1. health and fitness

fBozso ;otgZyh w[bKeD (;hH;hHJhH) ;ehw dk w"fvT{b
(NSQF b?tbF1 nXhB B"thA ôq/Dh bJh)
gzikp ;oeko tZb'A ikoh jdkfJsK dh b'n ftZu nekdfwe ;kb 2014F15 s'A gzikp
oki d/ u'Dt/A 100 ;e{bK ftZu bkr{ National Skill Qualification Framework (NSQF)
nXhB fBozso ;otgZyh w[bKeD (;hH;hHJhH) bJh 20# nze fBoXkfos ehs/ rJ/ jB, fi; dh
b'n ftZu p'ov tZb'A B"thA ôq/Dh bJh j/m do;kJ/ nB[;ko ;hH;hHJhH w"fvT{b fsnko ehsk frnk
j?.
;hH;hHJhH;ehw nXhB nzeFtzv
;hH;hHJhH ;ehw B{z tX/o/ gkodoôh pDkT[D ns/ ftfdnoEhnK dhnK ;ko/ ;kb dhnK
ftZfdne ns/ ;fjFftZfdne rshftXhnK Ós/ nkXkfos eoB fjZs ;hH;hHJhH d/ 20# nzeK dh
tzv j/m do;kJ/ nB[;ko ehsh iKdh j?L
1H
nekdfwe gqkgshnK
160 nze
(K)
30 nze
fszB wjhBktko N?;N (wJh, nr;s ns/ Btzpo)
(10 nze gqsh N?;N)
(KK)
Now gqhfynk (;szpo)
65 nze
(KKK)
gqhF;kbkBk gqhfynk (cotoh)
65 nze
2H
;fj nekdfwe gqkgshnK
40 nze
B'NL
;fj nekdfwe gqkgshnK nXhB do;kJ/ gZyK (jk÷oh ns/ y/vK$;ZfGnkukoe fefonktK
s'A fJbktk) dk w[bKeD Now gqhfynk ns/ gqhF;kbkBk gqhfynk d/ Bkb d' tko, ;szpo
ns/ øotoh ftZu ehsk ikt/rk. jk÷oh ns/ y/vK$;ZfGnkukoe fefonktK dk w[bKeD
e/tb øotoh ftZu fJZe tko ehsk ikt/rk. Now gqhfynk d"okB ftfdnkoEhnK dk
ngq?b s'A ;szpo sZe ns/ gqhF;kbkBk gqhfynk d"okB nes{po s'A øotoh sZe dhnK ;fj
nekdfwe gqkgshnK dk w[bKeD ehsk ikt/rk.
K)
j'wtoe $n;kJhBw?AN$gq'i?eN toe$gq?eNheb n?eNhftNh toe
dk w[bKeD
KK)
jk÷oh
20 nze
(10 nze gqsh gqhfynk)
5 nze
(;kbkBk w[bKeD)
KKK)
ftneshst ftek; fefonktK (Life Skills)
10 nze
iv)
y/vK$;ZfGnkukoe fefonktK
5 nze
(;kbkBk w[bKeD)
e[Zb i'V
200
nze
÷o{oh B'NL ;hH;hHJhH d/ 20 nze, ftfdnkoEhnK dhnK nekdfwe gqkgshnK (160 nze) ns/ ;fj
nekdfwe fefonktK (40) nze d/ pDd/ e[Zb i'V 200 nzeK d/ d;t/A fjZ;/ ti'A
do;kJ/ ikDr/.
w[bKeD ftXh
nekdfwe gqkgshnK
K)
160 nze
vhHihHn?Z;HJhH, gzikp tZb'A ikoh ftZfdne e?bzvo ftZu do;kJhnK fwshnK
nB[;ko 3 wjhBktko N?;N (fbysh ns/ gq:'rh) wJh, nr;s ns/ Btzpo wjhB/
ftZu nfXnkgeK tZb'A T[jBK dh ;j{bhns nB[;ko bJ/ ikDr/. jo/e N?;N 10 nze
dk j't/rk.
KK)
Now gqhfynk (fbysh ns/ gq:'rh) ;szpo ftZu 65 nzeK ftZu'A bJh ikt/rh. fJ;
gqhfynk ftZu T[; ;w/A sZe gVQkfJnk frnk gkmFeqw ôkfwb ehsk ikt/rk.
KKK)
gqhF;kbkBk gqhfynk (fbysh ns/ gq:'rh) øotoh ftZu g{o/ gkmFeqw ftZu'A bJh
ikt/rh. fJ; gqhfynk bJh fBoXkfos 65 nzeK dh fbysh ns/ gq:'rh Gkr dh nze
tzv p'ov tZb' fsnko ehsh ;ehw nkc ;NZvh÷ d/ nkXko s/ ehsh ikt/rh.
;fj nekdfwe gqkgshnK
40 nze
j'w toe$n;kJhBw?AN$gq?eNheb n?eNhftNh$gq'i?eN toe dk w[bKeD
10%2& 20 nze
K)
nfXnkge ftfdnkoEhnK dk w[bKeD T[jBK tZb'A ;wKpZX sohe/ Bkb ehs/ j'w
toe, n;kJhBw?AN,gq?eNheb n?eNhftNh ns/ gq'i?eN toe d/ nkXko s/ eoBr/.
KK)
nfXnkge ftfdnoEhnK e'b'A ;kb ftZu xZN'FxZN d' n;kJhBw?AN;$gq'i?eN fsnko
eotkT[Dr/.
jk÷oh
5 nze
;e{[b ftZu jk÷ohnK bJh 5 nze fBoXkfos ehs/ rJ/ jB, fijBK dh nze tzv j/m
fby/ nB[;ko j?LF

75# s'A 80#
3 nze

81# s'A 90#
4 nze

91# s'A 100#
5 nze
ftnZeshst ftek; fefonktK (Development of Life Skills)
5x2= 10 nze
nfXnkge ftfdnkoEhnK dk j/m fby/ r[DK d/ nkXko s/ w[bKeD eoBr/L

ftfdnkoEh dk nfXnkgeK ns/ ;fjgkmhnK gqsh fttjko

nB[ôk;B

nksw ftôtk;

f÷zw/tkoh ns/ ;fj:'r dh GktBk

;w/A dh gkpzdh ns/ fB:wssk

bhvofôg$nrtkJh dk r[D
2
y/vK ns/ ;fGnkukoe fefonktK
5 nze
ftfdnkoEhnK tZb'A j/m ÒTÓ ns/ ÒnÓ s/ do;kJhnK fefonktK ftZu'A fe;/ fJZe fefonk ftZu
Gkr b?Dk bk÷wh j't/rk.
T)

y/vK

p'ov tZb'A eotkJ/ iKd/ ftZfdne w[ekpb/

;kfJz; gqdoôBh$;kfJz; vokwk$;kfJz; ;?whBko

n?BH;hH;hH$n?BHn?;Hn?;H $rob rkJhfvzr $;ekT{fNzr
T[go'es ÒTÓ fefonktK ftZu Gkr b?D tkb/ ftfdnkoEhnK dk j/m do;kJ/ nB[;ko w[bKeD
ehsk ikt/rkL
K)
e"wh$oki$f÷bQk gZXo
5 nze
KK)
sfj;hb gZXo
4 nze
KKK)
;e{[b gZXo
3 nze
n)

tksktoB ;[oZfynk$o[Zy brkT[D/$nkÿ/Fd[nkÿ/ dh ;økJh

okôNoh, Xkofwe ns/ ;wkfie w/b/ nkfd
T[go'es ÒnÓ rshftXhnK ftZu Gkr b?D tkb/ ftfdnkoEhnK dk w[bKeD j/m fby/ nB[;ko
ehsk ikt/rk.

pj[s nZSk
5 nze

nZSk
4 nze

;zs'ôiBe
3 nze
foekov ftXh
K)
;hH;hHJhH d/ w[bKeD bJh ;e{[b gZXo s/ fJZe ew/Nh rfms ehsh ikt/rh, fi; dk
fJzukoi ;e{[b w[Zyh j't/rk. ôq/Dh fJzukoi ns/ ftôk nfXnkge T[;d/ w?Apo j'Dr/.
ftfdnkoEhnK B{z ;hH;hHJhH ;zpzXh nze d/D dh fBo'b f÷zw/tkoh T[go'es ew/Nh dh j't/rh.
KK)
ftfdnkoEhnK B{z ;hH;hHJhH ;zpzXh fdZs/ nzeK dk foekov ;e{[b tZb'A d' ;kb sZe
;[oZfyns oZfynk ikt/rk. p'ov$f;Zfynk ftGkr tZb'A fe;/ ;w/A th fJ; dk fBohyD ehsk
ikt/rk.
3
Continuous and Comprehensive Evaluation (CCE)
Scheme Module
(For Class IX under NSQF Level-1)
As per the instructions of the Punjab Government, CCE module under National
Skill Qualification Framework (NSQF) introduced in selected 100 schools from
Academic year 2014-15 has been developed by the Punjab School Education Board.
CCE module has been prepared for class IX students on the basis of 20% marks
allocated for CCE under this scheme.
Distribution of Marks under CCE Scheme
To bring about transparency in the CCE scheme on the basis of year around
performance of the students in Scholastic and Co-scholastic activities, distribution of
20% marks allocated to CCE has been given as under:
1.
Scholastic Achievements
i.
160 marks
3 Monthly Tests (May, August and November)
30 marks
(10 marks per test)
2.
ii.
Term Examination (September)
65 marks
iii.
Pre-Annual Examination (February)
65 marks
Co-Scholastic Achievements
40 marks
Note: - The evaluation of activities under Co-scholastic achievements (except
Attendance and Games/Cultural activities), will be done twice i.e. during Term
examination and Pre-Annual examination in the month of September and February
respectively. The evaluation of Attendance and Games/Cultural activities will be done
only once, in the month of February. The evaluation of Co-scholastic achievements of
the students for Term examination and Pre-Annual examination will be done from the
month of April to September and October to February respectively.
i)
Homework/Assignment/ Practical Activity/
Project work evaluation
20 marks
(10 marks per examination)
ii)
Attendance
5 marks
(Annual Evaluation)
iii)
Life Skills
10 marks
(5 marks per examination)
iv)
Games/Cultural activities
5 marks
(Annual Evaluation)
Grand Total
200 marks
Note: 20% marks allocated to CCE will be calculated on the basis of 1/10th of
Grand Total i.e. 200 marks allocated for Scholastic achievements (160 marks) and
Co-scholastic achievements (40 marks).
Evaluation Methodology
1. On the basis of academic calendar issued by the DGSE office, Punjab, 3 monthly
tests (Theory & Practical) will be conducted in the month of May, August and
November by the teachers as per their convenience. Each test will be of 10
marks.
2. Term examination (Theory & Practical) of 65 marks will be held in the month of
September out of the syllabus completed till that period.
3. The Pre-annual examination (Theory and Practical) of 65 marks will be
conducted in the month of February out of the whole syllabus. Marks distribution
for theory and practical shall be based on the marks allocated to theory and
practical part of the trade in the Scheme of studies prepared by the Board.
Co-scholastic Achievements
40 marks
Evaluation of Homework/Assignments/
Practical activity/Project work
10x2 = 20 marks
i) The teacher shall evaluate the students on the basis of their regularity in
homework, assignments, practical activity and project work.
ii) The teachers shall get minimum 2 assignments/projects prepared by the students
during the year.
Attendance
5 marks
5 marks have been allocated for attendance, distribution of which has been
given below:
75% to 80%
3 marks
81% to 90%
4 marks
91% to 100%
5 marks
Development of Life-skills
5x2= 10 marks
The teacher shall evaluate the students on the basis of the following skills in them:

Behavior of the students towards teachers and classmates.

Discipline

Self Confidence

Sense of Responsibility and Co-operation

Punctuality and Regularity

Leadership Quality
2
Games and Cultural Activities
5 marks
It is compulsory for the students to take part in at least one activity out of the
activities shown under ‘A’ and ‘B’.
Activities ‘A’

Games

Academic Competitions organized by the Board

Science Exhibitions/Science Drama/Science Seminars

NCC/NSS/Girl Guiding/Scouting
Evaluation of students for activity ‘A’ shall be done as follows:
i)
National/State/District Level
5 marks
ii)
Tehsil Level
4 marks
iii) School Level
3 marks
Activities ‘B’


Environment Conservation/Tree Plantation/Neighbourhood Cleanliness.
National Religious, Social Fairs
Evaluation of the students taking part in one of the activities mentioned
under ‘B’ shall be done as follows:
i)
Very Good
5 marks
ii)
Good
4 marks
iii)
Satisfactory
3 marks
Record Keeping

A committee at school level shall be constituted for Evaluation under CCE, in
which School Principal shall be Incharge. Class Incharge and Subject teacher
shall be members of the committee. The Committee shall be responsible for
allocating marks to the students under CCE.

The CCE record shall be maintained for 2 years in the school. Inspection can be
done by the officials of the Board/Education Department at any time.
3
g
EXCITING
WORLD OF
AUTOMOBILES
Curriculum
Automobile Service Technician
AUTO-SRV L1-NQ2012
PSS Central Institute of Vocational Education Bhopal Automobile Service Technician
NVQEF- Level1-class IX
PREFACE
Improving the parity of esteem between the general academic education and vocational
education, is the policy priority of the Government of India. The National Vocational Education
Qualification Framework (NVEQF) developed by the Ministry of Human Resource Development
(MHRD), Government of India, is a descriptive framework that provides a common reference for
linking various qualifications. It will be used for setting common principles and guidelines for a
nationally recognized qualification system covering Schools, Vocational Education and Training
Institutions, Technical Education Institutions, Colleges and Universities. The NVEQF will act as
a translation device to make qualifications more understandable to employers, students and
institutions. It will promote transparency of qualifications and facilitate learner’s mobility between
different qualifications, thus encouraging lifelong learning. PSSCIVE has taken lead in
development of learning material for the Automobile Sector for all level in collaboration with the
Automobile Skill Development Corporation (ASDC).
The present material consists of curriculum related to Level L-1 for the Automobile service
sector. This will fulfill the needs of the students willing to learn activities relating to the
Automobile Service Sector. Any student/ entrepreneur willing to start an Automobile Service
Sector can acquire the desired competencies with the help of this book.
The book has been written by experts but reviewed by all the members of the group. I am
grateful to the authors for the development of this book and to the members of the Working
Group for their candid suggestions, during the development and review. Their names are given
elsewhere.
I appreciate efforts put in the by Dr. Saurabh Prakash, as the Project Coordinator of the Working
Group in planning and organizing Meetings which led to the final form of this title.
I shall be grateful to receive suggestions and observations from readers, which would
help in bringing out a revised and improved version of this book.
Bhopal
June, 2012
Prof. R.B. Shivagunde
Joint Director
Pandit Sunderlal Sharma
Central Institute of Vocational Education
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 2 Automobile Service Technician
NVQEF- Level1-class IX
© Ministry of Human Resource Development 2012
Copyright protects this publication. Except for purposes permitted by the Copyright
Act, reproduction, adaptation, electronic storage and communication to the public
are prohibited without prior written permission.
This student workbook was developed, with active involvement of Automobile Skill
Development Council (ASDC) keeping in view the National Occupation Standard
(NOS) for Service Technician L4 developed by ASDC.
This project for development of the student workbook was coordinated by the PSS
Central Institute of Vocational Education, a constituent unit of National Council of
Educational Research and Training, which is under Ministry of Human Resource
Development, Government of India.
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 3 Automobile Service Technician
NVQEF- Level1-class IX
L1-NQ2012
NVEQF Level I - Class IX
Name of Module: Automobile Service Technician
Module Overview:
Student should be able to identify all types of vehicles & their applications, all major systems of
a vehicle, introduction to maintenance of vehicles. They will be introduced to various aspects of
road safety & environmental issues.
Name and Code of Units
Unit Code
Unit Title
Total
Hours
AUTOT-L1-01
History and Evolution of Automobiles
10
AUTO-L1-02
Various types of Automobiles
35
AUTO-L1-03
60
AUTO-L1-04
Major Systems & Components of an
Automobile
Road Safety
30
AUTO-L1-05
Automobiles and our Environment
20
AUTO-L1-06
Introduction to Vehicle Maintenance &
Servicing
30
AUTO-L1-07
Innovations & Developments in
Automobiles
15
Total
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) 200
Page 4 Automobile Service Technician
NVQEF- Level1-class IX
List of Elements of unit AUTO-L1-01
History and Evolution of Automobile
Element Code
History and Evolution of Automobiles
Duration
(in Hours)
AUTO-L1-01-E1
Invention of the wheel
2
AUTO-L1-01-E2
Invention of the wheel cart and animal powered
horse cart
2
AUTO-L1-01-E3
Invention of Automobile and Evolution
3
AUTO-L1-01-E4
Invention of Automobile and Evolution (Post World
War II)
3
Total duration in hours
10
Details of Elements in unit AUTO-L1-01
UNIT CODE
AUTO-L1-01
DURATION
10 Hours
UNIT OVERVIEW
Students will be able to relate the invention of wheel, wheel
cart and animal powered horse cart
ELEMENT
AUTO-L1-01-E1
PERFORMANCE
CRITERIA
Describe the Invention of Able to describe the
wheel
Invention of wheel
ELEMENT
AUTO- L1-01-E2
Invention of wheel cart
and animal powered
horse cart
KNOWLEDGE CRITERIA
Invention of wheel
PERFORMANCE
CRITERIA
KNOWLEDGE CRITERIA
Able to describe the
wheel cart
Invention of wheel cart and animal
powered cart
Able to explain use of
horse power
Use of horse cart and horse
power
ELEMENT
AUTO-L1-01-E3
PERFORMANCE
CRITERIA
Invention of Automobiles
and Evoluation till date
Able to describe
Invention of Automobiles
KNOWLEDGE CRITERIA
Invention of Automobiles and
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 5 Automobile Service Technician
NVQEF- Level1-class IX
and Evolution till date
ELEMENT
AUTO-L1-01-E4
Invention of automobile
(Post world war II)
Evolution till date
PERFORMANCE
CRITERIA
KNOWLEDGE CRITERIA
Able
to
describe Invention of automobile and
Invention of Automobile Evaluation post World War II
and Evolution post World
War II
List of Elements of unit AUTO-L1-02 Various types of Automobiles
Element Code
Various types of Automobiles
Duration
(in Hours)
AUTO-L1-02-E1
Able to identify Two and Three Wheelers
7
AUTO-L1-02-E2
Able to identify Passenger and
Commercial vehicles 7
AUTO-L1-02-E3
Able to identify agricultural vehicles 7
AUTO-L1-02-E4
Able to identify construction equipment
vehicles 7
AUTO-L1-02-E5
Able to identify special vehicles 7
Total duration in hours
35
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 6 Automobile Service Technician
NVQEF- Level1-class IX
Detail of Elements in Unit AUTO-L1-02
UNIT CODE
AUTO-L1-02
DURATION
35 Hours
UNIT OVERVIEW
Student will be able to identify various types of Automobiles
ELEMENT
AUTO-L1-02-E1
PERFORMANCE CRITERIA KNOWLEDGE CRITERIA
Able to identify Two
Wheelers
Able
to
identify
Wheelers used
Two Two Wheelers, make, model,
specifications
Drawing of Two Wheelers
Parts/Components of Two
Wheelers
KNOWLEDGE CRITERIA
ELEMENT
AUTO-L1-02-E2
PERFORMANCE
CRITERIA
Able to identify Three
Wheelers
Able to identify
Wheelers used.
Three Three Wheelers, make, model,
specifications
Drawing of
Wheelers.
Three Parts/Components of Three
Wheelers
ELEMENT
AUTO-L1-02-E3
PERFORMANCE
CRITERIA
Able to identify
Passenger vehicle
Able to identify Passenger Passenger vehicle, make,
vehicles used.
model, specifications
Drawing of
vehicle.
KNOWLEDGE CRITERIA
Passenger Parts/Components of
Passenger vehicles
ELEMENT
AUTO-L1-02-E4
PERFORMANCE
CRITERIA
KNOWLEDGE CRITERIA
Able to identify
Commercial vehicle
Able to identify Commercial Commercial
vehicle,
vehicle used.
model, specifications
Drawing of
vehicle,
ELEMENT
AUTO-L1-02-E5 Able to identify
Agricultural vehicle
make,
Commercial Parts/Components
Commercial vehicles
PERFORMANCE
CRITERIA
KNOWLEDGE CRITERIA
Able to identify Agricultural Agricultural
vehicle,
vehicle used.
model, specifications
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) of
make,
Page 7 Automobile Service Technician
NVQEF- Level1-class IX
Drawing of
vehicle
ELEMENT
AUTO-L1-02-E6
Able to identify
Construction Equipment
Vehicle
Agricultural Parts/Components
Agricultural vehicles
PERFORMANCE
CRITERIA
of
KNOWLEDGE CRITERIA
Able to identify Construction Construction equipment
Equipment Vehicle used.
Vehicles, make, model,
specifications
Drawing of
Construction Parts/Components of
Equipment Vehicles,
Construction Equipment
Vehicles
ELEMENT
AUTO-L1-02-E7
Able to identify Special
Vehicles
Sr.No
PERFORMANCE
CRITERIA
KNOWLEDGE CRITERIA
Able to identify
Vehicles used.
Special Special vehicle, make, model,
specifications
Drawing of
Vehicles,
Special Parts/Components
Vehicles
of
Special
List of Elements of unit AUTO-L1-03
Major Systems & Components of an Automobile
Elements
Duration
(in Hours)
5
10
1.
2.
Chassis Frame and Auto Body
Engine, and its components
3.
Lubrication System
5
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Cooling System
Fuel Supply
Transmission System
Front and Rear Axle, ,
Steering System
Suspension System
Wheels and Tyre
Brake
Electrical & Electronic Systems
Air Conditioning System
Active and Passive Safety
Total
2
5
5
2
2
5
2
5
5
5
2
60
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 8 Automobile Service Technician
NVQEF- Level1-class IX
Details of Elements of unit AUTO-L1-03
Major Systems & Components of an Automobile
UNIT CODE
AUTO-L1-03
DURATION
60 hours
UNIT OVERVIEW
Student will be able to Major Systems & Components of an Automobile
ELEMENT CODE
KNOWLEDGE CRITERIA
PERFORMANCE CRITERIA
ELEMENT
AUTO-L1-02-E1
Use of Chassis Frame and Able to identify and describe the importance
Auto Body
of Chassis Frame and Auto Body
Able to make a drawing of the Chassis
Frame and Auto Body
ELEMENT
AUTO-L1-02-E2
Use of Engine and its
components
ELEMENT
AUTO-L1-02-E3
Use of Lubrication System Able to identify and describe the importance
of the Lubrication and its components
Able to make a drawing of the Lubrication
system and its components
ELEMENT
AUTO-L1-02-E4
Use of Cooling System
Able to identify and describe the importance
Cooling System,
Able to make a drawing of the Cooling
System
ELEMENT
AUTO-L1-03-E5
Use of Fuel Supply system
Able to identify and describe importance
Fuel Supply System,
Able to make a drawing of the Fuel Supply
System,
ELEMENT
AUTO-L1-03-E6
Use of Transmission
System,
Able to identify, describe importance of
Transmission System,
Able to make a drawing of the
Transmission System,
ELEMENT
AUTO-L1-03-E7
Use of Front and Rear
Able to identify and describe the importance
of the Engine and its components
Able to make a drawing of the Engine and
its components.
Able to identify and describe the
importance of Front and Rear Axle,
Able to make a drawing of the Front and
Rear Axle
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 9 Automobile Service Technician
NVQEF- Level1-class IX
ELEMENT
AUTO-L1-03-E8
Use of Steering
Able to identify and describe the importance
of steering,
Able to make drawing of steering
ELEMENT
AUTO-L1-03-E9
Use of Suspension System Able to identify and describe importance of
suspension system
Able to make a drawing of the Suspension
System
ELEMENT
AUTO-L1-03-E10
Use of Wheels and Tyres
Able to identify and
describe the
importance Wheels and Tyres
Able to make drawing of Wheels and Tyres
ELEMENT
AUTO-L1-03-E6\11
Use of Brake
Able to identify and describe importance of
Brake
Able to make drawing of Brake
ELEMENT
AUTO-L1-03-E12
Use of Electrical &
electronic Systems
Able to identify and describe the importance
of the Electrical & Electronic Systems
Able to make a drawing of the Electrical &
Electronic Systems.
ELEMENT
AUTO-L1-03-E13
Use of Air Conditioning
System
Able to identify and describe the importance
of Air Conditioning System
Able to make a drawing of Air Conditioning
System,
ELEMENT
AUTO-L1-03-E14
Use of Active and Passive
Safety
Able to identify and describe importance of
Active and Passive Safety
Able to make a drawing of Active
and
Passive Safety
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 10 Automobile Service Technician
NVQEF- Level1-class IX
List of Element of Unit AUTO-L1-04
Road Safety
Element Code
Duration
(in Hours)
Road safety
AUTO-L1-04-E1
Importance of road safety rules
5
AUTO-L1-04-E2
Safe and responsible driving
5
AUTO-L1-04-E3
Road Signs
5
AUTO-L1-04-E4
Driving rules and Registration of a vehicle
5
AUTO-L1-04-E5
Driving License
5
Total Duration
25
Details of Elements in Unit AUTO-L1-04
UNIT CODE
AUTO-L1-04
DURATION
25 Hours
UNIT OVERVIEW
Students will be able to understand about road safety and rules
adopted in regulation
ELEMENT
AUTO-L1-04-E1
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Importance of
Able to list the safety rules Importance of safety rules
road safety rules to be followed.
and safe practices
Able to use safe practices
while driving. ELEMENT
AUTO-L1-04-E2 PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Safe and
responsible
driving
Able to list the safe and Safe and responsible driving
responsible
driving
procedures
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 11 Automobile Service Technician
NVQEF- Level1-class IX
ELEMENT
AUTO-L1-04-E3 Road Signs
signals
ELEMENT
AUTO-L1-04-E4 Driving rules and
registration
ELEMENT
AUTO-L1-04-E5 Driving License
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Able to identify various Road Signs, Traffic signals
road signs, traffic signals and rules
and describe the rules
Able to make sketch of
various road sign, traffic
signals and describe the
rules
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Able to describe driving Driving rules and
rules
registration
Able to fill forms for
driving and registration
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Able to describe different License rules
license forms
Able to write license rules
Able to fill forms for
license
List of Element of Unit AUTO-L1-05
Element Code
Automobile and Environment
Duration (in hours)
AUTO-L1-05-E1
Air pollution 5
AUTO-L1-05-E2
Auto Emissions and EU/ BS Standards 5
AUTO-L1-05-E3
PUC Certification
10
Total Duration
20
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 12 Automobile Service Technician
NVQEF- Level1-class IX
Detail of Elements in Unit AUTO-L1-05
UNIT CODE
AUTO-L1-05
DURATION
25 Hours
UNIT OVERVIEW
Students will be able to understand about Automobiles and
Environment
ELEMENT
AUTO-L1-05-E1
PERFORMANCE CRITERIA
Air pollution
Able to list Air pollution Air Pollution and norms
norms
KNOWLEDGE CRITERIA
Able to observe Air
Pollution and Automobiles Air Pollution and Automobiles
ELEMENT
AUTO-L1-05-E2
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Auto emissions
and EU/ BS Standards
Able to identify various Auto emissions and EU/ BS
Standards like EU/ BS, Standards
PUC Certification
Able to make list of various
standards ELEMENT
AUTO-L1-05-E1
PUC
Certification
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Able to describe about PUC Certification
PUC Certification.
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 13 Automobile Service Technician
NVQEF- Level1-class IX
Detail of Elements in Unit AUTO-L1-05
UNIT CODE
AUTO-L1-05
DURATION
30 Hours
UNIT OVERVIEW
Student will be able to understand about Automobiles and
pollution
ELEMENT
AUTO-L1-05-E1
PERFORMANCE CRITERIA
Air pollution
Able to list air pollution Air pollution
norms
KNOWLEDGE CRITERIA
Able to observe the Air
Pollution and
Automobiles. ELEMENT
AUTO-L1-05-E2
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Auto emissions
and EU/ BS Standards Able to identify various Auto emissions and EU/ BS Standards like EU/ BS, Standards
Able to make list of
various standards ELEMENT
AUTO-L1-05-E3
PERFORMANCE CRITERIA
PUC Certification
Able to describe about PUC Certification
PUC Certification.
KNOWLEDGE CRITERIA
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 14 Automobile Service Technician
NVQEF- Level1-class IX
Introduction to Vehicle Maintenance and Servicing
Details of Elements of Unit AUTO-L1-06
Element Code
Name of Element
Duration
(in Hours)
AUTO-L1-06-E1
Importance of Vehicle Maintenance and
Servicing
10
AUTO-L1-06-E2
Tips to Extend the Life of Vehicles
10
AUTO-L1-05-E3
Introduction to Vehicle Servicing procedure
10
Total duration
30
Detail of Elements in Unit AUTO-L1-06
UNIT CODE
AUTO-L1-06
DURATION
30 Hours
UNIT OVERVIEW
Student will be able to Introduce Vehicle Maintenance and
Servicing
ELEMENT
AUTO-L1-06-E1
PERFORMANCE CRITERIA
Importance of
Vehicle
Maintenance
and Servicing
of
Vehicle
Able to perform basic Importance
procedures
for
vehicle Maintenance and Servicing
maintenance
ELEMENT
AUTO-L1-06-E2
PERFORMANCE CRITERIA
Tips to extend
the life of
vehicles
Able to list tips to extend Tips to extend the life of
the life of Vehicles
vehicles
KNOWLEDGE CRITERIA
Able to describe vehicle
maintenance KNOWLEDGE CRITERIA
Able to check the tips PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 15 Automobile Service Technician
NVQEF- Level1-class IX
ELEMENT
AUTO-L1-06-E3
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Introduction to
Vehicle
Servicing
procedure
Able to list procedures Procedures
during vehicle servicing
servicing
during
vehicle
List of Elements of Unit AUTO-L1-07
Innovation and Development
Element Code
AUTO-L1-07-E1
Innovation and Development
Duration (in hours)
Innovation and Development
15
Total Duration
15
Detail of Elements in Unit AUTO-L1-07
UNIT CODE
AUTO-L1-07
DURATION
15 Hours
UNIT OVERVIEW
Student will be able to understand about Innovation and
Development in Automobiles
ELEMENT
AUTO-L1-07-E1
PERFORMANCE CRITERIA
KNOWLEDGE CRITERIA
Innovation and Able to identify innovation in Importance of
Development
Automobiles.
innovation and
Able to understand about new development
developments
PSS Central Institute of Vocational education,Bhopal‐462011(M.P.) Page 16 Competency Based Curriculum
National Vocational Education Qualification Programme
NVEQ Level 1
Sector: Healthcare
Patient Care Assistant/General Duty Assistant
PSS Central Institute of Vocational Education, Bhopal
(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource
Development, Government of India)
Copyright
All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSS Central
Institute of Vocational Education, a constituent unit of NCERT.
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction
About the sector
Objectives of the course
Course structure
Classroom activities
Practical activities
On-the-job training
Certification
Units
HSS101
HSS102
HSS103
HSS104
HSS105
HSS106
10.
11.
12.
13.
-
Healthcare Delivery Systems
Role of the Patient Care Assistant
Personal Hygiene and Hygiene
Primary Healthcare and Emergency Medical Response
Immunization
Communication at Workplace
Assessment guide
List of tools, equipment and materials
Teacher’s qualifications
List of contributors
01
02
03
04
04
04
05
05
06
08
10
12
13
14
15
17
18
19
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
Introduction
The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource Development
(MHRD), Government of India is a descriptive framework that provides a common reference for linking various qualifications. It is
used for setting common principles and guidelines for a nationally recognized qualification system covering Schools, Vocational
Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.
The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of
learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of whether
they were acquired through formal, non-formal or informal education and training system. Qualifications are made up of
occupational standards for specific areas of learning units or unit of competency. Units of competency are the specification of
knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.
The Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should
possess is laid down by the Sector Skill Council of the respective economic or social sector. Competency is defined in terms of what a
person is required to do (performance), under what conditions it is done (conditions) and how well it is to be done (standards). It can
be broadly categorized into foundational, practical and reflexive competencies.
Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical
competencies are an individual's knowledge and expertise in the specific group task and its processes and its rules and regulations.
An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of NVEQF has been issued by the MHRD. For more
details on the NVEQF, please visit the website of MHRD at www: mhrd.gov.in.
The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the course of
deeds and experiences through which children grow to become mature adults. A competency based curriculum describes what
learners must “know” and “be able to do” by the end of a program or study. It identifies the competencies and sub-competencies
each learner is expected to master. It states clearly the criteria and conditions by which performance will be assessed. It also
defines the learning activities that will lead to the learner to mastery of the targeted learning outcome.
Page1 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down into
knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher
or trainer.
About the Sector
Healthcare sector in India has been growing rapidly over the years and is estimated to reach US$ 280 billion by 2020. Consequently, the sector is
also experiencing an incremental demand for human resources across verticals; from doctors, nurses to allied health professionals and
technicians. As per the recent PHFI report, India has a shortfall of 6 million Allied Health Professionals in the country. India is far behind global
standards in terms of availability of doctors per 1000 people (India 0.6; US 2.56 or UK 2.3), Nurses (India 0.8; US 9.37 or UK 12.12), Midwives
(India 0.47; UK 0.63) and Lab Technicians (India 0.02; US 2.15)
To meet the growing human resource challenges, the National Skill Development Corporation and the Confederation of Indian Industry have
constituted the Healthcare Sector Skill Council (HSSC). The Council is expected to promote a vibrant vocational education system in healthcare in
the country by setting up occupational standards, affiliating training institutes, assessing competency of trainees and issuing certificates. The
Council aims to facilitate skilling of 4.8 million people over the next 10 years in allied health and paramedics space.
One of the job roles in the healthcare sector is the Personal Care Assistant/General Duty Assistant. They work under the direction and supervision
of registered nurses and other medical staff. Personal Care Assistant have a great deal of contact with patients and provide personal care such as
bathing, feeding and dressing. They also perform support functions such as transporting patients, taking vital signs, making beds, helping patients
become ambulatory and answering patient calls. They might also be called upon to set up equipment such as X-ray machines and overhead
irrigation bottles. Personal Care Assistant are often responsible for observing and reporting how patients respond to the care that is being given.
The various functions of a PCA/GDA is given below






Assist Nurses in looking after the patients;
Transport the patients to the various areas of the Hospitals as or when asked;
Perform everyday jobs and carry messages;
Clean and dusts beds doors windows and other furniture;
Render first aid to the patients when required;
Prepare dead bodies, arrange their transportations to the mortuary and assist in terminal disinfections.
Page2 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
Objectives of the Course
There is an increased need in the health care setting for qualified assistants to the under-staffed and over-worked nurses in all health care
settings. As health care continues to change, the demand for qualified assistants and nurses has also increased. Consequently the demands and
the responsibilities become greater for the nursing assistant assigned to each nurse. To bridge the gap in formal training and health care services,
it’s proposed to conduct vocational education and training programs in schools to prepare Patient Care Assistants/General Duty Assistants.
Upon completion of this course, you will be able to:
•
Demonstrate techniques to maintain the personal hygiene needs of a patient;
•
Demonstrate the ability to perform clinical skills essential in providing basic healthcare services;
•
Demonstrate the knowledge of safety, usage of protective devices and precautions to be taken while usage of oxygen;
•
Demonstrate professional behaviour, personal qualities and characteristics of a Patient Care Assistant;
•
Demonstrate the knowledge of Immunization schedule and National Immunization programmes;
•
Demonstrate the knowledge of identification 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.
Page3 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
Competency Based Curriculum
Sector: Healthcare
Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 10 modules
called as Units.
Patient Care Assistant/General Duty Assistant
NVEQ Level 1
S.No.
Unit Code
1
2
3
4
5
6
HSS101
HSS102
HSS103
HSS104
HSS105
HSS106
Unit Title
Healthcare Delivery Systems
Role of Patient Care Assistant
Personal Hygiene and Hygiene Standards
Primary Healthcare and Emergency Medical Response
Immunization
Communication at Workplace
Total
No. of Notional
Learning Hours
20
25
05
20
10
20
100
Pre-requisite
Unit, if any
Nil
Nil
Nil
Nil
Nil
Nil
Successful completion of 100 hours of theory sessions and 100 hrs of practical activities and on-the-job learning is to be done for full qualification.
Classroom Activities: Classroom activities are an integral part of this program and interactive lecture sessions, followed by discussions should be
conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Color Slides, Charts,
Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode including
Practical Activities: Activities that provide practical experience in clinical set up would include hands on training on mannequins, simulated
clinical set up, case based problems, role play, games, etc. on various clinical incidents and practical exercises in skill lab. Equipment and
supplies should be provided to enhance hands-on experiences for students. Trained personnel should teach specialized techniques. A training plan
signed by teacher that reflects equipment, skills and tasks should be prepared for training of the students in the organization/industry.
Page4 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how
to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a
training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to
be imparted should be prepared and signed by the student, teacher, and supervisor at the workplace for training of the students in the
organization/industry. The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the
following steps should be followed:
Step 1:
The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while explaining the
constructional details and use of the tools, equipment, materials, etc. in performing the tasks.
Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a
time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is
better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the
leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.
Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and
pointers where and when needed.
Step 4: The trainee practices with clearly defined targets for performance standards.
Certification: Upon successful completion of this course the State Education Board and the Healthcare Sector Skill Council will provide a
certificate to the student verifying the competencies acquired by the candidate. For more details about SSC visit the website of Healthcare Sector
Skill Council at http://www.healthcare-ssc.in/
Page5 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
UNIT CODE:
HSS101-NQ2013
Unit Title : HEALTHCARE DELIVERY SYSTEMS
Duration: 20 hours
Learning Outcome
Location:
Classroom/
Hospital/Clinic
Knowledge Evaluation
Performance Evaluation
Understand healthcare delivery  Describe the different types
of healthcare delivery
systems
systems
 Describe the role of
Voluntary Health Sector
 Identify different types
of healthcare delivery
systems followed in
India
Identify the components and
activities of Hospital
 Identify the various
components of a
Hospital System
 Identify the various
equipment used in
Hospital
Understand role and functions
of Clinics
Page6 of 22
2013
 State the functions of a
hospital in patient care
 Enlist the services provided
by the hospital to patients
 Describe the role and
functions of a clinic
 Describe the preventative
care provided at the Doctor’s
Clinic.
 Prepare a chart for basic
preventative care.
 Enlist the requirements
for patient safety at
Doctor’s clinic
Teaching and
Training Method
Interactive Lecture:
Healthcare Delivery Systems
Activity: Visit a Hospital and
Clinic and enlist all the
services and the equipment
used in the Hospital and
Clinic.
Interactive Lecture:
Role and Functions of
Hospital
Activity:
Visit a Hospital to study the
role and functions. Prepare
report for the Student
Portfolio.
Interactive Lecture:
Preventative
Care
and
Maintenance
Activity:
Visit to two Clinic or
Doctor’s Office and observe
the available preventative
care being administered in
those clinic and prepare a
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
Describe the functions of
rehabilitation centre
 Describe the role of
rehabilitation facility in
patient recovery.
 Differentiate between
services provided at various
Rehabilitation/Convalescent
Centre
 Identify the facilities at
the rehabilitation centre
Describe the treatment and the  Describe the role of Long
Term Care Facilities in
services provided at the Long
patient care.
Term Care Facilities
 Enlist the facilities/
treatment provided by Long
Term Care Facilities.
 Identify the equipment
and materials that are
used at Long Term Care
Facility.
Demonstrate the knowledge of
Hospice Care
 Assess the need for
 Describe the facilities
available at Hospital/Home
for Hospice Care
hospice in treatment of
patients
 Identify the facilities
extended by the
Hospital for Hospice
Care
 Identify the services
provided as part of the
Hospice Care
Page7 of 22
2013
report
highlighting
the
services provided in the two
Clinics
Interactive Lecture:
Role and Functions of
Rehabilitation Centre
Activity:
Visit a doctor’s office and
clinic and enlist all the
services and equipment
Interactive Lecture:
Long Term Care Facility
Activity:
Visit to Old Day Care
Facility/Centre to study the
services and materials used.
Interactive Lecture:
Hospice Care
Activity:
Visit a doctor’s office/ clinic
in your neighborhood and
enlist all the services
provided there and the
equipment
required
for
Hospice Care.
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
UNIT CODE:
HSS102-NQ2013
Unit Title : ROLE OF PATIENT CARE ASSISTANT
Duration: 25 hours
Learning Outcome
Location:
2013
Identify the role and functions
of Patient Care Assistant
Classroom/Hospi
tal/
Clinic
Knowledge Evaluation
Performance Evaluation
 Describe the essential duties
and responsibilities of Patient
Care Assistant
 Demonstrate the
knowledge of
maintaining patient
safety
Teaching and
Training Method
Interactive Lecture:
Role and Functions
Patient Care Assistant
of
Activity:
Volunteer
at a Primary
Health
Center,
Nursing
Home
and
community
Health Center.
Prepare a Daily Care Plan of
Patient
 Describe various activities of
patient’s daily care routine
including bathing, feeding,
excreta disposal, transfer of
patients, medication, etc.
 Prepare a daily care
plan for patients.
Interactive Lecture:
Daily Care Plan of Patients
Activity:
Role play
Provide different situations
to the students and then
tell them to Identify and
apply the most suitable
safety practice that should
be followed in that given
situation.
Page8 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
Identify basic components
required for Patient Comfort
 Describe basic components
required for patients comfort
 Identify and list various
elements that can help
in providing comfort to
patients.
2013
Interactive Lecture:
Daily Care Plan of Patients
Activity:
Role Play
Provide different situations
to the students and then
tell them to the students
and then tell them to
Identify and apply the most
suitable safety practice that
should be followed in that
given situation.
Understand Patient’s Safety
 Describe the various
elements of patient’s safety
 Identify patient’s
environment and its
components
Interactive Lecture:
Facility for Patients and
Safety aspects in Hospital.
Activity:
Visit to a Hospital to study
the environment and safety
of patients.
Provide for the patient’s daily
care
Page9 of 22
 Report any evident changes
and appearance
 Provide care needed by the
patient
 Prepare patient
checklist and compare
with standard
measurements
 Demonstrate care
needed by the patient
Interactive Lecture:
Care of Patients
Activity:
Preparation of check list for
health parameters as per
their understanding and tell
them to compare with
standard checklist.
Discussion: Ethical practices
in Hospitals
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
UNIT CODE:
HSS103-NQ2013
Identify the qualities of a good
Patient Care Assistant
 Describe the good qualities of
Patient Care Assistant
Identify biomedical wastes and
disposal procedure
 Describe the characteristics
of various types of
biomedical wastes
Classroom and
Organizations
Page10 of 22
Interactive Lecture:
Biomedical Waste
Activity:
Visit to Hospital to study
biomedical waste
management.
Unit Title: PERSONAL HYGIENE AND HYGIENE STANDARDS
Duration: 05 hours
Learning Outcome
Location:
 List the do’s and don’ts
in healthcare setup
 Demonstrate the
knowledge of medical
ethics
 Demonstrate the
knowledge of
biomedical wastes
 Identify the colour code
for disposal of
biomedical waste
2013
Demonstrate good hygiene
practice
Knowledge Evaluation
Performance Evaluation
 Describe grooming routines to
be followed for personal
hygiene
 Describe the importance of
personal hygiene
 Practice good personal
health and hygiene.
 Enlist the hygiene routine
to be followed to ensure
good health
 Demonstrate
hand
washing
 Demonstrate trimming of
nails.
Teaching and
Training Method
Interactive Lecture:
Personal Hygiene
Activity:
Demonstrate hand washing
Demonstrate
nails.
trimming
of
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
Identify factors affecting good
health
Perform hand washing
 Describe the factors that
affect health and prevent
disease
 Describe the method of hand
washing
 Describe the importance of
practicing good hand hygiene
 Demonstrate
the
knowledge of maintaining
routine
exercise
and
good health
 Prepare a plan for
maintaining
good
physical health
 Demonstrate hand
washing and hygiene
practices
2013
Interactive Lecture:
Good Physical Health and
Physical Exercises
Activity:
Preparation of checklist of
health parameters. Perform
various physical activities
and explain their
advantages and limitations.
Interactive Lecture:
Hand washing and hygiene
Activity:
Demonstration
of
hand
washing
procedure.
Discussion
on
hygiene
practices followed at the
Hospital.
Demonstrate personal
grooming
 Describe the importance of
good appearance and
grooming in life and work
place.
 Demonstrate good
grooming habits as per
norms of healthcare
industry.
Interactive Lecture:
How to prepare and follow
daily personal grooming
plan?
Activity: Hand-on practice
sessions on grooming and
other practices related to
personal care and hygiene.
Page11 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
UNIT CODE:
HSS104-NQ2013
Location:
Classroom,
Public Places,
Police Station,
Forensic
Laboratory
Unit Title: PRIMARY HEALTHCARE AND MEDICAL EMERGENCY RESPONSE
Duration: 20 hours
Learning Outcome
Knowledge Evaluation
Performance Evaluation
Identify components of
Primary Healthcare
Describe the importance of
primary healthcare
 Identify the need of
Primary Healthcare in a
given scenario
 Enlist the essential
components of Primary
Healthcare
 Enlist the various
indicators of the
Millennium Development
Goals (MDGs) related to
health
Describe the various
indicators of the Millennium
Development Goals (MDGs)
related to health
Demonstrate chain of
survival
Page12 of 22
2013
Describe the various medical
emergency situations
 Perform early
recognition and call for
help
 Demonstrate the
knowledge of responding
to a medical emergency
Teaching and
Training Method
Interactive Lecture:
Primary Healthcare and Millennium
Development Goals (MDGs)
Activity:
Volunteer at mother and infant care
camps.
Enlisting
indicators
of
the
Millennium
Development
Goals
(MDGs) related to health
Interactive Lecture:
First Aid and Emergency Response
Activity:
Demonstration of Basic First Aid
Practices.
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
UNIT CODE:
HSS105-NQ2013
Unit Title: IMMUNIZATION
Duration: 10 hours
Learning Outcome
Location:
Differentiate between various
types of immunity
Classroom,
Industry,
Organization,
Hospital.
Prepare immunization schedule
chart
Identify the key components of
Universal Immunization
Programme
Knowledge Evaluation
Performance Evaluation
 Explain the meaning of
Immunity
 Differentiate between
innate and adoptive
immunity
 Differentiate between
passive and active
immunity
 Differentiate between
Bacteria and Virus
 Prepare a sample
Immunization
Schedule Chart
 Describe the importance
of immunization
 Describe the side effects
of immunization
 Describe the various
aspects of immunization
schedule chart
 Prepare a
Immunization
calendar for an infant
based on date of
birth.
 Describe the key
components of a Universal
Immunization Programme
 Identify the key
components of a
Universal
Immunization
Programme
 Enlist the diseases
covered under UIP
Page13 of 22
2013
Teaching and
Training Method
Interactive Lecture:
Immunization
Activity: Prepare Immunization
schedule for baby born on 12
June, 2013
Visit to Primary Healthcare and
Immunization camp and study
the immunization process.
Interactive Lecture:
Immunization Calendar
Activity:
Discussion on the process of
immunization, its advantages and
limitations.
Interactive Lecture:
Universal Immunization
Programme
Activity:
Enlisting of diseases covered
under Universal Immunization
Programme.
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
Identify the key components of
Pulse Immunization Programme
 Describe the key
components of a Pulse
Immunization Programme
 Identify the key
components of a Pulse
Immunization
Programme
2013
Interactive Lecture:
Pulse Immunization Programme
Activity:
Enlisting of diseases covered
under Pulse Immunization
Programme.
UNIT CODE:
HSS106-NQ2013
Unit Title: COMMUNICATION AT WORKPLACE
Duration: 20 hours
Learning Outcome
Classroom
Identify elements of
Communication
Demonstrate effective
communication skills
Page14 of 22
Knowledge Evaluation
Performance Evaluation
 Describe different
elements of
communication
 Explain how to provide
effective feedback
 Identify elements of
communication
 Describe the knowledge
of effective
communication
 Describe the factors
affecting effective
communication –
listening, managing
stress, emotional
awareness, etc.
 Describe static and
dynamic features of
verbal communication
 Describe the various
factors acts as barriers
in communication.
 Speak with clarity,
emphatic tone, etc.
maintaining rhythm
 Demonstrate the
knowledge of
communicating
effectively in different
scenario of
conversations between
patient and Patient Care
Assistant.
Teaching and
Training Method
Interactive Lecture:
Verbal
and
Non-verbal
Communication
Elements of Communication and
Communication Cycle
Activity:
Drawing a Communication Cycle
Role Play
Interactive Lecture:
Factors
affecting
Communication
Effective
Activity:
Role play on communicating
effectively in different scenario
of conversations between patient
and Patient Care Assistant.
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
ASSESSMENT GUIDE
Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative
(continuous) and/or summative (final). It is a process of collecting evidence and making judgement about the extent to which a person
demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the
basis of information or evidence about the individual’s ability against clearly stated objectives or standards. A diversity of assessment methods is
required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be
collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance
criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods of assessment.
S.No.
1.
Written test
Weightage
(Max. marks)
30
2.
Practical test
30
Certified Assessor #
3.
Oral test/viva voce
10
Teacher/External Examiner
4.
Portfolio
10
Teacher
5.
Project
10
Teacher/Trainer
Direct Observation
10
100
Teacher/Trainer
6.
Total
Method of Assessments
Evaluator
Teacher
# Assessors will be certified by the State Education Board.
1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.
2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards
(skill and academic standards).
3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done
at the time of oral test or viva voce.
4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and
experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience in the workplace or the community and
photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.
Page15 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these 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.
6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being observed.
Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/trainer and
appropriate records should be maintained for transparency in evaluation.
Employability Skill
Area
Communication
Responsibility
Interpersonal
relationship
Health and Safety
Innovation and
Creativity
S.No.
Competencies and Performance Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Questions appropriately
Writes clearly and legibly
Demonstrates good listening and responding skills
Informs about the absence and reasons of absence
Organizes work
Manages time effectively and efficiently
Complete assignments timely
Displays care for tools and equipment
Accepts responsibility pleasantly
Exhibits patience
Demonstrates pride in work
Displays friendly and cooperative attitude
13.
14.
15.
16.
17.
18.
19.
Demonstrates tactfulness in difficult situations
Accepts constructive criticism
Exhibits positive attitude
Practices good personal hygiene regularly
Maintains good personal health
Dresses well and in appropriate manner
Give reasons and make judgements objectively
Competent
Not Yet Competent
20.
Share ideas and thoughts with others
1. Competent = 0.5 marks; Not yet competent = 0
Page16 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
LIST OF TOOLS, EQUIPMENT AND MATERIALS
The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and accessories should be
procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical
experience.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Advanced Male and Female Catheterization Kit
Air Cushion
Airway Mannequin
Ambu Bag with Mask (Adult)
Artery Forceps
Auto loading Stretcher made of aluminum alloy
Back Rest
Bath Tub
Bed Pan
Bed Sheet, Blanket, Pillow with Pillow Cover
Bed Side Locker
Birthing Simulator
Call bell
Cardiac Table
Cervical Color Set of Large Medium and Small
CPR Mannequin
Crash card
Crutch
Cupboard
Dissecting Forceps
Doctors Table
Draw Sheet
Electronic BP Monitoring Machine
Enamel Basin
Fire Extinguisher 5 KG ABC type
Foot Step
Full Body Mannequin - Basic
Goggles
Gown
ICU Bed with mattress
IV Stand
Page17 of 22
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
Kidney Tray
Male Multi Veno Intravenous Arm
Malleable Splint set of Large Medium and Small
Measuring Glass
Nail Cutter
Nail Filer
Oral care Set
Oxygen Cylinder with Connector, Key, Face Mask and tubing
Patient Examination Table
Patient remote bell
Pocket Mask
Rubber Sheet (2 x 2 meters)
Sand Bag
Scissor
Scoop Stretcher
Simulation Equipment - Mannequins
Spine Board
Spoon
Steel Basin 1 Set (3 Large, 3 Medium, 3 Small )
Steel Bowl
Steel Glass
Steel Jug
Steel Plate
Steel Tray 1 set (2 Large, 2 Medium and 3 small)
Sterilizer
Stethoscope
Stop Watch
Suction Apparatus
Syringe Destroyer and Needle Burner
Thermometer
Towel
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
63.
64.
65.
Urinal Set (1 Male + 1 Female )
Walker
Weighing Machine
66.
67.
2013
Wheel Chair
Wound care Model Anatomical
TEACHER’S QUALIFICATIONS
Qualification, competencies and other requirements for Graduate Teacher on contractual basis are as follows:
S.No.
Qualification
1.
Healthcare Instructor B.Sc. Nursing & Midwifery (4 years)
or 3 ½ years Diploma in GNM with
one year experience

Healthcare Assistant
10+2 vocational course in Medical
lab Technician, or 10+2 with
science followed by
certification/Diploma in MLT.

2.
Minimum Competencies



Age Limit
Effective communication skills (oral and
written)
Basic computing skills.
Technical competencies (e.g., Should be able
to perform and train the patient related skills
Technical competencies (e.g., Should be able
to perform and train the patient related skills
Should demonstrate skills and maintain lab
18-37 years (as on Jan. 01 (year)
Age relaxation to be provided as per
Govt. rules.
18-37 years (as on Jan. 01 (year)
Age relaxation to be provided as per
Govt. rules.
CAREER PATH – PATIENT CARE ASSISTANT/GENERAL DUTY ASSISTANT
Sector
Sub-sector
Occupation
Leadership level
Middle Management level
Entry Level
Page18 of 22
Allied Health and Paramedics
Non-Direct Care
General Duty Assistant
Housekeeping Supervisor
GDA Supervisor
GDA – OT/ Radiology/ ICU
General Duty Assistant
Diagnostic Services
Radiology Technician
Supervisor
Senior Radiology Technologist
Radiology Technologist
Radiology Technician*
Curative Services
Dialysis Technician
Dialysis in-charge
Senior Dialysis Technician
Dialysis Technician*
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
NVEQ Level 1 – Health Care Sector-Competency Based Curriculum
2013
LIST OF CONTRIBUTORS
1.
Mr. Babu Khan, C.E.O, Healthcare Sector Skill Council, Office No.: 711, DLF Tower A, 7th Floor, Jasola, New Delhi.
2.
Dr. Shradha Mishra, Dy. Director, Healthcare Skill Sector Council, Office No.: 711, DLF Tower A, 7th Floor, Jasola, New Delhi.
3.
Dr. Vijay Reddy, Project Manager, MIHER SKILLS ACADEMY, A-10, Nizamuddin East, New Delhi.
4.
Dr. Tomas, Head, Department of Nursing, Vedanta Hospital, New Delhi.
5.
Mrs. Pryiamboda Mohanty, Manager, IL & FS, Core 4B, 4th Floor, India Habitat Centre,
Lodhi Road, New Delhi.
6.
Dr. Yogesh Yadav, Associate Professor, Department of Anatomy, Rama Medical College, Ramadeli, NH-24 Ghaziabad.
7.
Dr. Anuj Bansal, Associate Professor, Department of Physiology, Rama Medical College, Ramadeli, NH-24 Ghaziabad.
8.
Mr. Navin Bhatia, Managing Director, Navkar Skills, New Delhi.
9.
Prof. S.B Arora, School of Health Sciences, Indira Gandhi National Open University, Maidan Garhi, New Delhi.
10. Prof. P.V.P. Rao, Professor, Department of Health and Paramedical, PSS C I V E (NCERT), Shyamla Hills, Bhopal.
11. Prof. Suniti Sanwal, Head, Department of Humanities, Science and Educational Research, PSS C I V E (NCERT), Shyamla Hills, Bhopal.
12. Prof. V.S.Mehrotra, Head, NVEQF Cell, PSS C I V E (NCERT), Shyamla Hills, Bhopal – 462 013.
13. Dr. A. Nayak, Associate Professor, Department of Health and Paramedical, PSS C I V E (NCERT), Shyamla Hills, Bhopal.
Dr. A. Nayak- Coordinator, Health Care Sector, PSSCIVE(NCERT), Bhopal
Composing, Typing and Setting- Mr. Vinod Soni, PSSCIVE(NCERT), Shyamla Hills, Bhopal.
Page19 of 22
PSS Central Institute of Vocational Education – NVEQF Cell - 2013
Competency Based Curriculum
National Vocational Education Qualification Framework
Sector: Organized Retailing
NVEQ Level 1: Retail Business
PSS Central Institute of Vocational Education, Bhopal
(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource
Development, Government of India)
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Copyright
All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE.
Page 2 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Introduction
About the sector
Objectives of the course
Course structure
Classroom activities
Practical activities
On-the-job training
Certification
Units
01
03
04
09
09
09
10
10
RS101-NQ2012
RS102-NQ2012
RS103-NQ2012
RS104-NQ2012
RS105-NQ2012
RS106-NQ2012
RS107-NQ2012
11
14
16
19
22
26
29
:
:
:
:
:
:
:
Retailing Basics
Communication Basics
Goods Management in Retail
Customer Service
Packaging and Bagging in Retail
Hygiene and Safety Practices in Retail
Work Integrated Learning
Assessment guide
List of tools, equipment and materials
Teacher’s qualifications
List of contributors
Page 3 of 42 31
33
35
36
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Introduction
The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource
Development (MHRD), Government of India is a descriptive framework that provides a common reference for linking various
qualifications. It is used for setting common principles and guidelines for a nationally recognized qualification system
covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.
The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms
of learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of
whether they were acquired through formal, non-formal or informal education and training system. Qualifications are made
up of occupational standards for specific areas of learning units or unit of competency. Units of competency are the
specification of knowledge and skill and the application of that knowledge and skill to the standard of performance
expected in the workplace. The Unit of competency or National Occupation Standards comprising generic and technical
competencies an employee should possess are laid down by the Sector Skill Council of the respective economic or social
sector.
Competency is defined in terms of what a person is required to do (performance), under what conditions it is done
(conditions) and how well it is to be done (standards). It can be broadly categorized into foundational, practical and
reflexive competencies. Generic competencies are considered essential for a person to participate effectively in the
workforce, whereas technical competencies are an individual's knowledge and expertise in the specific group task and its
processes and its rules and regulations. An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of
NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD at www: mhrd.gov.in.
Page 1 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the
course of deeds and experiences through which children grow to become mature adults. A competency based curriculum
describes what learners must “know” and “be able to do” by the end of a program or study. It identifies the competencies
and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which performance
will be assessed. It also defines the learning activities that will lead to the learner to mastery of the targeted learning
outcome.
The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down
into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by
the teacher or trainer.
Page 2 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
About the Sector
A retailer is the one who stocks the producer’s goods and is involved in the act of selling to the customer or consumer, at a
margin of profit. Retailing is the last link that connects 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.
The retail industry is divided into organised and unorganised 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. Unorganised
retailing, on the other hand, refers to the traditional formats of low-cost retailing, for example, the local kirana shops,
owner manned general stores, paan/beedi shops, convenience stores, hand cart and pavement vendors, etc.
Organised retail can be categorised 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, Specialty 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 entry level jobs in organized retailing include (i) Customer Service Assistant who enhances the customer service
satisfaction (ii) Retail Bagger/Packer, who makes the Bagging/ Packing the goods sold by the customers and (iii) Goods
Mover in Retail, who assist customers in finding merchandise, introduce customers to new merchandise, and move the
goods from racks to billing counters.
Page 3 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Objectives of the Course
After completion of this course, you will be able to:
Unit 1: Retailing Basics
Session 1: Basics of Retailing
-
Identify the functions of a retailer
Evaluate the services to be rendered by retailers to the customers
Identify the essential requirements of retailers
Session 2: Organized and Unorganized Retailing
-
Identifying organized and unorganized retailing
Session 3: Store and Non-store Retailing
-
Identifying the basis of classifying the retailing
Classify the various formats of store and non-store retailing
Session 4: Indian and Global Retailer
-
Identify Major Retailers
Unit - 2: Communication Basics
Session 1: Introducing and Greeting
Page 4 of 42 Introduce and greet in a proper way
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Session 2: Framing of Questions and Complete Sentences
-
Framing of question and sentence
Session 3: Dealing with Customers in Retail Environment
-
Dealing with customers while they are shopping for goods
Session 4: Principles of Communication
-
Identify elements of communication cycle
Unit 3: Goods Management in Retail
Session 1: Types of Retail Goods
-
Identify retail goods
Session 2: Material Handling
-
Demonstrate the process of material management
Identify the types of material handling equipment
Session 3: Documentation in Goods Handling
-
Identify the various documents used in goods moving.
Session 4: Procedure for Goods Moving
-
Page 5 of 42 Identify the procedure of moving of goods.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit 4: Customer Service
Session 1: Conceptual Framework
Differentiate between consumer and customer
Identify customer’s needs
-
Session 2: Effective Customer Service
-
Identify the effective customer service
Dealing effectively with customers
Session 3: Customer Service in Retail
-
Role of customer service
Customer Service & Retail Industry
Session 4: Elements of Customer Service
-
Identify the elements of Good customer service
Enlist the advantages of customer service
Unit 5: Packaging and Bagging in Retail
Session -1: Packaging Materials
-
Identify the competencies required in bagging and packaging while delivering goods
Describe the role and functions of people involved in work during packaging & bagging
Session-2: Use of Packaging Equipment
Page 6 of 42 Handle the various types of packaging equipments
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
-
Describe the procedure of equipments handling for bagging/ packaging the goods
Session 3: Procedure for Bagging and Packing
-
Learn the step by step procedure of using packaging material & Equipment for bagging and packaging.
Session 4: Marking and Labeling
-
Identify the competencies required for understanding the various methods of labeling used in retailing.
Evaluate the various purposes of labeling and marking
Unit 6: Hygiene and Safety Practices in Retail
Session 1: Basic Hygiene and Safety Practices
-
Describe the importance of maintaining hygienic conditions in retail store
Session 2: Potential Hazards at Workplace
-
Describe potential hazards & safe practices to be adopted at retail store.
Extinguishing small fires
Session 3: Safety Measures at Workplace
-
Practice safety measures and tips to control injuries, violence, harassment, shoplifting and robbery
State how to handle money equipment, machines, irate customers and shrinkage
Session 4: Precautions to be taken for safety
Page 7 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
-
Guide the care taken for travel and personal safety equipments
Unit 7: Work Integrated Learning
Session 1: Retail Store Types
-
Classify the stores in retailing
Session 2: Career Prospects in Retail
-
Identify the various job opportunities and career prospects in retailing
Session 3: Writing a Resume
-
Enlist the various types of resumes used frequently for job in retail sector
Session 4: Writing a Job Application
-
Page 8 of 42 Identify basic points for writing Job Application
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Competency Based Curriculum
Sector: Organized Retailing
NVEQF Level 1: Retail Business
Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the
following 06 modules called as Units.
NVEQ Level 1
S.No.
1.
2.
3.
4.
5.
6.
7.
Total
Unit Code
Unit Title
RS101-NQ2012
RS102-NQ2012
RS103-NQ2012
RS104-NQ2012
RS105-NQ2012
RS106-NQ2012
RS107-NQ2012
Retailing Basics
Communication Basics
Goods Management in Retail
Customer Service
Packaging and Bagging in Retail
Hygiene and Safety Practices in Retail
Work Integrated Learning
No. of Notional/
Learning Hours
15
15
10
15
15
20
10
Pre-requisite Unit,
if any
Nil
Nil
Nil
Nil
Nil
Nil
Nil
100
Successful completion of 100 hours of theory sessions and 100 hrs of practical activities and on-the-job learning is to be
done for full qualification.
Classroom Activities: Classroom activities are an integral part of this programme and interactive lecture sessions, followed
by discussions should be conducted by trained teachers. Teachers should make effective use of a variety of instructional aids,
such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to transmit
knowledge in projective and interactive mode.
Practical Activities: Activities that provide practical experience in case based problems, role play, games, etc. and practical
exercises using props, tools and equipment. Equipment and supplies should be provided to enhance hands-on experiences for
Page 9 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
students in the chosen occupation. Trained personnel should teach specialized techniques such as handling of products and
equipment, maintaining safe and hygienic conditions, handling customer’s complaints and requirements, etc. A training plan
signed by the student, teacher, and employer that reflects tasks to be performed and competencies to be imparted should
be prepared for training of the students in the organization/industry.
On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less
experienced person on how to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT should
be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or supervisor. A
training plan that reflects tasks to be performed and competencies to be imparted should be prepared and signed by the
student, teacher, and supervisor at the workplace for training of the students in the organization/industry. The trainer
should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the following
steps should be followed:
Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while
explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks.
Step 2:
The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining
each step, one at a time, while the trainee watches. The steps may not necessarily be demonstrated in the
sequence of actual operation, as sometimes it is better that simple tasks are demonstrated first to build
confidence. Showing finished products at each appropriate step will help the learner understand what is required
as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.
Step 3:
It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and
offers feedback and pointers where and when needed.
Step 4:
The trainee practices with clearly defined targets for performance standards.
Certification: Upon successful completion of this course, the State Education Board and the Retailer’s Association of Skill
Council of India (RASCI). For more details about SSC visit the website of RASCI at www.rasci.in ) will provide a certificate to
the student verifying the competencies acquired by the candidate.
Page 10 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
RS101-NQ2012
Location:
Classrooms, Retail
Shop or
Departmental
Store
Unit Title: Retailing Basics
Duration: 15 hours
Session 1:Basics of Retailing
Learning
Knowledge
Outcome
Evaluation
1. Identify the
functions of a
retailer
2. Evaluate the
services to be
rendered by
retailers to the
customers
3. Identify the
essential
requirements
Page 11 of 42 1. Concept of retail
retailer & retailing
2. The functions of
Retailer
1. The retailer’s
service to the
customers
2. Who is retailer
3. What do you mean
by retailer
1. Essential
requirements of
Retailers
Performance
Evaluation
Teaching and
Training Method
1. List out the
functions of a
retailer
2. Describe the
essentials required
for retailing
business
Interactive lecture:
Basics of retailing such as
concept & functions
1. Identify the
services to be
rendered by the
retailers.
1. Distinguish
between
wholesaler and
Activity:
Visit to a retail shop or
departmental store for identify
the functions of retailing.
Read the model and model
number or designation of the
product.
Interactive lecture:
Service to be renders by retailer
to the customers.
Activity:
Visit to the retail mall and
observe the service rendered to
the customers.
Interactive lecture:
Essential requirements of
retailers.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
of retailers
retailer
2. Identify the
essential
requirements of
retailers
Activity:
Visit to the retail outlet & asked
to note down the essentials of
retailers.
Session 2 : Organized and Unorganized Retailing
1. Identifying
organized and
unorganized
retailing
1. Describe the meaning 1. Differentiate
of organized and
between
unorganized retailing
organized and
2. State various
unorganized
organized retail units
retail businesses
3. Describe various
2. List out organized
unorganized retail
& unorganized
units
retail formats
Interactive Lecture:
Organized
&
unorganized
retailing
Activity:
Visit in various organized and
unorganized retail businesses
and
find
out
the
main
differences
Session 3: Store and Non-store Retailing
1. Identifying
the basis of
classifying
the retailing
Page 12 of 42 1. On the basis of
ownership
(independent,
Chain/ Corporate
retail chain,
Franchising, cooperatives)
2. On the basis of
merchandise offered
(Convenience stores,
supermarket, Hyper
market, specialty
stores, Departmental
stores, departmental
stores and catalogue
showrooms)
1. Describe the
various types of
store retailing
formats.
2. Distinguish
between various
types of non-store
retailing formats.
3. Specify the basis
of classifying
store retailing
4. Specify the basis
of classifying nonstore retailing
Interactive lecture:
Introduction to store and nonstore retailing.
Characteristics of store and nonstores
Group discussion on managing
the store and non-stores.
Activity:
Visit to store and non-store
retailing
&
observe
the
differences between them.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
3. Direct personal
contact
4. Direct response
marketing (mail
order retailing,
television shopping,
E-shopping and
Telemarketing)
2. Classify the
various
formats of
store and
non-store
retailing
1. Describe various
formats of store and
non-store retailing.
1. Differentiate
between various
formats of store
and non- store
retailing
Interactive Lecture:
Guest lecture on store and nonstore retailing
1. Enlist the major
corporate retailers in
India
2. Differentiate
between
various methods of
retailing products
Interactive lecture:
Indian Retail Industry
Functions of Retailing
Methods of Retailing
Activity:
Group formation to write
about the characteristics of
various retailers in
neighbourhood market and
Indian Retail Industry
Activity:
Role play to act individually for
formation of store and non-store
retailing
Session 4: Indian and Global Retailers
1. Identify Major 1. Describe the types of
Retailers
retailers
2. Describe the major
Indian retailers
3. Explain various
functions of retailing
Page 13 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
RS102- NQ2012
Location:
Classroom and
Retail or
Departmental Store
Unit - 2 Title: Communication Basics
Duration: 15 hours
Session 1: Introducing and Greeting
Learning
Knowledge
Outcome
Evaluation
1. Introduce and
greet in a proper
way
Performance
Evaluation
1. Describe how to
1. Introduce
introduce in
himself/herself in
different ways
a proper manner
2. Describe the ways 2. Greet others
to greet
3. Differentiate
3. Describe the tone
between the
and language
various principles
change in a
of communication
different situations
as per the retail
requirement.
Teaching and
Training Method
Interactive lecture:
Basic Interaction.
Activity:
Introduction
sessions.
and
greeting
Session 2:Framing Questions and Complete Sentences
1. Framing of
question and
sentence
Page 14 of 42 1. Describe proper
1. Differentiate
question framing.
between types of
2. Describe the
questions.
important elements 2. Differentiate
of complete
between verb &
sentence.
adverb and
3. Describe verb,
subject & object
adverb, subject
and object
Interactive lecture:
Question framing on different
situations
Activity:
Role play of small conversation
of two students or a group.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Session 3: Dealing with Customers in Retail Environment
1. Dealing with
customers while
they are shopping
for goods
1. Asking for help
for price and
product
information
2. Dealing with
negotiation
1. Basic
conversation
exchange
2. Providing proper
information about
product, offers
and price
Interactive lecture:
Dealing with customers
Activity:
Role play of small conversation
of product information offers
ad price
Session 4: Principles of Communication
1. Identify elements
of communication
cycle
Page 15 of 42 4. Describe the
4. Identify elements
meaning of
of communication
communication
cycle
5. State the different 5. Draw a diagram of
elements of
communication
communication
cycle
cycle
6. Differentiate
6. Differentiate
between the
between Sender,
various principles
Message, Medium,
of communication
Receiver and
as per the retail
Feedback.
requirement.
Interactive lecture:
Principles of communication.
Activity:
Drawing
cycle.
a
communication
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
RS103-NQ2012
Location:
Classrooms, Retail
Shop or
Departmental
Store
Unit Title 3: Goods Management in Retail
Duration: 10 hours
Session 1 : Types of Retail Goods
Learning
Knowledge
Outcome
Evaluation
1. Identify retail
goods.
1. Describe the
meaning of goods.
2. State the different
types of consumer
goods.
3. Give example of
consumer goods.
Performance
Evaluation
Teaching and
Training Method
1. Differentiate between
Staple convenience &
impulse convenience
goods.
2. Differentiate between
durable & non-durable
goods.
3. Differentiate between
shopping & specialty
goods.
4. Compare the goods for
price, manufacturer &
volume.
Interactive lecture:
Types of retail goods.
Activity:
Visit to a retail shop or
departmental
store
for
identification goods.
Classify them on the basis of
convenience, shopping &
durability.
Classify them on the basis of
volume & weight of goods.
Session 2 : Material Handling
1. Demonstrate
the process of
goods
management
Page 16 of 42 1. Describe the
importance of goods
handling.
2. State the precautions
to be taken while
handling goods.
1. Explain the different
types of goods.
2. List out the steps in
goods management
Interactive lecture:
Introduction to goods
management process.
Activity:
Visit to the retail formats list
out the steps in goods
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
management.
2. Identify the
types of
material
handling
equipment.
1. Name the types of
1. State the factors for
goods handling
designing the
equipments.
material handling
2. Describe the factors
system.
affecting selection of 2. Identify the types of
equipments.
material handling
services performed
during retailing
process.
Interactive lecture:
1. Group
discussion
for
designing
material
handling system for a
departmental store.
2. Demonstrate equipments
for material handling
Activity:
Visit to the retail shop or big
departmental store:
1. List out the equipments &
machines used in handling
goods.
2. List out the risk involved
in handling process.
Session 3 : Documentation in Goods Handling
1. Identify the
various
documents
used in goods
moving.
Page 17 of 42 1. State the various
documents used in
goods moving.
2. Explain delivery
notes, invoice,
consignment note,
internal packing note
& offloading.
3. Explain the electronic
data system used in
receiving & dispatch
1. Differentiate
between delivery
notes & consignment
notes.
2. Identify the reason
for incorrect or
damaged delivery of
goods.
3. Practice on receiving
and delivery of goods
using electronic data
Interactive lecture:
Types of Documents used in
receiving & delivery of
goods.
Activity:
1. Visit a departmental store
& record the receiving &
delivery of goods.
2. Practice
session
on
handling of documents as
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
of goods.
system
per organization procedure
Session 4 : Procedure to goods moving
1. Identify the
procedure to
moving of
goods.
1. The advantages of
effective goods
moving.
2. Give the
responsibilities of
goods mover.
3. Describe the manual
handling of goods.
1. Differentiate
between manual
handling &
machine handling.
2. State the ways to
reduce the risk of
manual moving of
goods.
3. Practice to move
the goods from one
place to another
place
Interactive lecture:
Procedure of goods moving.
Group discussion on ways to
reduce risk involved in manual
handling.
Activity:
Visit a retail store & observe the
various methods of manual
handling.
List out the risk involved in
manual handling.
Page 18 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
Unit Title 4: Customer Service
RS104-NQ2012
Duration: 15 hours
Location:
Session 1 : Conceptual Framework
Learning
Knowledge
Classrooms,
Outcome
Evaluation
Retail Shop or
1. Differentiate
Departmental
between
Store,
Malls,
consumer and
Super Market
customer
2. Identify
customer’s
needs
1. Describe the
meaning of
consumer and
Customer
1. State basic needs
of the customer
2. Factors influencing
Customer’s need
and behaviour
Performance
Evaluation
Teaching and
Training Method
1. Differentiate
between
consumer and
customer
Interactive lecture:
Customers and Consumers
1. Differentiate
between various
factors affecting
customer’s need
and behaviour.
2. State the need to
understand
customer’s
behaviour
Activity:
Role play and group
discussion on the behaviour of
customers/consumers
Interactive lecture:
Customer’s Needs and Wants
Activity:
Visit to retail store to observe
the body language of sales
person and customer’s. Note the
communication between the
salesperson and the customer.
Determine customer’s wants and
needs.
Session 2: Effective Customer Service
1. Identify the
effective
customer
service
Page 19 of 42 1. Describe the factors
that satisfies
customer’s need
1. Enlist factors
Influencing
effective
customer’s
service
Interactive lecture:
Providing Effective Services to
Customers
Activity: Role play
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
2. Dealing
1. Describe the
effectively with
effective ways of
customers
dealing with
customers
1. Identify the ways
for dealing with
customers
Interactive lecture:
Discuss effective ways of dealing
with customers
Activity:
Visit to retail outlet and observe
customer dealing by employees
Session 3: Customer Service in Retail
1. Identify the
role of
customer
services in
Retail
1. Customer service
concepts
2. Role of customer
service
3. Customer Service &
Retail
1. Explain the
customer service
2. Identify the role
of customer
service assistant
3. Explain the
importance of
customer service
in Retail
Interactive Lecture:
Customer Service role with
respect to retail
Activity:
Visit to various retail stores and
observe various customer
services.
Session 4: Elements of Customer Service
1. Identify the
elements of
best customer
services.
Page 20 of 42 1. Elements of
customer services
2. Concept of
product and
goods
1. Differentiate
between goods
and services
2. Find out good
customer
services
Interactive Lecture:
Elements of good customer
services and concept of product
and goods
Activity:
Group discussion on products
and goods and best services
provided by stores/mall
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
2. Enlist the
significance of
customer
services
Page 21 of 42 1. Benefits and
importance of
customer services
1. Identify the
significance of
Customer services
2. Practice how to
attend customer
queries.
Interactive Lecture:
Significance of customer service
in retail sector.
Activity:
Visit to the big bazaar and
observe how to better serve the
customers
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
RS105-NQ2012
Location:
Classrooms,
Retail Shop or
Departmental
Store
Unit Title: Packaging and Bagging in Retail
Duration: 15 hours
Session 1: Packaging Material
Learning
Knowledge
Outcome
Evaluation
1. Identify the
competencies
required in
bagging and
packaging
while
delivering
goods
2. Describe the
role and
functions of
people
involved in
work during
packaging &
bagging
Page 22 of 42 Performance
Evaluation
1. Differentiate goods to 1. Differentiate
be packed and
between
bagged
different roles &
2. State the packaging
responsibilities in
systems.
packaging
2. Describe role and
materials
responsibilities
2. List out functions
in packaging
of individuals
material.
involved in
packaging/
bagging the
material.
1.The duties of
1. Differentiate
managerial staff in
between
packing/ bagging
package, packing
2. Describe functions &
and packaging
Responsibilities of a
2. Differentiate
packer/ bagger
between
3. Describe the
consumer
competencies
packaging and
required as packer/
manufacturers
bagger
packaging.
Teaching and
Training Method
Interactive Lecture:
1. Importance of packaging/
bagging material
2. Group work step by step for
packing a material
Activity:
Play a game of packing gifts for
winning prizes
Visit to retail shop for hands on
experience in packing/ bagging
Interactive Lecture:
Guest lecture on Responsibilities
of staff in packing and Bagging
Activity:
Role play on the duties of staff
whom packing/ bagging the sold
goods of customers.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
3. List out the steps
in bagging the
goods.
4. Identify the
methods of
packaging/bagging
Session 2: Use of Packaging Equipment
1. Handle the
various types
of packaging
equipments
1. Describe the
1. Differentiate
importance of
between various
handling the
methods of
equipment while
handling
packing/bagging goods
packaging/
2. State the precautions
bagging
to be taken while
equipments
handling the
2. Operate simple
equipment in packing/
methods of
bagging
equipment
handling in
packaging/bagging
1. Describe the
1. Procedure for
1. Measures to be
procedure of
packaging/bagging
taken while
equipments for
the goods through
handling different
packaging/
equipments.
type of
bagging the
packaging/
goods
bagging
equipments
Interactive Lecture:
Process of Handling equipments
while packaging/ bagging
Activity:
1. Visit to retail store to have
hands on experience of
equipments used for packing/
bagging.
2. Practice sessions on handling
of equipments and operations
on same.
Interactive Lecture:
Safety measures of handling
packaging/bagging equipments
Activity:
Give them some goods for
packaging and ask what all
equipments
are
used
for
packing/bagging.
Session 3: Procedure for Bagging and Packing
1. Learn the step 1. Describe the
by step
importance of
procedure of
Handling packaging/
Page 23 of 42 1. Differentiate the
various
procedures used
Interactive Lecture:
Safety Procedure of handling
different types of equipments
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
using
packaging
material &
Equipment for
packaging and
bagging.
bagging of material.
2. State the procedure
to be taken into
consideration while
packaging/ bagging
the material with
different equipment.
3. Describe the uses of
equipments used in
bagging of material
in packaging/
bagging the
material.
2. Operate all type
of equipments
used in packaging
and bagging
for packaging and Bagging
Activity:
Visit to a retail store and
watching the procedure adopted
for packaging and Bagging of
goods at billing counters.
1. Identify the
methods of
marking and
labeling of
material/
products in retail
production.
2. Enlist the various
methods of
labeling and
marking used in
retailing
Interactive Lecture:
1. Methods of Marking &
Labeling
2. Understanding the importance of marking and labeling
Activity:
1. Group work on task analysis &
knowledge skills and attitude
required for various methods
of labeling and marking.
2. Visit to any retail stores to
observe how the labeling and
marking are done.
3. Let each of the individual to
do the work of labeling and
marking of the product of
their own.
Interactive Lecture:
1. Various purpose of labeling
and marking
Session 4: Marking and Labeling
Page 24 of 42 1. Identify the
competencies
required for
understanding
the various
methods of
labeling used
in retailing.
1. State the various
methods of marking
& labeling of
products
2. Describe the job
responsibilities being
taken by each
individual while
marking and labeling
of material.
3. Describe the
competencies
required for each
individual marking
and labeling of
material/ products.
2. Evaluate the
various
purpose of
1. Types of labeling and 1. Differentiate
marking
between labeling
2. Describe the purpose
and marking
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
labeling and
marking
Page 25 of 42 of labeling and
marking to fulfill the
requirement of any
packaging industry.
2. Enlist the
reaction of
customers on
labeling and
brand name
registration
2. Good labeling and marking
methods
3. Effective labeling & marking
for different products
Activity:
1. Visit to the godown where
labeling and marking is going
on.
2. Give the work of labeling and
marking as play and tell them
to use their own assumption
to label and mark effectively
3. Game, How to make a
product
more
effective
through labeling and marking
4. Competition for the best &
colorful labeling & marking
among the students.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
RS106-NQ2012
Location:
Classroom, Retail
or Departmental
Store
Unit Title: Hygiene and Safety Practices in Retail
Duration: 15 hours
Session 1: Basic Hygiene and Safety Practices
Learning
Knowledge
Performance
Outcome
Evaluation
Evaluation
1. Describe the
importance of
maintaining
hygienic
conditions in retail
store
1. Describe the
need of
maintaining
hygiene in
retail store
2. State the
materials
used for
maintaining
hygiene in
retail store
1. Differentiate
between health and
hygiene
2. Demonstrate
practices adopted
for maintaining good
health and hygienic
conditions at retail
store
Teaching and
Training Method
Interactive lecture:
Best Practices in Maintaining
Cleanliness in Retail Store
Activity:
Visit to a retail store to
observe
best
practices
adopted to maintain hygienic
and safe working conditions
in store.
Session 2: Potential Hazards at Workplace
1. State the
1. Describe
potential hazards
potential
& safe practices
hazards in
to be adopted at
store
retail store.
2. Describe the
practices to be
adopted for
ensuring
occupational
health & safety
Page 26 of 42 1. Enlist various
safety
accessories used in
store
2. Differentiate
between common
safety and health
concerns and
problems.
Interactive lecture:
Measures to Ensure Safety in
Store
Activity:
Visit to a retail store to
observe safety measures.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
2. Extinguishing
small fires
1. Describe the
symbols
used for
safety
purpose
1. Enlist various
equipment and
accessories used to
extinguish fire
2. Demonstrate the
process of using fire
extinguisher
Interactive lecture:
Preventing Fire at Workplace
and Extinguishing Small Fires
Activity:
Visit to a retail
store to study fire safety
equipment installed at the
Session 3: Safety Measures at Workplace
1. Practice safety
1. Recognize
1. Classify various
measures and tips
some
health and safety
to control injuries,
common
issues at the
violence,
health and
workplace
harassment,
safety
2. Select preventive
shoplifting and
concerns in
measures to avoid
robbery
retail store
harassment,
2. State the
violence,
reasons for
shoplifting and
violence,
robbery
shoplifting
and robbery
at workplace
and measures
to prevent
them
Page 27 of 42 Interactive lecture:
Discussing health and safety
measures and methods of
preventing issues related to
these concerns
Activity:
Visit to a retail store to study
measures
to
prevent
shoplifting and robbery
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
2. State how to
handle money
equipment,
machines, irate
customers and
shrinkage
1. Ways to
handling of
money
2. State to
manage and
deal irate
customers
3. Describe to
manage
shrinkage
1. Demonstrate the
understanding of
safe handling of
money
2. Develop guidelines
for dealing with
irate customers
3. Demonstrate ways
to reduce shrinkage
Interactive lecture:
Discuss ways to safely handle
money in stores
Discuss ways to reduce
shrinkage in stores
Activity:
Visit retail store and enquire
about how they manage
irate customers
Session 4: Precautions to be taken for safety
1. Guide the care
taken for travel
and personal
safety
equipments
Page 28 of 42 1. Outline the
1. Explain precautions
precautions to
while driving or
be taken while
taking a bus
traveling to
2. demonstrate how
and from
to safely handle
workplace
knives, box cutters,
2. State
other sharps,
precautions
power tools and
adopted for
equipments in
power tools
retail food stalls
and
3. Work with gas
equipments
stations, petrol
3. State
pumps, take
significance of
precautions while
working alone,
gas stations,
using forklifts and
petrol pumps,
pallet jacks
working alone,
forklifts and
pallet jacks
Interactive Lecture:
Travel and personal safety
equipments - issues and
preventive measures
Activity: Group discussion
on various issues related to
working alone
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Unit Code:
RS107-NQ2012
Location:
Classrooms, Retail
Shop or
Departmental
Store
Unit Title: Work Integrated Learning
Duration: 15 Hours
Session 1: Retail Store Types
Learning
Knowledge
Outcome
Evaluation
1. Classify the
stores in
retailing
1. State various types of
retail stores
2. Various types of
stores
Performance
Evaluation
Teaching and
Training Method
1. Enlist the retail
formats
2. Differentiate
between the
types of retail
stores
Interactive lecture:
Classification of stores
Activity:
Visit to a retail stores to
understand its types
Assignment
on
writing
a
difference between type of
stores
1. Enlist the job
opportunities in
different retail
stores
2. List out the
different types of
career prospects
in the retail sector
Interactive lecture:
Session 2: Career Prospects in Retail
1. Identify the
various job
opportunities
and Career
prospects in
retailing
1. State various job
opportunities in
retail sector
2. Analyze the carrier
prospects in retail
sector
Job opportunities in retail sector
Activity: Check the vacancies in
the daily newspaper & in the
employment news
Go through internet daily
Session 3: Writing a Resume
1. Enlist the
various types
of resumes
used
Page 29 of 42 1. State various
objectives of a
resume
2. Describe the
1. Differentiate
between bio-data
and resume
2. Enlist some of the
Interactive lecture:
Discuss the contents of a resume
Activity:
1.Write the essential contents
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
frequently for
job in retail
sector
different types of
resumes
3. Describe the various
types of resume send
for a particular job
points to be
covered when a
resume is
prepared
3. Prepare a resume
with detail for a
particular job
and make job application
2. Write do and don’ts of writing
resume
3. Prepare a resume with a
covering language or job
application for a vacant post
in the computer.
Session 4: Writing a Job Application
1. Identify Basic
points for
writing job
application
Page 30 of 42 1. State the points
1. Enlist the points
which are necessarily
to be Considered
assessed while
for assessment at
writing a Job
the time of
application
writing a job
2. Describe the
application
elements required for 2. List out some of
writing a good job
the points which
application
are important to
be considered in
writing job
application
Interactive lecture:
How to write job application
Lecture on do’s and don’ts of
writing job application
Activity:
Prepare a job application for
XYZ company for the post of
Store Supervisor.
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Assessment Guide
Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational
area. It may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment
about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a
unit of competency. Assessment should be done on the basis of information or evidence about the individual’s ability
against clearly stated objectives or standards. A diversity of assessment methods is required to achieve the multiple
purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be collected from
activities that can be clearly related to the Units of Competency. It should cover all the elements and performance
criteria/indicators in the competency standards. Student’s achievements should be assessed by using the following methods
of assessment.
S. No.
1.
Written test
Weightage
(Max. marks)
30
2.
Practical test
30
Certified Assessor #
3.
Oral test/viva voce
10
Teacher/External Examiner
4.
Portfolio
10
Teacher
5.
Project
10
Teacher/Trainer
Direct Observation
10
100
Teacher/Trainer
6.
Total
Method of Assessments
# Assessors will be certified by the State Education Board.
Page 31 of 42 Evaluator
Teacher
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.
2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against
competency standards (skill and academic standards).
3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video
recording can be done at the time of oral test or viva voce.
4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from
prior learning and experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical experience
in the workplace or the community and photographs of the products prepared by the candidates related to the units of
competency should be included in the portfolio.
5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these
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.
6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those
being observed. Employability skills evaluation listed below in the table should be evaluated through direct observation
by the teacher/trainer and appropriate records should be maintained for transparency in evaluation.
Employability Skill
Area
Communication
Responsibility
Page 32 of 42 S.No.
1.
2.
3.
4.
5.
6.
7.
Competencies and Performance Standards
Questions appropriately
Writes clearly and legibly
Demonstrates good listening and responding skills
Informs about the absence and reasons of absence
Organizes work
Manages time effectively and efficiently
Complete assignments timely
Competent
Not Yet
Competent
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Interpersonal
relationship
Health and Safety
Innovation and
Creativity
8.
9.
10.
11.
12.
Displays care for tools and equipment
Accepts responsibility pleasantly
Exhibits patience
Demonstrates pride in work
Displays friendly and cooperative attitude
13.
14.
15.
16.
17.
18.
19.
Demonstrates tactfulness in difficult situations
Accepts constructive criticism
Exhibits positive attitude
Practices good personal hygiene regularly
Maintains good personal health
Dresses well and in appropriate manner
Give reasons and make judgments objectively
20.
1. Competent = 0.5 marks
2. Not yet competent = 0
Share ideas and thoughts with others
List of Tools, Equipment and Materials
The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and
accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for
practice and acquiring adequate practical experience.
Equipments/Tools
1.
2.
Shelves for Stacking Products
Shopping Cart
Page 33 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Signage Board
Offer Signages
End Cap
Table (POS)
Chair (POS)
Poster (POS)
Card Swiping Machine
Mannequins
Gondolas
Display Photographs
Products
Danglers
Coupons and Vouchers
Credit Notes
Currency Notes of different Denominations
Carry Bags
Neck-Locks for Carry Bags
Physical Bill Copy
Photographs of Stacked Notes
Housekeeping equipments
Goods moving equipments
Teaching/Training Aids
24.
25.
26.
27.
28.
Computer
LCD Projector
Projection Screen
White/Black Boards
Flip Chart Holder
Page 34 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Teacher’s Qualifications
Qualification, competencies and other requirements for appointment of Graduate Teacher (Retail Marketing Management)
on contractual basis should be as follow
S.
No.
1.
Qualification
Minimum Competencies
Age Limit
Graduate or Diploma in
Retail Management, P.G.
Diploma in Marketing with
at least 50% marks and 1
year experience.
Preparable to higher
education with MBA (Retail
Marketing) and PG Diploma
in Retail Management.
•
•
•
18-37 years
Age relaxation to be
provided as per Govt.
rules.
Page 35 of 42 Effective communication skills (oral and written)
Basic computing skills.
Technical competencies (e.g. in areas such as
marketing, sales promotion, store maintenance,
marketing and merchandising etc.)
NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
List of Contributors
Advisors
1. Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, Bhopal
2. Prof. R.K. Shukla, Head, Department of Business & Commerce, PSS Central Institute of Vocational Education, Bhopal
3. Dr. V.S. Meherotra, Associate Professor & In-charge Curriculum Development and Evaluation Center, PSS Central
Institute of Vocational Education, Bhopal.
Material Production Group
A. Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in Retail
Marketing Management (Phase –I) was held at Maharashtra State Council of Educational Research and Training,
Pune from 4-8 July 2011.
1. Dr. Rudra Saibaba, Professor, Lal Bahadur P.G. College, Warangal- 506 007 (A.P.)
2. Dr. M. Muninarayappa, Associate Professor, Dept. of Commerce, Bangalore University, Central College Campus,
Bangalore-l
3. Dr. T. Srinivasa Rao, Associate Professor, MBA Section School of Distance Learning and Continuing Education, Kakatiya
University, Warargal- 506009
4. Dr. E B Brahmankar, Retired Principal, Jaltarang Bunglow, 58/10, Old Pandit Colony, Sharanpur Road, Nashik - 422002
(Maharashtra)
5. Dr. Varsha K. Sukhadeve Professor in Commerce Smt. N.R.T. College of Commerce, Ratanlal Plots (Campus), Akola 444001 (Maharashtra)
6. Mr. Sunil S. Desai, Vocational Teacher, Jagruti Jr. College, Gadhinganj, Dist: Kolhapur (Maharastra)
7. Dr. G. Naresh Reddy Assistant Professor, Department of Commerce, University College of Commerce and Business
Management, Osmania University, Hyderabad - 500 007 (A. P.)
8. Dr. Hrishikesh Soman, Principal, Symbiosis College of Arts Commerce, Senapati Bapat Marg, Pune - 411042 (Maharashtra)
9. Dr. Sanjay Bhale, Professor Symbiosis Institute of Business Management, Senapati Bapat Marg, Pune - 411042
(Maharashtra)
Page 36 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
10. Dr. Shivaji Borhade, Associate Professor, Bharati Vidyapeeth University, YM College, Erandawane, Pune – 411038
11. Ms. Savita Ambekar, Director, Amit Autoline 6/2, Nana Peth, Pune - 411 002
12. Dr. Pradeep Wagh, Secretary, General Development Education (International) Society, Prabhat House, Damle Path,
56/20A, Law College Road, Pune - 4 I 1004
13. Dr. V. S. Mehrotra, Associate Professor & NVQF Expert, Agriculture Division, PSS Central Institute of Vocational
Education, Bhopal -462011 (M. P.)
14. Dr. Shridhar Salunke, Director and Honorary Director, Maharashtra State Council of Educational Research & Training,
708, Sadashiv Peth, Kumthekar Road, Pune - 411030
15. Dr. P. Veeraiah Assistant Professor & Programme Coordinator, Business and Commerce Division PSS Central Institute of
Vocational Education, Bhopal -462011 (M. P.)
B.
Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in Retail
Marketing Management (Phase – II) was held at CIET, NCERT, New Delhi from 7-9 August, 2011.
1.
2.
Prof. K. Sambasiva Rao, Dept. of Commerce & Management Studies, Andhra University, Visakhapatnam - 3.
Dr. M. Muninarayappa Associate Professor, Dept. of Commerce, Bangalore University, Central College Campus,
Bangalore-l
Dr. Shipra Vaidya, Associate Professor, Department of Education in Social Sciences and Humanities, National Council
of Educational Research and Training, Sri Aurobindo Marg, New Delhi – 110016
Capt. Aditya Singh Consultant – Retail, 2-1, New Pal, Amar Vihar, Gurgoan.
Dr. V. S. Mehrotra, Associate Professor & NVQF Expert, Agriculture Division, PSS Central institute of Vocational
Education, Bhopal-462011 (M. P.)
Prof. Sharad Kumar, Head, B & C Division, PSS Central Institute of Vocational Education, Bhopal-462011 (M. P.)
Prof. Rajaram Sharma, Joint Director & Honorary Director CIET, NCERT, New Delhi
Dr. P. Veeraiah, Assistant Professor & Programme Coordinator, Business and Commerce Division, PSS Central Institute
of Vocational Education, Bhopal-46201l (M. P.)
3.
4.
5.
6.
8.
7.
Page 37 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Review Committee Experts
A.
Working Group Meeting (WGM) for Revision and Finalization of Modular Competency based Curriculum in
Marketing and Sales Management (Phase –II) was held at PSSCIVE, Shyamla Hills, Bhopal from 11-15 March,
2013
1.
2.
3.
Mr. M.S. Ashok, Master Trainer, Open Minds Institute, 22 Sri Rama Mandir Road, Basavanagudi, Banglore-560004
Dr.Jitendra Kumar Sharma, Associate Professor, Sh. B.R. Mirdha Govt. (PG) College, Nagaur, Rajasthan,
Dr. Govindappa D., Assistant Professor, Govt. Maharani Arts Commerce & Management College, Seshadri Road,
Banglore-560024
Mr. Pradeep Dodha Pawar, Full Time Teacher, Janta Vidyalaya & Junior College, Satpur, Nasik, Maharastra
Ku. Geeta Tomar, Assistant Professor, Lokmanya Tilak Science and Commerce Collage, Vivekanand Colony, Ujjain –
456010
Prof. Kanchan S. Fulmali, Associate Professor, M.L. Dahanukar College of Commerce, Ville Parle(e) Mumbai-57
Dr. Kamran Sultan, Director, Pt. Jawaharlal Nehru Institute of Business Management, Vikram University, Ujjain (M.P.)
Mr. Desai Sunil Shivajirao, Full Time Teacher, Jagruti Jr. College-Vocational, Gadhinglaj, Dist.-Kolhapur
Dr. Sehba Husain, Assistant Professor, JICM, The Green Bowl, 83/2 Chandanpur, Bhopal
Mrs. Lalita Pillai, Lecturer, SV Govt. Polytechnic College, Shyamla Hills Bhopal
Mr. Prashant Nemade, PGT in Commerce, Demonstration Multipurpose School, RIE, Bhopal
Mr. Rajiv Khare, Course Coordinator (Retail), Bharathi Airtel, 1, Malviya Nagar, Bhopal
Ms. Nitasha Khare, Manager Operations & HR, F-90 Flamingo, Aakriti Eco City, E-8, Bhopal
Dr. Sharad Kumar, Professor & Head, Department of Business and Commerce, PSS Central Institute of Vocational
Education, Shyamla Hills, Bhopal.
Mr. Durgesh Kumar Satankar, Department of Business and Commerce, PSS Central Institute of Vocational Education,
Shyamla Hills, Bhopal.
Mr. Rituraj Tamrakar, JPF in Department of Engineering & Technology, PSS
Central
Institute
of
Vocational
Education, Shyamla Hills, Bhopal.
Dr. P. Veeraiah, Assistant Professor & Programme Coordinator, Department of Business and Commerce, PSS Central
Institute of Vocational Education, Shyamla Hills, Bhopal.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Page 38 of 42 NVEQ Level 1 – Retail Business-Organized Retailing - Competency Based Curriculum 2012-13
Editing & Coordination
1.
2.
3.
4.
5.
Prof. R.B. Shivagunde, Joint Director, PSS Central Institute of Vocational Education, Bhopal
Prof. R. K. Shukla, Head, Department of Business & Commerce, PSS Central Institute of Vocational Education, Bhopal
Dr. V.S. Meherotra, Associate Professor & In-charge Curriculum Development and Evaluation Center, PSS Central
Institute of Vocational Education, Bhopal.
Dr. P. Veeraiah, Associate Professor & Programme Coordinator, Department of Business & Commerce, PSS Central
Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal.
Dr. Nidhi Gupta, Assistant Professor, Department of Business & Commerce, PSS Central Institute of Vocational
Education (PSSCIVE), Shyamla Hills, Bhopal.
Typing & Designing
1.
Mr. Durgesh Kumar Satankar, Department of Business & Commerce, PSS Central Institute of Vocational Education,
Bhopal.
2.
Mr. Gobind Pawar, PSS Central Institute of Vocational Education, Bhopal
For more information please contact:
Dr. P. Veeraiah
Associate Professor, Department of Business & Commerce,
PSS Central Institute of Vocational Education (PSSCIVE),
Shyamla Hills, Bhopal – 462 013
E-mail: [email protected]
Mobile: 08989014432, 089893332807
Page 39 of 42 Competency Based Curriculum
National Vocational Education Qualification Programme
NVEQ Level 1
Sector: Private Security
PSS Central Institute of Vocational Education, Bhopal
(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource
Development, Government of India)
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Copyright
All rights reserved. All copyright of this competency based curriculum is solely and exclusively owned by PSSCIVE.
Page 2 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
Introduction
About the sector
Objectives of the course
Course structure
Classroom activities
Practical activities
On-the-job training
Certification
Units
SS101-NQ2012:
SS102-NQ2012:
SS103-NQ2012:
SS104-NQ2012:
SS105-NQ2012:
SS106-NQ2012:
SS107-NQ2012:
10.
11.
12.
13.
Communication at Workplace
Disaster Management and Emergency Response (Basic)
Development and Maintenance of Relationship with Stakeholders
Occupational Health and Safety Procedures
Observing and Monitoring People
First Aid at Workplace (Basic)
Work Integrated Learning- Security Services – L1
Assessment guide
List of tools, equipment and materials
Teacher’s qualifications
List of contributors
01
03
04
06
06
06
06
06
08
10
12
14
17
20
24
27
29
32
Introduction
The National Vocational Education Qualification Framework (NVEQF) developed by the Ministry of Human Resource
Development (MHRD), Government of India is a descriptive framework that provides a common reference for linking
various qualifications. It is used for setting common principles and guidelines for a nationally recognized qualification
system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and
Universities/Colleges.
The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in
terms of learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess
regardless of whether they were acquired through formal, non-formal or informal education and training system.
Qualifications are made up of occupational standards for specific areas of learning units or unit of competency. Units of
competency are the specification of knowledge and skill and the application of that knowledge and skill to the standard
of performance expected in the workplace. The Unit of competency or National Occupation Standards comprising generic
and technical competencies an employee should possess are laid down by the Sector Skill Council of the respective
economic or social sector.
Competency is defined in terms of what a person is required to do (performance), under what conditions it is done
(conditions) and how well it is to be done (standards). It can be broadly categorized into foundational, practical and
reflexive competencies. Generic competencies are considered essential for a person to participate effectively in the
workforce, whereas technical competencies are an individual's knowledge and expertise in the specific group task and its
processes and its rules and regulations. An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects
of NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD at www:
mhrd.gov.in.
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to
the course of deeds and experiences through which children grow to become mature adults. A competency based
curriculum describes what learners must “know” and “be able to do” by the end of a program or study. It identifies the
competencies and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by
which performance will be assessed. It also defines the learning activities that will lead to the learner to mastery of the
targeted learning outcome.
The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down
into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done
by the teacher or trainer.
Page 2 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
About the Sector
The Dictionary definition of Secure and Security is free from danger or risk. Anything that gives or assures safety or
something deposited as the fulfillment of an obligation or pledge is security. The word security means “the state of
feeling secure”. Secure comes from the Latin word securus which means “carefree”; while the etiology of the word
“guard” is rooted from French word garde, or garder which means “to protect”. By putting these words together, security
guard will mean “to protect the carefree feeling”.
The National security agencies i.e., the army, the navy, the air force, the police and secret intelligence organisations are
responsible for providing security to the citizens of the nation. At the local level, private "Security Firms" provide
protection to human body and property of corporate, household and individual through the provision of "security
systems", which include burglar alarms, electronic surveillance, personal security guards, etc. Safety and security
personnel support public safety and order by using their skills in protecting persons, buildings, facilities and other major
assets. They work in the areas of asset protection, transport services, events services as well as personal protection and
the protection of valuable objects in the private and public spheres.
The various job opportunities that the private security sector offers include the following (i) Body Guard, (ii) Senior
Security Executives, (iii) Security Executives, (iii) Junior Security Expert, (iv) Security Trainer, (v) Unarmed Combat
Trainer, (vi) Chief Security Manager, (vii) Chief Security Officer/Security Manager, (viii) Security and Administrative Head,
(ix) Security Officer, (x) Security Engineer, (xi) Circle Security Officer, (xii) Security Associate, (xiii) Security
Assistants/Guards.
Page 3 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Objectives of the Course
Upon completion of this course, you will be able to:

Demonstrate the knowledge to communicate effectively at workplace.

Assess potential workplace hazards and initiate appropriate security measures.

Demonstrate the knowledge of developing and maintaining relationship with stakeholders.

Describe the various occupational health and safety hazards and measures for preventing and controlling them.

Describe the potential dangers and how to detect them through observation and monitoring.

Provide basic first aid in case of emergencies.

Integrate learning with the world of work in private security industry.
Page 4 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Competency Based Curriculum
Sector: Private Security
Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the
following 07 modules called as Units.
NVEQ Level 1
S.No.
Unit Code
Unit Title
1.
2.
SS101-NQ2012
SS102-NQ2012
3.
SS103-NQ2012
4.
5.
6.
SS104-NQ2012
SS105-NQ2012
SS106-NQ2012
Communication at Workplace
Disaster Management and Emergency Response
(Basic)
Development and Maintenance of Relationship
with Stakeholders
Occupational Health and Safety Procedures
Observing and Monitoring People
First Aid at Workplace (Basic)
7.
Total
SS107-NQ2012
Work Integrated Learning- Security Services – L1
No. of Notional
Learning Hours
35
15
Pre-requisite Unit, if
any
Nil
Nil
10
Nil
15
20
25
Nil
Nil
Nil
10
130
Nil
Successful completion of 130 hours of theory sessions and 70 hrs of practical activities and on-the-job learning is to be
done for full qualification.
Page 5 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Classroom Activities: Classroom activities are an integral part of this programme and interactive lecture sessions, followed
by discussions should be conducted by trained teachers. Teachers should make effective use of a variety of instructional
aids, such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits, Handouts, Recorded Compact Discs, etc. to
transmit knowledge in projective and interactive mode.
Practical Activities: Activities that provide practical experience in managing security should include case based problems,
role play, games, etc. on security incidents and practical exercises using props, tools and equipment and drills. Equipment
and supplies should be provided to enhance hands-on experiences for students in the chosen occupation. Trained personnel
should teach specialized techniques such as First Aid, Self Defensive Techniques, Fire Fighting, etc. A training plan signed
by the student, teacher, and employer that reflects equipment, skills and tasks should be prepared for training of the
students in the organization/industry.
On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less
experienced person on how to do one or more tasks of a job. The training utilizes actual equipment and materials. OJT
should be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or
supervisor. A training plan that reflects tasks to be performed and competencies to be imparted should be prepared and
signed by the student, teacher, and supervisor at the workplace for training of the students in the organization/industry.
The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT,
the following steps should be followed:
Step 1:
The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task
while explaining the constructional details and use of the tools, equipment, materials, etc. in performing the
tasks.
Step 2:
The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and
explaining each step, one at a time, while the trainee watches. The steps may not necessarily be demonstrated
in the sequence of actual operation, as sometimes it is better that simple tasks are demonstrated first to build
confidence. Showing finished products at each appropriate step will help the leaner understand what is
required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.
Page 6 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Step 3:
It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and
offers feedback and pointers where and when needed.
Step 4:
The trainee practices with clearly defined targets for performance standards.
Certification: Upon successful completion of this course the State Education Board and the Security Knowledge and Skill
Development Council (SKSDC) will provide a certificate to the student verifying the competencies acquired by the
candidate. For more details about SSC visit the website of SKSDC at http://www.sksdc.in
Page 7 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
Unit Code:
SS101-NQ2012
Unit Title: Communication at Workplace
Duration: 35 hours
Learning
Knowledge
Outcome
Evaluation
Location:
Classroom
1. Identify
elements of
communication
cycle
2.Provide
feedback
3. Demonstrate
the knowledge
to overcome
barriers in
communication
Page 8 of 36
2012
1. Describe the meaning
of communication
2. State the different
elements of
communication cycle
3. Differentiate between
Sender, Message,
Medium, Receiver and
Feedback.
1. Describe the meaning
of feedback
2. Describe the
importance of
feedback
3. Differentiate between
descriptive and
specific feedback
1. Describe the factors
that act as
communication
barrier
2. Differentiate between
various types of
barrier to effective
Performance
Evaluation
Teaching and
Training Method
1. Identify elements
of communication
cycle
2. Draw a diagram of
communication
cycle
Interactive lecture:
Elements
communication cycle
1. Construct a
sentence for
providing
descriptive
feedback
2. Construct a
sentence for
providing specific
feedback
1. Enlist barriers to
effective
communication at
workplace
2. Select strategies to
overcome barriers
in communication
Interactive
Characteristics
feedback
of
Activity:
Drawing a communication
cycle
lecture:
of
Activity:
Assignment
on
constructing sentences for
providing descriptive and
specific feedback
Interactive lecture:
Barriers to effective
communication
Activity:
Role play and listing of
barriers and solutions to
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
4. Apply
principles of
communication
Page 9 of 36
communication
3. Explain ways to
overcome barriers in
effective
communication
1. Describe the various
principles of effective
communication
2012
overcome
barriers
in
effective communication.
1. Construct a
sentence that
convey all facts
required by the
receiver
2. Construct a
sentence
emphasizing on a
specific message
3. Express in a
manner that shows
respect to the
receiver of the
message
Interactive lecture:
Principles of effective
communication.
Activity:
Role play, games and
assignment on constructing
sentences that convey
facts and emphasize on
specific message.
Read featured articles on
topics such as
communication, letters of
recognition,
commendations, etc.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
Unit Code:
SS102-NQ2012
Location:
Classroom and
Organizations or
Institutions (e.g.
Disaster
Management
Institutes, Fire
Stations, etc.)
2012
Unit Title: Disaster Management and Emergency Response (Basic)
Duration: 15 hours
Learning
Knowledge
Outcome
Evaluation
1. Identify natural 1. Describe the cause
and manmade
and effect of
disasters
different types of
natural disasters
2. State the difference
between natural and
human induced
disasters.
3. State the difference
between hazard and
disaster.
4. State the difference
between disaster and
emergency.
5. State the examples
of natural and man
made hazards.
2. Identify
1. Differentiate
elements of
between emergency
disaster and
and disaster
emergency
management.
management.
Performance
Evaluation
Teaching and
Training Method
1. Enlist the types of
hazards
2. Enlist natural
disasters
3. Enlist manmade
disasters
4. Identify the causes
of natural and
manmade disasters
Interactive lecture:
Natural
and
manmade
disaster
1. Identify the
emergency route of
exit in a given plan
of a building
Interactive lecture:
Activity:
Visit
to
an
organization /
Institution / factory to study
and identify the equipment
installed
for
meeting
disaster/
emergency
situations.
Disaster and emergency
management
Activity:
Practical exercise on hand
seating arrangement
Page 10 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2. State the steps
involved in disaster
management.
3. Name the agencies
involved in disaster
management.
3. Deal with fire
emergencies
Page 11 of 36
1. Describe the various
elements of fire.
2. Differentiate
between different
classes of fire.
3. State the common
causes of fire.
4. Enlist the common
causes of fire at
workplace.
2. Identify personal
protective
equipment worn
during the disaster.
3. Demonstrate hand
seating arrangement
for transporting a
victim of disaster.
4. Enlist the
emergency
telephone numbers.
5. Prepare a disaster
plan for a
hypothetical
situation of
disaster.
1. Draw a fire
tetrahedron and
label it.
2. Classify the various
types of fire in an
illustration.
3. Read the label on
the firefighting
equipment.
4. Demonstrate the
use of fire
extinguisher.
2012
Preparation of disaster plan
and
discussion
on
the
questions to be addressed in
the disaster plan.
Interactive lecture:
Dealing
with
emergencies
fire
Activity:
Visit to Fire Station for
practical exercises on use of
equipment for extinguishing
fires.
Read fire extinguisher labels
to determine content types
and address labels.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Demonstration and practice
sessions on the use of fire
extinguishers for small fires.
Unit Code:
Unit Title: Development and Maintenance of Relationship with Stakeholder
SS103-NQ2012
Duration: 10 hours
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
Location:
Classroom and
Organizations
Page 12 of 36
1. Identify
stakeholders
and their role
1. Name different types
of stakeholders
2. Describe the
difference between
different types of
stakeholders
3. Explain the meaning
of relationship
4. State the importance
of maintaining good
relationship with
stakeholders
1. Enlist the key
stakeholders in
security industry
2. Identify the
stakeholders in a
given
organization and
write about their
role in the
organization
Interactive lecture:
Types of stakeholders and
their role and functions
Activity: Visit to a shopping
mall, industry or an
organization to identify the
stakeholders and to write
about their role and
functions
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2. Communicate
effectively with
stakeholders
1. Describe the
advantages and
limitations of oral
communication
2. Describe the
advantages and
limitations of written
communication
3. Describe the difference
between formal and
informal
communication
4. State the points to be
kept in mind while
communicating with
superiors, colleagues
and customers/
visitors.
3. Describe the
1. State the importance of
factors that
personal hygiene and
influence the
presentation in
development
developing and
and
maintaining
maintenance of
relationship with
relationship
stakeholders.
with
2. Explain the factors
stakeholders
affecting relationship
with stakeholders.
Page 13 of 36
1. Communicate in a
clear and concise
manner
2. Identify the
various records,
logbooks and
reports (written
communication)
used in private
security industry
3. Summarize a
given information
for effective
communication
1. Demonstrate the
ability to respond
to customers of
different
temperament
style.
2. Demonstrate how
to exercise
restrain after
listening to an
aggressive
customer/visitor
2012
Interactive lecture:
Communicating effectively
Activity:
Role play and games on
communication skills, such as
“Chinese Whisper”.
Visit to an industry/ security
training institution to study
logbooks, records and reports
Interactive lectures:
Personal
hygiene.
grooming
and
Factors affecting relationship
with stakeholders
Activity: Group discussion on
the role of various
stakeholders in security
services.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
4. Manage
conflicts
1. Describe the main
causes of conflicts at
workplace
2. State the steps involved
in resolving conflict
3. Enlist the factors
influencing
relationship with
stakeholders.
1. Enlist the reasons
for conflict at
workplace.
2012
Interactive lecture:
Managing conflict
Activity: Role Play on
resolution of conflict
Unit Code:
Unit Title: Occupational Health and Safety Procedures
SS104-NQ2012
Duration: 15 hours
Learning Outcome Knowledge
Performance
Teaching and
Evaluation
Evaluation
Training Method
Location:
Classroom and
Industry/
Organization
Page 14 of 36
1. Describe the
1. State the causes of
various common
hazards at
hazards and risks at
workplace
workplace
2. Give examples of
hazards related to
health and hygiene,
use of tools and
heavy machinery,
hazardous
substances, working
at heights, manual
handling of goods,
1. Identify and list
sources of hazards
at a given
workplace
2. Identify and list
hazards related to
health and hygiene,
use of tools and
heavy machinery,
hazardous
substances,
working at heights,
Interactive lecture:
Hazards and
workplace
risks
at
Activity: Visit a shopping
mall/ industry or an
organization to identify
the hazards and risks to
the people.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
confined places,
fire, etc.
3. Explain the
difference between
different types of
hazards- (biological,
chemical, physical
and psychosocial)
4. Explain the
difference between
general and
workplace risks.
5. Give examples of
general risks arising
due to natural
disasters, climatic
conditions, social or
legal actions.
2. Describe the various 1. Describe the stages
stages involved in
of an occupational
assessment and
health and safety
management of risks
strategy.
associated with
2. State the steps
hazards
involved in risk
management process
3. Describe the ways of
identifying the risks
or hazards at
workplace
4. Explain the factors
that influences the
Page 15 of 36
2012
manual handling of
goods, confined
places, and fire at
a given workplace.
3. Identify and list
the risks to workers
at a given
workplace
1. Identify and assess
the severity of risks
associated with
tools, equipment,
machinery, use of
chemicals, etc. at
workplace
2. Determine the
likelihood of hazard
in a given situation.
Interactive lecture:
Assessment
of
risks
associated with hazards
Activity: Visit to an
Industry/ Organization to
study the steps taken to
mitigate or prevent risks
and also to assess the
severity
of
risks
associated with the tools,
equipment,
machinery,
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
3. Describe the
measures for
controlling hazards
at workplace
Page 16 of 36
2012
degree of severity of
risks at workplace.
5. Explain the elements
that need to be
considered while
assessing the risks at
workplace.
6. Give examples of
actions to be taken
for controlling
hazards related to
common problems at
workplace.
use of chemicals, etc. at
workplace.
1. Describe the various 1. Identify Personal
elements
of
an
Protective
emergency response
Equipment (PPE)
procedure.
used at workplace.
2. Describe the hazard 2. Identify and enlist
control measures.
control measures/
3. State the actions to
procedures
be taken to reduce
adopted by an
risks at workplace.
organization/
industry for
ensuring
occupational health
and safety of
employees.
Interactive lecture:
Controlling
workplace
hazards
at
Activity: Visit to an
industry / organization to
study
the
control
measures / procedures
adopted
by
an
organization/ industry for
ensuring
occupational
health and safety of
employees
and
preparation of report.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
Unit Code:
Unit Title: Observing and Monitoring People
SS105-NQ2012
Duration: 20 hours
Learning
Knowledge
Performance
Outcome
Evaluation
Evaluation
Location:
Classroom,
Public Places,
Police Station,
Forensic
Laboratory
Page 17 of 36
1. Demonstrate
the knowledge
of using senses
in observing
people
1. Describe the various
steps involved in
making an
observation-noticing,
interpreting and
recalling.
2. Explain the role of
five senses in
observation – sight,
hearing, smell, taste
and touch.
3. Describe the factors
that affect the
effectiveness of
senses in observation
4. Give examples of use
of senses in
detecting possible
threat to security
1. Identify the role of
senses in a given
situation
–
the
situations may include
but not limited to: (i)
a
security
officer
frisking
people
or
checking baggage at a
public place, and (ii)
body cover given to a
VIP
by
Personal
Security Officer.
2012
Teaching and
Training Method
Interactive lecture:
Using
senses
observation
in
Activity: Visit to a
shopping mall, industry,
organization,
airport,
railway station, etc. to
watch security personnel
using five senses in
observation
and
preparation of report of
the visit. The report
should include desirable
and undesirable activities
observed, procedure of
observation, handling of
people
by
security
personnel,
factors
affecting effectiveness of
observation,
identification
of
suspicious
activities,
discussion with security
personnel, etc.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2. Describing the
procedure for
maintaining a
secure
environment
Page 18 of 36
1. Describe the role of
1. Identify and enlist the
technology in
various structural
maintaining secure
protective barriers.
environment
2. Explain the use of
CCTV, fingerprint
scanner, iris scanner,
and face scanner in
security
3. Describe the access
control system
4. Describe the role of
physical security in
access
control
system
5. Give examples of
physical controls –
natural
and
structural protective
barriers.
2012
Interactive lecture:
Maintaining a secure
environment
Activity: Visit to an
Industry/Organization/Pu
blic places to study the
structural
protective
barriers
installed
for
security purposes.
Read descriptions of the
people
and
vehicles
involved and narrative
accounts of events and
actions taken by security
guards.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
3. Describe the
reason of
security breach
and procedure
for reporting
incidents.
Page 19 of 36
1. Describe the reasons
of security breach
2. Explain the various
modus operandi of
criminals – robbery,
theft, looting, arson,
and vandalism
3. State the incidents
for which security
breach is reported
4. Describe the
procedure for
reporting incidents.
5. State the difference
between direct and
indirect evidence.
6. State the difference
between testimonial
and real evidence.
7. State the difference
between
demonstrative and
documentary
evidence.
1. Identify and list the
various types of
report.
2. Prepare report of an
incident.
3. Identify and list
various types of
evidence.
2012
Interactive lecture:
Preventing and Reporting
Security Breach
Collecting and Preserving
Evidences
Activity:
1. Visit to a Police
Station to study the
incident report.
2. Visit to a Forensic
Science Laboratory to
study the procedures
of
collecting,
and
preserving evidences
and protecting the
integrity of evidence.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
Unit Code:
SS106-NQ2012
Unit Title: First Aid at Workplace (Basic)
Duration: 25 hours
Learning Outcome
Location:
Classroom,
Industry,
Organization,
Hospital.
Page 20 of 36
2012
1. Describe the various
factors affecting
health at workplace
and relate them
with first aid
practices.
Knowledge
Evaluation
Performance
Evaluation
1. Describe the
meaning of health
emergency.
2. State the causes of
health emergency.
3. Describe the
difference between
physical, mental
and social well
being.
4. Describe the
various aspects
related to
breathing and
blood circulation
and relate them to
First Aid.
5. Give examples of
various health,
psychosocial and
safety hazards at
workplace.
6. Describe the basic
principles of first
aid.
1. Identify and enlist Interactive lecture:
emergency
situations
at Health emergency and
workplace.
First Aid
2. Identify and enlist
the factors affecting
health
and
performance
of
security personnel
at public places,
industry
or
organization.
Teaching and
Training Method
Activity: Visit industry,
organization, airport,
railway station, etc. to
study the emergency
situations and discuss
with security personnel
the factors affecting
their health and the
steps taken by the
agencies for taking care
of their health and
safety.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2. Identify facilities,
equipment and
materials for First
Aid
Page 21 of 36
1. Describe
the 1. Identify facilities,
importance of First
equipment and
Aid facilities at
materials used in
workplace.
first aid.
2. Describe the uses
of
First
Aid
equipment
and materials.
2012
Interactive lecture:
First aid facilities,
equipment and materials
Activity:
1. Visit to an
Industry/Organization
to study the First Aid
facilities.
2. Preparation of report,
which may include
aspects related to the
following: (i)
Infrastructural
facilities, (ii)
equipment installed
on ambulance, (iii)
first Aid kit, (iv)
ambulance, (v)
training of first aider,
(vi) training of
employees, (vii) use
of facility, etc.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
3. Perform the role of
First Aider in case of
fever, heat stroke,
back pain, asthma,
and food borne
illness
Page 22 of 36
1. Describe the role
1. Perform ABC on a
of first aider in
dummy.
health emergency. 2. Record temperature
2. Explain the basic
using a digital
rules of First Aidthermometer.
Check, Call, Care.
3. Prepare Oral
3. Describe the
Rehydration Salt
procedure of ABC(ORS)
Airway, Breathing
3. Provide care for
and Circulation.
injuries including
4. State the
sprains and strains.
difference between 4. Provide care for
low, mild and high
sudden illnesses such
fever.
as food poisonings
5. Describe the
sources and
triggering factors
of back pain.
6. Describe the
symptoms of
asthma
7. Describe the
different types of
inhalers used for
relief in case of
asthmatic attack.
2012
Interactive lecture:
Role of first aider in
fever, heat stroke, back
pain, asthma, and food
borne illness
Activity: Demonstration
by experts and practice
by students on first aid
practices and
procedures.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
4. Perform the role of
first aider in cuts,
bleeding, burns,
insect bites and
stings, dog bites and
snake bites
Page 23 of 36
1. Describe the role
1. Administer First Aid
of first aider in
for injuries such as
providing first aid
cuts, bleeding and
in injuries such as
burns.
cut, bleeding and
2. Administer First Aid
burns.
for bites and stings.
2. Describe the
difference between
internal and
external bleeding.
3. Describe the
difference between
first, second and
third degree burns.
4. Describe the
symptoms of insect
bites and stings.
2012
Interactive lecture:
Role of first aider in
administering first aid
for cuts, bleeding, burns,
insect bites and stings,
dog bites and snake
bites.
Activity: Demonstration
by experts and practice
by students on first aid
practices and
procedures.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
Unit Code:
SS107-NQ2012
Location:
Classroom,
Industry,
Organization,
Army
Cantonment,
Training
Academies, Police
Headquarter,
Army School,
Training Camps.
Unit Title: Work Integrated Learning- Security Services – L1
Duration: 10 hours
Learning
Knowledge
Outcome
Evaluation
1. Describe the role
of security
2. Distinguish
between
different types
and purposes of
security
Page 24 of 36
2012
1. Describe the basic
purpose of security.
2. State the difference
between different
types of threat
3. Explain the
preventive,
protective and
detective role of
security.
1. Describe the
difference between
different types of
security – human,
public, private,
national, physical,
information,
communication,
Performance
Evaluation
Teaching and
Training Method
1. Identify and enlist Interactive lecture:
the different types
of threat in
Role of security
workplace
environment
Activity: Visit to Industry
organization to identify the
threats and examine the role
of security.
Read brief notes that security
guards and supervisors write
in logbooks and shift reports.
Read about shift exchange
requests and reminders of
scheduled
alarm
system
inspections in shift reports.
1. Identify the type of Interactive lecture:
security in a given
Types of security
situation.
Activity:
Role play on different
situations of security to
demonstrate the purpose of
security.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
3. Describe the
various career
opportunities in
national security
forces
industrial, internal,
external and
international
security.
1. Describe the
organizational
structure and ranks
of Indian Army.
2. Describe the
selection process
for joining the
Indian Army.
3. Describe the
organizational
structure of Indian
Air Force.
4. Describe the
organizational
structure of Indian
Navy.
5. Describe the role of
Coast Guard,
Border Security
Force, Indo-Tibetan
Border Police,
Sashastra Seema
Bal, Assam Rifles,
Central Reserve
Page 25 of 36
1. Match the insignia
of officers and
persons below the
officer rank with
their ranks.
2. Identify career
opportunities in
army, navy or air
force.
2012
Interactive lecture:
Organizational structure and
role and functions of National
security forces.
Activity:
1. Visit to training academies
and institutions to study
the career opportunities
and job profile of various
jobs in security.
2. Read
magazines
on
security industry to remain
current on industry trends,
new
equipment
and
training opportunities.
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
4. Keep physically
fit
Police Force, Rapid
Action Force and
State Security
Forces.
3. Describe the role of
Private Security
Agencies.
4. Describe the duties
and responsibilities
of private security
officers.
1. Describe the various 1. Perform exercises
components of
to stay physically
fitness- strength,
fit. Exercises may
power, agility,
include but not
balance,
limited to: The
coordination,
Wheelbarrow,
strength endurance,
Trees in the Wind,
etc.
The Bear Walk,
2. Explain the
The Frog Stand,
importance of
and The Measuring
keeping physically
Worm.
fit.
2012
Interactive lecture:
Keeping physically fit
Activity: Practical sessions on
exercises.
Assessment Guide
Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational
area. It may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making
judgement about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning
Page 26 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
outcomes of a unit of competency. Assessment should be done on the basis of information or evidence about the
individual’s ability against clearly stated objectives or standards. A diversity of assessment methods is required to
achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is
to be collected from activities that can be clearly related to the Units of Competency. It should cover all the elements
and performance criteria/indicators in the competency standards. Student’s achievements should be assessed by using
the following methods of assessment.
S.No.
1.
Written test
Weightage
(Max. marks)
30
2.
Practical test
30
Certified Assessor #
3.
Oral test/viva voce
10
Teacher/External Examiner
4.
Portfolio
10
Teacher
5.
Project
10
Teacher/Trainer
Direct Observation
10
100
Teacher/Trainer
6.
Total
Method of Assessments
Evaluator
Teacher
# Assessors will be certified by the State Education Board.
1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.
2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against
competency standards (skill and academic standards).
3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video
recording can be done at the time of oral test or viva voce.
4. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from
prior learning and practical experience. Documents (including photo’s, newspaper articles, reports, etc.) of practical
Page 27 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
experience in the workplace or the community and photographs of the products prepared by the candidates related to
the units of competency should be included in the portfolio.
5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these
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.
6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those
being observed. Employability skills evaluation listed below in the table should be evaluated through direct
observation by the teacher/trainer and appropriate records should be maintained for transparency in evaluation.
Employability Skill
Area
Communication
Responsibility
Interpersonal
relationship
Page 28 of 36
S.No.
Competencies and Performance Standards
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Questions appropriately
Writes clearly and legibly
Demonstrates good listening and responding skills
Informs about the absence and reasons of absence
Organizes work
Manages time effectively and efficiently
Complete assignments timely
Displays care for tools and equipment
Accepts responsibility pleasantly
Exhibits patience
Demonstrates pride in work
Displays friendly and cooperative attitude
13.
14.
Demonstrates tactfulness in difficult situations
Accepts constructive criticism
Competent
Not Yet
Competent
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
Health and Safety
Innovation and
Creativity
15.
16.
17.
18.
19.
Exhibits positive attitude
Practices good personal hygiene regularly
Maintains good personal health
Dresses well and in appropriate manner
Give reasons and make judgements objectively
20.
Share ideas and thoughts with others
2012
1. Competent = 0.5 marks
2. Not yet competent = 0
List of Tools, Equipment and Materials
The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment
and accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly
for practice and acquiring adequate practical experience.
Equipment and materials
1.
2.
3.
4.
5.
6.
7.
8.
9.
Torch Light
Batons
Handcuffs
Boots
Security Guard Belts
Notebook
Pen
Spare Batteries and Bulbs
Two Way Radios and Chargers
Page 29 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
2012
Safety Helmets
Duty Uniform
Clock
Telephone
Key Boards
Fire Extinguishers
Parking Signs
Alarm Panels
Padlocks Together with Chains
Rope
Emergency Warning Lights
Emergency Flood Lights
Smoke Detectors
First Aid Equipment
First Aid Kit
Page 30 of 36
PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
Registers/Records/Report Books
1. Alarm Test Register – It is used to record all incidents where alarms have been tested on the premises. It includes
date, time, name of the person carrying out the test and the results including any faults detected.
2. Daily Occurrence/Incident Report/Guard Report Book- It deals with the daily record of events such as the access
and egress of people on the premises, traffic control, deliveries and collection and any incidents during the course of
duty.
3. Key Register – It is used for recording all keys in the custody of the security department.
4. Lost and Found Register – It is used to record details of all reported property lost or found on the premises.
5. Register of Personnel Passes – It is used to record the details of the employees leaving the premises outside the
normal starting or finishing times.
6. Register for Scrap Passes - It is used to record the materials removed from the premises. It also contains the details
on the pass and the signature of the authorizing person.
7. Search Register – It includes date, time, name and address of person searched.
8. Temporary Instruction File – It deals with day-to-day changes or updating of instructions.
9. Telephone Message Book- It is used to record messages and information received.
10. Tool and Equipment Loan Register – It is used for recording the details of lending tools or equipment.
11. Visitors Register – It is used to record the name and addresses of non-employees entering or leaving the premises.
12. Vehicle Register – It is used to record the details of vehicles entering or leaving the premises.
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PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
2012
List of Contributors
1.
2.
3.
4.
5.
6.
7.
8.
Major Gen. (Retd.) B.S Ghotra, Chief Operations Officer, Security Knowledge and Skill Development Council
(SKSDC), 305 City Court, Sikenderpur, M.G. Road, Gurgaon – 122 002.
Dr. Vinay Swarup Mehrotra, Associate Professor & Head, Curriculum Development and Evaluation Centre, PSS
Central Institute of Vocational Education (PSSCIVE), NCERT, Shyamla Hills, Bhopal – 462 013.
Col. (Retd.) Tapesh Chandra Sen, Dy. Director (ACD), Security Knowledge and Skill Development Council (SKSDC),
305 City Court, Sikenderpur, M.G. Road, Gurgaon – 122 002.
Ms. Leena Kapoor, Unifiers Social Ventures Pvt. Ltd., D- 253, Sarvodaya Enclave, New Delhi- 110017.
Mr. Mohit Sharma, International College for Security Studies, D-452, Ramphal Chowk, Sector 7, Dwarka, New Delhi
Maj. (Retd.) Bikram Singh, F 15 FF, Lajpat Nagar-3, New Delhi-110024.
Lt. Col.(Retd.) Pradeep Bajaj, G-2, Sector-25, Noida- 201301.
Lt. Col.(Retd.) Neeraj Gupta, D-003, Ram Vihar, Sector 30, Noida–201 303.
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PSS Central Institute of Vocational Education – CDEC - 2012
NVEQ Level 1 – Private Security Sector-Competency Based Curriculum
9.
10.
11.
12.
13.
14.
2012
Mr. Girwar Singh Narooka, General Navy Trainer, HVTI, TCPL-1, Tapukhera, Bhiwadi, Alwar, Rajasthan.
Mr. C. Pal Singh, Former IG, Police and Director, Internal Security Academy, Mount Abu, 949 Sector 37, Noida
(U.P.)
Shri Devendra Kumar, Vigilance-cum-Security Officer, National Council of Educational Research & Training
(NCERT), Sri Aurobindo Marg, New Delhi-16.
Capt. B.N. Yadav, Chief Security Officer, Indian Institute of Technology (IIT), Hauz Khas, New Delhi-16.
Dr. P.Veeraiah, Assistant Professor, Business & Commerce Division, PSS Central Institute of Vocational, Education
(PSSCIVE), Shyamla Hills, Bhopal – 462 013.
Ms. Anupama Lakhera, Head, Content Development, Unifiers Social Ventures Pvt. Ltd., D- 253, Sarvodaya Enclave
New Delhi- 110017.
For more information, please contact:
Dr. Vinay Swarup Mehrotra
Head, Curriculum Development and Evaluation Centre (CDEC)
PSS Central Institute of Vocational Education (PSSCIVE),
Shyamla Hills,
Bhopal – 462 013
E-mail: [email protected]
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PSS Central Institute of Vocational Education – CDEC - 2012