Objectives of the Course

Upon completion of this course, you will be able to:

• Frame standard sentences in English for introducing yourself, greeting others, expressing about your family, telling time, asking questions, describing weather, expressing likes and dislikes, inviting people, etc.
• Describe the role and functions of various parts of computers.
• Demonstrate the use of various hardware and software in basic operations, such as creating and managing files and folder, changing display, and mouse properties, using Internet and world wide web, using digital media devices.
• Demonstrate the knowledge of preventing harm from natural and human threats.
• Demonstrate the ability to perform touch typing.
• Demonstrate the use of word processor in creating, editing, formatting and printing a document.
• Demonstrate the use of spreadsheet program in creating spreadsheet, entering and editing data, entering formulae for calculations, formatting cells, preparing stock register, inserting currency symbol, checking and correcting spelling errors, applying borders and different styles, and printing worksheets.
• Demonstrate the use of digital presentation software in creating, editing, formatting and printing slides and making presentations.
• Demonstrate the knowledge of opening and operating an email account for reading, composing, editing, sending, forwarding and managing email messages.

Competency Based Curriculum Level 3

Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 09 modules, called as Units.

Successful completion of 150 hours of theory sessions and 150 hrs of practical activities and on­the­job 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 through case based problems, role play, games, etc. and practical exercises using props, tools and equipment should be regularly organized off-the-job and on-­the-­job. Equipment and supplies should be provided to enhance hands-­on experiences to students in the chosen occupation. Trained personnel should teach specialized techniques such as dismantling and assembling of computer parts, servicing of computers, operating software programming, etc.

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 IT­ITeS Sector Skill Council will provide a certificate to the student verifying the competencies acquired by the student. For more details about SSC visit the website of NASSCOM at http://www.nasscom.in/itites­sector­skill­council.

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.

# 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.
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.

Teacher’s Qualification

Qualification, competencies and other requirements for appointment of Graduate Teacher (IT/ITeS) on contractual basis should be as follows:

Qualifications: BCA/B.Sc. (Computer Science)/ B.Sc. (IT) from any UGC recognized University OR 3 years Diploma in Computer Science/ Engineering or IT/ITES or DOEACC A level

Desirable: 1 year experience in industry

Minimum Competencies: Effective communication skills (oral and written) , Basic computing skills.

Age Limit: 18­-37 years, relaxation to be provided as per Govt. rules.