AHSEC 2nd Year Syllabus 2024-25 Skilled Subjects - IT ITES, Retail Trade, Agriculture, Floriculturist, Health Care, Security, Tourism, Beauty Wellness, Automotive, Electronics

LEARNING OUTCOME
BASED
VOCATIONAL SYLLABUS

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

SECTOR: Agriculture

Class 12

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

1. 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 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 12 is as follows:

CLASS 12
No. of Hours for Max. Marks for
Theory and Theory and
Units
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. Maintain Healthy Performance of 40 10
Livestock
7. Performing Hand and Machine 45 10
Milking
8. Entrepreneurship 35 10
9. Maintain Health & Safety at the 45 10
workplace
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. TEACHING/TRAINING ACTIVITIES

The teaching and training activities have to be conducted in classroom, laboratory/
workshops and field visits. Students should be taken to field visits for interaction with experts
and to expose them to the various tools, equipment, materials, procedures and operations in
the workplace. Special emphasis should be laid on the occupational safety, health and
hygiene during the training and field visits.

CLASSROOM ACTIVITIES

Classroom activities are an integral part of this course and interactive lecture sessions,
followed by discussions should be conducted by trained vocational teachers. Vocational
teachers should make effective use of a variety of instructional aids, such as audio-video
materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching
materials, etc. to transmit knowledge and impart training to the students.

PRACTICAL WORK IN LABORATORY/WORKSHOP

Practical work may include but not 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. A training plan that reflects tools, equipment, materials, skills and activities to be
performed by the students should be submitted by the vocational teacher to the Head of
the Institution.

FIELD VISITS/ EDUCATIONAL TOUR

In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least ten field visits should be conducted
in a year.

2. 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 i n cl u d e 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, 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 Maximum Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
principles, or theories; identify, define or recite,
5 2 2 15
information)

2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use
0 3 1 09
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 pieces of information; Organize
and/ or integrate unique pieces of information from
0 2 0 04
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify
the value or worth of a decision or outcome, 0 1 1 05
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 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 S Y L L A B U S

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

SECTOR:

Agriculture

Class 12

( Effective for 2023
2023-2024
2024 Academic Sessions)

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Shyamla Hills, Bhopal- 462 013, M.P., India
Offered by
Assam Higher Secondary Education Council
In Association with
Samagra 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, fustigation, 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
andcustomers;
 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
andabilities;
 Demonstrate the knowledge of the importance of green skills in meeting
thechallenges 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.
(Floricultureand 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 12 opting
for vocational subject along with general education subjects.
The unit-wise distribution of hours and marks for Class 12 is as follows:

CLASS 12
No. of Hours Max. Marks
forTheory forTheory
Units and and
Practical Practical
200 100
Part A Employability Skills
Unit 1: Communication Skills 25
Unit 2: Self-management Skills 25
Unit 3: Information and 20
Communication Technology 10
Skills
Unit 4: Entrepreneurial Skills 25
Unit 5: Green Skills 15
Total 110 10
Part B Vocational Skills
Unit 1: Cultivation of Commercial Crop-I 35
Unit 2: Cultivation of Commercial Crop-II 35
Unit 3: Growing off Annuals 35 40
Unit 4: Growing of Perennials 30
Unit 5: Post Harvest Management and 30
Value Addition
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

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 Max. Mark: 50

No. of Questions
Very Short Long
Typology of Question Short Answer Answer Marks
Answer (2 (3
(1 mark) Marks) 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)

4|Page

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 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 0 1 1 05
decision or outcome,or to predict
outcomes based on values)
Total 8x1=8 12x2=24 6x3= 50
18 (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

5|Page

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.

6|Page

LEARNING OUTCOME
BASED
VOCA
ATIONAL SYLLABUS

JOB ROLE: Four-Wheeler Service Assistant
(Old: - Auto Service Technician L4)

(QUALIFICATION PACK: Ref. Id. ASC/Q1402)

SECTOR - AUTOMOTIVE
Class 12

2023 2024 Academic Sessions)
( Effective for 2023-2024

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
Samgra Shiksha Abhijan, Assam

COURSE OVERVIEW
COURSE TITLE: Automotive-
Automotive Four-Wheeler Service Assistant

The present curriculum Four Wheeler Service Assistant job role is related to Level L-4.
Four-Wheeler L
This course fulfills the needs of the students willing to learn activities relating to the
Four-Wheeler Service Assistant 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 capable for transporting passengers has been in
vogue. Now due to the rapid growth of auto component manufacturers and automobile
industries, there is a great demand for Automobile technicians. Automobile
Engineering alias Automotive Engineering or Vehicle Engineeringis 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 components of a computer system
 Identify and control hazards in the workplace that pose a danger or threat to
theirsafety or health, or that of others.
 Demonstrate self-management
self skills.
 Demonstrate the ability to provide a self-analysis analysis in context of
entrepreneurial skillsand abilities.
 Demonstrate the knowledge of the importance of green skills in meeting the
challengesof 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,
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 12 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks
for Class 12 is as follows:

CLASS 12
No. of Hours for Max. Marks forTheory
Units Theory and and Practical
Practical 100
300
Part A Employability Skills
Unit 1: Communication Skills-IV 20
Unit 2: Self-management Skills-IV 10
Unit 3: Information and 20 10
Communication
TechnologySkills-IV
Unit 4: Entrepreneurial Skills-IV 15
Unit 5: Green Skills-IV 10
11 10
0
Part B Vocational Skills
Unit 1: Service Manual 30
Unit 2: Serviceability, 30
Replacement or Repair of
EngineComponents
Unit 3: Transmission system 20 30
Unit 4: Suspension system 20
Unit 5: Auto Electrical System 65
16 40
5
Part C 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. ASESSMENT 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 Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
principles, or theories; identify, define or recite,
5 2 2 15
information)

2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use
0 3 1 09
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 pieces of information; Organize
and/ or integrate unique pieces of information from
0 2 0 04
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify
the value or worth of a decision or outcome, 0 1 1 05
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 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 SYLLABUS

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

SECTOR: Beauty and Wellness

Class 12

(Effective forr 2023-2024 Academic Sessions)

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
Samagra 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 12
opting for vocational subject along with general education subjects. The unit-wise
distribution of hours and marks for Class 12 is as follows:

CLASS 12
No. of Hours for Max. Marks for
Units Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills – IV 25
Unit 2: Self-management Skills – IV 25
Unit 3: Information and Communication 20
10
Technology Skills – IV
Unit 4: Entrepreneurial Skills – IV 25
Unit 5: Green Skills – IV 15
Total 110 10
Part B Vocational Skills
Unit 1: Make Up Services 70
Unit 2: Facial Beauty Services 50
Unit 3: Salon Reception Duties 35 40
Unit 4: Create a Positive Impression at 10
Workplace
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, 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 Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
5 2 2 15
principles, or theories; identify, define or recite,
information)

2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use
0 3 1 09
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 pieces of information; Organize
0 2 0 04
and/ or integrate unique pieces of information from
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify
the value or worth of a decision or outcome, 0 1 1 05
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
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 BASEED
VOCAATIONAL SYLLABUS

JOB ROLE:
Field Technician – Wireman Control Panel
(QUALIFICA
CATION PACK: Ref. Id. ELE/Q73
302)

SECTOR: Electronics

Class 12

(Effective for 2023-2024
2024 Academic Sessions )

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 12 opting for vocational subject along
with general education subjects. The unit-wise distribution of hours and marks for Class 12 is as
follows :

CLASS 12
Units No. of Hours Max. Marks for
for Theory and Theory and
Practical Practical
300 100
Part A Employability Skills
Unit 1 Communication Skills – IV 25 10
Unit 2 Self-management Skills – IV 25
Unit 3 Basic ICT Skills – IV 20
Unit 4 Entrepreneurial Skills – IV 25
Unit 5 Green Skills – IV 15
Total 110 10
Part B Vocational Skills
Unit 1 Generation, Transmission and Distribution of Electrical Power 35 40
Unit 2 Installation and Troubleshooting Electrical Control Panel 50
Unit 3 AC Drive, PLC and Switchboard in Control Panel 40
Unit 4 Testing and Measurement in Electrical Panel 30
Unit 5 Safety Measures and Hazard 10
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:
Duration: 2 hrs Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
principles, or theories; identify, define or recite,
5 2 2 15
information)

2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

Page| 4

3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use
0 3 1 09
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 pieces of information; Organize
0 2 0 04
and/ or integrate unique pieces of information from
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify
the value or worth of a decision or outcome, 0 1 1 05
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
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| 5

LEARNING OUTCOME
BASED
VOCATIONAL SYLLABUS

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

SECTOR: Healthcare

Class 12

(Effective For 2023
2023-2024
2024 Academic Sessions)

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
Samagra Shiksha Abhijan, Assam

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

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 12 opting
for vocational subject along with general education subjects. The unit-wise distribution
of hoursand marks for Class 12 is as follows:

CLASS 12
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 – IV 25
Unit 2: Self-management Skills – IV 25
Unit 3: Information and Communication 20
Technology Skills – IV
Unit 4: Entrepreneurship Development – IV 25
Unit 5: Green Skills - IV 15
110 10
Part B Vocational Skills
Unit 6: Hospital Management System 25
Unit 7: Sterilization and Disinfection 25

Unit 8: Introduction to Medication 25
Unit 9: Immunization 25

Unit 10: Physiotherapy 20

Unit 11: Bio Medical Waste Management 20
Unit 12: Medical Records 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

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

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.

6|Page

LEARNING OUTCOME BASED
VOCATIONAL SYLLABUS

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

SECTOR: IT/ ITeS

Class 12

(Effective for 2023-2024 Academic Sessions )

PSS CENTRAL INSTITUTE OF VOCATIONAL
EDUCATION
Offered by
Assam Higher Secondary Education
Council
In Association with
Samagra 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
ofsustainable 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

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 12 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks
for Class 12 is as follows:

CLASS 12

Units No. of Hours Max. Marks
for Theory and for 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 10
Total 115 10
Part B Vocational Skills
Unit 1: Fundamentals of ERP 40 40
Unit 2: Basics of Procurement Policy and BPO’s 25
Unit 3: Fundamental of Learning 35
Total 100 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:
Duration: 2 hrs Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
principles, or theories; identify, define or recite,
5 2 2 15
information)

2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use
0 3 1 09
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 pieces of information; Organize
0 2 0 04
and/ or integrate unique pieces of information from
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify
the value or worth of a decision or outcome, 0 1 1 05
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 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.

LEARNIN
NG OUTCOME BASEED
VOCAATIONAL SYLLABUS

JOB ROLE:
Unarmed Security Guard
(QUALIFICA
CATION PACK: Ref. Id. SSS/Q0101
0101)

SECTOR: Private Security

Class 12

(Effective
Effective for 2023
2023-2024 Academic Sessions)

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
Samagra Shiksha Abhijan, Assam

1. COURSE OVERVIEW

COURSE TITLE: Unarmed Security Guard

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

1. 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 12 is as
follows :

CLASS 12
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 Security of Premises and Property 25 40

Unit 2 Introduction to Technological Aids in Security 40
Operations
Unit 3 Legal and Procedural Requirements in Security 20
(Advanced)
Unit 4 Basic Security Operations 25

Unit 5 Surveillance and Protection Systems 20
Unit 6 Responding to Security Incidents and Breaches 15
Unit 7 Work Integrated Learning - L4 15
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

2. 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 Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 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)

Page| 4

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, 0 2 0 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 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 Page| 5

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
SYLLABUS

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

SECTOR:

Organised Retail

Class 12

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION
Shyamla Hills, Bhopal- 462 013, M.P., India

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

\

1. 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;

1|Page

 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 12
opting for vocational subject along with general education subjects. The unit-wise
distribution of hoursand marks for Class 12 is as follows:
CLASS 12
No. of Hours for Max. Marks for
Theory and Theory and
Units
Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills – IV 25
Unit 2: Self-management Skills – IV 25
Unit 3: Information and 20
Communication Technology 10
Skills – IV
Unit 4: Entrepreneurial Skills – IV 25
Unit 5: Green Skills – IV 15
110 10
Part B Vocational Skills
Unit 1: Resolve Customer Concerns 35

Unit 2: Delivery of Reliable service 35
Unit 3: Customer Relationship 35
Management 40
Unit 4: Continuous Improvement in 30
Service
Unit 5: Work in Team & Organization 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:

Duration: 2 hrs Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple recall
questions, to know specific facts, terms, concepts,
5 2 2 15
principles, or theories; identify, define or recite,
information)

2. Understanding – (Comprehension – to be familiar
with meaning and to understand conceptually,
interpret, compare, contrast, explain, paraphrase,
3 4 2 17
or interpret information)

3. Application – (Use abstract information in concrete
situation, to apply knowledge to new situations: Use
0 3 1 09
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 pieces of information; Organize
0 2 0 04
and/ or integrate unique pieces of information from
a variety of sources)

5. Evaluation – (Appraise, judge, and/or justify
the value or worth of a decision or outcome, 0 1 1 05
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
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 SYLLABUS

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

SECTOR: Travel, Tourism and Hospitality

Class 12

(Effective for 2023-2024 Academic Sessions )

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

1. COURSE OVERVIEW

COURSE TITLE: Travel, Tourism and Hospitality– Customer Service Executive (Meet and
Greet)

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 12 is as follows:

CLASS 12
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
200 100

Part A Employability Skills
Unit 1: Communication Skills-IV 25
Unit 2: Self-management Skills-IV 25
Unit 3: Information and Communication 20
Technology Skills-IV
10
Unit 4: Entrepreneurial Skills-IV 25
Unit 5: Green Skills-IV 15
Total 110 10
Part B Vocational Skills
Unit 1 : Etiquette and Hospitable 30
Conduct
Unit 2 : Gender and Age Sensitive 25
Service Practices
Unit 3 : Health and Hygiene 33
Unit 4: Safety at Workplace 30
Unit 5: Learn a foreign or local 22
40
language(s) including English
Unit 6: Customer-centric Services 25
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:
Duration: 2 hrs Max. Mark: 50

No. of Questions

Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 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)
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 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 0 1 1 05
decision 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
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.