Competency Based Curriculum National Skills Qualifications Framework NSQF Level 1 (Class IX) Sector: IT-ITeS

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National Skills Qualifications Framework

NSQF Level 1 (Class IX)

Sector: IT-ITeS

PSS Central Institute of Vocational Education, Bhopal

(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource

Development, Government of India)

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Page 2 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014

Copyright © 2014. PSS Central Institute of Vocational Education. All rights reserved.

Unless otherwise indicated, all materials on these pages are copyrighted by the PSS Central Institute of

Vocational Education, a constituent unit of National Council of Educational Research and Training. No part

of these pages, either text or image may be used for any purpose other than personal use. Therefore,

reproduction, modification, storage in a retrieval system or retransmission, in any form or by any means,

electronic, mechanical or otherwise, for reasons other than personal use, is strictly prohibited without

prior written permission.

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1. Introduction

04 2. About the sector

05 3. Objectives of the course

06 4. Course structure

07 5. Classroom activities

07 6. Practical activities

07 7. On-the-job training

07 8. Certification

08 9. Units

ITHA101-NQ2014

Computer Fundamentals – I

09 ITHA102-NQ2014

Communication at Workplace

11 ITHA103-NQ2014

Computer Operating Systems - I

12 ITHA104-NQ2014

Health, Safety and Security - I

14 ITHA105-NQ2014

IT Helpdesk System Fundamentals

15 ITHA106-NQ2014

Fundamentals of Operating System

17 ITHA107-NQ2014

Fundamentals of Network Operating Systems

19 10. Assessment Guide

20 11. List of Tools, equipment and materials

22

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Introduction

The National Vocational Education Qualifications Framework (NVEQF) developed by the Ministry of Human Resource Development (MHRD), Government of India is a descriptive framework that provides a common reference for linking various qualifications. It is used for setting common principles and guidelines for a nationally recognized qualification system covering Schools, Vocational Education and Training Institutions, Technical Education Institutions, and Universities/Colleges.

The NVEQF organizes qualifications according to a series of levels of knowledge and skills. These levels are defined in terms of learning outcomes i.e., the competencies (knowledge, skills and attitude) which the learners must possess regardless of whether they were acquired through formal, non-formal or informal education and training system. Qualifications are made up of occupational standards for specific areas of learning units or unit of competency. Units of competency are the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance expected in the workplace.

The Unit of competency or National Occupation Standards comprising generic and technical competencies an employee should possess is laid down by the Sector Skill Council of the respective economic or social sector. Competency is defined in terms of what a person is required to do (performance), under what conditions it is done (conditions) and how well it is to be done (standards). It can be broadly categorized into foundational, practical and reflexive competencies.

Generic competencies are considered essential for a person to participate effectively in the workforce, whereas technical competencies are an individual's knowledge and expertise in the specific group task and its processes and its rules and regulations. An executive order F.No.1-4/2011-VE dated 3 Sept., 2012 on the various aspects of NVEQF has been issued by the MHRD. For more details on the NVEQF, please visit the website of MHRD at www.mhrd.gov.in.

The term “curriculum” (plural: curricula or curriculums) is derived from the Latin word for “race course”, referring to the course of deeds and experiences through which children grow to become mature adults. A competency based curriculum describes what learners must “know” and “be able to do” by the end of a programme or study. It identifies the competencies and sub-competencies each learner is expected to master. It states clearly the criteria and conditions by which performance will be assessed. It also defines the learning activities that will lead to the learner to mastery of the targeted learning outcome. The competency based curriculum is broken down into coherent parts known as Units. Each unit is further broken down into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by the teacher or trainer.

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About the Sector

Information Technology (IT) and Information Technology-enabled Services (ITeS) are one of the most significant growth stimulator of the Indian economy. IT industry has not only influenced the employment prospects of the people but also affected the social lives of the people by connecting them through network and social websites. The major segments of the Industry are IT Services, Business Process Outsourcing (BPO), engineering services, research and development and products. IT Products being manufactured in India include personal computers, servers, workstations, supercomputers, data processing equipment, printers, digitizers, etc. Much of the IT related activities are centred on services in Banking, Financial Services, Insurance, Telecommunication, Manufacturing, and Retail.

Indian IT Industry has been contributing substantially to India's Gross Domestic Product, exports and employment. The sector is responsible for enabling employment to an additional 8.9 million people in various associated sectors, such as security, transportation, housekeeping, catering, etc. It has grown tremendously over the last 15 years. The industry employs around 2.2 million people. Internet has made revolutionary changes with possibilities of online booking of tickets rail or air, filing Income Tax returns, online application for passports, online banking, etc. With an internet user-base of over 125 million, which is likely to grow to about half-a-billion over the next few years, and also an established base of 950 million mobile users, India will be a key player in the cyber-world. With biometric technology fast maturing and becoming increasingly sophisticated, biometric solutions are starting to make serious inroads as a high-tech identity management and verification tool within the society. Such momentum has introduced the new possible markets for biometric data operator which has the largest impact on future societies. Future scope of the biometric systems in customer‟s identification and authentication is seen in access and attendance control, travel control, financial and other transactions requiring authorization, remote voting (authorization) and use in automatic working devices.

IT Helpdesk Attendant in IT-ITeS Industry is also known as Helpdesk Executive, Service Desk Executive, Technology Support Executive, IT Support Executive, and Helpdesk Coordinator. An IT helpdesk attendant is the initial point of contact for internal company customers seeking assistance and support with the company‟s intranet, desktop devices, and other business applications that are maintained by the support team. Primary responsibility of individuals at this job is to provide user support, managing Customer Service Desk application, responding to all incoming service requests and customer service; quickly diagnose technical issues and arrange solutions during normal operational business hours. He/she should be responsible for the smooth running of computer systems and ensuring users get maximum benefits from them. The tasks of a Helpdesk Attendant vary depending on the size and structure of the organization and may include installing and configuring computer hardware operating systems and applications; monitoring and maintaining computer systems and networks; dealing with staff/clients either face to face or over the telephone to help set up systems or resolve issues; troubleshooting network problems and diagnosing and solving hardware/software faults of IT Helpdesk Attendant. The job of IT Helpdesk Attendant requires the individual to have thorough knowledge of various technology trends and processes as well as have updated knowledge about IT initiatives. He/she should be highly motivated and energetic to timely respond to all issues, updates internal customers on status, solicits additional information, and troubleshoots issues. IT Helpdesk Attendant can explore job opportunities in IT multi-national companies, private IT organizations, IT call centers, IT software or equipment suppliers, IT maintenance companies, etc.

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Objectives of the Course

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

 Demonstrate the knowledge of modern computers and their parts and peripherals

 Communicate effectively at workplace

 Describe the use of various operating systems and software

 Demonstrate the knowledge of health, safety and security issues and follow best practices

 Demonstrate the knowledge of helpdesk system fundamentals

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Competency Based Curriculum

Sector: IT-ITeS

Job Role: Domestic IT Helpdesk Attendant

Course Structure: This course (vocational qualification package) is a planned sequence of instructions consisting of the following 07 modules called as

Units.

Course Structure

S. No. Unit Code Unit Title No. of Notional

Learning Hours

Pre-requisite Unit, if any

1. ITHA101-NQ2014 Computer Fundamentals – I 25 Nil

2. ITHA102-NQ2014 Communication at Workplace 25 Nil

3. ITHA103-NQ2014 Computer Operating Systems - I 15 Nil

4. ITHA104-NQ2014 Health, Safety and Security - I 15 Nil

5. ITHA105-NQ2014 IT Helpdesk System Fundamentals 25 Nil

6. ITHA106-NQ2014 Fundamentals of Operating System 15 Nil

7. ITHA107-NQ2014 Fundamentals of Network Operating Systems 20 Nil

Total 140

Successful completion of 140 hours of theory sessions and 60 hrs of practical activities and on-the-job learning is to be done for full qualification.

Classroom Activities: Classroom activities are an integral part of this program and interactive lecture sessions, followed by discussions should be

conducted by trained teachers. Teachers should make effective use of a variety of instructional aids, such as Videos, Colour Slides, Charts, Diagrams, Models, Exhibits, Hand-outs, Recorded Compact Discs, etc. to transmit knowledge in projective and interactive mode including

Practical Activities: Activities that provide practical experience in clinical set up would include hands on training on mannequins, simulated clinical set

up, case based problems, role play, games, etc. on various clinical incidents and practical exercises in skill lab. Equipment and supplies should be provided to enhance hands-on experiences for students. Trained personnel should teach specialized techniques. A training plan signed by teacher that reflects equipment, skills and tasks should be prepared for training of the students in the organization/industry.

On-the-Job Training: On-the-job training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how to do

one or more tasks of a job. The training utilizes actual equipment and materials. OJT should be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to be imparted should

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be prepared and signed by the student, teacher, and supervisor at the workplace for training of the students in the organization/industry. The trainer should break down all the steps of the job and train the students as per the training plan. In a structured OJT, the following steps should be followed:

Step 1: The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an overview of the task while explaining the constructional details and use of the tools, equipment, materials, etc. in performing the tasks.

Step 2: The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the task and explaining each step, one at a time, while the trainee watches. The steps may not necessarily be demonstrated in the sequence of actual operation, as sometimes it is better that simple tasks are demonstrated first to build confidence. Showing finished products at each appropriate step will help the leaner understand what is required as outcome. While demonstrating, the trainer explains why each step is done in the way it is done.

Step 3: It involves direct trainee participation. The trainer monitors the progress on a checklist of competencies and offers feedback and pointers where and when needed.

Step 4: The trainee practices with clearly defined targets for performance standards.

Certification: Upon successful completion of this course the State Education Board and the IT-ITeS Sector Skill Council (NASSCOM) will provide a

certificate to the student verifying the competencies acquired by the candidate. For more details about SSC visit the website of IT-ITeS Sector Skill Council at http://www.nasscom.in/

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Unit Code:

ITHA101-NQ2014

Unit Title: Computer Fundamentals - I

Location:

Classroom

Duration: 25 hours

Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method

Demonstrate the knowledge of the role and importance of IT in various sectors of economy

1. Describe the role and importance of

Information Technology in economic activities

1. Demonstrate the knowledge of importance of computers in bank, communication, business, healthcare,

education, media, travel and ticketing, sports, media and entertainment, mobile technology, etc.

Interactive Lecture:

Role and importance of IT in economic activities

Activity:

1. Group discussion on Information Technology 2. Prepare presentation

Demonstrate the knowledge of hardware and software of computer

1. Describe the parts of a computer system 2. Enlist the various components of a computer system 3. Describe the meaning

and role of different types of hardware and software

4. Enlist the various types of computers and their configuration

1. Differentiate between primary and secondary memory

2. Differentiate between system software and application software 3. Identify hardware

components of computer 4. Distinguish between common

I/O ports and connectors 5. Demonstrate how to connect

various parts and devices of computer system.

Interactive lecture:

Introduction to Computer System

Activity: Practice session on

identification of various components of computer system and connecting them to the CPU

Describe the functions of motherboards, processors and adapter cards

1. Describe the use of mouse and keyboard 2. Describe the functions of

Central Processing Unit (CPU)

1. Identify the various parts of CPU

2. Demonstrate how to connect cables to the Central

Processing Unit 3. Demonstrate the use of

Interactive Lecture: The

Functions of Mother Board & other parts of computer

identification of parts of computer

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Page 10 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 mouse and keyboard

Demonstrate the knowledge of functions and

specifications of various storage devices

1. Enlist various storage devices

2. Differentiate between Random Access

Memory(RAM) and Read Only Memory(ROM) 3. Describe importance of

RAM in system performance

1. Identify the various types of memories

2. Find out the factors affecting the performance of

computers and trouble shoot them

3. Demonstrate how to use CD and USB drive in computer

Use of Storage Devices

Activity:

1. Prepare a chart of various types of memories and specify their specifications and functions

2. Practice session on use of storage devices

Demonstrate the knowledge of I/O, Multimedia Ports and Devices (Printers, Laptops and Portable Devices)

1. Describe the input and output devices of a desktop computer 2. Describe peripheral

devices (printers, laptops, external hard drive, etc.)

1. Enlist typical input and output devices

2. Demonstrate connection of printers and scanner to computer

3. Prepare a chart of I/O devices and their specifications

Types of I/O ports and Peripherals

Activity: Practical session on

using various types of I/O devices and peripherals

Demonstrate the knowledge of video displays and graphic cards

1. Describe video displays and their types

2. Describe graphic cards and their utilities

1. Identify various types of video displays, monitors and demonstrate their

connection and configuration 2. Demonstrate connection and

configuration of graphic cards

Types of video displays and graphic cards

using various types of displays and graphic cards

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Unit Code:

ITHA102-NQ2014

Unit Title: Communication at Workplace

Location: Classroom

Learning Outcome Knowledge Evaluation Performance Evaluation Teaching and Training Method

Identify elements of communication cycle

1. Describe the meaning of communication

2. State the different elements of communication cycle

3. Differentiate between Sender, Message, Medium, Receiver and Feedback.

4. Describe the importance of active listening 1. Identify elements of communication cycle 2. Draw a diagram of communication cycle Interactive lecture: Elements of Communication Cycle Activity: 1. Drawing a communication cycle

2. Case based problems

Provide feedback 1. Describe the meaning of feedback

2. Describe the importance of feedback

3. Describe the characteristics of feedback

4. Differentiate between descriptive and specific feedback 1. Construct a sentence for providing descriptive and specific feedback

2. Demonstrate the use of different characteristics of feedback Interactive lecture: Characteristics of Feedback Activity: 1. Assignment on constructing sentences for providing descriptive and specific feedback

2. Case based problems

Overcome barriers in communication

1. Describe the factors that act as communication barrier

2. Describe the ways to overcome barriers in effective communication 1. Enlist barriers to effective communication at workplace 2. Demonstrate the ability to overcome barriers in communication Interactive lecture: Barriers in Communication Activity:

1. Group discussion on factors responsible for barrier in communication

Apply principles of communication

1. Describe the various principles of effective communication

1. Construct a sentence that convey all facts

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Page 12 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 required by the receiver 2. Construct a sentence emphasizing on specific message 3. Communicate in a

manner that shows respect to the receiver

Communication

Activity:

Role play, games and assignment on constructing sentences that convey facts and emphasize on specific message

Unit Code:

ITBO103-NQ2014

Unit Title: Computer Operating Systems - I

Location:

Classroom

Demonstrate the knowledge of operating system

1. Describe different types of operating system 2. Describe the features of

different operating systems

1. Draw a flow chart for booting and shutting down the operating system

Operating Systems

use of different operating systems Install Windows 2007 operating system 1. Enlist hardware/software required to install Windows 2007 OS in computers

1. Draw a flow chart showing how to install the Windows 2007 OS in computer 2. Demonstrate the installation

of Windows 2007 OS in computers

Installing the Windows 2007 operating system

the installation process of Windows 2007 OS

Demonstrate the knowledge of features and tools of Windows 2007 operating system

1. Describe the features and tools of Windows 2007 operating system

1. Demonstrate the knowledge of power on and logon procedures, password changes, user interface, aero peak, aero snap, aero themes, windows sidebar and gadgets, using library,

Features and tools of Windows 2007 Operating System

using various tools of Windows 2007 OS

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Page 13 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 Navigation home page,

organising files and folders, creating shortcuts, using snipping tools, managing accounts, using help, etc. Install Linux operating system 1. Enlist hardware/software

required to install Linux OS in computers

1. Draw a flow chart showing how to install the Linux OS in computer

2. Demonstrate the installation of Linux OS in computers

Installing the Linux operating system

the installation process of Linux OS

Demonstrate the knowledge of features and tools of Linux operating system

1. Describe Linux Operating System and its benefits 2. Describe different

features and tools of Linux OS

3. Describe the advantages of linux over windows OS

1. Demonstrate the knowledge of basic commands of linux, using a menu, procedure for using linux file- read and virtual file, file permission system, viewing and altering permission using the mount command, mounting a drive manually, removing a mounted system, file searching using „find‟, „locate‟ and „whereis‟ command, commands for changing directory, basic file handling, etc. 2. Demonstrate the use of

commands- mkdir, find, history, ls, cd, pwd, vim, cp, mv, rm, cat, eco, grep, we, sort.

Linux Operating System and its tools and features

using various features, commands and tools of the Linux OS

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Unit Code:

ITBO104-NQ2014

Unit Title: Health, Safety and Security at Workplace - I

Location:

Classroom

Demonstrate the knowledge of health, safety and security policies and procedures

1. Describe the health, safety and security policies and procedures

2. Explain the importance of employees awareness regarding health and safety at workplace

3. State difference between policies and procedures

1. Identify health hazards at workplace

2. Identify security violations at workplace

Health, safety and security policies and procedures of an organization

Activity:

Visit to a nearby origination and identify the various procedures adopted for health, safety and security Identify government agencies

in the areas of safety, health and security and their norms and services

1. Enlist different government agencies and state their responsibilities

2. Describe National Road Safety Policy

3. Explain Air and Water quality monitoring process

4. Enlist government agencies in the area of security

1. Demonstrate various monitoring process for safety, health and security

2. Tabulate different government agencies and their services

Government agencies in the areas of safety, health and security and their norms and services

Activity: Case study

Describe workstation layout and ergonomic guidelines

1. Describe the guidelines to handle the desks, chair, monitor, keyboard, mouse, position of the body and others

1. Demonstrate how to handle the desks, chair, monitor, keyboard, mouse, position of the body and others

Workstation layout and ergonomic guideline

Demonstrate the knowledge of chair position

1. Describe the position of the chair from the computer monitor

1. Demonstrate the

placement of position of the chair from the

Chair position

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Page 15 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 computer screen

Describe the workstation dimensions and adjustment ranges

1. Describe the importance of the workstation dimensions and adjustment ranges 2. Explain the adjustment

ranges of Seat height, Seat Width and Depth, Backrest, Seat Material and Armrests at workstation

1. Demonstrate the use of suggested Seat Height, Seat Width, Depth, Backrest, Seat Material and Armrests at workstation

Workstation dimensions and adjustment ranges

Rearrange workstation layout 1. Describe the design of the workstation

2. Explain each and every specification of the workstation

1. Draw layout of workstation

2. Identify and tabulate the specifications used for rearranging the workstation layout.

Rearranging workstation layout

Demonstrate correct body posture

1. Explain the importance of different body posture and its necessity

1. Demonstrate the various body posture like Footrest, Wrist Rests and Document Holder

Correct body posture

Activity:Case study

Unit Code:

ITHA105-NQ2014

Unit Title: IT Helpdesk System Fundamentals

Location:

Classroom

Describe the significance of helpdesk in IT-ITes

1. Describe the usefulness and the value of helpdesk 2. Explain importance of

helpdesk department and its value in a company

1. Demonstrate the use of tools and technologies to provide customer

support through Helpdesk

Significance of Helpdesk

Activity: Group Discussion

Describe the operation of helpdesk

1. Describe the operation of Helpdesk

2. Explain the importance of

1. Demonstrate the knowledge of electronic support delivery

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Page 16 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 support centre

3. Enlist the duties of the helpdesk coordinator

4. Explain different methods of support service delivery

methods Activity: Case study

Describe the role and responsibilities of IT Helpdesk Attendant

1. Describe the roles and responsibilities of IT helpdesk attendant to provide quality customer service

2. Explain the benefits of using customer‟s name during the call

1. Identify the techniques for keeping the

customer‟s attention focused on the resolution

Roles and Responsibilities of Helpdesk Attendant

Describe Customer Care 1. Define Customer Care 2. Describe reporting system

1. Demonstrate the knowledge of online bill payment, online campaigns and promotions. 2. Demonstrate the knowledge of handling customer complaints, behaviour, request and satisfaction

Customer Care

Demonstrate the knowledge of helpdesk process and procedures

1. Differentiate between help desk and service desk 2. Explain service management 3. Describe service management

procedures

1. Demonstrate the knowledge of problem management and access management

2. Demonstrate detailed service description 3. Enlist the importance of

service catalogue

Help desk process and procedures

Describe the Security Management System

1. Describe the types of security threats

2. Describe the procedures involved in risk reduction, risk avoidance and risk transfer

1. Identify the various security policies 2. Lists type of data that

should be protected through security

Security Management System

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Page 17 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 techniques

3. Explain the importance of risk reduction, risk avoidance and risk transfer

management system confidentiality and integrity requirements of a company

Describe the Incident Management System

1. Explain the importance of Incident Management System 2. State activities to be

performed for Incident Management

3. Describe the role of computer Incident Response Team

1. Demonstrate the knowledge of computer incident management system

Incident Management System

Unit Code:

ITHA106-NQ2014

Unit Title: Fundamentals of Operating System

Location:

Classroom

Describe the functions of operating system

1. Describe the functions of operating system 1. Demonstrate the knowledge of memory management, processor management, device management, file management, security job accounting, error detection, coordination between software and user

The IT Essentials

Demonstrate the knowledge of Windows operating system

1. Explain the process of working with Windows OS 2. Explain the way of managing

files and folders

1. Identify the working process of Windows OS 2. Demonstrate how to

manage the files and folders

Working with Windows and managing files

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Page 18 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 3. Enlist the various parts

of windows

Windows OS and file management Describe the features of

different types of operating system

1. Describe different types of operating system

2. Differentiate the features of the OS in different

generations

1. Demonstrate the knowledge of Batch operating system, Time sharing operating system, Distributed operating system, Network operating system, Real time operating system–Hard & Soft

Types of Operating System

Activity: Group discussion

Use Microsoft operating system

1. Explain the process of using Microsoft OS

2. Explain the Inter-process communication

1. Demonstrate the use of Microsoft OS and its functions

2. Explain the ways of windows performing various tasks at a time

Microsoft Operating System

Activity:

1. Group discussion 2. Practice session Describe the operating system

architecture and installation procedure of Microsoft operating system

1. Explain the architecture of the OS

2. Explain the installation process of Microsoft Operating System

1. Demonstrate the installation process of Microsoft OS

2. Identify the various features in Windows architecture

3. Prepare the pre-installation checklist

Operating System Architecture and Installing Microsoft Operating System

Activity:

1. Group discussion 2. Practice session Work on system configuration 1. Explain the various tabs and

option in the System Configuration tab

1. Demonstrate the use of various tabs and options of System Configuration tab

Opening and working on System Configuration

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Unit Code:

ITHA107-NQ2014

Unit Title: Fundamentals of Network Operating Systems

Location:

Classroom

Demonstrate the knowledge of computer networking

1. Explain the different types of computer network 2. Describe the use of

different types of network equipment

1. Demonstrate the

knowledge of difference between LAN, WAN, MAN, PAN, HAN, GAN and Internet Interactive lecture: Computer Network Activity: 1. Group discussion 2. Presentations Describe the application of

Open Systems Interconnection (OSI)Model to understand the network operation

1. Explain the OSI Model 2. Explain the different layers

of the OSI model

1. Draw the different layers in the OSI model 2. Tabulate network

components used at various levels of OSI Model

The OSI Model

Activity:

1. Group discussion 2. Presentation Describe network operating

system

1. Explain the Network Operating Systems

2. Explain the Novell Netware, Microsoft Windows NT server 1. Tabulate functions of Novell Netware, Microsoft Windows NT server Interactive lecture:

Network Operating System

Activity: Group discussion

Describe the application of TCP/IP model to understand the network operation

1. Explain the TCOP/IP Model 2. Explain the different layers

of the TCP/IP model

1. Draw the different layers in the TCP/IP model

2. Tabulate network components used at various levels of TCP/IP Model

The TCP/IP Model

Activity:

1. Group discussion 2. Presentation

Describe fault tolerance and disaster recovery

1. Explain the fault tolerance and disaster recovery 2. Explain fault tolerance

1. Demonstrate how to tolerance faults and recover from the

Fault Tolerance and Disaster Recovery

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Page 20 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 3. Describe fault masking

4. Explain dynamic recovery 5. Describe reliable backup

system

disasters

2. Demonstrate the data backup procedures 3. Demonstrate the

knowledge of fault tolerance, fault masking and dynamic recovery 4. Demonstrate the

knowledge of

minimizing disruption of business operation and minimizing risk of delays 5. Demonstrate the

knowledge of assuring reliable backup system

Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. It may be formative (continuous) and/or summative (final). It is a process of collecting evidence and making judgment about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment should be done on the basis of information or evidence about the individual‟s ability against clearly stated objectives or standards. A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency. It should cover all the elements and performance criteria/indicators in the competency standards. Student‟s achievements should be assessed by using the following methods of assessment.

S. No.

Method of Assessments Weightage (Max. marks) Evaluator

1. Written test 30 Teacher

2. Practical test 30 Certified Assessor #

3. Oral test/viva voce 10 Teacher/External Examiner

4. Portfolio 10 Teacher

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6. Direct Observation 10 Teacher/Trainer

Total 100

# Assessors will be certified by the State Education Board.

1. Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic.

2. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards (skill and academic standards).

3. Oral test/viva voce: It allows candidates to demonstrate communication skills and content knowledge. Audio or video recording can be done at the time of oral test or viva voce.

4. Portfolio: It is a compilation of documents that supports the candidate‟s claim of competence that was acquired from prior learning and practical experience. Documents (including photo‟s, newspaper articles, reports, etc.) of practical experience in the workplace or the community and photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.

5. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline, but these should be given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Projects should be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation.

6. Direct Observation – Direct observation requires a considerable degree of commitment from the observer and those being observed. Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/trainer and appropriate records should be maintained for transparency in evaluation.

Employability Skill Area S. No. Competencies and Performance Standards Competent Not Yet Competent Communication 1. Questions appropriately

2. Writes clearly and legibly

3. Demonstrates good listening and responding skills 4. Informs about the absence and reasons of absence

Responsibility 5. Organizes work

6. Manages time effectively and efficiently 7. Complete assignments timely

8. Displays care for tools and equipment 9. Accepts responsibility pleasantly 10. Exhibits patience

11. Demonstrates pride in work

Interpersonal relationship 12. Displays friendly and cooperative attitude 13. Demonstrates tactfulness in difficult situations

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Page 22 of 23 PSS Central Institute of Vocational Education – CDEC & NSQF Cell - 2014 14. Accepts constructive criticism

15. Exhibits positive attitude

Health and Safety 16. Practices good personal hygiene regularly 17. Maintains good personal health

18. Dresses well and in appropriate manner

Innovation and Creativity 19. Give reasons and make judgments objectively 20. Share ideas and thoughts with others

List of Tools, Equipment and Materials

The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic tools, equipment and accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical experience.

Equipment and materials

1. Computer System 2. Printer

3. Scanner

4. Local Area Network (LAN) 5. Internet Connection 6. Whiteboard 7. Marker/Chalk 8. Demonstration Charts 9. Compact Disk 10. USB Drive

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Teacher’s Qualifications

Qualification, competencies and other requirements for Graduate Teacher (Private Security Services) on contractual basis should be as follows:

S.No. Qualification Minimum Competencies Age Limit

1.  Bachelors Degree in Computer Engineering/Computer

Application/Information Technology Or

DOEACC B Level Certificate

 Minimum 1 year relevant experience in the field of Teaching/IT Operations

 Effective communication skills (oral and written)

 Basic computing skills

 Technical competencies

18-37 years (as on Jan. 01 (year) Age relaxation to be provided as per Govt. rules.

For more Information, please contact:

Prof. Vinay Swarup Mehrotra

Head, Curriculum Development and Evaluation Centre (CDEC) & National Skills Qualifications Framework (NSQF) Cell, PSS Central Institute of Vocational Education (PSSCIVE), (a constituent unit of NCERT, under MHRD, GoI)

Shyamla Hills, Bhopal – 462 013 E-mail: [email protected]

Competency Based Curriculum National Skills Qualifications Framework NSQF Level 1 (Class IX) Sector: IT-ITeS

National Skills Qualifications Framework

NSQF Level 1 (Class IX)

Sector: IT-ITeS

PSS Central Institute of Vocational Education, Bhopal

(a constituent unit of NCERT, an autonomous organization under Ministry of Human Resource

Development, Government of India)

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prior written permission.

Contents

1. Introduction

04

2. About the sector

05

3. Objectives of the course

06

4. Course structure

07

5. Classroom activities

07

6. Practical activities

07

7. On-the-job training

07

8. Certification

08

9. Units

ITHA101-NQ2014

Computer Fundamentals – I

09

ITHA102-NQ2014

Communication at Workplace

11

ITHA103-NQ2014

Computer Operating Systems - I

12

ITHA104-NQ2014

Health, Safety and Security - I

14

ITHA105-NQ2014

IT Helpdesk System Fundamentals

15

ITHA106-NQ2014

Fundamentals of Operating System

17

ITHA107-NQ2014

Fundamentals of Network Operating Systems

19

10. Assessment Guide

20

11. List of Tools, equipment and materials

22

Introduction

About the Sector

Objectives of the Course

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

 Demonstrate the knowledge of modern computers and their parts and peripherals

 Communicate effectively at workplace

 Describe the use of various operating systems and software

 Demonstrate the knowledge of health, safety and security issues and follow best practices

 Demonstrate the knowledge of helpdesk system fundamentals

Competency Based Curriculum

Sector: IT-ITeS

Job Role: Domestic IT Helpdesk Attendant

Course Structure

Unit Code:

ITHA101-NQ2014

Unit Title: Computer Fundamentals - I

Unit Code:

ITHA102-NQ2014

Unit Title: Communication at Workplace

Unit Code:

ITBO103-NQ2014

Unit Title: Computer Operating Systems - I

Unit Code: