The vocational curricula have to be developed based on industry-specific competencies. The return on investment will be more through this process. Many fast-developing countries have developed curriculum design processes based on industry needs.

1. Competency based
Curriculum Design
Process
- Dr. V. Thanikachalam, B.E., M.Tech., Ph.D., M.S., FIE., FIGS., FFIUCEE

2. NATIONAL POLICY ON SKILL
DEVELOPMENT(2009) NPSD
 Identifies NVQF as the main instrument for
linking various education and training pathways.
 NPSD inter alia states “National Vocational
Qualification Framework” will be created with an
open flexible system, which permits individuals
to accumulate their knowledge and skills and
convert them through testing and certification
into higher diplomas and degrees.

3. NVQF
 Will provide quality-assured learning
pathways having standards, comparable
with any international qualification
framework.
 Will support lifelong learning, continuous
upgradation of skills and knowledge.

4. National Vocational Educational
Qualification Frame Work
 Descriptive framework that organizes
qualifications according to a series of levels of
knowledge and skills.
 These levels are defined in terms of the
learning outcome i.e. the competencies which
learners must possess regardless of whether
they are acquired through formal, non-formal or
informal education and training.
 Qualifications are made up of a number of
occupational standards.

5. NVEQF
 Can be used to develop Competency
Based Education and Training (CBET)
 Competency standards are developed by
the respective industry.

6. Qualifications levels across the
NVEQF as per AICTE
 Level 10- Doctorates
 Level 9- Masters
 Level 8- Postgraduate Certificates,
Postgraduate Diplomas, Bachelor
Degrees (Honors)
 Level-7 Bachelor Degrees and Graduate
Diplomas

7. Qualification Levels across the
NVEQF
 Level 6- Graduate Certificates and
Graduate Diplomas
 Level 5- Diplomas
 Level 4-Class XII (General Advanced/
Vocational Certificate)
 Level 3- Class XI (Vocational)
 Level 2-Class 10 (Pre-vocational)
 Level 1 – Class IX (Pre-vocational)

8. Level: 1
 Process Required: Prepares person to
carry out process that are repetitive and
require no previous practice.
 Professional knowledge: Familiar with
common trade-related terminologies,
words meaning and understanding.
 Professional skill: Routine and repetitive,
takes safety and security measures.

9. Level:2
 Process Required: Prepares persons to carry out
processes that are repetitive on regular basis with little
application of understanding, range of practice.
 Professional knowledge: Materials, tools and application
in a limited context, understands context of work and
quality.
 Professional skills: Limited service skills used in limited
context, select and apply tools, assist in professional
works with no variables, differentiates good and bad
quality.

10. Level: 3- Semiskilled Worker
 Process Required: Person may carry out a
job which may require limited range of
activities routine and predictable.
 Professional knowledge: Basic facts,
process and principle applied in trade of
employment.
 Professional skill: Recall and demonstrate
practical skill, routine and respective in
narrow range of application.

11. Level:4- Skilled Worker
 Process Required: Work in familiar, predictable,
routine, situation of clear choice
 Professional knowledge: Factual knowledge of
field of knowledge or study
 Professional skills: Recall and demonstrate
practical skill, routine and repetitive in narrow
range of application, using appropriate rule and
tool, using quality concepts.

12. Level: 5- Supervisor
 Process Required: Job that requires well
developed skill, with clear choice of procedures
in familiar context.
 Professional knowledge: Knowledge of facts,
principles, processes and general concepts in a
field of work or study.
 Professional skills: A range of cognitive and
practical skills required to accomplish tasks and
solve problems by selecting and applying basic
methods, tools, materials and information.

13. Level:6- Master Technician or
Trainer
 Process Required: Demands wide range of
specialized technical skill, clarity of knowledge
and practice in broad range of activity involving
standard/non-standard practices.
 Professional knowledge: Factual and theoretical
knowledge in broad contexts within a field of
work or study
 Professional skills: A range of cognitive and
practical skills required to generate solutions to
specific problems in a field of work or study.

14. Level-7: Graduates
 Process Required: Requires a command of wide
ranging specialized theoretical and practical
skill, involving variable routine and non-routine
context.
 Professional knowledge: Wide ranging factual
and theoretical knowledge in broad contexts
within a field of work or study.
 Professional skill: Wide range of cognitive and
practical skills required to generate solutions to
specific problems in a field of work or study.

15. Level-8 Honours
 Process Required: Comprehensive,
cognitive, theoretical knowledge and
practical skills to develop creative
solutions, to abstract problem. Undertakes
self-study, demonstrates intellectual
independence, analytical rigour and good
communication.

16. Level 9-Masters
 Process Required: Advanced knowledge
and skill. Critical understanding of the
subject, demonstrating mastery and
innovation, completion of substantial
research and dissertation.

17. Level 10- Doctorates
 Professional Knowledge and problem
solving skills to provide original
contribution to knowledge through
research and scholarship
 Responsible for strategic decisions in
unpredictable complex situations of work
or study

18. (NVEQF)
 Facilitate the recognition of informal
learning, e.g., skills acquired at the
workplace
 Their acquire skills in the workplace
 The experienced skilled workers can get
formal certificates based on the test

19. NVQF Levels 1-4
 Allow a learner to acquire entry level
competencies (basic competencies)
needed for “work preparation” (NVQF
levels 1-2) or transition from an unskilled
to a skilled person (NVQF levels 3-4).

20. NVQF Levels 5-6
 Learners will acquire “technician” or
“supervisor level competencies”.
 They would be required to complete
NVQF level 4 for entry into NVQF level 5.

21. NVQF Levels 7-10
 Programmes under NVQF levels are to be
offered by Colleges and Universities.

22. Core skills
Level Core skill
1 Reading, writing, addition, subtraction, personal financing, familiarity
with social and religious diversity, hygiene and environment.
2 Receive and transmit written and oral messages, basic arithmetic,
personal financing, understanding of social, political and religious
diversity, hygiene and environment.
3 Communication: written, oral, with minimum required clarity, skill of
basic arithmetic and algebraic principles, personal banking, basic
understanding of social and natural environment.
4 Language to communicate: written or oral with required clarity, skill to
basic arithmetic and algebraic principles, basic understanding of
social political and natural environment.

23. Core Skills
Level Core skills
5 Desired mathematical skill, understanding of social,
political and some skill of collecting and information
communication.
6 Reasonably good in mathematical calculation,
understanding of social, political and reasonably
good in data collecting organizing information, and
logical communication.

24. Core Skills
Level Core skills
7 Grad-
ates
Good logical and mathematical skill,
understanding of social political and
natural environment, good in
collecting and organizing information,
communication skill

25. Responsibility
level Responsibility
1 Works under continuous instruction and
close supervision
2 Do
3 Under close supervision. Some responsibility
for own work within defined limit.
4 Responsibility for own work and learning

26. Responsibility
Level Responsibility
5
For own work and learning. Some
responsibility for other’s works and learning.
6
For own work and learning and full
responsibility for other’s works and learning/
7
Full responsibility for output of group and
development.

27. What is the guiding force
to develop a competency
based curriculum for
technical and vocational e
programs?

28. Sector Skill Councils (SSCs)
 Will be formed by NSDC
 Will impart training to trainers for vocational
schools and industry for building capacity and
upgrading skills
 Develop a sector skill development plan and
maintain skill inventory
 Determine skill /competency standards and
qualification
 Standardize affiliation and accreditation.
 Promote excellence.

29. Sector Skill Councils
 Automobile- Automotive Skill Development
Council (ASDC)
 Energy- Indian Energy Skill Development
Council (IESDC)
 Information Technology and IT enabled
Services Skill Development Council (IT
&ITES SDC)

30. National Occupation Standards
(NOS)
 Learning outcomes are linked to
employment skills and competencies
defined in the NOS.
 NOS are benchmarks of good practice
 NOS are established by employers
 Establish learning pathways through clear-
cut entry and exit points
 Facilitate access to learning and lifelong
learning

31. Program Educational Objectives
(PEO) / goals based on the
desired skills and competencies
of the graduates.

32. Curriculum Design Model :
“5ASSURE”
A: Analyze the national occupation
standards (NOS)
A: Analyze the industrial needs of the
country
A: Analyze the learners’ potential
A: Analyze the learners’ needs to get
employment
A: Analyze the technology application
level of industries

33. S
 State the Learning outcomes
 Identify the Skills and Competencies
based on the NVEQF for the given stream
of education.
 List the outcomes that are required in the
real life/ jobs in a company/
entrepreneurships

34. S
 Select the Instructional Packages if they
are suitable, or
 Modify, edit, and improve, or
 Develop new packages to suit the learning
outcomes.

35. U
 Utilize

36. R
 Review the performance of the learners.

37. E
 Evaluate the instruction

38. How does a global context
drive a programme?

39. GLOBAL STANDARDS OF
ANALYSIS, DESIGN,
PROTOTYPE DEVELOPMENT,
TESTING, PERFORMANCE
IMPROVEMENT,
STANDARDIZTION.

40. Analyze the Global Context of
Learning
 21st Century is for knowledge capital
development.
 India has attracted the global investment
in manufacturing, design and services
 Industrial corridors have been established.
 India is becoming a source for human
capital development.
 India is emerging as a center for design of
products.

41. What are the industrial
needs?

42. PERFORMANCE OF THE
GRADUATES TO MEET THE
JOB NEEDS OF MNCs

43. Desired Performance in
Engineering
 Investigation
 Needs Analysis
 Product Planning
 Simulated Analysis of Components
 Product Design and Prototype Development
 Testing and Improvement
 Cost Estimation
 Procurements of Quality Components
 Mass Production
 Periodical User Evaluation
 Continuous Improvement

44. Analyse Industrial Needs
 Analyze the needs of the local
consumers as well as global users
 Analyze the needs of the regional and
global consumers of products and
services.
 Analyze the Transnational Companies’
needs .
 Analyze the needs of the Global
Industries/ Consumers

45. How will you identify the
industrial needs of
engineers?

46. JOB Analysis, Job Description,
JOB Specification,
Advertisements,
Posting of the Online Recruiters,
Inquiries,
Nominations,
Campus Interviews.

47. Basic Industrial Needs
 Products have to be designed to meet the
global standards.
 Manufacturing Plants have to be constructed.
 Modern Equipment have to be installed.
 Hi-tech Production processes have to be
installed.
 Trial production has to be launched.
 The skilled-workers, technicians, and
engineers/ managers are to be recruited.

48. What are the roles of
shop floor engineers?

49. QUALITY MANUFACTURING
SKILLS

50. Engineers and Line Managers for
Ensuring Production
 Industry expects multi-skilled engineers
 Expects to have ability to manage the
skilled workers.
 Expects to ensure high quality in
production.
 Expects to achieve the pre-determined
targets.
 Expects proper maintenance of machines.
 Expects to solve inter-personal conflicts as
they arise.

51. What are the factors
contributing to high
performance?

52. Skills and Competencies,
Attitudes, Motivation, and
Commitment for Excellence

53. WHAT CONTRIBUTES HIGH
PERFORMANCE of the
Graduates?

54. Factors Contributing to High
Performance
 Communication Skills
 Product Planning skills
 Designing skills
 Production planning skills
 Manufacturing skills
 Human Relations and Soft Skills
 Total Quality Management
 Risk taking skills
 Problem solving skills
 Innovation

55. What are the changes that
will produce in the
behaviour of students due
to engineering education?

56. BEHAVIOUR
 COGNITIVE
 METACOGNITIVE
 PSYCHOMOTOR
 AFFECTIVE
 PEOPLE RELATION (INTERPERSONAL
RELATION)

57. Cognitive Domain of Learners
-BASICS (Knowledge)
 Technical Terms, basic information
 Description on Raw Materials,
 Definitions, explanations
 Physical Properties of materials
 Chemical Properties of materials
 Availability
 Cost (material, labour, taxes, margins)
 Government Rules and Regulations

58. Comprehension / Understanding
 Capturing information in the mind.
 Capable of visualization.
 Capable of restating the information
gathered without ambiguity.
 Gives a proof of clear understanding
through restating the principles learned.

59. Concrete Concepts (Gange)
 Relates to industrial products
 Also relates to service products
 Can define/ describe in clear terms
 Can conceptually describe the physical
shape of the products.
 Can draw freehand sketches of the
products.
 Can give examples from real life.

60. Defined Concepts (Gange)
 Concepts made of definitions
 Cannot be physically represented
 Theoretical models
 Has to be understood in the mind
 Could be clearly stated and described
 Essential for good performance.

61. Investigation/ Exploration
(Application)
 Environmental Investigation
 Soil Investigation
 Economics Investigation
 Consumer Needs
 Energy Needs
 Realistic assessment of the true utility of the
proposed products.
 Investigation of uncertainties.
 Should follow the established procedures.
 Establishing long-term utility.

62. How will you prescribe the
depth of learning?

63. PROGRAMME EDUCATIONAL
OUTCOMES BASED ON THE
PRESCRIBED PERFORMANCE
IN THE REAL LIFE SITUATION
(NOS).

64. PERFORMANCE
 PERFORMANCE IN REAL LIFE
(INVESTIGATION, PLANNING, ANALYSIS,
DESIGN,PRODUCTION,TESTING,
MAINTENANCE, EVALUATION, INNOVATION.)
 SIMULATED PERFORMANCE IN THE CLASS
ROOM
 INDUSTRY SPECIFIC STANDARDS
 SIMULATED STANDARDS AND
BENCHMARKING
 CASE STUDIES
 SKILLS AND COMPETENCIES

65. Mager’s approach to write the
performance outcomes.
 Expected Performance of the graduates
on the job.
 Conditions under which performance is
expected (tools, equipment, environment,
goals, job aids, interpersonal relations,
ergonomic conditions, operation manuals,
etc.)
 Criteria for acceptance of the
performance.

66. Course Outcomes
 PLANNING TO MEET PERFORMANCE
STANDRADS
 DESIGING THE CURRICULUM
 PLANNING THE INSTRUCTION
 EVALUATING THE PERFORMANCE
 EVALUATING THE CURRICULUM
AGAINST THE CURRENT
REQUIREMENTS

67. State the Performance
Outcomes
 Specify the expected performance.
 Relate to global industrial standards.
 Specify key performance objectives.
 State the conditions of the performance.
 Internal and external conditions
 State the criteria for acceptance.
 Initial acceptance .

68. What is the relation
between the instructional
objectives and the jobs?

69. INSTRUCTIONAL OBJECTIVES
ARE BASED ON THE JOB AND
TASK ANALYSES

70. Validate the Performance
Outcomes
 Is the performance stated clearly?
 Are there any external conditions which are
essential for performance?
 Are there any internal conditions?
 Is there any pre-requisite?
 Is there any link between the pre-requisite
learning to the expected performance?
 Are there any acceptable standards of initial
performance?
 Is the criterion achievable at entry level?

71. How will you predict the
behaviour of components?

72. RULES (Gange) (ANALYSIS-
Bloom)
 CAUSE AND EFFECT
 DERIVED MATHEMATICALLY
 MAN MADE FOR SAFETY
 SPECIFIED PERFORMANCE

73. Rules…
 Derivations based on cause and effect
 Known to unknown
 Empirical based on experiment
 Based on mathematical principles
 Based on chemical reactions
 Based on human behaviour.

74. What is the prime
performance of engineers?

75. BASIC PLANNING OF THE
PRODUCTS AND SERVICES
(Application- Bloom)

76. Basic Planning of Products
 Based on the needs of the users
 Confirms to established rules and safety,
regulations
 Should confirm to safety of the users
 Should enhance easy operation
 Should enable trouble free operation
 Should incorporate in-built safety.
 Economical and value added.
 Acceptable life span.
 Non Polluting

77. What are the critical skills
of the engineers?

78. TECHNICAL ANALYSIS

79. Technical Analysis
 Based on the established analytical
procedure
 Should be performed as per the sequence
 Should follow the established standards,
norms and regulations.
 Could use computer software packages.
 Should meet various regulations like
safety, elongation, deflection / sagging,
limited vibrations etc.

80. What are the roles of
engineers in designing the
products?

81. Product DESIGN (Application-
Bloom)

82. Product Design
 Design of the components, products, and
services
 Should meet the predetermined
standards, norms, and regulations
 Should be cost effective
 Should be innovative.
 Should incorporate easy maintenance.
 Should incorporate auto checks and
warning if it malfunctions.

83. What is the role of
engineers in the
production of the goods
and services?

84. PRODUCTION /
MANUFACTURING /
FABRICATION /
CONSTRUCTION

85. Production
 Based on the established needs of the users
 Based on the complete investigation
 Based on the accepted standards of
performance
 Should be cost effective
 Should be innovative
 Should be aesthetic
 Should be trouble free
 Should be economical
 Should be reliable
 Should be user friendly

86. Prepare for
Lifelong Learning