Competency Based Curriculum National Skills Qualifications Framework NSQF Level 1 (Class IX) Sector: IT-ITeS 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 2014. PSS Central Institute of Vocational Education. All rights reserved. Unless otherwise indicated, all materials on these pages are copyrighted by the PSS Central Institute of Vocational Education, a constituent unit of National Council of Educational Research and Training. No part of these pages, either text or image may be used for any purpose other than personal use. Therefore, reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means, electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without prior written permission. Page 2 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Contents 1. Introduction 04 2. About the sector 05 3. Objectives of the course 06 4. Course structure 07 5. Classroom activities 07 6. Practical activities 07 7. On-the-job training 07 8. Certification 08 9. Units ITHA101-NQ2014 Computer Fundamentals I 09 ITHA102-NQ2014 Communication at Workplace 11 ITHA103-NQ2014 Computer Operating Systems - I 12 ITHA104-NQ2014 Health, Safety and Security - I 14 ITHA105-NQ2014 IT Helpdesk System Fundamentals 15 ITHA106-NQ2014 Fundamentals of Operating System 17 ITHA107-NQ2014 Fundamentals of Network Operating Systems 19 10. Assessment Guide 20 11. List of Tools, equipment and materials 22 12. Teacher s Qualification 23 Page 3 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Introduction NSQF Level 1 IT-ITes- Domestic IT Helpdesk Attendant- Competency Based Curriculum 2014 The National Vocational Education Qualifications 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 programme 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. The NVEQF is subsumed in National Skills Qualifications Framework (NSQF) with effect from 27.12.2013. Page 4 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
About the Sector NSQF Level 1 IT-ITes- Domestic IT Helpdesk Attendant- Competency Based Curriculum 2014 Information Technology (IT) and Information Technology-enabled Services (ITeS) are one of the most significant growth stimulator of the Indian economy. IT industry has not only influenced the employment prospects of the people but also affected the social lives of the people by connecting them through network and social websites. The major segments of the Industry are IT Services, Business Process Outsourcing (BPO), engineering services, research and development and products. IT Products being manufactured in India include personal computers, servers, workstations, supercomputers, data processing equipment, printers, digitizers, etc. Much of the IT related activities are centred on services in Banking, Financial Services, Insurance, Telecommunication, Manufacturing, and Retail. Indian IT Industry has been contributing substantially to India's Gross Domestic Product, exports and employment. The sector is responsible for enabling employment to an additional 8.9 million people in various associated sectors, such as security, transportation, housekeeping, catering, etc. It has grown tremendously over the last 15 years. The industry employs around 2.2 million people. Internet has made revolutionary changes with possibilities of online booking of tickets rail or air, filing Income Tax returns, online application for passports, online banking, etc. With an internet user-base of over 125 million, which is likely to grow to about half-a-billion over the next few years, and also an established base of 950 million mobile users, India will be a key player in the cyber-world. With biometric technology fast maturing and becoming increasingly sophisticated, biometric solutions are starting to make serious inroads as a high-tech identity management and verification tool within the society. Such momentum has introduced the new possible markets for biometric data operator which has the largest impact on future societies. Future scope of the biometric systems in customer s identification and authentication is seen in access and attendance control, travel control, financial and other transactions requiring authorization, remote voting (authorization) and use in automatic working devices. IT Helpdesk Attendant in IT-ITeS Industry is also known as Helpdesk Executive, Service Desk Executive, Technology Support Executive, IT Support Executive, and Helpdesk Coordinator. An IT helpdesk attendant is the initial point of contact for internal company customers seeking assistance and support with the company s intranet, desktop devices, and other business applications that are maintained by the support team. Primary responsibility of individuals at this job is to provide user support, managing Customer Service Desk application, responding to all incoming service requests and customer service; quickly diagnose technical issues and arrange solutions during normal operational business hours. He/she should be responsible for the smooth running of computer systems and ensuring users get maximum benefits from them. The tasks of a Helpdesk Attendant vary depending on the size and structure of the organization and may include installing and configuring computer hardware operating systems and applications; monitoring and maintaining computer systems and networks; dealing with staff/clients either face to face or over the telephone to help set up systems or resolve issues; troubleshooting network problems and diagnosing and solving hardware/software faults of IT Helpdesk Attendant. The job of IT Helpdesk Attendant requires the individual to have thorough knowledge of various technology trends and processes as well as have updated knowledge about IT initiatives. He/she should be highly motivated and energetic to timely respond to all issues, updates internal customers on status, solicits additional information, and troubleshoots issues. IT Helpdesk Attendant can explore job opportunities in IT multi-national companies, private IT organizations, IT call centers, IT software or equipment suppliers, IT maintenance companies, etc. Page 5 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Objectives of the Course NSQF Level 1 IT-ITes- Domestic IT Helpdesk Attendant- Competency Based Curriculum 2014 Upon completion of this course, you will be able to: of modern computers and their parts and peripherals Communicate effectively at workplace Describe the use of various operating systems and software of health, safety and security issues and follow best practices of helpdesk system fundamentals of fundamentals of network operating systems Page 6 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Competency Based Curriculum Sector: IT-ITeS Job Role: Domestic IT Helpdesk Attendant Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 07 modules called as Units. Course Structure S. No. Unit Code Unit Title No. of Notional Pre-requisite Unit, if any Learning Hours 1. ITHA101-NQ2014 Computer Fundamentals I 25 Nil 2. ITHA102-NQ2014 Communication at Workplace 25 Nil 3. ITHA103-NQ2014 Computer Operating Systems - I 15 Nil 4. ITHA104-NQ2014 Health, Safety and Security - I 15 Nil 5. ITHA105-NQ2014 IT Helpdesk System Fundamentals 25 Nil 6. ITHA106-NQ2014 Fundamentals of Operating System 15 Nil 7. ITHA107-NQ2014 Fundamentals of Network Operating Systems 20 Nil Total 140 Successful completion of 140 hours of theory sessions and 60 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, Colour Slides, Charts, Diagrams, Models, Exhibits, Hand-outs, 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. 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 Page 7 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
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 IT-ITeS Sector Skill Council (NASSCOM) will provide a certificate to the student verifying the competencies acquired by the candidate. For more details about SSC visit the website of IT-ITeS Sector Skill Council at http://www.nasscom.in/ Page 8 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Unit Code: ITHA101-NQ2014 Location: Classroom Unit Title: Computer Fundamentals - I Duration: 25 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method of the role and importance of IT in various sectors of economy of hardware and software of computer Describe the functions of motherboards, processors and adapter cards 1. Describe the role and importance of Information Technology in economic activities 1. Describe the parts of a computer system 2. Enlist the various components of a computer system 3. Describe the meaning and role of different types of hardware and software 4. Enlist the various types of computers and their configuration 1. Describe the use of mouse and keyboard 2. Describe the functions of Central Processing Unit (CPU) 1. of importance of computers in bank, communication, business, healthcare, education, media, travel and ticketing, sports, media and entertainment, mobile technology, etc. 1. Differentiate between primary and secondary memory 2. Differentiate between system software and application software 3. Identify hardware components of computer 4. Distinguish between common I/O ports and connectors 5. Demonstrate how to connect various parts and devices of computer system. 1. Identify the various parts of CPU 2. Demonstrate how to connect cables to the Central Processing Unit 3. Demonstrate the use of Interactive Lecture: Role and importance of IT in economic activities 1. Group discussion on Information Technology 2. Prepare presentation Introduction to Computer System Practice session on identification of various components of computer system and connecting them to the CPU Interactive Lecture: The Functions of Mother Board & other parts of computer Practice session on identification of parts of computer Page 9 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
of functions and specifications of various storage devices of I/O, Multimedia Ports and Devices (Printers, Laptops and Portable Devices) of video displays and graphic cards 1. Enlist various storage devices 2. Differentiate between Random Access Memory(RAM) and Read Only Memory(ROM) 3. Describe importance of RAM in system performance 1. Describe the input and output devices of a desktop computer 2. Describe peripheral devices (printers, laptops, external hard drive, etc.) 1. Describe video displays and their types 2. Describe graphic cards and their utilities mouse and keyboard 1. Identify the various types of memories 2. Find out the factors affecting the performance of computers and trouble shoot them 3. Demonstrate how to use CD and USB drive in computer 1. Enlist typical input and output devices 2. Demonstrate connection of printers and scanner to computer 3. Prepare a chart of I/O devices and their specifications 1. Identify various types of video displays, monitors and demonstrate their connection and configuration 2. Demonstrate connection and configuration of graphic cards Use of Storage Devices 1. Prepare a chart of various types of memories and specify their specifications and functions 2. Practice session on use of storage devices Types of I/O ports and Peripherals Practical session on using various types of I/O devices and peripherals Types of video displays and graphic cards Practice session on using various types of displays and graphic cards Page 10 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Unit Code: ITHA102-NQ2014 Location: Classroom Unit Title: Communication at Workplace Duration: 25 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method Identify elements of communication cycle Provide feedback 1. Describe the meaning of communication 2. State the different elements of communication cycle 3. Differentiate between Sender, Message, Medium, Receiver and Feedback. 4. Describe the importance of active listening 1. Describe the meaning of feedback 2. Describe the importance of feedback 3. Describe the characteristics of feedback 4. Differentiate between descriptive and specific feedback 1. Identify elements of communication cycle 2. Draw a diagram of communication cycle 1. Construct a sentence for providing descriptive and specific feedback 2. Demonstrate the use of different characteristics of feedback Elements of Communication Cycle 1. Drawing a communication cycle 2. Case based problems Characteristics of Feedback 1. Assignment on constructing sentences for providing descriptive and specific feedback 2. Case based problems Overcome barriers in communication Apply principles of communication 1. Describe the factors that act as communication barrier 2. Describe the ways to overcome barriers in effective communication 1. Describe the various principles of effective communication 1. Enlist barriers to effective communication at workplace 2. Demonstrate the ability to overcome barriers in communication 1. Construct a sentence that convey all facts Barriers in Communication 1. Group discussion on factors responsible for barrier in communication Principles of Effective Page 11 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
required by the receiver 2. Construct a sentence emphasizing on specific message 3. Communicate in a manner that shows respect to the receiver Communication Role play, games and assignment on constructing sentences that convey facts and emphasize on specific message Unit Code: ITBO103-NQ2014 Location: Classroom Unit Title: Computer Operating Systems - I Duration: 15 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method of operating system Install Windows 2007 operating system of features and tools of Windows 2007 operating system 1. Describe different types of operating system 2. Describe the features of different operating systems 1. Enlist hardware/software required to install Windows 2007 OS in computers 1. Describe the features and tools of Windows 2007 operating system 1. Draw a flow chart for booting and shutting down the operating system 1. Draw a flow chart showing how to install the Windows 2007 OS in computer 2. Demonstrate the installation of Windows 2007 OS in computers 1. of power on and logon procedures, password changes, user interface, aero peak, aero snap, aero themes, windows sidebar and gadgets, using library, Operating Systems Practical session on use of different operating systems Installing the Windows 2007 operating system Practical session on the installation process of Windows 2007 OS Features and tools of Windows 2007 Operating System Practical session on using various tools of Windows 2007 OS Page 12 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Install Linux operating system of features and tools of Linux operating system 1. Enlist hardware/software required to install Linux OS in computers 1. Describe Linux Operating System and its benefits 2. Describe different features and tools of Linux OS 3. Describe the advantages of linux over windows OS Navigation home page, organising files and folders, creating shortcuts, using snipping tools, managing accounts, using help, etc. 1. Draw a flow chart showing how to install the Linux OS in computer 2. Demonstrate the installation of Linux OS in computers 1. of basic commands of linux, using a menu, procedure for using linux file- read and virtual file, file permission system, viewing and altering permission using the mount command, mounting a drive manually, removing a mounted system, file searching using find, locate and whereis command, commands for changing directory, basic file handling, etc. 2. Demonstrate the use of commands- mkdir, find, history, ls, cd, pwd, vim, cp, mv, rm, cat, eco, grep, we, sort. Installing the Linux operating system Practical session on the installation process of Linux OS Linux Operating System and its tools and features Practical session on using various features, commands and tools of the Linux OS Page 13 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Unit Code: ITBO104-NQ2014 Location: Classroom Unit Title: Health, Safety and Security at Workplace - I Duration: 15 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method of health, safety and security policies and procedures Identify government agencies in the areas of safety, health and security and their norms and services Describe workstation layout and ergonomic guidelines of chair position 1. Describe the health, safety and security policies and procedures 2. Explain the importance of employees awareness regarding health and safety at workplace 3. State difference between policies and procedures 1. Enlist different government agencies and state their responsibilities 2. Describe National Road Safety Policy 3. Explain Air and Water quality monitoring process 4. Enlist government agencies in the area of security 1. Describe the guidelines to handle the desks, chair, monitor, keyboard, mouse, position of the body and others 1. Describe the position of the chair from the computer monitor 1. Identify health hazards at workplace 2. Identify security violations at workplace 1. Demonstrate various monitoring process for safety, health and security 2. Tabulate different government agencies and their services 1. Demonstrate how to handle the desks, chair, monitor, keyboard, mouse, position of the body and others 1. Demonstrate the placement of position of the chair from the Health, safety and security policies and procedures of an organization Visit to a nearby origination and identify the various procedures adopted for health, safety and security Government agencies in the areas of safety, health and security and their norms and services Workstation layout and ergonomic guideline Chair position Page 14 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Describe the workstation dimensions and adjustment ranges Rearrange workstation layout Demonstrate correct body posture 1. Describe the importance of the workstation dimensions and adjustment ranges 2. Explain the adjustment ranges of Seat height, Seat Width and Depth, Backrest, Seat Material and Armrests at workstation 1. Describe the design of the workstation 2. Explain each and every specification of the workstation 1. Explain the importance of different body posture and its necessity computer screen 1. Demonstrate the use of suggested Seat Height, Seat Width, Depth, Backrest, Seat Material and Armrests at workstation 1. Draw layout of workstation 2. Identify and tabulate the specifications used for rearranging the workstation layout. 1. Demonstrate the various body posture like Footrest, Wrist Rests and Document Holder Workstation dimensions and adjustment ranges Rearranging workstation layout Correct body posture Case study Unit Code: ITHA105-NQ2014 Location: Classroom Unit Title: IT Helpdesk System Fundamentals Duration: 25 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method Describe the significance of helpdesk in IT-ITes Describe the operation of helpdesk 1. Describe the usefulness and the value of helpdesk 2. Explain importance of helpdesk department and its value in a company 1. Describe the operation of Helpdesk 2. Explain the importance of 1. Demonstrate the use of tools and technologies to provide customer support through Helpdesk 1. Demonstrate the knowledge of electronic support delivery Significance of Helpdesk Group Discussion Helpdesk Operation Page 15 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Describe the role and responsibilities of IT Helpdesk Attendant Describe Customer Care of helpdesk process and procedures Describe the Security Management System support centre 3. Enlist the duties of the helpdesk coordinator 4. Explain different methods of support service delivery 1. Describe the roles and responsibilities of IT helpdesk attendant to provide quality customer service 2. Explain the benefits of using customer s name during the call 1. Define Customer Care 2. Describe reporting system 1. Differentiate between help desk and service desk 2. Explain service management 3. Describe service management procedures 1. Describe the types of security threats 2. Describe the procedures involved in risk reduction, risk avoidance and risk transfer methods 1. Identify the techniques for keeping the customer s attention focused on the resolution 1. Demonstrate the knowledge of online bill payment, online campaigns and promotions. 2. Demonstrate the knowledge of handling customer complaints, behaviour, request and satisfaction 1. Demonstrate the knowledge of problem management and access management 2. Demonstrate detailed service description 3. Enlist the importance of service catalogue 1. Identify the various security policies 2. Lists type of data that should be protected through security Roles and Responsibilities of Helpdesk Attendant Customer Care Help desk process and procedures Security Management System addressing information Page 16 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Describe the Incident Management System techniques 3. Explain the importance of risk reduction, risk avoidance and risk transfer 1. Explain the importance of Incident Management System 2. State activities to be performed for Incident Management 3. Describe the role of computer Incident Response Team management system 1. Demonstrate the knowledge of computer incident management system confidentiality and integrity requirements of a company Incident Management System Unit Code: ITHA106-NQ2014 Location: Classroom Unit Title: Fundamentals of Operating System Duration: 15 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method Describe the functions of operating system of Windows operating system 1. Describe the functions of operating system 1. Explain the process of working with Windows OS 2. Explain the way of managing files and folders 1. Demonstrate the knowledge of memory management, processor management, device management, file management, security job accounting, error detection, coordination between software and user 1. Identify the working process of Windows OS 2. Demonstrate how to manage the files and folders The IT Essentials Working with Windows and managing files Practice session on Page 17 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Describe the features of different types of operating system 1. Describe different types of operating system 2. Differentiate the features of the OS in different generations 3. Enlist the various parts of windows 1. Demonstrate the knowledge of Batch operating system, Time sharing operating system, Distributed operating system, Network operating system, Real time operating system Hard & Soft Windows OS and file management Types of Operating System Group discussion Use Microsoft operating system Describe the operating system architecture and installation procedure of Microsoft operating system Work on system configuration 1. Explain the process of using Microsoft OS 2. Explain the Inter-process communication 1. Explain the architecture of the OS 2. Explain the installation process of Microsoft Operating System 1. Explain the various tabs and option in the System Configuration tab 1. Demonstrate the use of Microsoft OS and its functions 2. Explain the ways of windows performing various tasks at a time 1. Demonstrate the installation process of Microsoft OS 2. Identify the various features in Windows architecture 3. Prepare the preinstallation checklist 1. Demonstrate the use of various tabs and options of System Configuration tab Microsoft Operating System 1. Group discussion 2. Practice session Operating System Architecture and Installing Microsoft Operating System 1. Group discussion 2. Practice session Opening and working on System Configuration Practice session Page 18 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Unit Code: ITHA107-NQ2014 Location: Classroom Unit Title: Fundamentals of Network Operating Systems Duration: 20 hours Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method of computer networking Describe the application of Open Systems Interconnection (OSI)Model to understand the network operation Describe network operating system Describe the application of TCP/IP model to understand the network operation Describe fault tolerance and disaster recovery 1. Explain the different types of computer network 2. Describe the use of different types of network equipment 1. Explain the OSI Model 2. Explain the different layers of the OSI model 1. Explain the Network Operating Systems 2. Explain the Novell Netware, Microsoft Windows NT server 1. Explain the TCOP/IP Model 2. Explain the different layers of the TCP/IP model 1. Explain the fault tolerance and disaster recovery 2. Explain fault tolerance 1. Demonstrate the knowledge of difference between LAN, WAN, MAN, PAN, HAN, GAN and Internet 1. Draw the different layers in the OSI model 2. Tabulate network components used at various levels of OSI Model 1. Tabulate functions of Novell Netware, Microsoft Windows NT server 1. Draw the different layers in the TCP/IP model 2. Tabulate network components used at various levels of TCP/IP Model 1. Demonstrate how to tolerance faults and recover from the Computer Network 1. Group discussion 2. Presentations The OSI Model 1. Group discussion 2. Presentation Network Operating System Group discussion The TCP/IP Model 1. Group discussion 2. Presentation Fault Tolerance and Disaster Recovery Page 19 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
3. Describe fault masking 4. Explain dynamic recovery 5. Describe reliable backup system disasters 2. Demonstrate the data backup procedures 3. Demonstrate the knowledge of fault tolerance, fault masking and dynamic recovery 4. Demonstrate the knowledge of minimizing disruption of business operation and minimizing risk of delays 5. Demonstrate the knowledge of assuring reliable backup system 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. Method of Assessments Weightage (Max. marks) Evaluator No. 1. Written test 30 Teacher 2. Practical test 30 Certified Assessor # 3. Oral test/viva voce 10 Teacher/External Examiner 4. Portfolio 10 Teacher 5. Project 10 Teacher/Trainer Page 20 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
6. Direct Observation 10 Teacher/Trainer Total 100 # 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 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 S. No. Competencies and Performance Standards Competent Not Yet Competent Communication 1. Questions appropriately 2. Writes clearly and legibly 3. Demonstrates good listening and responding skills 4. Informs about the absence and reasons of absence Responsibility 5. Organizes work 6. Manages time effectively and efficiently 7. Complete assignments timely 8. Displays care for tools and equipment 9. Accepts responsibility pleasantly 10. Exhibits patience 11. Demonstrates pride in work Interpersonal relationship 12. Displays friendly and cooperative attitude 13. Demonstrates tactfulness in difficult situations Page 21 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
14. Accepts constructive criticism 15. Exhibits positive attitude Health and Safety 16. Practices good personal hygiene regularly 17. Maintains good personal health 18. Dresses well and in appropriate manner Innovation and Creativity 19. Give reasons and make judgments objectively 20. 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. Equipment and materials 1. Computer System 2. Printer 3. Scanner 4. Local Area Network (LAN) 5. Internet Connection 6. Whiteboard 7. Marker/Chalk 8. Demonstration Charts 9. Compact Disk 10. USB Drive 11. Table and chair for demonstrating ergonomics at workplace Page 22 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014
Teacher s Qualifications Qualification, competencies and other requirements for Graduate Teacher (Private Security Services) on contractual basis should be as follows: S.No. Qualification Minimum Competencies Age Limit 1. Bachelors Degree in Computer Engineering/Computer Application/Information Technology Or DOEACC B Level Certificate Minimum 1 year relevant experience in the field of Teaching/IT Operations Effective communication skills (oral and written) Basic computing skills Technical competencies 18-37 years (as on Jan. 01 (year) Age relaxation to be provided as per Govt. rules. For more Information, please contact: Prof. Vinay Swarup Mehrotra Head, Curriculum Development and Evaluation Centre (CDEC) & National Skills Qualifications Framework (NSQF) Cell, PSS Central Institute of Vocational Education (PSSCIVE), (a constituent unit of NCERT, under MHRD, GoI) Shyamla Hills, Bhopal 462 013 E-mail: drvs.mehrotra@gmail.com Website: www.cive.org Page 23 of 23 PSS Central Institute of Vocational Education CDEC & NSQF Cell - 2014