LEARNING OUTCOME BASED

VOCATIONAL CURRICULUM

JOB ROLE:
Optical Fibre Splicer
(QUALIFICATION PACK: Ref. Id. TEL/Q6400)
Sector: Telecom

Classes 9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in
 LEARNING OUTCOME BASED
VOCATIONAL CURRICULUM

JOB ROLE:
Optical Fibre Splicer
(QUALIFICATION PACK: Ref. Id. TEL/Q6400)
SECTOR: Telecom

Classes 9 and 10

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal – 462 002, M.P., India
www.psscive.ac.in
LEARNING OUTCOME BASED CURRICULUM
Optical Fibre Splicer – Telecom Sector

June, 2017

© PSSCIVE, 2017
http://www.psscive.ac.in
No part of this work may be reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the exception
of any material supplied specifically for the purpose of being used by the purchaser of
the work.

The views and opinions expressed in this publication are those of the contributors/
authors and do not necessarily reflect the views and policies of PSS Central Institute of
Vocational Education, Bhopal. The PSSCIVE does not guarantee the accuracy of the
data included in this publication and accepts no responsibility for any consequence of
their use.

Published by:
Joint Director
PSS Central Institute of Vocational Education, NCERT, Shyamla Hills, Bhopal
FOREWORD

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

constituent of the National Council of Educational Research and Training (NCERT) is
spearheading the efforts of developing learning outcome based curricula and
courseware aimed at integrating both vocational and general qualifications to open
pathways of career progression for students. It is a part of Centrally Sponsored Scheme of
Vocationalisation of Secondary and Higher Secondary Education (CSSVSHSE) launched
by the Ministry of Human Resource Development, Government of India in 2012. The PSS
Central Institute of Vocational Education (PSSCIVE) is developing curricula under the
project approved by the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA). The main purpose of the competency based curricula is to bring about
the improvement in teaching-learning process and working competences through
learning outcomes embedded in the vocational subject.

It is a matter of great pleasure to introduce this learning outcome based curriculum as

part of the vocational training packages for the job role of Telecom – Optical Fibre Splicer.
The curriculum has been developed for the secondary students of vocational education
and is aligned to the National Occupation Standards (NOSs) of a job role identified and
approved under the National Skill Qualification Framework (NSQF).

The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific
occupational skills that meet employers’ immediate needs. The teaching process is to be
performed through the interactive sessions in classrooms, practical activities in laboratories
and workshops, projects, field visits, and professional experiences.

The curriculum has been developed and reviewed by a group of experts and their
contributions are greatly acknowledged. The utility of the curriculum will be adjudged by
the qualitative improvement that it brings about in teaching-learning. The feedback and
suggestions on the content by the teachers and other stakeholders will be of immense
value to us in bringing about further improvement in this document.

Hrushikesh Senapaty
Director
National Council of Educational Research & Training

(i)
PREFACE

India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at
us to deliver sustainable growth and progress. To meet the growing expectations, India will
largely depend upon its young workforce. The much-discussed demographic dividend will
bring sustaining benefits only if this young workforce is skilled and its potential is channelized in
the right direction.
In order to fulfil the growing aspirations of our youth and the demand of skilled human
resource, the Ministry of Human Resource Development (MHRD), Government of India
introduced the revised Centrally Sponsored Scheme of Vocationalisation of Secondary and
Higher Secondary Education that aims to provide for the diversification of educational
opportunities so as to enhance individual employability, reduce the mismatch between
demand and supply of skilled manpower and provide an alternative for those pursuing higher
education. For spearheading the scheme, the PSS Central Institute of Vocational Education
(PSSCIVE) was entrusted the responsibility to develop learning outcome based curricula,
student workbooks, teacher handbooks and e-learning materials for the job roles in various
sectors, with growth potential for employment.
The PSSCIVE firmly believes that the vocationalisation of education in the nation need to be
established on a strong footing of philosophical, cultural and sociological traditions and it
should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired
professional, managerial and communication skills to fulfil the needs of the society and the
world of work. In order to honour its commitment to the nation, the PSSSCIVE has initiated the
work on developing learning outcome based curricula with the involvement of faculty
members and leading experts in respective fields. It is being done through the concerted
efforts of leading academicians, professionals, policy makers, partner institutions, Vocational
Education and Training experts, industry representatives, and teachers. The expert group
through a series of consultations, working group meetings and use of reference materials
develops a National Curriculum. Currently, the Institute is working on developing curricula and
courseware for over 100 job roles in various sectors.
We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, and valuable time and positively responding to our request for
development of curriculum. We are grateful to MHRD and NCERT for the financial support and
cooperation in realising the objective of providing learning outcome based modular curricula
and courseware to the States and other stakeholders under the PAB (Project Approval Board)
approved project of Rashtriya Madhyamik Shiskha Abhiyan (RMSA) of MHRD.
Finally, for transforming the proposed curriculum design into a vibrant reality of
implementation, all the institutions involved in the delivery system shall have to come together
with a firm commitment and they should secure optimal community support. The success of
this curriculum depends upon its effective implementation and it is expected that the
managers of vocational education and training system, including subject teachers will make
efforts to create better facilities, develop linkages with the world of work and foster a
conducive environment as per the content of the curriculum document.
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational education
and training system through the learner-centric curricula and courseware. We hope that this
document will prove useful in turning out more competent Indian workforce for the 21 st
Century.
RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education
(ii)
ACKNOWLEDGMENT

On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we
are grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik
Shiksha Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development
(MHRD), Government of India for the financial support to the project for development of
curricula.
We are grateful to the Director, NCERT for his support and guidance. We also
acknowledge the contributions of our colleagues at the Technical Support Group of
RMSA, MHRD, RMSA Cell at the National Council of Educational Research and Training
(NCERT), National Skill Development Agency (NSDA) and National Skill Development
Corporation (NSDC) and Electronics Sector Skill Council of Indian (ESSCI) for their
academic support and cooperation.
We are grateful to course coordinator Dipak D. Shudhalwar, Associate Professor (CSE),
PSSCIVE, for his earnest effort and contributions in the development of this learning
outcome based curriculum. The contributions are dully acknowledged.
The contributions made by Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Vipin Kumar Jain, Associate Professor and
Head, Programme Planning and Monitoring Cell (PPMC) and Dipak Shudhalwar, Associate
Professor (CSE) and Head, Department of Engineering and Technology, PSSCIVE in
development of the curriculum for the employability skills are duly acknowledged.
We are also grateful to the Course Coordinator Dipak D. Shudhalwar, Associate Professor
(CSE) and Head, Department of Engineering and Technology, PSSCIVE, for bringing out
this curriculum in the final form.

(iii)
CONTENTS

Sn. Title Page No.

Foreword i
Preface ii
Acknowledgment iii
1 Course Overview 1
2 Scheme of Units 2
3 Teaching/ Training Activities 4
4 Assessment and Certification 4
5 Unit Content Class 9 7
Part A Employability Skills 7
Unit 1: Communication Skills – I 7
Unit 2: Self-management Skills – I 8
Unit 3: Basic ICT Skills – I 8
Unit 4: Entrepreneurial Skills – I 9
Unit 5: Green Skills – I 10
Part B Vocational Skills 11
Unit 1: Communication Technology 11
Unit 2: Splicing Tools and Equipment 12
Unit 3: Splicing Operations 12
Unit 4: Optical Fiber Testing 12
Unit 5: Maintain Health and Safety 13
Class 10 13
Part A Employability Skills 13
Unit 1: Communication Skills – II 13
Unit 2: Self-management Skills – II 14
Unit 3: Basic ICT Skills – II 15
Unit 4: Entrepreneurial Skills – II 15
Unit 5: Green Skills – II 16
Part B Vocational Skills 16
Unit 1: Fiber Optic Communication and Route 16
Inspection
Unit 2: Splicing Tools and Process 17
Unit 3: Cable laying and Installation 18
Unit 4: Testing Installation of OFC 18
Unit 5: Health & Safety Measures and Networking 19
6 Organization of Filed Visits 19
7 List of Equipment and Materials 20
8 Vocational Teacher’s/ Trainer’s Qualification and Guidelines 20
9 List of Contributors 22
Curriculum: Optical Fibre Splicer in Telecom Sector

1. COURSE OVERVIEW

COURSE TITLE: Optical Fibre Splicer

An Optical Fibre Splicer is responsible for ensuring efficient splicing of the optical fibre
cables and supports in optical fibre installation and in carrying out fibre testing using OTDR
and power meter.
This job requires the individual to work in field set-up and be able to handle pressure
situations. He should have basic written and oral communication skills and should be able
to apply practical judgement to successfully perform the assigned responsibilities.
COURSE OUTCOME : On completion of the course, students should be able to:
 Apply effective oral and written communication skills to interact with people and
customers;
 Identify the principal components of a computer system;
 Demonstrate the basic skills of using computer;
 Demonstrate self-management skills;
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills
and abilities;
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection;
 Prepare cable for splicing;
 Carry out splicing operations;
 Test effectiveness of the splice through OTDR and power meter tests;
 Close the activity and document the test results;
 Co-ordinate trenching, laying, jointing and blolwing of cables;
 Carry out splicing of cables.

COURSE REQUIREMENTS: The learner should have the basic reading and writing skills in
English and Hindi.
COURSE LEVEL: This is a beginner level course meant for class 9 and 10. After completion of
this course, the student can go for the course on Optical Fibre Technician in class 11 and
12.
COURSE DURATION: 400 Hours
Class 9 : 200 hrs
Class 10 : 200 hrs

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2. SCHEME OF UNITS AND ASSESSMENT

This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 9 and 10 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks for
Class 9 is as follows:

CLASS 9
Units No. of Hours Max. Marks
for Theory for Theory
and Practical and Practical
200 100
Part A Employability Skills
Unit 1: Communication Skills 20 10
Unit 2: Self-management Skills 10
Unit 3: Basic ICT Skills 20
Unit 4: Entrepreneurial Skills 15
Unit 5: Green Skills 10
Total 75 10
Part B Vocational Skills
Unit 1: Communication Technology 20 30
Unit 2: Splicing Tools and Equipment 15

Unit 3: Splicing Operations 30

Unit 4: Optical Fiber Testing 15

Unit 5: Maintain Health and Safety 15

Total 95 30
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE) 05 10
Total 200 100

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The unit-wise distribution of hours and marks for Class 10 is as follows:

CLASS 10
Units No. of Hours Max. Marks for
for Theory Theory and
and Practical
Practical 100
200
Part A Employability Skills
Communication Skills 20 10
Self-management Skills 10
Basic ICT Skills 20
Entrepreneurial Skills 15
Green Skills 10
Total 75 10
Part B Vocational Skills
Unit 1: Fiber Optic Communication and Route 20 30
Inspection
Unit 2: Splicing Tools and Process 25

Unit 3: Cable laying and Installation 15

Unit 4: Testing Installation of OFC 15

Unit 5: Health & Safety Measures and Networking 20

Total 95 30
Part C Practical Work
Practical Examination 6 15
Written Test 1 10
Viva Voce 3 10
Total 10 35
Part D Project Work/Field Visit 10 Hours
Practical File/ Student Portfolio 10 10
Viva Voce 5 5
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE) 05 10
Total 200 100

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Curriculum: Optical Fibre Splicer in Telecom Sector

3. TEACHING/TRAINING ACTIVITIES

The teaching and training activities have to be conducted in classroom, laboratory/

workshops and field visits. Students should be taken to field visits for interaction with experts
and to expose them to the various tools, equipment, materials, procedures and operations in
the workplace.
Special emphasis should be laid on the occupational safety, health and hygiene during the
training and field visits.
CLASSROOM ACTIVITIES
Classroom activities are an integral part of this course and interactive lecture sessions, followed
by discussions should be conducted by trained vocational teachers. Vocational teachers
should make effective use of a variety of instructional aids, such as audio-video materials,
colour slides, charts, diagrams, models, exhibits, hand-outs, online teaching materials, etc. to
transmit knowledge and impart training to the students.
PRACTICAL WORK IN LABORATORY/WORKSHOP
Practical work may include but not limited to hands-on-training, simulated training, role play,
case based studies, exercises, etc. Equipment and supplies should be provided to enhance
hands-on learning experience of students. Only trained personnel should teach specialized
techniques. A training plan that reflects tools, equipment, materials, skills and activities to be
performed by the students should be submitted by the vocational teacher to the Head of the
Institution.
FIELD VISITS/ EDUCATIONAL TOUR
In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least three field visits should be conducted
in a year.

4. ASSESSMENT AND CERTIFICATION

Upon successful completion of the course by the candidate, the Central/ State Examination
Board for Secondary Education and the respective Sector Skill Council will certify the
competency.
The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which
are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify that
individuals have the knowledge and skills needed to perform a particular job and that the
learning programme undertaken has delivered education at a given standard. It should be
closely linked to certification so that the individual and the employer could come to know the
competencies acquired through the vocational subject or course. The assessment should be
reliable, valid, flexible, convenient, cost effective and above all it should be fair and

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Curriculum: Optical Fibre Splicer in Telecom Sector

transparent. Standardized assessment tools should be used for assessment of knowledge of

students. Necessary arrangements should be made for using technology in assessment of
students.
KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal
assessment and second an external examination, including theory examination to be
conducted by the Board. The assessment tools shall contain components for testing the
knowledge and application of knowledge. The knowledge test can be objective paper based
test or short structured questions based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing vocational
subject experts/teachers, and subject experts from university/colleges or industry. The
respective Sector Skill Council should be consulted by the Central/State Board for preparing
the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 hrs Max. Mark: 30

Sn. Very Short Short Long Answer

Typology of Question Answer Q. Answer Q Questions Marks
(1 mark) (2 Marks) (3 Marks)

1. Remembering – (Knowledge based simple

recall questions, to know specific facts, terms,
2 1 2 10
concepts, principles, or theories; identify, define
or recite, information)
2. Understanding – (Comprehension – to be
familiar with meaning and to understand
1 2 2 11
conceptually, interpret, compare, contrast,
explain, paraphrase, or interpret information)
3. Application – (Use abstract information in
concrete situation, to apply knowledge to new
situations: Use given content to interpret a 0 1 1 05
situation, private an example, or solve a
problem)
4. High Order Thinking Skills – (Analysis & Synthesis –
Classify, compare, contrast, or differentiate
between different pieces of information; 0 1 0 02
Organize and/ or integrate unique pieces of
information from a variety of sources)
5. Evaluation – (Appraise, judge, and/or justify the
value or worth of a decision or outcome, or to 0 1 0 02
predict outcomes based on values)
Total 3x1=3 6x2=12 5x3=15 30
(14 Ques)

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SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis
of practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary
consistency in the quality of assessment across different sectors and Institutions. The
student has to demonstrate competency against the performance criteria defined in the
National Occupation Standards and the assessment will indicate that they are
'competent', or are 'not yet competent'. The assessors assessing the skills of the students
should possess a current experience in the industry and should have undergone an
effective training in assessment principles and practices. The Sector Skill Councils should
ensure that the assessors are provided with the training on the assessment of
competencies.
Practical examination allows candidates to demonstrate that they have the knowledge
and understanding of performing a task. This will include hands-on practical exam and
viva voce. For practical, there should be a team of two evaluators – the subject teacher
and the expert from the relevant industry certified by the Board or concerned Sector Skill
Council. The same team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the capability
of the individual to perform the tasks or activities involved in the project. Projects should be
discussed in the class and the teacher should periodically monitor the progress of the
project and provide feedback for improvement and innovation. Field visits should be
organised as part of the project work. Field visits can be followed by a small-group
work/project work. When the class returns from the field visit, each group might be asked
to use the information that they have gathered to prepare presentations or reports of their
observations. Project work should be assessed on the basis of practical file or student
portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of
competence. Documents may include reports, articles, photos of products prepared by
students in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of viva voce. The number
of external examiners would be decided as per the existing norms of the Board and these
norms should be suitably adopted/adapted as per the specific requirements of the
vocational subject. Viva voce should also be conducted to obtain feedback on the
student’s experiences and learning during the project work/field visits.
CONTINUOUS AND COMPREHENSIVE EVALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based
evaluation of students that covers all aspects of student’s development. In this scheme,
the term `continuous' is meant to emphasize that evaluation of identified aspects of
students `growth and development' is a continuous process rather than an event, built into
the total teaching-learning process and spread over the entire span of academic session.
The second term `comprehensive' means that the scheme attempts to cover both the
scholastic and the co-scholastic aspects of students' growth and development. For
details, the CCE manual of Central Board of Secondary Education (CBSE) or the guidelines
issued by the State Boards on the procedure for CCE should be followed by the Institutions.

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Curriculum: Optical Fibre Splicer in Telecom Sector

5. UNIT CONTENTS

CLASS 9

Class IX, Part A: Employability Skills

S.No. Units Duration in Hours

1. Unit 1: Communication Skills – I 20
2. Unit 2: Self-management Skills – I 10
3. Unit 3: Basic ICT Skills – I 20
4. Unit 4: Entrepreneurial Skills – I 15
5. Unit 5: Green Skills – I 10
Total 75

Unit 1: Communication Skills – I

Sn Learning Outcome Theory Practical 20
(08 Hours) (12 Hours) Hrs
1. Demonstrate  Methods of communication.  Writing pros and cons of 05
knowledge of various  Verbal. written, verbal and non-
methods of  Non-verbal. verbal communication.
communication.  Visual.  Listing do’s and don’ts for
avoiding common body
language mistakes.
2. Identify elements of  Meaning of communication  Draw a diagram of 05
communication cycle.  Importance of communication cycle
communication skills  Role plays on
 Elements of communication communication process
cycle– related to the sector/job
(i) sender, role.
(ii) ideas,
(iii) encoding,
(iv) communication
channel,
(v) receiver,
(vi) decoding, and
(vii) feedback
3. Identify the factors  Perspectives in  Group discussion on factors 05
affecting our communication. affecting perspectives in
perspectives in  Factors affecting communication.
communication perspectives in  Sharing of experiences on
communication. factors affecting
 Visual perception. perspectives.
 Language.  Sharing experiences on
 Past experience. factors affecting
 Prejudices. communication at
 Feelings. workplace.
 Environment.

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4. Demonstrate the  Writing skills related to the  Demonstration and practice 05

knowledge of basic following: of writing sentences and
writing skills  Phrases paragraphs on topics
 Kinds of sentences related to the subject.
 Parts of sentence
 Parts of speech
 Use of articles
 Construction of a
paragraph
Total Duration in Hours 20

Unit 2: Self Management Skills – I

Sn Learning Outcome Theory Practical 10
(07 Hours) (03 Hours) Hrs
1. Describe the meaning  Meaning of self-  Identification of self- 05
and importance of self- management.  management skills
management.  Positive results of self-  Strength and
management.  weakness analysis.
 Self-management skills.
2. Identify the factors that  Factors that help in building  Role play exercises on 05
helps in building self- self-confidence – social, building self-confidence.
confidence . cultural, and physical  Use of positive metaphors/
factors words.
 Self-confidence building tips  Positive stroking on wakeup
- getting rid of the negative and before going bed.
thoughts, thinking positively,  Helping others and working
staying happy with small for community.
things, staying clean,
hygienic and smart,
chatting with positive
people, etc.
Total Duration in Hours 10

Unit 3: Basic ICT Skills – I

Sn Learning Outcome Theory Practical 20
(10 Hours) (10 Hours) Hrs
1. Demonstrate the  Introduction to ICT  Discussion on the role and 04
knowledge of the  Role and importance of ICT importance of ICT in
role of Information in personal life and at personal life and at
and workplace workplace.
Communication  ICT in our daily life  Preparing posters / collages
Technology (ICT) in (examples) for showing the role of ICT
day-to-day life  ICT tools – Mobile, tab, radio, at workplace
and workplace TV, email, etc.
2. Identify  Computer system – Central  Connecting the cables and 07
components of Processing Unit (CPU), peripherals to the Central
basic computer memory, motherboard, Processing Unit
system and their storage devices  Starting and shutting down

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functions  Hardware and software of a a computer

computer system  Group discussion on the
 Role and functions of various aspects of hardware
Random Access and software
 Memory (RAM) and Read
 Only Memory (ROM)
 Role and functions of
Central Processing Unit
 Procedure for starting and
shutting down a computer
3. Demonstrate use  Peripherals devices and their  Identification of various 05
of various uses – mouse, keyboard, parts and peripherals of a
components and scanner, webcam, etc. of a computer
peripherals of computer system  Demonstration and
computer system practice on the use of
mouse
 Demonstration and
practice on the use of
keyboard
 Demonstration of the uses
of printers, webcams,
scanner and other
peripheral devices
 Drawing diagram of
computer system and
labelling it
4. Demonstrate  Primary operations on a  Identification of the various 04
basic computer computer system – input, input and output units and
skills process, storage, output, explanation of their
communication networking, purposes
etc.
Total Duration in Hours 20

Unit 4: Entrepreneurial Skills – I

Sn Learning Outcome Theory Practical 15
(06 Hours) (09 Hours) Hrs
1. Identify various types of  Types of businesses –  Prepare posters of business 09
business activities service, manufacturing, activities found in cities/
hybrid. villages, using pictures.
 Types of businesses found in  Discuss the various types of
our community Business activities, generally
activities around us. adopted by small businesses
in a local community.
 Best out of waste.
 Costing of the product
made out of waste.
 Selling of items made from
waster materials.
 Prepare list of businesses
that provides goods and
services in exchange for

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money.
2. Demonstrate the  Meaning of  Prepare charts showing 06
knowledge of entrepreneurship advantages of
distinguishing development. entrepreneurship over
characteristics of  Distinguishing characteristics wages.
entrepreneurship of entrepreneurship.  Group discussions on role
 Role and rewards of and features of
entrepreneurship. entrepreneurship.
 Lectures/presentations by
entrepreneurs on their
experiences and success
stories.
 Identify core skills of
successful entrepreneur.
Total Duration in Hours 15

Unit 5: Green Skills – I

Sn Learning Outcome Theory Practical 10
(03 Hours) (07 Hours) Hrs
1. Demonstrate the  Introduction to environment.  Group discussion on hazards 05
knowledge of the  Relationship between of deteriorating
factors influencing society and environment, environment.
natural resource ecosystem and factors  Prepare posters showing
conservation. causing imbalance. environment conservation.
 Natural resource  Discussion on various factors
conservation. that influence our
 Environment protection and environment.
conservation.
2. Describe the  Definition of green  Discussion on the benefits of 05
importance of green economy green skills and importance
economy and green  Importance of green of green economy.
skills. economy  Prepare a Poster showing
the importance of green
economy with the help of
newspaper/ magazine
cuttings.
Total Duration in Hours 10

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Class IX, Part B: Vocational Skills

Sn. Units Duration in Hours

1. Unit 1: Communication Technology 20
2. Unit 2: Splicing Tools and Equipment 15
3. Unit 3: Splicing Operations 30
4. Unit 4: Optical Fiber Testing 15
5. Unit 5: Maintain Health and Safety 15
Total Duration 95

Unit 1: Optical Communication Technology

Sn Learning Outcome Theory Practical 20
(10 Hours) (10 Hours) Hrs
1. Outline the growth and • Broadband technology, • List the various terminology in 04
opportunities in • Types of broadband, optical fiber industry,
broadband and fiber • Broadband market – global • Illustrate the use of fiber
industry and Indian, optic technology in
• Telecommunication, broadband industry
• Optical fiber technology,
• Basics of optics and its
evolution,
• Optical fiber in broadband
industry
• Optical fiber terminologies.
2. Explain the data  The communication process • Demonstrate the 08
communication  Concept of data communication process,
communication,  Identify and list the various
 Characteristics of data forms of data,
 Transmission media and its  Observe the comunication
types, speed for various forms of
 Components of data data.
communication,  Identify and name the
 Modes of communication various transmission media,
3. Explain the fibre optic  Basics of fibre optic  Demonstrate the principle of 08
communication communication fibre optic communication.
 Structure of fibre  Demonstrate the various
 Fibre optic communication laws of light theory –
 Light Theory reflection, refraction, total
 Classification of optical internal reflection
fiber,  Demonstrate the
 Light sources of optical fiber attenuation and dispersion
 Losses in optical fiber in optical fiber
Total Duration in Hours 20

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Curriculum: Optical Fibre Splicer in Telecom Sector

Unit 2: Splicing Tools and Equipment

Sn Learning Outcome Theory Practical 15
(05 Hours) (10 Hours) Hrs
1. Demonstrate the use of • Basic hand tools – screw • Identify and name the 05
basic hand tools driver, scissors, cable cutting various hand tools,
knife, pliers, cleaning swab, • Demonstrate the use of
electrical tape, gloves various hand tools
2. Use the splicing tools • Splicing machine, cleaver, • Identify and name the 10
tissue paper, isopropyl various splicing tools and
alcohol, protection sleeves, equipment,
round cutter, tube cutter, • Demonstrate the functioning
fiber cutter, fiber stripper, of splicing tools and
OTDR equipment,
• Mechanical splice • Demonstrate the functioning
connector of splicing machine
• Functioning of splicing tools

Total Duration in Hours 15

Unit 3: Splicing Operations

Sn Learning Outcome Theory Practical 30
(10 Hours) (20 Hours) Hrs
1. Describe the splicing  Concept of splicing,  Demonstrate the general 05
process  Need of splicing, process of splicing,
 Splicing process,  Demonstrate the factors
 Testing parameters of affecting the damage of the
splicing, cable by natural and man
 Materials required for made.
splicing.
2. Carry out fusion and  Optical fiber splicing –  Demonstrate the splicing 25
mechanical splicing Fusion and mechanical process,
splicing process,  Test the result of splicing.
 Classification and principle
of splicing,
 Testing parameters.
Total Duration in Hours 30

Unit 4: Optical Fiber Testing

Sn Learning Outcome Theory Practical 15
(05 Hours) (10 Hours) Hrs
1. Test the fiber joint with  Standard process of OTDR  Perform OTDR test as per 15
OTDR test, working, standard process,
 Elements of OTDR,  Study the trace of OTDR,
 Standard process of Power  Perform power meter tests as
meter tests per standard process.
Total Duration in Hours 15

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Curriculum: Optical Fibre Splicer in Telecom Sector

Unit 5: Maintain Health and Safety

Sn Learning Outcome Theory Practical 15
(05 Hours) (10 Hours) Hrs
1. Rules to follow while  Cut fibers, sleeves and  Demonstrate the disposal of 05
splicing cable pieces the cut fibers, sleeves and
 Dispose of the cut fibers, cable pieces
sleeves and cable pieces
2. Use appropriate  Personal protection  Demonstrate to use personal 10
personal protection equipment – helmets, protection equipment like
equipment safety boots, safety glasses helmets, knee pads, safety
boots, safety glasses and
trench guards,
 Demonstrate the use of fire
extinguisher, and first aid kit.
Total Duration in Hours 15

CLASS 10

Class X, Part A: Employability Skills

S. No. Units Duration in Hours

1. Unit 1: Communication Skills – II 20
2. Unit 2: Self-management Skills – II 10
3. Unit 3: Basic ICT Skills – II 20
4. Unit 4: Entrepreneurial Skills – II 15
5. Unit 5: Green Skills – II 10
Total 75

Unit 1: Communication Skills – II

Sn Learning Outcome Theory Practical 20
(12 Hours) (08 Hours) Hrs
1. Demonstrate  Methods of communication  Writing pros and cons of 04
knowledge of various  Verbal. written, verbal and non-
methods of  Non-verbal. verbal communication
communication.  Visual.  Listing do’s and don’ts for
avoiding common body
language mistakes
2. Provide descriptive  Communication cycle and  Constructing sentences for
and specific importance of feedback. providing descriptive and
feedback.  Meaning and importance of specific feedback. 04
feedback.
 Descriptive feedback -
written comments or
conversations.
 Specific and non-specific

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Curriculum: Optical Fibre Splicer in Telecom Sector

feedback.
3. Apply measures to  Barriers to effective  Enlisting barriers to effective 04
overcome barriers in communication – types and communication.
communication. factors.  Applying measures to
 Measures to overcome overcome barriers in
barriers in effective. communication.
Communication.
4. Apply principles of  Principles of effective  Constructing sentences that 04
communication. communication. convey all facts required by
 7 Cs of effective the receiver.
communication.  Expressing in a manner that
shows respect to the
receiver of the message
 Exercises and games on
applying 7Cs of effective
communication.
5. Demonstrate basic  Writing skills to the following:  Demonstration and practice 04
writing skills.  Sentence of writing sentences and
 Phrase paragraphs on topics
 Kinds of Sentences related to the subject.
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of paragraph.
Total Duration in Hours 20

Unit 2: Self-management Skills – II

Sn Learning Outcome Theory Practical 10
(05 Hours) (05 Hours) Hrs
1. Apply stress  Meaning and importance  Exercises on stress 04
management of stress management management techniques –
techniques  Stress management yoga, meditation, physical
techniques – physical exercises.
exercise, yoga, meditation  Preparing a write-up on an
 Enjoying, going to essay on experiences during
vacations and holidays with a holiday trip.
family and friends
 Taking nature walks
2. Demonstrate the ability  Importance of the ability to  Demonstration on working 06
to work independently work independently. independently goals.
 Describe the types of self-  Planning of an activity
awareness. Executing tasks in a specific
 Describe the meaning of period, with no help or
self-motivation and self- directives.
regulation.  Demonstration on the
qualities required for working
independently.
Total Duration in Hours 10

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Curriculum: Optical Fibre Splicer in Telecom Sector

Unit 3: Basic ICT Skills – II

Sn Learning Outcome Theory Practical 20
(10 Hours) (10 Hours) Hrs
1. Distinguish between  Classes of operating systems  Identification of task bar, 17
different operating  Menu, icons and task bar on icons, menu, etc.
systems the desktop  Demonstration and
 File concept, file operations, practising of creating,
file organization, directory renaming and deleting files
structures, and file-system and folders, saving files in
structures folders and sub-folders,
 Creating and managing restoring files and folders
files and folders from recycle bin

2. Apply basic skills for  Importance and need of  Demonstration of the 03

care and maintenance care and maintenance of procedures to be followed
of computer computer for cleaning, care and
- Cleaning computer maintenance of hardware
components and software
- Preparing maintenance
schedule
- Protecting computer against
viruses
- Scanning and cleaning
viruses and removing SPAM
files, temporary files and
folders
Total Duration in Hours 20

Unit 4: Entrepreneurial Skills – II

Sn Learning Outcome Theory Practical 15
(06 Hours) (09 Hours) Hrs
1. List the characteristics  Entrepreneurship and  Writing a note on 15
of successful society. entrepreneurship as career
entrepreneur  Qualities and functions of option.
an entrepreneur.  Collecting success stories of
 Role and importance of an first generation and local
entrepreneur. entrepreneurs.
 Myth about  Listing the entrepreneurial
entrepreneurship. qualities – analysis of
 Entrepreneurship strength and weaknesses.
 as a career option.  Group discussion of self-
qualities that students feel
are needed to become
successful entrepreneur.
 Collect information and
related data for a business.
 Make a plan in team for
setting up a business.
Total Duration in Hours 15

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Curriculum: Optical Fibre Splicer in Telecom Sector

Unit 5: Green Skills – II

Sn Learning Outcome Theory Practical 10
(07 Hours) (03 Hours) Hrs
1. Demonstrate the  Definition of sustainable  Identify the problem related 10
knowledge of development. to sustainable development
importance, problems  Importance of sustainable in the community.
and solutions related development.  Group discussion on the
to sustainable  Problems related to importance of respecting
development sustainable development. and conserving indigenous
knowledge and cultural
heritage.
 Discussion on the
responsibilities and benefits
of environmental. citizenship,
including the conservation
and protection of
environmental values.
 Preparing models on rain
water harvesting, drip /
sprinkler irrigation, vermin-
compost, solar energy, solar
cooker, etc.
Total Duration in Hours 10

Class X, Part B: Vocational Skills

Sn Units Duration in Hours

1. Unit 1: Fiber Optic Communication and Route Inspection 20
2. Unit 2: Splicing Tools and Process 25
3. Unit 3: Cable laying and Installation 15
4. Unit 4: Testing Installation of OFC 15
5. Unit 5: Health & Safety Measures and Networking 20
Total Duration 95

Unit 1: Fiber Optic Communication and Route Inspection

Sn Learning Outcome Theory Practical 20

(10 Hours) (10 Hours) Hrs

1. Describe the fibre optic  Introduction to optical fibre  Demonstrate the 05

communication system  Optical fiber propagation of light wave –
communication reflection, refraction, total
 Elements of optical fibre internal reflection, law of
communication system reflection, law of refraction,
 Structure of optical fibre Snell's law
 Concept of light  Measure the numeral
propagation aperture in fiber optics

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Curriculum: Optical Fibre Splicer in Telecom Sector

 Classification of optical fiber  Identify the parts of fibre

 Losses of optical fibers optic cables
 Fiber optics cables.

2. Read and interpret  OFC route plan,  Identify the appropriate site 05
OFC route plan  Route inspection, conditions for cable laying
 Route diagrams,  Draw the route plan for
 Different site condition. given site conditions,
 Draw the route diagram for
given site conditions.

3. Inspect the site for safe  Cable laying process in the  Draw the cable laying plan 05
and secure cable various site conditions for the proposed site
installation  Safety and security of site,  Identify the various
 Various parameters to parameters to ensure safety
inspect the site and security of site for cable
laying.

4. Describe the different  Need and importance of  Demonstrate the factors 05

splicing methods splicing, affecting the damage of
 Splicing basics, cables,
 Types of splicing – fusion  Demonstrate the
and mechanical splicing comparison of fusion
splicing and mechanical
splicing.

Total Duration in Hours 20

Unit 2: Splicing Tools and Process

Sn Learning Outcome Theory Practical 25
(10 Hours) (15 Hours) Hrs
1. Use tools and  Basic hand tools,  Make a list of various tools 10
equipment for splicing  Splicing tools, and equipment for cable
and cable laying  Tools and equipment for laying process,
cable laying,  Identify the various tools and
 Cleaning tools, equipment used for cable
 Termination kit, laying process,
 Procedures for using tools  Identify the various types of
and equipment, connectors,
 Safety and care to handle  Demonstrate to use the
various tools and various tools for splicing and
equipment. cable laying,
 Demonstrate to handle tools
and equipment with safety
and care.
2. Demonstrate the  Splicing procedure  Demonstrate the fusion 10
splicing process  Fusion splicing process, splicing process
 Mechanical splicing  Demonstrate the
process, mechanical splicing
 Testing of splicing, process,
 Troubleshooting splicing  Test the splicing,
problems  Troubleshoot the splicing

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Curriculum: Optical Fibre Splicer in Telecom Sector

3. Post implementation of  OFC termination,  Demonstrate the 05

splicing  Splice trays, preparation and termination
 Splice enclosures, process of optical fibre using
 Fiber distribution frame (FDF) connector,
 Demonstrate to install fibre
optic cable in splice tray,
Total Duration in Hours 25

Unit 3: Cable laying and Installation

Sn Learning Outcome Theory Practical 15

(06 Hours) (09 Hours)
Hrs

1. Demonstrate to handle  Cable drum,  Demonstrate the method of 07

OFC cables  Cable storage and drum preparation,
handling,  Demonstrate the methods
 Inspection of the drum and of cable storage and its
cable. handling.

2. Carry out cable laying  Standard cable installation  Demonstrate the method of 08
process, trenching,
 Installation through  Demonstrate the method of
trenching, aerial aerial fiber cable installation
 Ducting process,  Demonstrate the procedure
 Conduct figure 8’ ing’, of cable pulling and cable
 Cable pulling and blowing blowing.
Total Duration in Hours 15

Unit 4: Testing Installation of OFC

Sn Learning Outcome Theory Practical 15
(06 Hours) (09 Hours) Hrs
1. Test optical fiber cable  Test preparation,  Check the continuity of 15
 Testing optical fiber visual optical fiber with visual fault
fault locator, locator,
 Testing optical fiber using  Demonstrate to use
inspection microscope, inspection microscope,
 Visual connector inspection,  Demonstrate the method to
 Connector and cleaning check the inspection,
procedure  Demonstrate the cleaning
 Bare fiber test, of fiber ends,
 Optical return loss test,  Demonstrate the method of
 Insertion loss test. return loss using OTDR,
Power meter,
 Demonstrate to test insertion
loss in optical fiber.
Total Duration in Hours 15

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Curriculum: Optical Fibre Splicer in Telecom Sector

Unit 5: Health & Safety Measures and Networking

Sn Learning Outcome Theory Practical 20
(10 Hours) (10 Hours) Hrs
1. Observe safety  Rules to follow the OFC –  Demonstrate to follow the 10
measures during material safety, chemical rules in handling chemicals
installation of OFC safety, for OFC installation.
 Underground safety,  Use the personal protective
 Working safety, equipment,
 Using personal protective  Demonstrate the use of
equipment – helmet, eye different classes of LASER,
and face protection.  Demonstrate the use of
 LASER light safety, ladder in trench.
 Ladder safety,
 Fiber safety in a trench,
 Documentation.
2. Describe the optical  Attenuation loss in optical  Measure optical fiber 10
fiber transmission fiber, attenuation loss
 Optical technology – FTTX,  Measure the bending loss in
FTTP, FTTC, FTTH, fiber,
 Multiplexing  Measure the propagation
loss in optical fiber
 Install a fiber broadband in
Study the fiber in the home
cabling reference model.
Total Duration in Hours 20

6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to expose
them to the activities in the workplace.
Visit the site of installation of OFC and observe the following: Location, Site, Tools and Equipment,
Raw Materials, Space parts, Workers behavior. During the visit, students should obtain the following
information from the owner or the supervisor of the OFC site:
1. Types of Optical Fibre Cable
2. Installation premises
3. Tools and equipment used
4. Cable laying process
5. Safety precautions
6. Specifications and cost of tools and equipment
7. Total expenditure of the project
8. Manpower engaged
9. Wages of workers
10. Qualifications and skills of workers
11. Any other information

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Curriculum: Optical Fibre Splicer in Telecom Sector

7. LIST OF EQUIPMENT AND MATERIALS

The list given below is suggestive and an exhaustive list should be prepared by the vocational
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. Pliers
2. Screwdrivers and nut drivers
3. Wire strippers
4. Fishing tools
5. Voltmeter
6. Ammeter
7. Labelling machines
8. Power drills and drivers
9. Hammer/drills
10. Circuit Testers
11. Knife
12. Electrical Tape
13. Duct Tape
14. A Tool Pouch
15. Ladders and Step Stools
16. Allen Wrench Set (Hex Set)
17. Wire Crimpers
18. Non-contact Voltage Detector
19. Tester
20. OTDR
21. Power Meter

8. TEACHER’S/TRAINER’S QUALIFICATION

Qualification and other requirements for appointment of vocational teachers/trainers on

contractual basis should be decided by the State/UT. The suggestive qualifications and minimum
competencies for the vocational teacher should be as follows:

S. No. Qualification Minimum Competencies Age Limit

1 Diploma in Electronics/ Electrical / The candidate should have 18-37 years (as on
Communication Engineering in with a a minimum of 3 year of work Jan. 01 (year))
Certificate or Diploma course in Optical experience in the same job
Fibre Technology OR Bachelor of role. S/He should be able to Age relaxation to
Engineering in Electronics/ communicate in English and be provided as
Communication. local language. S/He should per Govt. rules
have knowledge of
equipment, tools, material,
Safety, Health & Hygiene.

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Curriculum: Optical Fibre Splicer in Telecom Sector

Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an

integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in
teaching of vocational subjects and also serve as a link between the industry and the schools for
arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Vocational Teachers/Trainers in the schools. Various parameters that need to be looked into while
engaging the Vocational Teachers/Trainers are mode and procedure of selection of Vocational
Teachers/Trainers, Educational Qualifications, Industry Experience, and Certification/Accreditation.
The State may engage Vocational Teachers/Trainers in schools approved under the component of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
1. Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector Skill
Council(SSC). OR
2. Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF
Level 2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or
quality criteria which the different organisations involved in education and training
must meet in order to be accredited by competent bodies to provide government-
funded education and training/skills activities. This is applicable to all organizations
offering NSQF-compliant qualifications.
The educational qualifications required for being a Vocational Teacher/Trainer for a particular job
role are clearly mentioned in the curriculum for the particular NSQF compliant job role. The State
should ensure that teachers / trainers deployed in the schools have relevant technical
competencies for the NSQF qualification being delivered. The Vocational Teachers/Trainers
preferably should be certified by the concerned Sector Skill Council for the particular Qualification
Pack/Job role which he will be teaching. Copies of relevant certificates and/or record of
experience of the teacher/trainer in the industry should be kept as record.
To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The selection
procedure should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above procedure
by a committee having representatives of both the State Government and the VTP.
The State should ensure that the Vocational Teachers/ Trainers who are recruited should undergo
induction training of 20 days for understanding the scheme, NSQF framework and Vocational
Pedagogy before being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every year to
make them aware of the relevant and new techniques/approaches in their sector and understand
the latest trends and policy reforms in vocational education.

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Curriculum: Optical Fibre Splicer in Telecom Sector

The Head Master/Principal of the school where the scheme is being implemented should facilitate
and ensure that the Vocational Teachers/Trainers:
 Prepare session plans and deliver sessions which have a clear and relevant purpose and
which engage the students;
 Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
 Make effective use of learning aids and ICT tools during the classroom sessions;
 Engage students in learning activities, which include a mix of different methodologies, such
as project based work, team work, practical and simulation based learning experiences;
 Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
 Identify the weaknesses of students and assist them in up-gradation of competency;
 Cater to different learning styles and level of ability of students;
 Assess the learning needs and abilities, when working with students with different abilities
 Identify any additional support the student may need and help to make special
arrangements for that support;
 Provide placement assistance

Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the Vocational Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically
to ensure the quality of the Vocational Teachers/Trainers. Following parameters may be considered
during the appraisal process:
 Participation in guidance and counseling activities conducted at Institutional, District and
State level;
 Adoption of innovative teaching and training methods;
 Improvement in result of vocational students of Class X or Class XII;
 Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
 Membership of professional society at District, State, Regional, National and International
level;
 Development of teaching-learning materials in the subject area;
 Efforts made in developing linkages with the Industry/Establishments;
 Efforts made towards involving the local community in Vocational Education
 Publication of papers in National and International Journals;
 Organisation of activities for promotion of vocational subjects;
 Involvement in placement of students/student support services.

9. LIST OF CONTRIBUTORS

1. Ms. Pallavi Agrawal, Consultant in Telecom, Department of Engineering and Technology,

PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal
2. Dr. Dipak D. Shudhalwar, Associate Professor (CSE), Department of Engineering and
Technology, PSS Central Institute of Vocational Education (PSSCIVE), Shyamla Hills, Bhopal –
462 002, M.P., India, Email: [email protected], [email protected]

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