LEARNING OUTCOME

BASED
VOCATIONAL CURRICULUM

JOB ROLE: Agriculture Extension Service Provider

(QUALIFICATION PACK: Ref. Id. AGR/Q7601)

SECTOR: AGRICULTURE
Grades 11 and 12

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under MoE, Government of India)
Shyamla Hills, Bhopal- 462 002, M.P., India
http://www.psscive.ac.in
 LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM

JOB ROLE: Agriculture Extension Service Provider

(QUALIFICATION PACK: Ref. Id. AGR/Q7601)
SECTOR: AGRICULTURE
Grades 11 and 12

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 002, M.P., India
LEARNING OUTCOME BASED VOCATIONAL
CURRICULUM
Agriculture- Agriculture Extension Service
Provider

February, 2025

© PSSCIVE, 2025

http://www.psscive.ac.in PATRONS

Dr. Deepak Paliwal

Joint Director
PSS Central Institute of Vocational Education
Bhopal

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 COURSE COORDINATOR
specifically for the purpose of being used by the purchaser of
the work. Dr. Anoop Kumar Rathore
Assistant Professor
The views and opinions expressed in this publication are Dept. of Agriculture & Animal Husbandry
PSS Central Institute of Vocational Education
those of the contributors/ authors and do not necessarily
Bhopal
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
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, 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 education to open pathways of career progression for students. The curriculum has been
developed for the vocational education programme introduced under the Centrally Sponsored Scheme of
Samagra Shiksha of the Ministry of Education (erstwhile, Ministry of Human Resource Development)
and is aligned to the National Skill Qualifications Framework (NSQF). The curricula for vocational
courses are being developed under the project approved by the Project Approval Board (PAB) of
‘Samagra Shiksha’, which is an overarching programme for the school education sector extending from
pre-school to Grade 12.

It is a matter of great pleasure to introduce this learning outcome-based curriculum as part of the
vocational training package for the job role of Agriculture Extension Service Provider. The curriculum
has been developed for the secondary students of Grades 11 and 12 and is aligned to the National
Occupation Standards (NOSs) for the job role. 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 skill needs. The teaching-
learning is to be done through interactive sessions in classrooms, practical activities in laboratories or
workshops, projects, field visits, etc. and professional experience is to be provided through on-the-job
training.

The curriculum has been developed and reviewed by a group of experts and their contributions are duly
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.

DINESH PRASAD SAKLANI

Director
National Council of Education Research and Training

i
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

PREFACE
India today stands poised at a very exciting juncture in its saga. The potential for achieving inclusive
growth is 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. In order to fulfil the growing aspirations of our youth and the demand for a skilled
human resource, the Ministry of Education (erstwhile, Ministry of Human Resource Development
(MHRD), Government of India introduced the revised Centrally Sponsored Scheme of
Vocationalisation of School 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
with the responsibility to develop learning outcome-based curricula, student textbooks and e-learning
material for job roles in various sectors.
The PSSCIVE firmly believes that the vocationalisation of education in the nation needs 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 society and the world of work. In order to honour its commitment to the nation, the
PSSSCIVE is developing learning outcome- based curricula with the involvement of faculty members
and leading experts in the field. It is being done through the concerted efforts of leading academicians,
professionals, policymakers, partner institutions, Vocational Education and Training (VET) 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. 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.
The success of this curriculum depends upon its effective implementation, and it is expected that the
managers of vocational education programme, vocational educators, vocational teachers/trainers, and
other stakeholders will make earnest efforts to provide better facilities, develop linkages with the
industry or world of work and foster a conducive learning environment for the students for effectively
transacting the curriculum and to achieve the learning outcomes as per the content of the curriculum
document.

DEEPAK PALIWAL
Joint Director
PSS Central Institute of Vocational Education

ii
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

ACKNOWLEDGEMENTS

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 Samagra Shiksha and the officials of the
Ministry of Education (MoE), 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 Samagra Shiksha, MoE, SS Cell at
the National Council of Educational Research and Training (NCERT), National Skill Development
Agency (NSDA), National Skill Development Corporation (NSDC) and Agriculture Skill Council of
India (ASCI) for their academic support and cooperation.

We are grateful to the contributors for their earnest efforts and contributions in the development of this
learning outcome-based curriculum. Their names are acknowledged in the list of contributors. Their
names are acknowledged in the list of contributors and reviewers.

We are also grateful to Dr Anoop Kumar Rathore, Course Coordinator, Department of Agriculture and
Animal Husbandry, PSSCIVE, Bhopal for his contributions.

The contributions made by Dr. Vinay Swarup Mehrotra, Professor, Curriculum Development and
Evaluation Centre (CDEC), Dr. Vipin Kumar Jain, Associate Professor, Department of Humanities,
Science, Education and Research and Dr. Dipak D. Shudhalwar, Professor, Department of Engineering
and Technology, PSSCIVE in development of the curriculum for the employability skills are duly
acknowledged.

The suggestions and editorial support provided by Mr. Aman Kumar Assistant Professors, Department
of Agriculture and Animal Husbandry, PSSCIVE are duly appreciated and acknowledged.

PSSCIVE Team

iii
CONTENTS

S.No. Title Page No.

Foreword i
Preface ii
Acknowledgement iii
1. Course Overview 1
2. Scheme of Units and Assessment 2
3. Teaching/Training Activities 3
4. Certification 4
5. Unit Content CLASS 11
Part A Employability Skills
Unit 1: Communication Skills – I 6
Unit 2: Self-management Skills – I 8
Unit 3: Information and Communication 9
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 11
Unit 5: Green Skills – I 12
Part B Vocational Skills
Unit 1: Introduction to Agriculture Extension Service 13
Provider
Unit 2: Planning and Implementation of Agricultural 13
Extension Services
Unit 3: Extension Methods for Agriculture Extension 14
Service Provider
CLASS 12
Part A Employability Skills
Unit 1: Communication Skills – II 15
Unit 2: Self-management Skills – II 16
Unit 3: Information and Communication 16
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 18
Unit 5: Green Skills – II 19
Part B Vocational Skills
Unit 1: Organize Training Programmes 20
Unit 2: Assisting Farmers in Establishing Linkages 20
and Agri-Business Practices
Unit 3: Formation and Operations of Self-Help 21
Groups (SHGs), Farmers Interest Groups (FIGs),
and Producer Groups (PGs)
Unit 4: Hygiene, cleanliness, safety and 21
emergency procedures at workplace
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

6. Organization of Field Visits 22

7. List of Equipment and Materials 22
8. Vocational Teachers/ Trainers Qualification and Guidelines 23
9. List of Reference books 25
10. List of Contributors 26
11. List of Reviewers 26
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

1. COURSE OVERVIEW
Course Title: Agriculture Extension Service Provider
An Agriculture Extension Service Provider is responsible for conducting training sessions and
demonstrations for farmers to explain various agricultural practices and use of a variety of
agricultural machineries, tools, implements and equipment. The individual assists the farmers in
establishing forward and backward linkages and increase agricultural production.
COURSE OUTCOMES: On completion of the course, students should be able to:
❖ Apply effective oral and written communication skills to interact with people and
customers;
❖ Identify the principal components of a computer system;
❖ Demonstrate the basic skills of using computer;
❖ Demonstrate self-management skills;
❖ Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills &
abilities;
❖ Demonstrate the knowledge of the importance of green skills in meeting the challenges
of sustainable development and environment protection;
❖ Communicate effectively with the client
❖ Identify the principal components of a computer system
❖ Explain the concept of Agricultural extension service provider
❖ Explain issues and challenges of Agricultural extension service provider
❖ Demonstrate planning for effective extension services
❖ Demonstrate steps in implementation of Agriculture Extension Service
❖ Demonstrate various tools for implementing extension service
❖ Explain the importance of preparing the Package of Practices (PoP) for the implementation of
relevant technologies using various extension methods
❖ Demonstrate designing, implementation and evaluation of training programs
❖ Demonstrate report writing and presentation skills
❖ Explain the concept and importance of agri credit and agribusiness / agriprenuership
❖ Demonstrate forward and backward linkages in agriculture
❖ Explain various govt schemes
❖ Explain the formation and operations of SHGs, FIGs, and PGs
❖ Identify various value-addition practices
❖ Demonstrate First Aid, Treatment and Safety Equipment
❖ Safe use of lab equipment
COURSE REQUIREMENTS: The learner should have the basic knowledge of science.
COURSE LEVEL: On completion of this course, a student can take up a higher level course for a job
role in Agriculture Extension Service Provider.

COURSE 600 hrs

DURATION:
Class 11 : 300 hrs
Class 12 : 300 hrs

Total : 600 hrs

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© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

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 Grades 11 and 12 opting for vocational
subject along with general education subjects. The unit-wise distribution of hours and marks for
Class 11 is as follows:
The unit-wise distribution of hours and marks for Grade 11 is as follows:

GRADE 11
Units No. of Hours Max. Marks for
for Theory Theory and
and Practical Practical
300 100
Part A Employability Skills
Unit 1: Communication Skills – III 25
Unit 2: Self-management Skills – III 25
Unit 3: Information and Communication Technology 20
Skills – III 10
Unit 4: Entrepreneurial Skills – III 25
Unit 5: Green Skills – III 15
Total 110 10
Part B Vocational Skills
Unit 1: Introduction to Agriculture Extension Service 45
Provider
Unit 2: Planning and Implementation of Agricultural 65 40
Extension Services
Unit 3: Extension Methods for Agriculture Extension 55
Service Provider
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

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The unit-wise distribution of hours and marks for Grade 12 is as follows:

GRADE 12
No. of Hours for Max. Marks for
Units Theory and Theory and
Practical Practical
200 100
Part A Employability Skills
Unit 1: Communication Skills – IV 25
Unit 2: Self-management Skills – IV 25
Unit 3: Information and Communication 20 10
Technology Skills – IV
Unit 4: Entrepreneurial Skills – IV 25
Unit 5: Green Skills – IV 15
Total 110 10
Part B Vocational Skills
Unit 1: Organize Training Programmes 40
Unit 2: Assisting Farmers in Establishing 50
Linkages and Agri-Business Practices
40
Unit 3: Formation and Operations of Self-Help 45
Groups (SHGs), Farmers Interest Groups
(FIGs), and Producer Groups (PGs)
Unit 4: Hygiene, cleanliness, safety and 30
emergency procedures at workplace
Total 165 40
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Grand Total 300 100

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,
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© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

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. ASSESMENT AND CERTIFICATION

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

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal assessment
and second an external examination, including theory examination to be conducted by the Board.
The assessment tools shall contain components for testing the knowledge and application of
knowledge. The knowledge test can be objective paper-based test or short structured questions based
on the content of the curriculum.

Written Test allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the subject
experts comprising group of experts of academicians, experts from existing vocational subject
experts/teachers, subject experts from university/colleges or industry. The respective Sector Skill
Curriculum: Agriculture Extension Service Provider 4 |Page
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

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: 40

No. of Questions
Very Short Long
Typology of Question Short Answer Answer Marks
Answer (2 Marks) (3 Marks)
(1 mark)
1. Remembering – (Knowledge based
simple recall questions, to know specific
facts, terms, concepts, principles, or 3 2 2 13
theories; identify, define or recite,
information)
2. Understanding – (Comprehension – to be
familiar with meaning and to understand 2 3 2 14
conceptually, interpret, compare, contrast,
explain, paraphrase, or interpret
information)
3. Application – (Use abstract information in
concrete situation, to apply knowledge 0 2 1 07
tonew situations: Use given content to
interpret a situation, private an example, or
solve a problem)
4. High Order Thinking Skills – (Analysis &
Synthesis – Classify, compare, contrast, or
differentiate between different pieces of 0 2 0 04
information; 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 0 1 0 02
outcome, or to predict outcomes based
on values)
Total 5x1=5 10x2=20 5x3=15 40
(20
questions)

SKILL ASSESSMENT (PRACTICAL)

Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The competency
checklist should be developed as per the National Occupation Standards (NOSs) given in the
Qualification Pack for the Job Role to bring about necessary consistency in the quality of
assessment across different sectors and Institutions.
The student has to demonstrate competency against the performance criteria defined in the National
Occupation Standards and the assessment will indicate that they are 'competent', or are 'not yet
competent'. The assessors assessing the skills of the students should possess a current experience in
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© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

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 organized 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.

UNIT CONTENTS

GRADE 11

Part A: Employability Skills

.No. Units Duration (hrs)
1. Communication Skills- III 25
2. Self-management Skills – III 25
3. Information and Communication Technology Skills - III 20
4. Entrepreneurial Skills – III 25
5. Green Skills – III 15
Total 110

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UNIT 1: COMMUNICATION SKILLS – III

Duration: 25 hrs
Learning Outcome Theory (10 hrs) Practical (15 hrs)
1. Demonstrate • Introduction to • Role-play on the
Knowledge of communication communication process
Effective • Importance of • Group discussion on factors
Communication communication affecting perspectives in
• Elements of communication
communication • Classroom discussion on the
• Perspectives in 7Cs of effective communication
communication (i.e. Clear, Concise, Concrete,
• Effective communication Correct, Coherent, Courteous
and Complete)
• Chart making on elements of
communication
2. Demonstrate Verbal • Verbal communication • Role-play of a phone
Communication • Public speaking conversation.
• Group exercise on delivering
speech and practicing public
speaking
3. Demonstrate Non- • Importance of non-verbal • Role-play on non-verbal
Verbal communication communication
Communication • Types of non-verbal • Group exercise and discussion
communication on Do’s and Don’ts to avoid
• Visual communication body language mistakes
• Group activity on methods of
communication
4. Use Correct • Pronunciation basics • Group exercises on pronouncing
Pronunciation • Speaking properly words
• Phonetics
• Types of sounds
5. Demonstrate the • Important communication • Group discussion on
knowledge of styles communication styles
Assertive • Assertive communication • Group discussion on observing
Communication • Advantages of assertive and sharing communication styles
Style communication
• Practicing assertive
communication
6. Demonstrate the • Steps for saying ‘No’ • Group discussion on how to
Knowledge of • Connecting words respond
Saying No (Conjunctions) • Group activity on saying ‘No’

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7. Identify and Use • Capitalization • Group exercises on identifying

Parts of Speech in • Punctuation parts of speech
Writing • Basic parts of speech • Group exercises on constructing
• Supporting parts of sentences
speech • Group exercises on nouns

8. Write Sentences and • Parts of a sentence • Exercises on making sentences

Paragraphs • Types of objects • Activity on active and passive
• Types of sentences voice
• Paragraph • Assignment on writing different
types of sentences
9. Communicate with • Greetings • Role-play on formal and
People • Introducing self and others informal greetings
• Role-play on introducing
someone
• Practice session and group
discussion on greeting different
people.
10. Introduce Self to • Talking about self • Practicing self-introduction to
Others and Write • Filling out a form to write write about self
About Oneself about self • Filling up forms to write about
• self

11. Ask Questions • Types of questions • Exercise on asking different

• Asking close-ended and types of questions
open-ended questions • Group activity on framing open
and close-ended questions
12. Communicate • Words that show relations • Practice talking about family
Information About in the family • Role-play on talking about family
Family to Others members

13. Describe Habits and • Concept of habits and • Group discussion on habits and
Routines routines routines
• Group activity on describing
routines
14. Ask or Give • Asking for directions to a • Role-play on asking and giving
Directions to Others place directions to a place
• Giving directions for a • Identifying symbols used for
place giving directions

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© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL

UNIT 2: SELF-MANAGEMENT SKILLS – III

Duration: 25 hrs
Theory (10 hrs) Practical (15 hrs)
1. Identify and Analyse • Knowing yourself • Activity on writing aim in life
Own Strengths and • Identifying strengths • Preparing a worksheet on
Weaknesses and weaknesses interests and abilities
• Difference between
interests and abilities
2. Demonstrate Personal • Guidelines for dressing • Role-play on dressing and
Grooming and grooming grooming standards
• Self-reflection activity on
dressing and grooming
3. Maintain Personal • Importance of personal • Role-play on personal hygiene
Hygiene hygiene • Assignment on personal hygiene
• Three steps to personal
hygiene
• Essential steps of hand
washing
4. Demonstrate the • Describe the benefits of • Assignment on working in a
Knowledge of teamwork team
Working in a Team • Working in a team • Self-reflection on teamwork
and Participating in
Group Activities
5. Describe the • Benefits of networking • Group exercise on networking in
Importance of skills action
Networking Skills • Steps to build • Assignment on networking skills
networking skills
6. Describe the Meaning • Self-motivation • Activity on staying motivated
and Importance of • Types of motivation • Assignment on reasons hindering
Self-Motivation • Qualities of Self- motivation
motivated people
7. Set SMART Goals • Meaning of goals and • Assignment on setting SMART
purpose of goal-setting goals
• Setting SMART • Activity in developing long-term
(Specific, Measurable, and short-term goals using the
Attainable, Realistic and SMART method
Timebound) goals
8. Apply Time • Time management • Preparing a checklist of daily
Management • Steps for effective time activities
Strategies and management • Preparing to-do-list
Techniques

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UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – III

Duration: 20 hours
Theory (08 hrs) Practical (12 hrs)
1. Create A Document on • Introduction to ICT • Group activity on demonstration
the Word Processor • Advantages of using and practice of the following:
(Information and i. Creating a new document
Communication ii. Typing text
Technology) a word iii. Saving the text
processor. iv. Opening and saving files
• Working with Libre on Microsoft Word/Libre
Office Writer Office Writer.
2. Identify the basic • Standard user interface • Group activity on using the basic
interface of of LibreOffice writer user interface of LibreOffice
LibreOffice i. Status bar writer
ii. Menu bar • Group activity on working with
iii. Tool bar Microsoft Word
iv. Making a text
bold
3. Save, Close, Open and • Saving a Word • Group activity on performing the
Print Document document functions for saving, closing, and
• Closing a Word printing documents in
document LibreOffice Writer
• Opening an existing • Group activity on performing the
document functions for saving, closing, and
printing documents in Microsoft
• Printing a Word document
Word
4. Format Text in a Word • Changing style and size • Group activity on formatting text
Document of text in LibreOffice Writer
• Aligning text and • Group activity on formatting text
• Cutting, Copying, in Microsoft Word
Pasting text
• Finding and replacing
5. Check Spelling and • Starting a spell checker • Group activity on checking
Grammar in a Word • Short-cut menu for spell spellings and grammar using
Document checker LibreOffice Writer
• Autocorrecting spellings • Group activity on checking
spelling and grammar using
Microsoft Word
6. Insert Lists, Tables, • Insert bullet list • Practical exercise of inserting
Pictures, and Shapes • Inserting the following lists and tables using LibreOffice
in a Word Document in Word document Writer
i. Number list

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ii. Tables
iii. Pictures
iv. Shapes
7. Insert Header, Footer • Inserting the following • Practical exercises of inserting
and Page Number in a in a Word document header, footer and page numbers
Word Document i. Header in LibreOffice Writer and
ii. Footer Microsoft Word
iii. page number
iv. Page count
8. Demonstrate the Use of • Tracking changes in • Group activity on performing
Track Change Option LibreOffice Writer changes in track mode in
in a Word Document • Manage option LibreOffice Writer and
• Comparing documents Microsoft Word

UNIT 4: ENTREPRENEURSHIP SKILLS – III

Duration: 25 hrs
Theory (10 hrs) Practical (15 hrs)
1. Differentiate Between • Introduction to • Role-play on different kinds of
Different Kinds of entrepreneurship businesses around us
Businesses • Types of business
activities –
manufacturing, trading,
and service
2. Describe the • Values of an • Role-play on qualities of an
Significance of entrepreneur entrepreneur
Entrepreneurial • Case study on qualities
Values of an entrepreneur
3. Describe the • Difference between the • Interviewing employees and
Attitudinal Changes attitude of an entrepreneurs
Required to Become entrepreneur and an
an Entrepreneur employee
4. Describe the • Problems of • Group activity on identifying and
Importance of entrepreneurs solving problems
Thinking Like an • Problem-solving
Entrepreneur • Thinking like an
entrepreneur to solve
problems
5. Generate Business • The business cycle • Group activity to create business
Ideas • Principles of idea ideas
creation
• Generating a business
idea
• Case studies
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6. Describe Customer • Understanding • Group activity for conducting a

Needs and the customer needs customer survey
Importance of • Conducting a customer
Conducting a survey
Customer Survey
7. Create a Business • Importance of business • Group activity on developing a
Plan planning business plan
• Preparing a business
plan
• Principles to follow
for growing a business
• Case studies

UNIT 5: GREEN SKILLS – III

Duration: 15 hrs
Theory (07 hrs) Practical (08 hrs)
1. Describe the • Important sectors of • Group discussion on sectors of the
Importance of the Main green economy- green economy
Sectors of the Green i. Agriculture • Preparing posters on various
Economy ii. Energy resources sectors for promoting the green
iii. Construction economy
iv. Fisheries
v. Forestry
vi. Tourism
vii. Transport
viii. Water Management
ix. Waste management
x. Manufacturing
xi. Industry
2. Describe Policies for • Policies for a green • Group discussion on initiatives for
the Green Economy economy promoting the green economy
• Writing an essay or a short note on
the important initiatives for
promoting a green economy.
3. Describe the Role of • Stakeholders in the • Group discussion on the role of
Various Stakeholders in green economy stakeholders in the green economy
the Green Economy • Making solar bulbs.
4. Describe the Role of • Role of the • Group discussion on the role of
Government and government in government and private agencies
Private Agencies in the promoting a green in promoting a green economy.
Green Economy economy • Preparing posters on green
• Role of private agencies sectors.
in promoting green
economy

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GRADE 11
Part B: Vocational Skills

Sr. No. Unit Duration

(in Hrs.)
1 Unit 1: Introduction to Agriculture Extension Service Provider 45
2 Unit 2: Planning and Implementation of Agricultural Extension Services 65
3 Unit 3: Extension Methods for Agriculture Extension Service Provider 55
Total 165

Unit 1: Introduction to Agriculture Extension Service Provider

Learning Outcome Theory Practical Duration
(15 Hrs) (30 Hrs) (45 Hrs)
1 Explain the concept of 1. Definition, meaning, concept 1. Visit nearby Krishi 25 Hrs
Agricultural extension and principles of Extension Vigyan Kendra or Farmers
service provider 2. Orientation to Agricultural training centers (FTC) and
extension service sectors interact with extension
3. Perceived roles and officials about various
responsibilities of an Agriculture Extension
Agriculture Extension Service.
Service Provider
2. Explain issues and 1. Changing paradigm of 1. Identify one extension 20 Hrs
challenges of Agricultural extension service organization and
Agricultural services enlist their challenges and
extension service 2. Challenges and future future prospects from
provider prospects of Agricultural secondary source (books,
extension service provider internet, magazine, etc.)

Total 45 Hrs

Unit 2: Planning and Implementation of Agricultural Extension Services

Learning Outcome Theory Practical Duration
(25 Hrs) (40 Hrs) (65 Hrs)
1. Demonstrate 1. Concept and importance of 1. Develop a plan on 25 Hrs
planning for programme planning in spreading awareness
effective extension Agriculture Extension Service related to any agriculture
services 2. Planning for agriculture practices.
extension services
• Participatory and Non-
Participatory
3. Steps of programme planning
• Selection of the Target
Area and Groups
• Need assessment and
objective formulation
• Design and development
of programme plan
2. Demonstrate steps 1. Steps in implementation of 1. Visit nearby Krishi 20 Hrs
in implementation agriculture extension services Vigyan Kendra or SAUs
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of Agriculture • Pre- requisite of and observe

Extension Service implementation implementation steps of
• During implementation agriculture related
• Post implementation practices.
3. Demonstrate 1. Relevant tools and 1. Prepare a questionnaire 20 Hrs
various tools for technologies to provide with the help of teacher
implementing extension services to farmers. and collect information
extension service 2. Emerging methods and trends from nearby agencies or
in programme planning and service provider.
implementation Agriculture
Extension Service
Total 65 Hrs

Unit 3: Extension Methods for Agriculture Extension Service Provider

Learning Outcome Theory Practical Duration
(25 Hrs) (30 Hrs) (55 Hrs)
1. Explain the importance 1. Types of extension methods 1. Choose any methods
of preparing the a- Individual method and demonstrate its 55 Hrs
Package of Practices • Flag method usability.
(PoP) for the
• Personal call 2. Visit nearby farmers fair
implementation of
relevant technologies • Farm and home visit and enlist Package of
using various extension b- Group method
Practices displayed.
methods. • Focus group discussion
• Farmers meeting
• Field day
• Farmers field school
• Demonstration
C- Mass method
• Farmers fair
• Television
• Radio
• Newspaper
• Community radio
• Social media
Total 55 Hrs

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GRADE 12
Part A: Employability Skills

S.No. Units Duration (hrs)

1. Communication Skills- IV 25
2. Self-management Skills - IV 25
3. Information and Communication Technology Skills - IV 20
4. Entrepreneurial Skills - IV 25
5. Green Skills - IV 15
Total 110

UNIT 1: COMMUNICATION SKILLS – IV

Duration: 25 hrs
Learning Outcome Theory (10 hrs) Practical (15 hrs)
1. Demonstrate Active • Active listening -listening skill • Group discussion on
Listening Skills and stages of active listening factors affecting active
• Overcoming barriers to active listening
listening • Preparing posters of steps
for active listening
• Role-play on negative
effects of not listening
actively
2. Identify the Parts of • Parts of speech – using capitals, • Group practice on
Speech punctuation, and basic parts of identifying parts of
speech speech
• Supporting parts of speech • Group practice on
constructing sentences
3. Write Sentences • Writing simple sentence • Group work on writing
• Writing complex sentences sentences and
• Types of object paragraphs
• Types of sentences • Group work on
i. Active and Passive sentences practicing writing
ii. Statement/ sentences in active or
iii. Declarative sentence passive voice
iv. Question/ • Group work on writing
v. Interrogative sentence different types of
vi. Emotion/ sentences (i.e., declarative,
vii. Reaction or Exclamatory exclamatory, interrogative
sentence and imperative)
viii. Order or Imperative sentence
ix. Paragraph writing

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UNIT 2: SELF-MANAGEMENT SKILLS – IV

Duration: 25 hrs
Learning Outcome Theory (10 hrs) Practical (15 hrs)
1. Describe the Various • Motivation and positive attitude • Role-play on avoiding
Factors Influencing • Intrinsic and extrinsic motivation stressful situations
Motivation and • Positive attitude – ways to • Activity on listing
Positive Attitude maintain positive attitude negative situations and
• Stress and stress management - ways to turn them to
ways to manage stress positive
2. Demonstrate the • Becoming result-oriented • Group activity on listing
Knowledge of • Goal setting – examples of aim in life
becoming Oriented result-oriented goals
3. Describe the • Steps towards self-awareness • Group discussion on self-
Importance of Self- • Personality and basic personality awareness
Awareness and the traits
Basic Personality • Common personality disorders-
Traits, Types and i. Suspicious
Disorders ii. Emotional and impulsive
iii. Anxious
• Steps to overcome
personality disorders

UNIT 3: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS – IV

Duration: 25 hrs
Theory (06 hrs) Practical (14 hrs)
1. Identify the • Getting started with a spreadsheet - • 1. Group activity on
Components of a types of a spreadsheet identifying components of
Spreadsheet • Steps to start LibreOffice Calc., spreadsheet in
Application • Components of a worksheet. LibreOffice Calc.
2. Perform Basic • Opening workbook and entering • Group activity on
Operations in a data – types of data, steps to enter working with data on
Spreadsheet data, editing and deleting data in a LibreOffice Calc.
cell
• Selecting multiple cells
• Saving the spreadsheet in various
formats
• Closing the spreadsheet
• Opening the spreadsheet.
• Printing the spreadsheet.
3. Demonstrate the • Using a spreadsheet for addition – • Group activity on
Knowledge of adding value directly, adding by formatting a spreadsheet
Working with Data using cell address, using a mouse in LibreOffice Calc
and Formatting to select values in a formula, using • Group activity on
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Text sum function, copying and moving performing basic

formula calculations in
• Formatting cell and content LibreOffice Calc.
• Changing text style and font size
• Aligning text in a cell
• Highlighting text

4. Demonstrate the • Advanced features in Spreadsheet • Group activity on sorting

Knowledge of i. Sorting data data in LibreOffice Calc
Using Advanced ii. Filtering data
Features in iii. Protecting spreadsheet with
Spreadsheet password
5. Make Use of • Steps to start LibreOffice Impress • Group practice on
Software for • Adding text to a slide presentation working with LibreOffice
Making Slides Impress tools
Presentations
6. Demonstrate the • Printing a presentation • Group activity on closing
Knowledge of and saving a presentation in
Opening, Closing LibreOffice Impress
and Slide
Presentations
7. Demonstrate the • Working with slides and text • Group practice on working
Knowledge of in a presentation- adding with font styles in
working with slides to a presentation, LibreOffice Impress
Slides deleting slides, adding and
formatting text, highlighting
text, aligning text and
changing text color
8. Demonstrate the • Advanced features used in a • Group activity on
Use of Advanced presentation changing slide layout on
Features in a • Inserting shapes in the LibreOffice Impress
Presentation presentation
• Inserting clipart and images in a
presentation
• Changing slide layout

UNIT 4: ENTREPRENEURSHIP SKILLS – IV

Duration: 25 hrs
Learning Outcome Theory (10 hrs) Practical (15 hrs)
1. Describe the Types and • Entrepreneurship and • Group discussion on the
Qualities of entrepreneur topic “An entrepreneur is
Entrepreneurs • Characteristics of not born but created”.
entrepreneurship • Conducting a classroom
• Entrepreneurship-art and quiz on various aspects of
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science entrepreneurship.
• Qualities of a successful
entrepreneur
• Types of entrepreneurs
• Roles and functions of an
entrepreneur
• What motivates an
entrepreneur?
• Identifying opportunities and
risk-taking
• Startups
2. Identify the Barriers to • Barriers to entrepreneurship • Group discussion about
Entrepreneurship i. Environmental barriers “What we fear about
ii. Faulty business plan entrepreneurship”
iii. Personal barriers • Activity on taking an
interview of an
entrepreneur.
3. Identify the Attitude • Entrepreneurial attitude -----------
that Makes an
Entrepreneur
Successful
4. Demonstrate the • Entrepreneurial competencies • Playing games, such as
Knowledge of i. Decisiveness “Who am I”.
Entrepreneurial ii. Initiative • Group discussion on
Attitude and iii. Interpersonal skills- business ideas
Competencies positive attitude, stress • Group practice on “Best
management out of Waste”
iv. Perseverance • Group discussion on the
v. Organizational skills- time topic of “Let’s grow
management, goal setting, together”
efficiency, managing quality • Group activity on listing
stress and methods to
deal with it
• Group activity on time
management
• Activity on “My
entrepreneurial attitude”

UNIT 5: GREEN SKILLS – IV

Duration: 25 hrs
Learning Outcome Theory (05 hrs) Practical (10 hrs)
1. Identify the Benefits of • Green jobs • Group discussion on the
the Green Jobs • Benefits of green jobs importance of green jobs.
• Green jobs in different
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sectors:
i. Agriculture
ii. Transportation
iii. Water conservation
iv. Solar and wind energy
v. Eco-tourism
vi. Building and
construction
vii. Solid waste management
viii. Appropriate technology
2. State the Importance of • Importance of green jobs in • Preparing posters on
Green Jobs the following green jobs.
i. Limiting greenhouse gas • Group activity on tree
emissions plantation.
ii. Minimizing waste and
pollution
iii. Protecting and restoring
ecosystems
iv. Adapting to the effects of
climate change

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GRADE 12

Part B–Vocational Skills

Sr. No. Unit Duration
1 Unit 1: Organize Training Programmes 40
2 Unit 2: Assisting Farmers in Establishing Linkages and Agri-Business 50
Practices
3 Unit 3: Formation and Operations of Self-Help Groups (SHGs), Farmers 45
Interest Groups (FIGs), and Producer Groups (PGs)
4 Unit 4: Hygiene, cleanliness, safety and emergency procedures at workplace 30
Total 165

Unit 1: Organize Training Programmes

Learning Outcome Theory Practical Duration
(15 Hrs) (25 Hrs) (40 Hrs)
1. Demonstrate 1. Concept and importance of 1. Identify need based 25 Hrs
designing, training and Experiential topic and develop
implementation and learning cycle (ELC) lesson plan two days
evaluation of training 2. Design and implementation training programme
programs of agricultural training
programmes
• Identifying targeted
audience and need
assessment
• Setting objectives
(SMART)
• Training schedule
preparation
• Selection of location
• Selection of training
methods
• Resources required for
training
• Implementation and
evaluation
2. Demonstrate report 1. Preparation of report and its 1. Prepare the report on 15 Hrs
writing and presentation presentation event organized at
skills 2. Evaluation, feedback and school.
Follow up of Training
Programme
Total 40 Hrs

Unit 2: Assisting Farmers in Establishing Linkages and Agri-Business Practices

Learning Outcome Theory Practical Duration
(20 Hrs) (30 Hrs) (50 Hrs)
1. Explain the 1. Concepts of agribusiness, 1. Develop inventory of 20 Hrs
concept and ABCs, FPOs, village crop insurance/credit
importance of agri Panchayat, and cooperatives schemes.
credit and 2. Describe Credit insurance, 2. Visit/interaction with
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agribusiness / CSR, input agencies, local nearby agri startups/FPOs.

agriprenuership market
2. Demonstrate 1. Forward and Backward 1. Illustrate supply chain 15 Hrs
forward and Linkages in Agriculture sector model of a given crop and
backward linkages 2. Steps in assisting farmers for indicate Forward and
in agriculture developing linkages with Backward Linkages.
service and input provider,
markets and buyers
3. Explain various govt 1. Explain various forecasting 1. Prepare an assignment 15 Hrs
schemes techniques on given government
2. Various govt. Initiative/ scheme and highlight their
schemes feature.
• PM-KISAN
• PMFBY
• MSP
• KCC
• e-Nam
Total 50 Hrs

Unit 3: Formation and Operations of Self-Help Groups (SHGs), Farmers Interest Groups
(FIGs), and Producer Groups (PGs)
Learning Outcome Theory Practical Duration
(20 Hrs) (25 Hrs) (45 Hrs)
1. Explain the formation and 1. Concept of SHGs, FIGs, 1. Visit to any nearby 25 Hrs
operations of SHGs, FIGs, and PGs, SHGs/ FIGs and prepare
and PGs 2. Principles, formation and report.
operations of SHGs, FIGs,
and PGs,
3. Linkage of SHGs, FIGs,
and PGs with bank and
agri inputs Dealers.
4. Case of successful SHGs,
FIGs, and PGs
3. Identify various value- 1. Importance of upskilling 1. Develop a case study on 20 Hrs
addition practices 2. Successful cases of value- value addition practices of
addition practices to nearby SHGs/ FIGs/
increase business Entrepreneur.
profitability
Total 45 Hrs

Unit 4: Hygiene, cleanliness, safety and emergency procedures at workplace

Learning Outcome Theory Practical Duration
(10 Hrs) (20 Hrs) (30 Hrs)
1. Demonstrate First Aid, 1. Describe common health 1. Identification of the 15 Hrs.
Treatment and Safety and safety guidelines to be components of first
Equipment followed at the workplace aid kit
2. Chemical poisoning and 2. Identification of
first aid measures safety and protective
3. Treatment for simple devices
chemical poisoning 3. Demonstrate Use of
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4. Safety and protective safety and protective

Equipment devices
5. Emergency response
6. Health and safety
awareness at work place
1. Safe use of lab 1. Checking the tools and lab 1. Demonstration of 15 Hrs
equipment equipment before use general inspections
2. Safety precautions taken for use of lab
during use of lab equipment equipment
3. Daily/periodic mandatory 2. Demonstration of
inspections of lab precautions taken
equipment during use of lab
4. Protective measures during equipment
operating lab equipment
Total 30 Hrs

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 a nearby agricultural extension center, Krishi Vigyan Kendra (KVK), agricultural research
institute, or farmer's field and observe the following: Location, Site, Area, Types of extension
activities conducted, Infrastructure, Equipment used, Office building, Training and meeting halls,
Demonstration plots, Soil and water testing facilities, Storage area, Seed distribution unit, Advisory
service area, ICT tools used, Biosecurity measures, Gate and fencing. During the visit, students
should obtain the following information from the extension officer or the supervisor of the center:

1. Total area covered under extension services and its layout

2. Types of crops and farming practices promoted
3. Extension service methods used (e.g., on-field demonstrations, ICT-based advisory, farmer
training, etc.)
4. Techniques adopted for soil and water management
5. Whether farmer groups/cooperatives are supported
6. Number of training and awareness programs conducted annually
7. Number of farmers reached and benefited
8. Marketing and sale procedure of agricultural inputs
9. Manpower engaged in extension services
10. Total expenditure in setting up the extension center
11. Water and soil management practices promoted
12. Total annual income generated through extension activities
13. Impact assessment of extension services on the farming community

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14. Any other relevant information

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.
➢ Computer
➢ Projection Equipment
➢ Power Point Software
➢ Personal Protective Equipment

8. VOCATIONAL TEACHERS/ TRAINERS QUALIFICATION AND GUIDELINES

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 Age Limit
Competencies
1. Bachelor's degree in • Effective 18-37 years (as on Jan. 01
Agriculture or Horticulture communication (year))
(B.Sc. Ag/ B.Sc. Horti) with skills (oral and
one year experience or written) Age relaxation to be provided
Master's degree (M.Sc.) in • Basic computing as per Govt. rules
Agriculture Extension skills.
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as an
integral part of Samagra Shiksha. 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 the following
ways:

(i) 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
(ii) 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

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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.
The Head Master/Principal of the school where the scheme is being implemented should facilitate
and ensure that the Vocational Teachers/Trainers:
(i) Prepare session plans and deliver sessions which have a clear and relevant purpose and
which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to achieve
the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) 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;
(v) 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;

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(vi) Identify the weaknesses of students and assist them in upgradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different abilities
(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) 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:

1. Participation in guidance and counselling activities conducted at Institutional, District

and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous upgradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and
International level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education;
9. Publication of papers in National and International Journals;
10. Organization of activities for promotion of vocational subjects;
11. Involvement in placement of students /student support services.

9. LIST OF REFERENCE BOOK

• Handbook of Agricultural Extension, Directorate of Knowledge Management in
Agriculture, Indian Council of Agricultural Research

• Fundamentals of Agricultural Extension Education,2020– Sagar Mondal, Kalyani

Publishers

• Extension Education and Rural Development, 2016 – Dr. J. P. Singh, SR Scientific

10. LIST OF CONTRIBUTORS

Sl. No. Name and address of expert
1. Dr. Anup Prakash Upadhyay, Associate Professor, IIFM, Bhopal
2. Dr. Shinogi K. C., Senior Scientist, ICAR-IISS, Bhopal
3. Dr. Kamini Bisht, Assistant Professor, Jawaharlal Nehru Krishi Vishwavidyalaya, Jabalpur,
Madhya Pradesh

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4. Dr. Parvez Rajan, Assistant Professor, Jawaharlal Nehru Krishi Vishwavidyalaya, Jabalpur,
Madhya Pradesh
5. Dr. Rajiv Kumar Pathak, Professor and Head, Department of Agriculture and Animal
Husbandry, PSSCIVE, NCERT, Shyamla Hills, Bhopal, Madhya Pradesh
6. Mr. Aman Kumar, Assistant Professor, Department of Agriculture and Animal Husbandry,
PSSCIVE, NCERT, Shyamla Hills, Bhopal, Madhya Pradesh
7. Dr. Anoop Kumar Rathore, Assistant Professor, Department of Agriculture and Animal
Husbandry, PSSCIVE, NCERT, Shyamla Hills, Bhopal, Madhya Pradesh

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PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Shyamla Hills, Bhopal- 462 002, M.P., India

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