ICSE Class 9 Syllabus 2028 Dietetic Aide

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION
YEAR 2028

DIETETIC AIDE
(71)

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

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MISSION STATEMENT

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children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

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Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

DIETETIC AIDE
(Subject Code:71)

(Sector: Healthcare)

OVERVIEW
A Dietetic Aide assists a registered Dietician in planning, preparing, and serving meals to
patients with specific dietary and nutritional needs. The key responsibilities of the Dietetic Aide
include diet preparation, diet regulation, food handling, maintaining safety and sanitary
standards and performing certain administrative functions. The job requires the individual to
demonstrate clinical skills essential in providing basic dietary services, good communication
skills and ethical behaviour.
OUTCOMES:
On completion of the course, students should be able to:
 communicate effectively with the customers;
 communicate effectively at the workplace;
 identify and control hazards in the workplace that pose a danger or threat to their safety or
health, or that of others;
 demonstrate the knowledge of modern computers and their parts and peripherals;
 demonstrate the knowledge and understanding about the role of diet assistant in the
healthcare settings;
 demonstrate the ability to perform clinical skills essential in providing basic dietary
services such as supervising preparation of food and serving meals to the patient;
 demonstrate safe handling and management of food by following quality assurance
processes;
 demonstrate techniques to show safe disposal of food waste;
 demonstrate maintenance and cleanliness of all equipment, utensils and tools coming in
contact with food;
 demonstrate techniques to maintain personal hygiene needs.

1

Class IX
There will be one written paper of two hours duration carrying 100 marks and Internal
Assessment of Practical of 100 marks.
COURSE STRUCTURE:
PART I: THEORY – 100 MARKS
Employability Skills – 30 Marks
Unit 1: Communication Skills – I
Unit 2: Self-management Skills – I
Unit 3: Basic Information and Communication Technology Skills – I
Unit 4: Entrepreneurial Skills – I
Unit 5: Green Skills – I
Vocational Skills – 70 Marks
Unit 6: Introduction to the Healthcare System
Unit 7: Role and Responsibilities of Dietetic Aide
Unit 8: Food Handling and Hygiene Practices
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work – 70 Marks
Practical Examination – 40 Marks
Practical File – 10 Marks
Viva Voce (based on Practical Examination/File) – 20 Marks
Project Work – 30 Marks
Report of Field Visit/Project – 10 Marks
Student Portfolio – 10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks

2

PART I: THEORY – 100 MARKS
Employability Skills
Unit-1: Communication Skills – I
Learning Outcome 1.1: Demonstrate knowledge of various methods of
communication

Theory Practical

1. Methods of communication:  Writing pros and cons of written, verbal,
and non-verbal communication
(i) Verbal
 Listing dos and don’ts for avoiding
(ii) Non-verbal
common body language mistakes
(iii) Visual

Learning Outcome 1.2: Identify elements of communication cycle

Theory Practical

1. Meaning of communication  Draw a diagram of communication cycle
2. Importance of communication skills  Role plays on communication process
related to the sector/job role
3. Elements of communication cycle:
(i) Sender
(ii) Ideas
(iii) Encoding
(iv) Communication channel
(v) Receiver
(vi) Decoding
(vii) Feedback

Learning Outcome 1.3: Identify the factors affecting our perspectives in
communication

Theory Practical

1. Perspectives in communication  Group discussion on factors affecting
perspectives in communication
2. Factors affecting perspectives in
communication:  Sharing of experiences on factors
affecting perspectives
(i) Visual perception
 Sharing experiences on factors affecting
(ii) Language communication at workplace
(iii) Past experience
(iv) Prejudices
(v) Feelings
(vi) Environment

3

Learning Outcome 1.4: Demonstrate the knowledge of basic writing skills

Theory Practical

1. Writing skills related to the following:  Demonstration and practice of writing
sentences and paragraphs on topics related
(i) Phrases
to the subject
(ii) Kinds of sentences
(iii) Parts of sentence
(iv) Parts of speech
(v) Use of articles
(vi) Construction of a paragraph
Unit-2: Self-management Skills – I
Learning Outcome 2.1: Describe the meaning and importance of self-management

Theory Practical

1. Meaning of self-management  Identification of self-management skills
2. Positive results of self-management  Strength and weakness analysis
3. Self-management skills

Learning Outcome 2.2: Identify the factors that help in building self-confidence

Theory Practical

1. Factors that help in building self-confidence –  Role play exercises on building self-
social, cultural, and physical factors confidence
2. Self-confidence building tips – getting rid of  Use of positive metaphors/words
negative thoughts, thinking positively, staying
 Positive stroking on waking up and before
happy with small things, staying clean,
going to bed
hygienic, and smart, chatting with positive
people, etc.  Helping others and working for
community

Unit-3: Basic Information and Communication Technology Skills – I
Learning Outcome 3.1: Demonstrate the knowledge of the role of Information and
Communication Technology (ICT) in day-to-day life and
workplace

Theory Practical

1. Introduction to ICT  Discussion on the role and importance of
ICT in personal life and at the workplace
2. Role and importance of ICT in personal life
and at the workplace  Preparing posters/collages to show the role
of ICT at workplace
3. ICT in our daily life (examples)
4. ICT tools – mobile, tab, radio, TV, email,
etc.

4

Learning Outcome 3.2: Identify components of basic computer system and their
functions

Theory Practical

1. Computer system – Central Processing Unit  Connecting the cables and peripherals to
(CPU), memory, motherboard, storage the Central Processing Unit
devices
 Starting and shutting down a computer
2. Hardware and software of a computer
 Group discussion on the various aspects of
system
hardware and software
3. Role and functions of Random Access
Memory (RAM) and Read-only Memory
(ROM)
4. Role and functions of Central Processing
Unit
5. Procedure for starting and shutting down a
computer

Learning Outcome 3.3: Demonstrate use of various components and peripherals of
computer system

Theory Practical

1. Peripherals devices and their uses – mouse,  Identification of the various parts and
keyboard, scanner, webcam, etc. of a peripherals of a computer
computer system
 Demonstration and practice on the use of
a mouse
 Demonstration and practice on the use of
a keyboard
 Demonstration of the use of printers,
webcams, scanner, and other peripheral
devices
 Drawing a diagram of a computer system
and labelling it

Learning Outcome 3.4: Demonstrate basic computer skills

Theory Practical

1. Primary operations on a computer system –  Identification of the various input and
input, process, storage, output, output units and explanation of their
communication, networking, etc. purposes

Unit-4: Entrepreneurial Skills – I
Learning Outcome 4.1: Identify various types of business activities

Theory Practical

1. Types of businesses – service, manufacturing,  Prepare posters of business activities found
hybrid in cities/villages, using pictures

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2. Types of businesses found in our community,  Discuss the various types of activities,
business activities around us generally adopted by small businesses in a
local community
 Best out of waste
 Costing of the product made from waste
 Selling of items made from waste
materials
 Prepare list of businesses that provide
goods and services in exchange for money
Learning Outcome 4.2: Demonstrate the knowledge of distinguishing characteristics
of entrepreneurship

Theory Practical

1. Meaning of entrepreneurship development  Prepare charts showing advantages of
2. Distinguishing characteristics of entrepreneurship over wages
entrepreneurship  Group discussions on role and features of
entrepreneurship
3. Role and rewards of entrepreneurship
 Lectures/presentations by entrepreneurs on
their experiences and success stories
Identify core skills of successful
entrepreneurs

Unit-5: Green Skills – I
Learning Outcome 5.1: Demonstrate the knowledge of the factors influencing natural
resource conservation

Theory Practical

1. Introduction to the environment  Group discussion on hazards of
deteriorating environment
2. Relationship between society and
environment, ecosystem and factors causing  Prepare posters showing environment
imbalance conservation
3. Natural resource conservation  Discussion on various factors that
influence our environment
4. Environment protection and conservation

Learning Outcome 5.2: Describe the importance of green economy and green skills

Theory Practical

1. Definition of green economy  Discussion on the benefits of green skills
2. Importance of green economy and the importance of green economy
 Prepare a poster showing the importance
of green economy with the help of
newspaper/magazine cuttings

6

Vocational Skills
Unit-6: Introduction to the Healthcare System
Learning Outcome 6.1: Demonstrate basic understanding of the healthcare sector
and functions of a hospital

Theory Practical

1. Healthcare delivery system – public and private  Visit primary and community health
sector center to enlist available facilities
2. Levels of healthcare  Visit government and private hospitals
and list out the departments
3. Hospital set-up and functions

Learning Outcome 6.2: Basic understanding of the dietetics department and its
facilities

Theory Practical

1. Department of dietetics  Outline and discuss functions of the
dietetics department
2. Organizational chart of the dietetics department
 Prepare organizational chart of the
3. Functions of the dietetics department
dietetics department

Learning Outcome 6.3: Identify food storage equipment, kitchen equipment and
articles and their uses

Theory Practical

1. Kitchen equipment – large and small  Identify kitchen appliances and collect
images of appliances used for cooking and
2. Electrical and non-electrical
serving of food large scale
3. Equipment used in food weighing, cutting,
cooking, and serving

Unit-7: Role and Responsibilities of a Dietetic Aide
Learning Outcome 7.1: Demonstrate functions of a dietetic aide

Theory Practical

1. Role and responsibilities of a dietetic aide:  Explain the various roles of a dietetic
aide in the healthcare setting
(i) Supervision of food preparation
(ii) Food service
(iii) Hygiene maintenance
(iv) Patient comfort
(v) Dietary education
(vi) Follow-up
(vii) Food-related issues

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Learning Outcome 7.2: Exhibit the skills and qualities required by a dietetic aide

Theory Practical

1. Skill, qualities, and knowledge required by a  Enumerate skills required for the
dietetic aide dietetic aide job role

Learning Outcome 7.3: Display ethical behavior

Theory Practical

1. Code of conduct/ethics for a dietetic aide at the  Initiate a group discussion on the code
workplace of conduct for a dietetic aide

Unit-8: Food Handling & Hygiene Practices
Learning Outcome 8.1: Demonstrate steps of hand hygiene
8.2: Develop techniques of personal grooming
8.3: Use personal protective equipment

Theory Practical

1. Personal hygiene practices  Collect pictures of personal protective
2. Personal grooming practices equipment
3. Personal protective equipment & their uses  Demonstrate hand washing steps

Learning outcome 8.4: Identify causes and prevention of food contamination

Theory Practical

1. Food contamination:  Outline and discuss preventive measures
(i) Sources of food contamination
(ii) Routes and packaging material
(iii) Cross-contamination
2. Preventive measures of food contamination
Learning Outcome 8.5: Demonstrate food hygiene practices and food waste disposal
methods

Theory Practical

1. Cleanliness in the work area – food handling,  Prepare a schedule plan to maintain
storage and serving area utensils, equipment cleanliness and hygiene of the kitchen,
utensils, and equipment
2. Food serving practices
3. Food waste disposal

PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
To be assessed internally by the school.
For guidelines for Internal Assessment refer to Class X.

8

Class X
There will be one written paper of two hours duration carrying 100 marks and Internal
Assessment of Practical of 100 marks.
COURSE STRUCTURE:
PART I: THEORY – 100 MARKS
Employability Skills – 30 Marks
Unit 1: Communication Skills – II
Unit 2: Self-management Skills – II
Unit 3: Basic Information and Communication Technology Skills – II
Unit 4: Entrepreneurial Skills – II
Unit 5: Green Skills – II
Vocational Skills – 70 Marks
Unit 6: Introduction to Nutrition and Dietetics
Unit 7: Patient Safety and Rights
Unit 8: Documentation and Recording
PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work –70 Marks
Practical Examination – 40 Marks
Practical File – 10 Marks
Viva Voce (based on Practical Examination/File) – 20 Marks
Project Work – 30 Marks
Report of Field Visit/Project – 10 Marks
Student Portfolio – 10 Marks
Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks

9

PART I: THEORY – 100 MARKS
Employability Skills
Unit-1: Communication Skills – II
Learning Outcome 1.1: Demonstrate knowledge of various methods of
communication

Theory Practical

1. Methods of communication:  Writing pros and cons of written, verbal,
(i) Verbal and non-verbal communication
(ii) Non-verbal  Listing dos and don’ts for avoiding
common body language mistakes
(iii) Visual
Learning Outcome 1.2: Provide descriptive and specific feedback

Theory Practical

1. Communication cycle and importance of  Constructing sentences for providing
feedback descriptive and specific feedback
2. Meaning and importance of feedback
3. Descriptive feedback – written comments or
conversations
4. Specific and non-specific feedback

Learning Outcome 1.3: Apply measures to overcome barriers in communication

Theory Practical

1. Barriers to effective communication – types  Enlisting barriers to effective
and factors communication
2. Measures to overcome barriers in effective  Applying measures to overcome barriers
communication in communication

Learning Outcome 1.4: Apply principles of communication

Theory Practical

1. Principles of effective communication  Constructing sentences that convey all
facts required by the receiver
2. 7Cs of effective communication
 Expressing in a manner that shows respect
to the receiver of the message
 Exercises and games on applying 7Cs of
effective communication

10

Learning Outcome 1.5: Demonstrate basic writing skills

Theory Practical

1. Writing skills related to the following:  Demonstration and practice of writing
sentences and paragraphs on topics related
(i) Sentence
to the subject
(ii) Phrase
(iii) Kinds of Sentences
(iv) Parts of Sentence
(v) Parts of Speech
(vi) Articles
(vii) Construction of a paragraph

Unit-2: Self-management Skills – II
Learning Outcome 2.1: Apply stress management techniques

Theory Practical

1. Meaning and importance of stress  Exercises on stress management
management techniques – yoga, meditation, physical
exercises
2. Stress management techniques – physical
exercise, yoga, meditation  Preparing a write-up on an essay on
experiences during a holiday trip
3. Enjoying going to vacations and holidays with
family and friends
4. Taking nature walks

Learning Outcome 2.2: Demonstrate the ability to work independently

Theory Practical

1. Importance of the ability to work  Demonstration on working independently
independently on goals
2. Describe the types of self-awareness  Planning of an activity
3. Describe the meaning of self-motivation and  Executing tasks in a specific period, with
self-regulation no help or directives
 Demonstration on the qualities required
for working independently

11

Unit-3: Basic Information and Communication Technology Skills – II
Learning Outcome 3.1: Distinguish between different operating systems

Theory Practical

1. Classes of operating systems  Identification of taskbar, icons, menu, etc.
2. Menu, icons, and taskbar on the desktop  Demonstration and practice of creating,
renaming, and deleting files and folders,
3. File concept, file operations, file organization,
saving files in folders and sub-folders,
directory structures, and file-system structures
restoring files and folders from recycle bin
4. Creating and managing files and folders

Learning Outcome 3.2: Apply basic skills for care and maintenance of computer

Theory Practical

1. Importance and need of care and maintenance  Demonstration of the procedures to be
of a computer followed for cleaning, care and
maintenance of hardware and software
2. Cleaning computer components
3. Preparing maintenance schedule
4. Protecting computer against viruses
5. Scanning and cleaning viruses and
removing SPAM files, temporary files, and
folders

Unit-4: Entrepreneurial Skills – II
Learning Outcome 4.1: List the characteristics of successful entrepreneurs

Theory Practical

1. Entrepreneurship and society  Writing a note on entrepreneurship as a
career option
2. Qualities and functions of an entrepreneur
 Collecting success stories of first
3. Role and importance of an entrepreneur
generation and local entrepreneurs
4. Myth about entrepreneurship
 Listing the entrepreneurial qualities –
5. Entrepreneurship as a career option analysis of strength and weaknesses
 Group discussion of self-qualities that
students feel are needed to become
successful entrepreneur
 Collect information and related data for a
business
 Making a plan in teams for setting up a
business

12

Unit-5: Green Skills – II
Learning Outcome 5.1: Demonstrate the knowledge of importance, problems and
solutions related to sustainable development

Theory Practical

1. Definition of sustainable development  Identify the problem related to sustainable
development in the community
2. Importance of sustainable development
 Group discussion on the importance of
3. Problems related to sustainable development
respecting and conserving indigenous
knowledge and cultural heritage
 Discussion on the responsibilities and
benefits of environmental citizenship,
including the conservation and protection
of environmental values
 Preparing models on rainwater harvesting,
drip/sprinkler irrigation, vermin-compost,
solar energy, solar cooker, etc.

Vocational Skills
Unit-6: Introduction to Nutrition and Dietetics
Learning Outcome 6.1: Relate role of food and nutrition in maintenance of health

Theory Practical

1. Food groups  Draw food pyramid guide
2. Balanced diet  Calculate body mass index of your family
members and identify the grade according
3. Functions of foods
to WHO
4. Nutritional status of body

Learning Outcome 6.2: Enlist types of nutrients and their importance

Theory Practical

1. Macro and micronutrients: function, food  Prepare a chart on macronutrients and
sources, deficiency-diseases their functions
 Collect/draw pictures of locally available
rich food sources of micronutrients

Learning Outcome 6.3: Enumerate dietetics related medical terminologies

Theory Practical

1. Dietetics – introduction, related medical  Discuss about dietetics-related medical
terminology terminology in small groups

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Unit-7: Patient Safety and Rights
Learning Outcome 7.1: Describe patient’s right

Theory Practical

1. Patient comfort, patient right and consent  Make sample patient’s consent form for
dietary intervention and counselling

Learning Outcome 7.2: Able to explain hospital policy and procedures

Theory Practical

1. Organisational policy and procedures  Discuss organizational policy of hospitals
and other health institutes in groups

Learning Outcome 7.3: Handle hazardous situation safely

Theory Practical

1. Maintaining safe working environment: fire  Visit a hospital and observe fire,
safety, electrical safety, home safety, diet- electrical, and security safety measures
related safety, food allergy

Learning Outcome 7.4: Demonstrate safety issues concerning communicable and non-
communicable diseases

Theory Practical

1. Infection – Causes, prevention  Enlist communicable and non-
2. Communicable and non-communicable communicable diseases
diseases
 Prepare a chart on Immunization schedule
3. Immunization

Unit-8: Documentation and Recording
Learning Outcome 8.1: Demonstrate documentation work of patients

Theory Practical

1. Observing safe food preparation and handling  Prepare sample record books for recording
2. Record: Types, importance and uses patient’s details, dietary prescription, food
3. Reporting and documentation intake and kitchen working as per indent
for one day

Learning Outcome 8.2: To manage inventory and stock register

Theory Practical

1. Inventory and kitchen management, patient  Enlist kitchen equipment and utensils in
indent stock register
 Make a note on FIFO (first in, first out)

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PART II: INTERNAL ASSESSMENT (PRACTICAL) – 100 MARKS
Practical Work
• Practical Examination – 40 Marks
• Practical File – 10 Marks
• Viva Voce (based on Practical Examination/File) – 20 Marks
The Practical Work allows candidates to demonstrate that they have knowledge and
understanding of performing a task. This will include the hands-on Practical Examination and
viva-voce. In addition, candidates will be required to maintain a practical file of the work done
throughout the year.
Candidates will be required to perform any two practicals selected by the external examiner. The
two practicals selected by the external examiner will be from different units of the syllabus.
Project Work
• Report of Field Visit/Project – 10 Marks
• Student Portfolio – 10 Marks
• Viva Voce (based on Report of Field Visit/Student Portfolio/Project) – 10 Marks
Project Work aims at assessing the practical skills of candidates over a certain period of time.
This includes report of field visits, project undertaken, student portfolio along with viva-voce.
Candidates are required to have completed one project on a topic of their choice from any
topic/allied aspect covered in the syllabus. The project may include case study (example, study
of a local industry/business), survey, model making, poster making/creation of audio-visual
aids, interview of an entrepreneur from the local industry, etc.
Candidates should maintain record of the field visits undertaken during the year. This should
include subject-specific information obtained from the experts/observations made during the
field visits.
The student portfolio is a compilation of work done by the candidate throughout the year, and
may include reports, articles, photos of products prepared by the candidate in relation to the
unit of competency.
EVALUATION
The practical and project work is to be evaluated by the subject teacher and by an External
Examiner. The External Examiner shall be nominated by the Head of the school and may be a
teacher from the faculty, but not teaching the subject in the relevant section/class.
The Internal Examiner and the External Examiner will assess the candidate’s work
independently.

Award of Marks (100 Marks)

Subject Teacher (Internal Examiner) 50 marks

External Examiner 50 marks

The total marks obtained out of 100 are to be sent to the CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on the CISCE’s
CAREERS portal by the due date.

15

Teaching-learning Activities
For effective transaction of the subject content a combination of classroom activities, practical
work and field visits/educational tours are to be used by the teacher.
Special emphasis should be laid on occupational safety, health and hygiene while conducting
the teaching-learning activities.
Classroom Activities
Classroom activities, including, interactive lecture sessions followed by discussions should be
conducted by the subject teachers, using a variety of instructional or teaching aids such as,
audio-video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online
teaching materials, etc.
Practical Work
Practical work may include but not be limited to hands-on training, simulated training, role
play, case-based studies, exercises, etc. Equipment and supplies should be provided to enhance
hands-on learning experience of students. Only trained personnel should teach specialized
techniques.
Field Visits/Educational Tours
Students should be taken for field visits to give them an opportunity to interact with experts
and to expose them to the various tools, equipment, materials, procedures, and operations in
the workplace. During field visits, students should obtain subject-specific information from
the experts or make a record of the activities observed.
A checklist of observations to be made by the students during the field visits should be
developed by the teachers for systematic collection of information by the students on various
aspects.
For example, a visit may be organised to a hospital. During the visit, students may be asked to
observe various activities of the nurses on a daily schedule basis. The following may also be
observed:
• Front office activities
• Reception and registration activities
• Disinfecting wards and equipment
• Various activities related to patient care
• Demonstration of first aid
• Safety measures undertaken
• Demonstration of hospital record keeping
• Diet clinics
• Primary health centre
Students may also be asked to obtain first-hand knowledge of the bio-medical waste
management in the hospital.
In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace. Schools may identify different opportunities for field
visits within a short distance from the school and make necessary arrangements for the same.

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List of Equipment and Materials
The list given below is suggestive. An exhaustive list should be prepared by the teacher. Only
basic tools, equipment and accessories should be procured by the school so that the routine
tasks can be performed by the students regularly for practice and acquiring adequate practical
experience.

S. No. Item name, Description & Specification
1. Food preparation lab
2. Sinks for utensil washing
3. Food trolley
4. Storage cupboards
5. Refrigerator
6. Cooking gas, burners, and lighters
7. Microwave
8. Dining utensils
9. Measuring cups
10. Weight machine for food 10-to-50-gram sensitivity
11. Blenderizers
12. Kitchen utensils and equipment
13. Measuring spoons
14. Stadiometer
15. Measuring tape
16. Gas burner
17. Cylinder
18. Common household measures
19. Flip books and models for food groups
20. Cutlery – cooking and serving
21. Storage and garbage bins
22. Charts of food groups
23. Dry and fresh cooking ingredients with storage
24. Computer and internet access
25. Teaching board (SMART board)
26. Aprons and head scarfs
27. Gloves (disposable)
28. Liquid soap bottle
29. Nutritional brochures

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30. Registers
31. Pens
32. Pencils/erasers/sharpeners
33. Marker pens
34. Dusters
35. Paper
36. Cleaning solution (colin)
37. Scrubbers and liquid soap
38. Tissues paper
39. Fire extinguisher
40. Electric or induction cooking stove

Teacher Qualifications
The suggestive qualifications and minimum competencies for the subject teacher are as
follows:
• Graduation in Dietetics/Nutrition or Home Science with at least 1 year experience in
teaching/working as a Dietitian or in the dietary department
OR
Graduation in any stream of Biological/Life Sciences (BSc) with Diploma in
Nutrition/Dietetics having 1 year of experience in teaching or as a Dietitian
• Effective communication skills (oral and written)
• Basic computing skills
• Technical competencies

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