowledge
and understanding of performing a task. This will include hands-on practical exam and
viva voce. For practical, there should be a team of two evaluators – the subject teacher
and the expert from the relevant industry certified by the Board or concerned Sector
Skill Council. The same team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work 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.
Field visits should be organised as part of the project work. Field visits can be followed by
a small-group work/project work. When the class returns from the field visit, each group
might be asked to use the information that they have gathered to prepare
presentations or reports of their observations. Project work should be assessed on the basis
of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by
students in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of viva voce. The number
of external examiners would be decided as per the existing norms of the Board and

5|Page

these norms should be suitably adopted/adapted as per the specific requirements of
the vocational subject. Viva voce should also be conducted to obtain feedback on the
student’s experiences and learning during the project work/field visits.

6|Page

LEARNING OUTCOME
BASED
VOCA
ATIONAL CURRIC
CULUM

JOB ROLE: Auto Service Technician L4
(QUA
ALIFICATION PACK: Ref. Id. ASC/Q14
402)
SECTOR: Automotive

CLASS 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

COURSE OVERVIEW

COURSE TITLE: Automotive-
Automotive Automotive Service Technician
The present curriculum Automotive Service Technician job role is related to Level L-3. L This
course fulfills the needs of the students willing to learn activities relating to the Automotive
Service Technician job role. Any student/ entrepreneur willing to start an Automobile Service
Centre can acquire the desired competencies with the help of this curriculum. Automobile or
Automotive Engineering has gained recognition and importance ever since motor vehicles
apable for transporting passengers has been in vogue. Now due to the rapid growth of
capable
auto component manufacturers and automobile industries, there is a great demand for
Automobile technicians. Automobile Engineering alias Automotive Engineering or Vehicle
Engineering is one of the most challenging careers in the field of engineering with a wide
scope.

COURSE OBJECTIVES: On completion of the course, students should be able to:

 Identify the principal
c components of a computer system
 Identify and control hazards in the workplace that pose a da anger or threat to their
safety or health, or that of others.
 Demonstrate self-management
self skills.
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities.
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection.
 Communicate effectively with the customers
 Greet, escort, seat the customers and offer refreshments(tea/ coffee)
 Enquire and understand customer queries related to vehicle type, model,
specifications
 Identify features of different elements of Engineering such as mechanical,
m electrical,
electronic, software and safety engineering
 Repairing and servicing automobiles such as cars, trucks, motorcycles, scooters etc
 Understanding the mechanism of vehicle chassis, internal combustion engine,
electrical systems, motor transport affairs, workshop technology

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: This is a course for class XI and XII. On completion of this course, a student can
take up a higher level course in the area of Automotive Sector.

COURSE DURATION: 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 9 and 10 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 9 is as follows:

CLASS 11
No. of Hours for Max. Marks for
Theory and Theory and
Units
Practical Practical
300 100
Part A Employability Skills
Unit 1 : Communication Skills-III 25
Unit 2 : Self-management Skills-III 25
Unit 3 : I nformation and Communication 20 10
Technology Skills-III
Unit 4 : Entrepreneurial Skills-III 25
Unit 5 : Green Skills-III 15
110 10
Part B Vocational Skills
Unit 1: Introduction to Engineering 20
Geometrics and drawing
Unit2:Fasteners 15
Unit3: Materials for construction of 20 40
automotive components
Unit 4: Measuring instrument 20
Unit 5: Regular maintenance of an 15
engine
Unit 6: Regular maintenance of 20
Transmission system
Unit7:Regular maintenance of Gear box 20
Unit 8: Service of wheels 15
Unit 9 : Regular maintenance of Tubes 10
and Tyres
Unit 10 : Regular Maintenance of Brakes 10
165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part D Project Work/Field Visit

Practical File/Student Portfolio 10 10
Viva Voce 05 05
15 15
Grand Total 300 100

1. ASSESSMENT AND CERTIFICATION
Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify
the competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced
to the National Occupation Standards (NOSs), rather than inputs. The NSQF level
descriptors, which are the learning outcomes for each level, include the process,
professional knowledge, professionalskills, core skills and responsibility. The assessment is to
be undertaken to verify that individuals have the knowledge and skills needed to perform a
particular job and that the learning programme undertaken has delivered education at a
given standard. It should be closely linked to certification so that the individual and the
employer could come to know the competencies acquired through the vocational
subject or course. The assessment should be reliable, valid, flexible, convenient, cost
effective and above all it should be fair and transparent. Standardized assessment tools
should be used for assessment of knowledge of students. Necessary arrangements should
be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal
assessment and second an external examination, including theory examination to be
conducted by the Board.
The assessment tools shall contain components for testing the knowledge and
application of knowledge. The knowledge test can be objective paper based test or
short structured questions based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from
existing vocational subject experts/teachers, and subject experts from
university/colleges or industry. The respective Sector Skill Council should be consulted by
the Central/State Board for preparing the panel of experts for question paper setting and
conducting the examinations.
The blue print for the question paper may be as follows:

Exam Duration: 2 hours Marks (Theory): 50

No. of Questions
Very Short Long
Typology of Question Short Answer (2 Answer Marks
Answer Marks) (3
(1 mark) Marks)
1. Remembering – (Knowledge based 5
simple recall questions, to know 2 2 15
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,
paraphrase,or interpret information)
3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50
(26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the basis of practical
demonstration of skills by the candidate, using a competency checklist. The competency checklist
should be developed as per the National Occupation Standards (NOSs) given in the Qualification Pack for
the Job Role to bring about necessary consistency in the quality of assessment across different sectors
and Institutions. The student has to demonstrate competency against the performance criteria
defined in the National Occupation Standards and the assessment will indicate that they are 'competent',
or are 'not yet competent'.The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment principles and
practices. The Sector Skill Councils should ensure that the assessors are provided with the training on
the assessment ofcompetencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce. For practical,
there should be a team of two evaluators – the subject teacher and the expert from the relevant industry

certified by the Board or concerned Sector Skill Council. The same team of examiners will
conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work 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. Field visits should be
organised as part of the project work. Field visits can be followed by a small-group work/project
work. When the class returns from the field visit, each group might be asked to use the
information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by students
in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio
or video recording can be done at the time of viva voce. The number of external examiners
would be decided as per the existing norms of the Board and these norms should be suitably
adopted/adapted as per the specific requirements of the vocational subject. Viva voce
should also be conducted to obtain feedback on the student’s experiences and learning during
the project work/field visits.

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Beauty Therapist
(QUALIFICATION PACK: Ref. Id. BWS/Q0102)

SECTOR: Beauty and Wellness

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

COURSE OVERVIEW
COURSE TITLE: Beauty and Wellness – Beauty Therapist
A Beauty Therapist needs to perform the beauty therapy and maintain hygiene and safety at
workplace. He/she should be knowledgeable about various beauty products and should be
able to perform depilation, manicure, pedicure and advanced face care services. He/ She
must be trained in the correct usage and handling to perform the skin treatments safely.

COURSE OUTCOMES: On completion of the course, students should be able to:

 Communicate effectively with the customers;
 To provide quality training to those seeking a career as professional beauty therapist,
makeup artist, hair stylist etc.
 To introduce the culture of safe, clean, healthy and pleasant environment at training
centres and workplaces; related to beauty salons.
 To enhance the economic opportunities for the Beautician graduates.
 To provide improved services to the ever increasing beautician cliental.
 To develop understanding of the basic principles, properties and application of various
types of cosmetics and their effect on the skin.
 To impart working knowledge of handling and care of the equipments and implements
used in Beauty Therapy.
 To train the students in the care and beautification of the body and hair.
 To impart basic knowledge of setting up and management of a beauty parlour, salon
and finishing school.
 To impart basic knowledge of profession ethics and attitude.

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: On completion of this course, a student can take up a course for a job role in
Beauty and Wellness.

COURSE DURATION: 600 hrs
Class 11: 300 hrs
Class 12: 300 hrs

Total : 600 hrs

1. SCHEME OF UNITS AND ASSESSMENT
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours and
marks for Class 11 is as follows:

CLASS 11
No. of Hours for Max. Marks for
Units Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills – III 25
Unit 2: Self-management Skills – III 25
Unit 3: Information and Communication 20 10
Technology Skills – III
Unit 4: Entrepreneurial Skills – III 25
Unit 5: Green Skills – III 15
Total 110 10
Part B Vocational Skills
Unit 1: Introduction to Beauty & Wellness 35
Industry and Beauty Therapy
Unit 2: Skin Care Services 50 40
Unit 3: Manicure and Pedicure Services 50
Unit 4: Depilation Services 30
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

1. ASSESSMENT AND CERTIFICATION
Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to
the National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors,
which are the learning outcomes for each level, include the process, professional
knowledge, professionalskills, core skills and responsibility. The assessment is to be undertaken to
verify that individuals have the knowledge and skills needed to perform a particular job and that
the learning programme undertaken has delivered education at a given standard. It should be
closely linked to certification so that the individual and the employer could come to know the
competencies acquired through the vocational subject or course. The assessment should be
reliable , valid , flexible, convenient, cost effective and above all it should be fair and transparent.
Standardized assessment tools should be used for assessment of knowledge of students.
Necessary arrangements should be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of
internal assessment and second an external examination, including theory examination
to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and
application of knowledge. The knowledge test can be objective paper based test or short
structured questions based on the content of the curriculum.

WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a given
topic. Theory question paper for the vocational subject should be prepared by the subject
experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, and subject experts from university/colleges or
industry. The respective Sector Skill Council should be consulted by the Central/State Board for
preparing the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Exam Duration: 2 hours Max. Mark: 50

No. of Questions
Very Short Long
Typology of Question Short Answer (2 Answer Marks
Answer Marks) (3
(1 mark) Marks)
1. Remembering – (Knowledge based 5
simple recall questions, to know 2 2 15
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,

compare, contrast, explain,
paraphrase,or interpret information)

3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50
(26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the basis
of practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency in
the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National Occupation
Standards and the assessment will indicate that they are 'competent', or are 'not yet
competent'.The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment ofcompetencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce. For
practical, there should be a team of two evaluators – the subject teacher and the expert from
the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work 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. Field visits should be
organised as part of the project work. Field visits can be followed by a small-group work/project
work. When the class returns from the field visit, each group might be asked to use the
information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by
studentsin relation to the unit of competency.

Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject. Viva voce should
also be conducted to obtain feedback on the student’s experiences and learning during the
project work/field visits.

LEARNIN
NG OUTCOME BASE ED
VOCATITIONAL CURRICULUM
UM

JOB ROLE:
Field Technician – Wireman Control Panel
(QUALIFICATION PACK: Ref. Id. ELE/Q7302)

SECTOR: Electronics

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

1. COURSE OVERVIEW

COURSE TITLE: Field Technician – Wireman Cotrol Panel
Wireman Control Panel is aimed at training candidates for the job of a “Field Technician –
Wireman Control Panel”, in the “Electronics” Sector, “Industrial Electronics” Sub-Sector and
aims at building the key competencies in Wireman Control Panel.
COURSE OUTCOME : On completion of the course, students should be able to:

1. Apply effective oral and written communication skills to interact with people and customers;
2. Identify the principal components of a computer system;
3. Demonstrate the basic skills of using computer;
4. Demonstrate self-management skills;
5. Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and abilities;
6. Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
7. Identify the different types of control panels in residential and commercial power systems
8. Demonstrate the wiring of simple control panels
9. Identify and rectify/repair the faults in house wiring connection with grid
10.Ensure system functioning and perform a demo
11. Handle customer queries
12. Identify and control hazards in the workplace that pose a danger or threat to their safety or
health, or that of others.

COURSE REQUIREMENTS: The learner should have the basic reading and writing skills in English and
Hindi.
COURSE LEVEL: This is a beginner level course meant for class 11 and 12
COURSE DURATION: 600 Hours
Class 11 : 300 hrs
Class 12 : 300 hrs

2. SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing employ-
ability and vocational competencies of students of Class 11 and 12 opting for vocational subject
along with general education subjects. The unit-wise distribution of hours and marks for Class 11 is as
follows :

CLASS 11
Units No. of Hours for Max. Marks for
Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – III 25 10
Unit 2 Self-management Skills – III 25
Unit 3 Basic ICT Skills – III 20
Unit 4 Entrepreneurial Skills – III 25
Unit 5 Green Skills – III 15
Total 110 10
Part B Vocational Skills
Unit 1 Basics of Electrical and Electronics 45 40
Unit 2 Electrical Safety and Hazards 40
Unit 3 Tools and Equipment 20
Unit 4 Cabling and Wire Preparation 40
Unit 5 Electromechanical Assembly 20
Total 165 40
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Total 300 100

Page| 3

1. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes
referenced to the National Occupation Standards (NOSs), rather than inputs.
The NSQF level descriptors, which are the learning outcomes for each level,
include the process, professional knowledge, professional skills, core skills and
responsibility. The assessment is to be undertaken to verify that individuals have the
knowledge and skills needed to perform a particular job and that the learning
programme undertaken has delivered education at a given standard. It should be
closely linked to certification so that the individual and the employer could come to
know the competencies acquired through the vocational subject or course. The
assessment should be reliable, valid, flexible, convenient, cost effective and above all it
should be fair and transparent. Standardized assessment tools should be used for
assessment of knowledge of students. Necessary arrangements should be made for
using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of
internal assessment and second an external examination, including theory examination
to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and
application of knowledge. The knowledge test can be objective paper based test or short
structured questions based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding
of a given topic. Theory question paper for the vocational subject should be prepared
by the subject experts comprising group of experts of academicians, experts
from existing vocational subject experts/teachers, and subject experts from
university/colleges or industry. The respective Sector Skill Council should be consulted by
the Central/State Board for preparing the panel of experts for question paper setting
and conducting the examinations.
The blue print for the question paper may be as follows:
Exam Duration: 2 hours Mark (Theory): 50

No. of Questions
Very Short Long
Typology of Question Short Answer (2 Answer Marks
Answer Marks) (3 Marks)
(1 mark)
1. Remembering – (Knowledge based 5
simple recall questions, to know 2 2 15
specific facts, terms, concepts,
Page| 4

principles, or theories; identify,
define or recite, information)

2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,
paraphrase,or interpret information)
3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50
(26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the
basis of practical demonstration of skills by the candidate, using a competency
checklist. The competency checklist should be developed as per the National
Occupation Standards (NOSs) given in the Qualification Pack for the Job Role to bring
about necessary consistency in the quality of assessment across different sectors and
Institutions. The student has to demonstrate competency against the performance
criteria defined in the National Occupation Standards and the assessment will indicate
that they are 'competent', or are 'not yet competent'.The assessors assessing the skills
of the students should possess a current experience in the industry and should have
undergone an effective training in assessment principles and practices. The Sector
Skill Councils should ensure that the assessors are provided with the training on the
assessment of competencies.
Practical examination allows candidates to demonstrate that they have the knowledge
and understanding of performing a task. This will include hands-on practical exam and
viva voce. For practical, there should be a team of two evaluators – the subject teacher
and the expert from the relevant industry certified by the Board or concerned Sector
Skill Council. The same team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills
on a certain time period or timeline. Project work 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. Field visits should be organised as part of the project Page| 5

work. Field visits can be followed by a small-group work/project work. When the class
returns from the field visit, each group might be asked to use the information that they
have gathered to prepare presentations or reports of their observations. Project work
should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, and photos of products
prepared by studentsin relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of viva voce. The
number of external examiners would be decided as per the existing norms of the
Board and these norms should be suitably adopted/adapted as per the specific
requirements of the vocational subject. Viva voce should also be conducted to obtain
feedback on the student’s experiences and learning during the project work/field visits.

Page| 6

LEARNING OUTCOME
BASED
VOCATIONAL C URRICULUM

JOB ROLE: General Duty Assistant Trainee
(QUALIFICATION PACK: Ref. Id.AGR/Q0701)

SECTOR: Healthcare
Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

CURRICULUM: HEALTHC
THCARE – GENERAL DUTY ASSISTANT TRAINEE 1|Page

1. COURSE OVERVIEW

COURSE TITLE: Health Care – General Duty Assistant Trainee

A General Duty Assistant, a service and component important in the Healthcare sector
which is going rapidly over the years. India has a shortfall of 6 million health care professionals
and India is far behind the global standards in term of availability of health care services. The
job role of General Duty Assistant is one such area where the shortage of this kind of
manpower is felt.
COURSE OUTCOMES: On completion of the course, student should be able to:

 Communicate effectively with the customers;
 Identify the principal components of a computer system
 Identify and control hazards in the workplace that pose a danger or threat to their safety
or health, or that of others.
 Demonstrate techniques to maintain the personal hygiene needs of a patient;
 Demonstrate the ability to perform essential clinical skills for providing basic healthcare
services;
 Demonstrate the knowledge of safety, usage of protective devices and precautions
while using oxygen;
 Demonstrate professional behaviour, personal qualities and characteristics of a Patient
Care Assistant;
 Demonstrate the knowledge of Immunization schedule and National Immunization
programme;
 Demonstrate the knowledge 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;
 Demonstrate the knowledge of role and functions of healthcare professionals and staff in
different departments of hospitals;
 Assist healthcare professionals 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; and
 Assist in developing and maintaining public relations.

COURSE REQUIREMENTS: The learner should have the basic knowledge of science.

COURSE LEVEL: This is a beginner level course. On completion of this course, a student can
take up an Intermediate level course for a job role in Healthcare, such as General Duty
Assistant in Class XI and Class XII.

COURSE DURATION: 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT TRAINEE 2|Page

2. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for
developing employability and vocational competencies of students of Class 11 and 12
opting for vocational subject along with general education subjects. The unit-wise
distribution of hoursand marks for Class 11 is as follows:

CLASS 11
No. of Hours for Marks for
Theory and Theory and
Practical Practical
Units =300 = 100
(270 Teaching (50 Theory and
and Training + 50 Practical)
30 Evaluation)
Part A Employability Skills
Unit 1: Communication Skills – III 25
Unit 2: Self-management Skills - III 25
Unit 3: Information and Communication 20
Technology Skills – III
Unit 4: Entrepreneurship Development – III 25
Unit 5: Green Skills - III 15
110 10
Part B Vocational Skills
Unit 1: Introduction to Healthcare System 25
Unit 2: Role of General Duty Assistant in 25
Patient Care
Unit 3: Customer Service and Public Relation 25
Unit 4: Human Anatomy, Physiology and 25
Nutrition
Unit 5: Primary Healthcare and Medical 20
Emergency
Unit 6: Handling Emergency Services 20
Unit 7: Personal Hygiene and First Aid 20
160 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 10 05
20 15
Total 300 100

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT TRAINEE 3|Page

ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced
to the National Occupation Standards (NOSs), rather than inputs. The NSQF level
descriptors, which are the learning outcomes for each level, include the process,
professional knowledge, professional skills, core skills and responsibility. The assessment is to
be undertaken to verify that individuals have the knowledge and skills needed to perform a
particular job and that the learning programme undertaken has delivered education at
a given standard. It should be closely linked to certification so that the individual and
the employer could come to know the competencies acquired through the vocational
subject or course. The assessment should be reliable, valid, flexible, convenient, cost
effective and above all it should be fair and transparent. Standardized assessment tools
should be used for assessment of knowledge of students. Necessary arrangements
should be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal
assessment and second an external examination, including theory examination to be
conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application
of knowledge. The knowledge test can be objective paper based test or short structured
questions based on the content of the curriculum.

WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a given
topic. Theory question paper for the vocational subject should be prepared by the subject experts
comprising group of experts of academicians, experts from existing vocational subject
experts/teachers, and subject experts from university/colleges or industry. The respective Sector
Skill Council should be consulted by the Central/State Board for preparing the panel of experts for
question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 2 hrs Mark (Theory) : 50

No. of Questions
Very Short Short Long
Typology of Question Answer (1 Answer Answer Marks
mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge based
simple recall questions, to know 5 2 2 15
specific facts, terms, concepts,
principles, or theories; identify, define
or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain, paraphrase,
or interpret information)

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT TRAINEE 4|Page

3. Application – (Use abstract information
in concrete situation, to apply 0 3 1 09
knowledge to new situations: Usegiven
content to interpret a situation, private
an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 0 04
pieces of information; Organize and/ or
integrate unique pieces of information
froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a decision 0 1 1 05
or outcome,or to predict outcomes
based on values)
Total 8x1=8 12x2=24 6x3=18 50 (26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on
the basis of practical demonstration of skills by the candidate, using a competency
checklist. The competency checklist should be developed as per the National
Occupation Standards (NOSs) given in the Qualification Pack for the Job Role to bring
about necessary consistency in the quality of assessment across different sectors
and Institutions. The student has to demonstrate competency against the
performance criteria defined in the National Occupation Standards and the
assessment will indicate that they are 'competent', or are 'not yet competent'. The
assessors assessing the skills of the students should possess a current experience in
the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the
assessors are provided with the training on the assessment of competencies.
Practical examination allows candidates to demonstrate that they have the
knowledge and understanding of performing a task. This will include hands-on
practical exam and viva voce. For practical, there should be a team of two evaluators
– the subject teacher and the expert from the relevant industry certified by the
Board or concerned Sector Skill Council. The same team of examiners will conduct
the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills
on a certain time period or timeline. Project work 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. Field visits should be organised as part of the project
work. Field visits can be followed by a small-group work/project work. When the class
returns from the field visit, each group might be asked to use the information that
they have gathered to prepare presentations or reports of their observations. Project
work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s
claim of competence. Documents may include reports, articles, photos of products
prepared by students in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of viva voce. The

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT TRAINEE 5|Page

number of external examiners would be decided as per the existing norms of the
Board and these norms should be suitably adopted/adapted as per the specific
requirements of the vocational subject. Viva voce should also be conducted to
obtain feedback on the student’s experiences and learning during the project
work/field visits.

CURRICULUM: HEALTHCARE – GENERAL DUTY ASSISTANT TRAINEE 6|Page

LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

JOB ROLE:
Domestic CRM Voice
(QUALIFICATION PACK: Ref. Id. SSC/Q2210)
SECTOR: IT/ ITeS

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan,
Assam

COURSE OVERVIEW

COURSE TITLE: IT/ITeS – Domestic CRM – Voice
Domestic CRM Domestic Voice in the IT-ITeS Industry is also known as a Customer Service Associate,
Customer Service Representative, Customer Care Executive, Customer Service Advisor, Helpdesk
Coordinator, Customer Support Representative. Individuals in this job receive and make telephone calls
which are primarily scripted, basic and routine with the assistance of a computerised system. They
answer inquiries, resolve problems, record complaints and/or receive feedback. This job requires the
individual to work independently and interact with customers. The individual should be result oriented
and should also be able to demonstrate logical thinking and interpersonal skills; ensure prioritization of
workload and should be willing to work at a desk-based job.
COURSE OUTCOMES: On completion of the course, students should be able to:
Apply effective oral and written communication skills to interact with people and
customers;
Identify the principal components of a computer
system; Demonstrate the basic skills of using computer;
Demonstrate self-management skills;
Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
Identify the principal components of a computer
system. Work safely on computer.
Start the computer.
Open and use the related
software. Exit from the software.
Shut down the computer.
Use the computer for data entry process.
Collect all necessary information about the query.
Log any decision about the query on the data entry tracking
form. Follow Rules and guidelines for data entry.
Handle queries.
Identify and control hazards in the workplace that pose a danger or threat to their safety
or health, or that of others.

COURSE REQUIREMENTS: The learner should have basic knowledge of science.
COURSE LEVEL: This course can be taken up at Intermediate level in Class 11 and Class 12.
COURSE DURATION: Total : 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total: 600 hrs

1. SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks for
Class 11 is as follows:

CLASS 11
Units No. of Hours for Max. Marks for
Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills 25 10
Unit 2: Self-management Skills 25
Unit 3: Basic ICT Skills 25
Unit 4: Entrepreneurial Skills 25
Unit 5: Green Skills 15
Total 115 10
Part B Vocational Skills
Unit 1: Introduction IT/ITeS Industry 25 40
Unit 2: Training of CRM Domestic Voice 25
Unit 3: Make Outbound Calls: Interaction With Customer 30
Unit 4: Using CRM application: Free CRM 30
Unit 5: Work Management 30
Unit 6: Workplace Safety & Hazards 20
Total 160 40
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Total 300 100

1. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to
the National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors,
which are the learning outcomes for each level, include the process, professional
knowledge, professional skills, core skills and responsibility. The assessment is to be undertaken
to verify that individuals have the knowledge and skills needed to perform a particular job
and that the learning programme undertaken has delivered education at a given standard.
It should be closely linked to certification so that the individual and the employer could
come to know the competencies acquired through the vocational subject or course. The
assessment should be reliable, valid, flexible, convenient, cost effective and above all it
should be fair and transparent. Standardized assessment tools should be used for
assessment of knowledge of students. Necessary arrangements should be made for using
technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal assessment
and second an external examination, including theory examination to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application
of knowledge. The knowledge test can be objective paper based test or short structured
questions based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, and subject experts from university/colleges or
industry. The respective Sector Skill Council should be consulted by the Central/State Board for
preparing the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Exam Duration: 2 hours Mark(Theory): 50

No. of Questions
Very Short Long
Typology of Question Short Answer (2 Answer Marks
Answer Marks) (3
(1 mark) Marks)
1. Remembering – (Knowledge based 5
simple recall questions, to know 2 2 15
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,
paraphrase,or interpret information)

3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=1 50
8 (26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the
basis of practical demonstration of skills by the candidate, using a competency checklist.
The competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency in
the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National
Occupation Standards andthe assessment will indicate that they are 'competent', or are 'not
yet competent'.The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment ofcompetencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The
same team of examiners will conduct the viva voce.

Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work 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. Field visits should be
organised as part of the project work. Field visits can be followed by a small-group
work/project work. When the class returns from the field visit, each group might be asked to
use the information that they have gathered to prepare presentations or reports of their
observations. Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by
studentsin relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms
should be suitably adopted/adapted as per the specific requirements of the vocational
subject. Viva voce should also be conducted to obtain feedback on the student’s

experiences and learning during the project work/field visits.

LEARNING OUTCOME
BASED
VOCATIONAL C URRICULUM

JOB ROLE: Unarmed Security Guard
(QUALIFICATION PACK: Ref. Id.AGR/Q0701)

SECTOR: PRIVATE SECURITY
ECURITY

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

1. COURSE OVERVIEW-
The Dictionary definition of Secure and Security is free from danger or risk. Anything that gives or
assures safety or something deposited as the fulfillment of an obligation or pledge is security. The word
security means “ the state of feeling secure”. Secure comes from the Latin word securus which , means
“ carefree” while the etiology of the word “guard” is rooted from French word garde, or garder which
means “ to protect” . By putting these words together, security guard will mean “ to protect the carefree
feeling”.
The Security sector is about protecting people. The National Security Agencies i.e. the army, the navy, the air
force, the police and the secret intelligence organizations are responsible for providing security to the citizen
of the nation. At the local level, Private Security Personnel, provide protection to human body and property
of corporate, household and individual through the provision of “ security system” which include burglar
alarms, electronic surveillance, personal security guards, etc., safety and security personnel support public
safety and order by using their skills in protecting persons, buildings, facilities and other major assets. They
work areas of assets protection, transport services, events services as well as personnel protection and the
protection of valuable objects in the private and public spheres. The primary rule of the individual entails
guarding designated premises and people by malling the first tier protection aided by appropriate security
devices / equipment. The core responsibility includes guarding against theft criminal acts, emergencies, fire
and other contingencies.
This course has been designed cater to the National Occupation Standard’s (NOSS) for the
Qualification Pack of Unarmed Security Guard (QP Ref. id../Q0101). And Unarmed Security Guard needs to
bear a good moral character, pleasing deportment, healthy habits and good grooming in addition to being
physically fit, mentally robust, intelligent, committed and proficient. Security Guard needs to be alert, calms
and confident and maintain a personal demeanor that helps him / her to control situations effectively using
personal initiative.
The role requires effective communication.
The various jobs opportunities that the private security sector offers include the following: (i) Body Guard (ii)
Senior Security Executives (iii) Security Executives (iv) Junior Security Expert (v) Security Trainer (vi)
unearned combat trainer (vii) Chief Security Manager (viii) Chief Security Officer / Manager (ix) Security and
Administrative Head (x) Security Officer (xi) Security Engineer (xii) Circle Security Officer (xiii) Security
Associate (xiv) Security Assistant / Guards.
On completion of the course, the student will be able to develop skills in areas that the employers
value and you will also be prepared for a career that you are aiming for.

1. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for
developing employability and vocational competencies of students of Class 11 and
12, opting for vocational subject along with general education subjects. The unit-wise
distribution of hoursand marks for Class 11 is as follows:

CLASS 11
Unit No. of Hours for Max. Marks for
Theory and Theory and
Practical 300 Practical 100
Part Employability Skills
A
1. Communication Skills 25 02
2. Self-management Skills 25 02
3. Information and Communication 20 02
Technology Skills
4. Entrepreneurial Skills 25 02
5. Green Skills 15 02
Total 110 10
Part B Vocational Skills
6. Advanced Defensive Techniques 30 8
7. Managing Conflict at Workplace 40 4

8. Legal and Procedural Requirements in 25 6
Security Services (Advanced)
9. Managing Visitors 15 6
10. Maintaining Lost and Found Facility 15 6
11. Dealing with Anxiety and Stress 15 6
12. Work Integrated Learning - Security 20 4
Services - L3
Total 160 40
Part Practical Work
C
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part Project Work/Field Visit
D
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grant Total 300 100

1. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State
Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to
the National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors,
which are the learning outcomes for each level, include the process, professional
knowledge, professional skills, core skills and responsibility. The assessment is to be undertaken
to verify that individuals have the knowledge and skills needed to perform a particular job
and that the learning programme undertaken has delivered education at a given
standard. It should be closely linked to certification so that the individual and the
employer could come to know the competencies acquired through the vocational
subject or course. The assessment should be reliable, valid, flexible, convenient, cost
effective and above all it should be fair and transparent. Standardized assessment tools
should be used for assessment of knowledge of students. Necessary arrangements should
be made for using technology in assessment of students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal
assessment and second an external examination, including theory examination to be
conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application
of knowledge. The knowledge test can be objective paper based test or short structured
questions based on the content of the curriculum.

WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, and subject experts from university/colleges or
industry. The respective Sector Skill Council should be consulted by the Central/State Board for
preparing the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 2 hrs Marks (Theory): 50

No. of Questions
Very Short Long
Typology of Question Marks
Short Answer Answer
Answer (2 Marks) (3
(1 mark) Marks)
1. Remembering – (Knowledge based 5
2 2 15
simple recall questions, to know
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,

paraphrase,or interpret information)

3. Application – (Use abstract
0 3 1 09
information in concrete situation, to
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast, 0 2 1 04
or differentiate between different
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
0 1 1 05
justify the value or worth of a
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50 (26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the
assessors/examiners on the basis of practical demonstration of skills by the candidate,
using a competency checklist. The competency checklist should be developed as per the
National Occupation Standards (NOSs) given in the Qualification Pack for the Job Role to
bring about necessary consistency in the quality of assessment across different sectors
and Institutions. The student has to demonstrate competency against the performance
criteria defined in the National Occupation Standards and the assessment will indicate that
they are 'competent', or are 'not yet competent'. The assessors assessing the skills of the
students should possess a current experience in the industry and should have undergone an
effective training in assessment principles and practices. The Sector Skill Councils should
ensure that the assessors are provided with the training on the assessment of
competencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The
same team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline . Project work 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. Field visits
should be organised as part of the project work. Field visits can be followed by a small-
group work/project work. When the class returns from the field visit, each group might be
asked to use the information that they have gathered to prepare presentations or reports of
their observations. Project work should be assessed on the basis of practical file or student
portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of

competence. Documents may include reports, articles, photos of products prepared by
studentsin relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms
should be suitably adopted/adapted as per the specific requirements of the vocational
subject. Viva voce should also be conducted to obtain feedback on the student’s
experiences and learning during the project work/field visits.

LEARNING OUTCOME
BASED VOCATIONAL
CURRICULUM

JOB ROLE: Sales Associate
(QUALIFICATION PACK: Ref. Id. RAS/Q0104)

SECTOR: Retail

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

COURSE OVERVIEW
COURSE TITLE: Retail - Sales Associate
A retailer is one who stocks the manufactured goods and is involved in the act of selling to
the final customer or consumer, at a margin of profit. Retailing is the last link that connecting
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 as per their
needs.

The retail industry is divided into organised and unorganized 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. Unorganized retailing, on the other
hand, refers to the traditional formats of low-cost retailing, like, the local kirana shops, owner
manned general stores, paan/beedi shops, convenience stores, hand cart and pavement
vendors, etc.
Organised retail can be categorized 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 major task of a sales associate is to sell a company’s products by demonstrating and
specifying product quality. He is also responsible for ensuring that customers are aware of all
the promotions that are in demand as per needs of the customers are led to their choice of
product. In large retail stores, new customers always become a tad confused as they do not
know where to look for what they want. It is the duty of a sales associate to ensure that each
customer is directed where they want to go. They may accompany customers to the correct
aisle.

After completion of this course the learner would be able to work as sales associate in
organized retailing to guide the customers in finding merchandise, introduce customers to
new merchandise, highlight product features in order to promote sales and also guide to the
Retail Sales Assistants. He/she interact with customers to understand and service customer
needs with specialization leading to maximization of business in a retail environment. He/she
needs to be physically fit to withstand working in a retail environment whilst being customer
responsive. They need to have excellent product knowledge, interpersonal and listening skills.

COURSE OUTCOMES: On completion of the course, students should be able to:
 Apply effective oral and written communication skills to interact with people and
customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills
and abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection;

 Process credit applications for purchases in retail business.
 Help to keep the store secure in retail business.
 Help to maintain healthy and safety aspects in retail business.
 Demonstrate products to customers in retail stores.
 Help the customers in choosing right products in retail stores.
 Provide specialist support to customers facilitating purchases in retail stores.
 Maximize sales of goods & services in retail stores.
 Provide personalized sales & post-sales service support to the customers.
 Resolve customer concerns in retail stores.
 Organize the delivery of reliable service to the customers.
 Improve customer relationship in retail business.
 Monitor and solve service concerns in retail stores.
 Promote continuous improvement in service to the customers.
 Work effectively in formal team in retail stores.
 Work effectively in retail organization.
 Create a positive image of sales associate & organization in the customer’s mind.

COURSE REQUIREMENTS: The learner should have the basic knowledge of commerce,
management specially retailing aspects.

COURSE LEVEL: This is an Intermediate level course. On completion of this course, a
student can take up a Diploma/Degree level course for a job roles in Team-Leader,
Departmental – Manager and Visual Merchandiser.

COURSE DURATION: 600 hrs
Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

1. SCHEME OF UNITS

This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 11 and 12 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 11 is as follows:

CLASS 11
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
300 100

Part A Employability Skills
Unit 1: Communication Skills –III 25
Unit 2: Self-management Skills –III 25
Unit 3: Information and Communication 20 10
Technology Skills – III
Unit 4: Entrepreneurial Skills – III 25
Unit 5: Green Skills – III 15
110 10

Part B Vocational Skills
Unit 1: Fundamentals of Retailing 30
Unit 2: Process of Credit Application 35
Unit 3: Mechanism for Customers to 35 40
Choose Right Products
Unit 4: Specialist Support to Customers 35
Unit 5: Health and Safety Management 30
165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 05 05
15 15
Total 300 100

1. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competencies.

The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which are
the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify that
individuals have the knowledge and skills needed to perform a particular job and that the
learning programme undertaken has delivered education at a given standard. It should be
closely linked to certification so that the individual and the employer could come to know the
competencies acquired through the vocational subject or course. The assessment should be
reliable, valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of
students.

KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal assessment and
second an external examination, including theory examination to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application of
knowledge. The knowledge test can be objective paper based test or short structured questions
based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the subject
experts comprising group of experts of academicians, experts from existing vocational
subject experts/teachers, and subject experts from university/colleges or industry. The
respective Sector Skill Council should be consulted by the Central/State Board for preparing the
panel of experts for question paper setting and conducting the examinations.

The blue print for the question paper may be as follows:
Exam Duration: 2 hours Mark (Theory): 50

No. of Questions
Very Short Long
Typology of Question Short Answer (2 Answer Marks
Answer Marks) (3
(1 mark) Marks)
1. Remembering – (Knowledge based 5
simple recall questions, to know 2 2 15
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,
paraphrase,or interpret information)
3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50
(26
questions)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards (NOSs)
given in the Qualification Pack for the Job Role to bring about necessary consistency in the quality
of assessment across different sectors and Institutions. The student has to demonstrate
competency against the performance criteria defined in the National Occupation Standards and
the assessment will indicate that they are 'competent', or are 'not yet competent’. The assessors
assessing the skills of the students should possess a current experience in the industry and should
have undergone an effective training in assessment principles and practices. The Sector Skill
Councils should ensure that the assessors are provided with the training on the assessment of

competencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce. For
practical, there should be a team of two evaluators – the subject teacher and the expert from the
relevant industry certified by the Board or concerned Sector Skill Council. The same team of
examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a certain
time period or timeline. Project work 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. Field visits should be organised as part of the project
work. Field visits can be followed by a small-group work/project work. When the class returns from
the field visit, each group might be asked to use the information that they have gathered to
prepare presentations or reports of their observations. Project work should be assessed on the basis
of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by students
in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge. Audio
or video recording can be done at the time of viva voce. The number of external examiners
would be decided as per the existing norms of the Board and these norms should be suitably
adopted/adapted as per the specific requirements of the vocational subject. Viva voce should
also be conducted to obtain feedback on the student’s experiences and learning during the
project work/field visits.

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Customer Service Executive (Meet
and Greet)
(QUALIFICATION PACK: Ref. Id. THC/Q0101)

SECTOR: Travel, Tourism and Hospitality

Class 11

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
(a constituent unit of NCERT, under MHRD, Government of India)

Offered by
Assam Higher Secondary Education Council
In Association with
Rastriya Madhyamik Shiksha Abhijan, Assam

1. COURSE OVERVIEW
COURSE TITLE: Travel, Tourism and Hospitality– Customer Service Executive (Meet
andGreet)
The Travel, Tourism and hospitality is one of the largest service industry in India as well as in the
world that includes transportation, accommodation, places of tourist interests, planning of events, etc.
And largest foreign exchange earner among provides employment of many people directly and
indirectly through many associated service industry. It is a very wide industry; it includes government
tourism departments, immigration and custom services, travel agencies, airlines, tour operator, hotels
etc. And many associated service industries such as airline catering or laundry services, guides,
interpreters, tourism promotion and sales etc.
Amongst several jobs which are available in the travel, tourism and hospitality industry, the “meet and
greet officer” job is an important one in hotels and travel companies. A Customer Service Executive
(Meet and Greet) performs the basic functions related to tour operation at work and prepares for
providing meet and greet services to the customers or guests at the terminal or designated places i.e.
hotel front office. As the guests arrive, he/ she must extend a warm welcome and greetings to them
and provide other services and assistance such as asking for comfort, make travel arrangements,
handling guest’s queries and assist them to transfer luggage on arrival and departure. Meet and Greet
Officers provide customers all the information regarding their trip and hand over necessary
documents as tour itinerary, hotel vouchers, booked tickets and agency manuals etc. to the tourists or
guests.
After successfully completing class 9thand 10th students will be able to perform job role of Customer
Service Executive (Meet and Greet) in travel, tourism and hospitality sector and will also be able to
pursue higher level certificate diploma/degree courses in / travel and tourism/Hospitality field.

COURSE OUTCOMES: On completion of the course, student should be able to:

 Apply effective oral and written communication skills to interact with people and customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the challenges of
sustainable development and environment protection;
 Develop vocational knowledge and skills for working in tourism and hospitality sector.
 Enhance organizational skills to work in hospitality establishments and deliver the product
and services competently.
 Identify the various components and segments of travel and tourism industry;
 Develop professional skills and competence to deliver greeting services to the
customers/guests.
 Demonstrate the procedure of booking for tourist travel and transportation;
 Perform the various functions of travel agency and tour operations;
 Offer meet and greet services to the customers/ guests;
 Perform the best practices of tourism and hospitality services to the guests and maintain
standard of service etiquettes.

 Identify and maintain Code of conduct for gender, age and safety issues in tourism and
hospitality industry;
 Demonstrate employability skills for the tourism industry.

COURSE REQUIREMENTS: The learner should have the basic knowledge of History and
Geography.

COURSE LEVEL: This is a beginner level course which the students can take in Class IX and
Class X. On completion of the course, a student shall become able to work for a job role as
Customer Service Executive (Meet and Greet) in “Tourism & Hospitality” Industry or join a
higher level course for the job role of Travel Consultant in Class XI and Class XII

COURSE DURATION: 600 hrs

Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

2. SCHEME OF UNITS AND ASSESSMENT
This course is a planned sequence of instructions consisting of Units meant for
developing employability and vocational competencies of students of Class 11 and
12 opting for vocational subject along with general education subjects.

The unit-wise distribution of hours and marks for Class 11 is as follows:

CLASS 11
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
200 100
Part A Employability Skills

Unit 1: Communication Skills-III 25
Unit 2: Self-management Skills-III 25
Unit 3: Information and Communication 20
Technology Skills-III 10
Unit 4: Entrepreneurial Skills-III 25
Unit 5: Green Skills-III 15
Total 110 10
Part B Vocational Skills
Unit 1: Introduction to Tourism and 25
Hospitality Industry
Unit 2: Meeting and Greeting to the 45
customers
Unit 3: Prepare for providing meet and 25
greet services
Unit 4: Arrange for the guest transfers 25
Unit 5: Handle guest queries and 20 40
complaints
Unit 6: Communication with customers 25
and colleagues
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

Assessment will include two components: one comprising of internal assessment and
second component is external examination including theory and practical
examinations to be conducted by the Board.

WRITTEN TEST:

It allows candidates to demonstrate that they have the knowledge and
understanding of a given topic. Question paper for the vocational subject may be
prepared by the subject experts comprising group of experts of academicians,
experts from existing vocational subject experts/teachers, subject experts from
university/colleges or industry recommended by the respective Sector Skill
Council. The Central/State Examination Board will use the services of the
relevant experts for setting up the question papers and conducting the
examinations.

The blue print for the question paper may be as follows:
Exam Duration: 2 hours Marks (Theory): 50

No. of Questions
Very Short Short Long
Typology of Question Answer (1 Answer (2 Answer Marks
mark) Marks) (3 Marks)
1. Remembering – (Knowledge based
simple recall questions, to know 5 2 2 15
specific facts, terms, concepts,
principles, or theories; identify,
define or recite, information)
2. Understanding – (Comprehension – to
be familiar with meaning and to 3 4 2 17
understand conceptually, interpret,
compare, contrast, explain,
paraphrase,or interpret information)
3. Application – (Use abstract
information in concrete situation, to 0 3 1 09
apply knowledge to new situations: Use
given content to interpret a situation,
private an example, or solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast,
or differentiate between different 0 2 1 04
pieces of information; Organize and/
or integrate unique pieces of
information froma variety of sources)
5. Evaluation – (Appraise, judge, and/or
justify the value or worth of a 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 08x1=8 12x2=24 6x3=18 50
(26questi
ons)

SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the
basis of practical demonstration of skills by the candidate, using a competency
checklist. The competency checklist should be developed as per the National
Occupation Standards (NOSs) given in the Qualification Pack for the Job Role to bring
about necessary consistency in the quality of assessment across different sectors and
Institutions. The student has to demonstrate competency against the performance
criteria defined in the National Occupation Standards and the assessment will indicate
that they are 'competent', or are 'not yet competent’. The assessors assessing the
skills of the students should possess a current experience in the industry and should have
undergone an effective training in assessment principles and practices. The Sector
Skill Councils should ensure that the assessors are provided with the training on the
assessment of competencies.
Practical examination allows candidates to demonstrate that they have the knowledge
and understanding of performing a task. This will include hands-on practical exam and
viva voce. For practical, there should be a team of two evaluators – the subject teacher
and the expert from the relevant industry certified by the Board or concerned Sector
Skill Council. The same team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills
on a certain time period or timeline. Project work 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.
Field visits should be organised as part of the project work. Field visits can be followed by
a small-group work/project work. When the class returns from the field visit, each group
might be asked to use the information that they have gathered to prepare
presentations or reports of their observations. Project work should be assessed on the basis
of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by
studentsin relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of viva voce. The
number of external examiners would be decided as per the existing norms of the
Board and these norms should be suitably adopted/adapted as per the specific
requirements of the vocational subject. Viva voce should also be conducted to obtain
feedback on the student’s experiences and learning during the project work/field
visits.