National Council for Vocational Education and Training NCVET and by virtue of the provisions

REGD. No. D. L.-33004/99 The Gazette of India CG-DL-E-10072025-264500 EXTRAORDINARY PART III—Section 4 PUBLISHED BY AUTHORITY No. 481] NEW DELHI, MONDAY, JULY 7, 2025/ASHADHA 16, 1947 NATIONAL COUNCIL FOR VOCATIONAL EDUCATION AND TRAINING NOTIFICATION New Delhi, the 6th June, 2023 NATIONAL SKILLS QUALIFICATION FRAMEWORK-2023 F. No. 22001/01/2023/NCVET. – In pursuance of the notification No. SD-17/113/2017-E&PW dated 5th December 2018, notifying and constituting National Council for Vocational Education and Training (NCVET) and by virtue of the provisions of para 16(f) of the said notification enabling NCVET to frame the guidelines 'for the approval of qualification packages, and approve qualification packages in the manner set out in such guidelines' and subsequent approval of National Credit Framework by the Government and notification of the same by University Grants Commission (UGC) dated 10th April 2023 and public notice issued vide No.F. No 2-3/2022 (QIP) dated April 21, 2023/ Vaishakh 1, 1945, the rationalized and revised National Skills Qualification Framework (NSQF) is hereby notified, in supersession of the earlier notification dated 27th December 2013, as per the details given below. 1. DEFINITIONS APPLICABLE TO THE NSQF i. "Competence" means the proven ability to use acquired knowledge, skills and personal and social abilities, in discharge of responsibility roles. It is the ability to do a job well. ii. "Council" means National Council for Vocational Education and Training (NCVET) iii. "Credit" is recognition that a learner has successfully completed a prior course of learning corresponding to a qualification with pre-defined outcomes and at a given National Credit Framework (NCrF)/ National Skill Qualification Framework (NSQF) level, subject to assessments for achieving such learning outcomes. iv. "Knowledge” means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work, skill or study. Knowledge is described as theoretical and/or factual. v. "Learner" refers to an individual undergoing Vocational Education and Training/ skill development training, whether in a formal or informal setting. vi. "Learning Outcomes" represent what a learner knows, understands and is able to do on completion of a learning process, and which would be expressed in terms of knowledge, skills and competence.; vii. "National Skills Qualification Committee” or “NSQC” refers to the Committee set up for approval of Qualifications under NSQF. viii. “Qualification” means a skill competency in respect of which the Council has approved a qualification package. Acquiring a Qualification results into achieving a formal learning outcome, based on an assessment and validation process, is obtained when a competent body determines that an individual has achieved the prescribed learning outcomes to given standards. ix. "Recognition of Prior Learning” or “RPL" means assessment and certification of individuals with prior learning experience or skills towards gaining a qualification; x. "Sector" means a grouping of professional activities on the basis of their main economic function, product, service or technology. xi. "Skill" means the ability to apply knowledge and use know-how to complete tasks and solve problems. Skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); xii. “Trainer" means someone who trains, instructs, teaches or otherwise enables the learner(s) to acquire the appropriate knowledge and skills to gain a Qualification. xiii. “Training Provider”, “training body” or “Institute” and “Institution” means a person or an organisation, which is affiliated with an awarding body recognized by the Council for providing training with respect to a qualification. xiv. Any other term not defined here shall have the same meaning as in the NSQF notification no. No. 8/6/2013- Invt dated 27th December 2013. 2. BACKGROUND OF DEVELOPMENT OF SKILL QUALIFICATION FRAMEWORK IN INDIA 2.1. Through the National Policy on Skill Development, 2009, India recognized the need for the development of a national qualification framework that would transcend both general education as well as vocational education and training. The Policy envisioned that the framework would stimulate and support reforms in skills development and facilitate establishment of nationally standardized, acceptable, and internationally comparable qualifications. In the absence of an organization at the Central level to develop such a framework, individual Ministries started working on development of the framework, which were to subsequently be subsumed in the National framework, when available. Accordingly, the Ministry of Labour and Employment developed the National Vocational Qualifications Framework (NVQF) and the Ministry of Human Resource Development developed the National Vocational Education Qualification Framework (NVEQF). 2.2. Realizing the need for a unified framework, an Inter-Ministerial Committee was formed by the Cabinet Secretariat to utilize the work already done by the two Ministries as the foundation of the National Skills Qualification Framework (NSQF) notified vide notification no.8/6/2013-Invt dated 27th December, 2013 by the Department of Economic Affairs, Ministry of Finance. Prior to this, the National Skill Development Agency was notified in June 2013 by the Department of Economic Affairs with a mandate to anchor and operationalize the National Skill Qualification Framework (NSQF) to ensure that quality and standards meet sector specific requirements. 2.3. The need for NSQF arose on account of the following: i. The negative perception associated with vocational education, training, and hesitation amongst the youth in opting for it presuming that this avenue would preclude the concerned individual from being able to acquire higher degrees and qualifications. ii. Absence of clear pathways of learning and progression, especially on the vocational education and training front, with no clear provision for vertical or horizontal mobility. iii. Lack of uniformity in the outcomes associated with different qualifications across awarding bodies and institutions which often led to problems in establishing equivalence of certificates/ diplomas/ degrees in different parts of the country, impacting the employability and mobility of students/ learners. iv. Existence of a large section of people who acquired skills in the informal sector but did not have the necessary formal certifications to attest their skills. v. Absence of mechanism for international recognition of Indian qualifications adversely affecting the international mobility of students and workers 2.4. Accordingly, the NSQF sought to: i. Integrate education and competency-based skill framework, provide for credit accumulation, and transfer system to allow people to move between vocational and general education and vice versa at different stages in their lives according to their needs and convenience. ii. Provide a competency and learning outcomes-based framework for development of quality skill qualifications, in line with the industry requirements which in addition to employment also allows acquisition of higher qualifications, including degrees and doctorates. iii. Make the progression pathways transparent so that institutes, students/ learners and employers are clear about the possible avenues after pursuing a particular course and addresses the issues of inequity and disparity in qualifications. iv. Enable mainstreaming of learners from non-formal, in-formal background and also those who belong to out of school category through Recognition of Prior Learning (RPL). v. Enable alignment of Indian qualifications to international qualifications in accordance with relevant bilateral and multilateral agreements. 3. NEED FOR REVISING AND RATIONALIZING NSQF Since the notification of NSQF in 2013, the skilling landscape has undergone major changes. The impetus on vocational education and skilling resulted in some major policy initiatives by the Government including notification and constitution of NCVET, launch of National Education Policy 2020 and approval of National Credit Framework in April 2023. 3.1. Establishment of National Council for Vocational Education and Training (NCVET): 3.1.1. The National Council for Vocational Education and Training (NCVET) was notified on 5th December 2018, vide notification no. No. SD-17/113/2017 E&PW, with the approval of the Cabinet dated 10th October 2018, subsuming the erstwhile National Skill Development Agency (NSDA) and the National Council of Vocational Training (NCVT). 3.1.2. The National Council for Vocational Education and Training has been entrusted with the development, qualitative improvement and regulation of vocational education and training, for granting recognition to and monitoring the functioning of awarding bodies, assessment agencies, skill information providers, and training bodies, and to perform other incidental functions as specified in the notification. The establishment of NCVET has also consolidated the fragmented regulatory framework in the Vocational Education and Training (VET) and skill ecosystem. 3.1.3. The NSQF is anchored in NCVET and its implementation is ensured through, inter-alia, the National Skills Qualification Committee (NSQC), which has been re-constituted, with representation from Central Ministries concerned, NITI Aayog, regulators of higher and technical education University Grants Commission (UGC), All India Council for Technical Education (AICTE), Central Board of School Education (CBSE), select State Skill Development Missions (SSDMs), Awarding Bodies including Directorate General of Training (DGT), Sector Skill Councils (SSCs) and select industry bodies. 3.2. National Education Policy, 2020: 3.2.1. The National Education Policy, 2020 has been launched by the Government of India in July 2020. The policy lays emphasis on making the education more holistic and effective by integration of general (academic) and vocational education while ensuring the vertical and horizontal mobility of students and learners between academic and vocational streams. 3.2.2. The NEP 2020, emphasizes upon removing hard distinction between arts, science and commerce; and between curricular, co-curricular and extracurricular activities; and between vocational and general education. NEP focuses on flexible curricular structure and multidisciplinary learning. 3.3. National Credit Framework (NCrF): 3.3.1. To fulfil the vision of National Education Policy 2020, a National Credit Framework (NCrF) has been approved by the government which is a comprehensive credit framework encompassing elementary, school, higher, and vocational education & training. NCrF focusses on making education more holistic and effective and would be the single meta framework for integrating and creditizing learning in various dimensions of academics, skilling and experiential learning including relevant experience and proficiency/ professional levels acquired, subject to assessment. 3.3.2. The NCrF provides for creditization of all learning and assignment, accumulation, storage, transfer & redemption of credits, subject to assessment; removes distinction and establishes academic equivalence between vocational & general education while enabling mobility within & between them, and its operationalization through the Academic Bank of Credits (ABC). 3.3.3. NCrF enables multi-disciplinarity, multiple entry - multiple exit (ME-ME) pathways in general & vocational education; ensures flexibility for students to choose their learning trajectories and career choices, including option for mid-way course correction or modification, as per their talents and interests. 3.3.4. Under the National Credit Framework (NCrF) every learning hour may be creditized subject to its assessment. The Credit levels to be assigned across school/ higher/ vocational education/ skilling, (independent of the streams, subjects etc.) are based on the cumulative numbers of hours/ years of learning subject to assessment. 3.3.5. For earning credits, any course/ qualification has to be aligned to the qualification framework concerned and assigned a pre-defined NCrF level while clearly describing the desired competency and learning outcomes expected after undergoing the course/ qualification. Also, for assignment of credits the learning outcome shall have to be assessed after completing the course/ qualification. NCrF proposes creditization to be applicable to school education, higher education and vocational education. 3.4. The school education and higher education have their respective Qualification frameworks namely the National Higher Education Qualification Framework (NHEQF) for higher education and the National Curriculum Framework for school education. 3.5. Above transformative policies necessitated corresponding modifications in the National Skill Qualification Framework (NSQF) particularly in respect of rationalising level descriptors, standardized minimum entry requirement criteria and notional hours, alignment of NSQF with NCrF and realigning its focus largely to the skills qualification framework. 4. NATIONAL SKILLS QUALIFICATION FRAMEWORK (NSQF) & IT'S OBJECTIVES 4.1. The National Skills Qualification Framework (NSQF) is an outcome and competency-based framework which organizes qualifications according to a series of levels of knowledge, skills, aptitude, and responsibility defined in terms of learning outcomes which the learner must acquire through formal, non-formal or informal learning which may comprise of academics, vocational education, training & skilling and experiential learning including relevant experience and proficiency/ professional levels acquired, subject to assessment. Thus, the NSQF is a skills quality assurance framework. 4.2. Key objectives and features of National Skill Qualification Framework 4.2.1. The following are the key features of NSQF: i. Provide for integrating and creditizing vocational education, training and skill learning in various dimensions of academics, skilling and experiential learning including relevant experience and proficiency/professional levels acquired, subject to assessment; ii. Clearly prescribe the desired competency levels in terms of knowledge, skills, aptitude, responsibility and learning outcomes expected after undergoing the course/ qualification while assigning a pre-defined NSQF/NCrF level to the same; iii. Facilitate assigning of credit levels across vocational education/ skilling including that in school and higher education, based on the cumulative numbers of hours/ years of learning; iv. Creditization of every type and hour of learning subject to its assessment; v. Establish academic equivalence between vocational & general education while enabling mobility within & between them; vi. Enable multi-disciplinarity, multiple entry-multiple exit (ME-ME) and progression pathways within and between school education, higher education, technical education, vocational education, training & skilling, and the job markets; vii. Provide flexibility for students/ learners to choose their learning trajectories and career choices, including option for mid-way course correction viii. Recognize learning through close partnership with industry and employers through internships apprenticeships and on the job training across all sectors; ix. Provide for Recognition of Prior Learning (RPL) through a credible assessment process; x. Thus, NSQF enables and promotes lifelong learning and skill development. 4.2.2. The other objectives of the National Skill Qualification Framework (NSQF) are to provide a framework that: i. Makes it applicable and implementable in school education, higher education along with vocational education. ii. Provides for development of qualifications for each level, based on outcomes which are accepted nationally. iii. Provides structure for development and maintenance of progression pathways which enables access to qualifications and assists students/ learners to move easily and readily between different education and training sectors and between those sectors and the industry/ job market. iv. Gives individuals an option to progress through vocational education and training and gain recognition for their prior learning and experiences v. Underpins national regulatory and quality assurance framework and processes for vocational education, training and skilling vi. Supports and enhances the national and international mobility of the workforce with NSQF-aligned qualifications through enabling easy recognition and comparability of Indian qualifications with the internationally aligned qualifications. 5. NATIONAL SKILLS QUALIFICATION FRAMEWORK & ITS COMPONENTS 5.1. NSQF Level Descriptors 5.1.1. The National Skill Qualification Framework (NSQF) is an outcome and competency-based framework which is composed of levels 1 (one) to eight (8), comprising of Level-1, Level-2, level-2.5, Level-3, Level-3.5, Level-4, Level-4.5, Level-5.0, Level-5.5, Level-6.0, Level-6.5, Level-7.0, and Level-8. 5.1.2. Each level represents a different level of skill, complexity, knowledge, responsibility and autonomy required to demonstrate the competence commensurate with that level. Level one of the framework represents the lowest complexity while highest level i.e. level eight represents the highest complexity. 5.1.3. Each NSQF level is defined and described by a set of level descriptors expressed in terms of learning outcomes in five domains, which describe in general terms, the minimum knowledge, skills, and attributes that a learner needs to acquire in order to be certified for that level. The five domains are (i) professional theoretical knowledge, (ii) professional and technical skills/ expertise, (iii) aptitude, mind-set, soft skills, employment readiness & entrepreneurship skills, (iv) broad learning outcomes and (v) level of responsibility. 5.1.4. The brief description of each Level Descriptor is as below: a. Professional Theoretical Knowledge: Professional theoretical knowledge is what a learner should know and understand with reference to the subject skill. It is described in the following terms: i. Depth of knowledge can be general or specialized. ii. Breadth of knowledge can range from a single topic to multi-disciplinary area of knowledge. iii. Kinds of knowledge range from concrete to abstract, from segmented to cumulative. iv. Complexity of knowledge refers to the combination of kinds, depth, and breadth of knowledge. b. Professional and Technical Skills/ Expertise: Professional and Technical Skills/ Expertise are what a learner should be able to do as a core function needed for the job role. These are described in terms of the kinds and complexity of skills and include: i. Specialized professional and technical skills; display of clarity of professional knowledge and technical skills in broad range of activities/tasks ii. Applying the required knowledge for successfully implementing or applying techniques/ processes in a specific/ broad field/job role iii. The ability to gain, and where relevant, apply a range of knowledge, skills and understanding iv. Can clearly identify the relevant tools; and materials in most routine/ non-routine contexts v. The required operational skills for the work/ job. Skill to deliver job/ work with the required precision and in estimated timelines vi. Capabilities of carrying out a choice of processes and procedures within the range of familiar/unfamiliar contexts vii. Wide range of cognitive and practical skills required to create innovative and feasible solutions to simple/ complex problems and situations. viii. For higher NSQF levels, understanding and application of techno-Commercial aspect of technology/associated skills or job role. ix. Cognitive and creative skills involving the use of intuitive, logical, and critical thinking. x. Communication skills involving written, oral, literacy and numeracy skills. xi. Interpersonal skills and generic skills. xii. Technical skills with regards to a particular job role in both technology and non- technology areas. Technical skills are the specialized knowledge and expertise required to perform specific tasks and use specific tools and programs in real world situations. c. Aptitude, mind-set, soft skills, employment readiness & entrepreneurship skills: i. This domain includes the generic employment readiness and mindset including communication, digital, financial and legal literacy, inclusion and diversity, entrepreneurship etc; ii. Soft skills and life skills like creative & cognitive thinking and innovation; critical thinking and problem solving; collaboration & team work; cultural awareness, heritage and competencies; local and global citizenship; ethical values and emotional awareness; personal and social responsibility etc; iii. Higher order skills like novel and adaptive thinking, design mindset, computational thinking, cross-cultural competency, transdisciplinarity, new media literacy, virtual collaboration, social intelligence and liberal arts.etc. d. Broad Learning Outcomes: Broad learning outcomes are a general summary of the other three domains corresponding to the given competency level as it integrates the three domains with the given responsibility at that level for undertaking a job role. i. Carrying out the predefined tasks, routine/repetitive tasks with/ without supervision; ii. Familiar, predictable, routine, situation of clear choice, focusing on range of application of standard procedures or operations in production/ services; iii. Versatile, adept at executing specialized tasks with minimal supervision, applying technical skills and problem-solving with clarity; iv. Identify/ anticipate the problems and possible range of solutions; v. Technical expertise, adept at solving complex problems and improving output, specialized judgement / decision making; vi. Advanced technical skills, monitoring critical parameters, evaluating and improving processes, and solving complex problems with evidence-based judgement; vii. Applying acquired advanced technical skills, technical appraisal and reviews; viii. Driving large-scale transformation and managing resources effectively. e. Responsibility: Responsibility aspect determines the following: i. Level of responsibility for self and others; ii. Accountability for actions; iii. Nature of working relationships; iv. Managing change. 5.1.5. The descriptors give broad, general, but meaningful, indicators of the learning outcomes at each level. However, it is not the case that every qualification will or should have all of the characteristics set out in the level descriptors. The descriptors can be used in a number of ways: a. To allocate levels to learning programs and qualifications b. Allow broad comparisons to be made between outcomes of learning c. In validation and moderation of various qualifications and programs d. As a basis for communication with learners and other users of qualifications e. As a guide for mapping progression routes within training sectors f. By program designers when making entry requirements and recommendations for programs 5.1.6. The details of the Level Descriptors as on the date of this notification are at Annexure I. However, the Level Descriptors are subject to further modification with the approval of the NCVET Council depending upon the need and requirements of vocational education, training and skilling ecosystem for the development, qualitative improvement and regulation of vocational education and training. 5.2. Qualifications and National Occupation Standards (NOS) 5.2.1. A Qualification comprises of a number of smaller units of learning with independent learning outcomes called National Occupational Standards (NOS). A NOS defines the measurable performance outcomes required from an individual engaged in a particular task and lists down what an individual performing that task should know and also do. These standards can form the benchmarks for various education and training programs. 5.2.2. Just as each job role may require the performance of a number of tasks, the combination of all the NOSs corresponding to these tasks would form the Qualification for that job role. The Qualification and constituent NOSs for each qualification/ job role corresponding to each level of the NSQF shall be formulated by the recognized Awarding Body concerned. 5.2.3. In the event of there being no AB for a given sector, or inability on the part of the AB to develop the required NOSs/ qualification in a timely manner, the NCVET/NSQC may assign this responsibility to a relevant awarding body or any other entity having experience and knowledge of the sector. 5.3. Micro-Credentials: The smaller units, namely Micro-Credentials may be developed within a sector or across sectors primarily focusing on upskilling. Micro-credential aims to certify achievement of coherent sets of skills and knowledge, specified by a statement of purpose, learning outcomes and strong evidence of need by industry, employers or the Government. 5.4. Standardization of Norms for Minimum Entry Criteria & Notional Hours: 5.4.1. Each qualification at an NSQF level may be further defined in terms of entry criteria, minimum range of notional hours required to achieve the prescribed learning outcomes which are aligned to the National Credit Framework (NCrF). For a qualification at a particular NSQF level with a predefined learning outcome, there will be minimum level of standardization in terms of the following elements: i. Minimum Entry Criteria: Since every level of qualification/ job role is expected to lead to a defined level of competency, minimum entry requirements for undertaking training in a qualification of a particular level may be prescribed by the Council. The entry criteria may include the academic credentials and/or previous Vocational Education, Training and Skilling undertaken and the existing work experience of the prospective student/ learner. ii. Minimum Range of Notional Hours: Although the NSQF levels are not directly related to the duration of study, for every NSQF aligned qualification a range of minimum notional hours may be prescribed by NCVET to ensure that a minimum duration of training is imparted for a defined level of competency. The notional learning hours may include theory, practical/ skill training, internship, apprenticeship, On the Job Training (OJT), employability skills, etc. 5.4.2. The details of the Standardization of Norms for Minimum Entry Criteria & Notional Hours etc as on the date of this notification are at Annexure II. However, the Standardization of Norms for Minimum Entry Criteria & Notional Hours etc are subject to further modification with the approval of NCVET Council depending upon the need and requirements of Vocational Education, Training and Skilling ecosystem in the interest of the development, qualitative improvement and regulation of vocational education and training 5.5. Supporting Documents for a qualification 5.5.1. Each qualification shall be supported by the Qualification developer Awarding Body/ Assessment Agency concerned with the following: i. Qualification, NOSs, Micro-Credentials in prescribed format with the expected learning outcomes and performance criteria for every learning outcome; the detailed training and learning strategy, and process; ii. Model curriculum, student's guide; detailed syllabus, lesson plans, learning resources; iii. List of infrastructure, tools, equipment, labs/ computer labs, workshops, and other special infrastructure required for imparting the training; detailed specifications of infrastructure, tools, equipment, labs/ computer labs, workshops, and other special infrastructure required for imparting the training; iv. Detailed strategy and guidelines for training, assessment and testing; v. Trainer's qualifications/ eligibility/ experience; Training Manual, Trainer's Guide, projects, assignment, tutorials; asse Qualification vi. Assessor's qualifications/ eligibility/ experience; Assessment Manual, Assessor's Guide, question banks for assessments, job works for practical assessments; ToA Qualification vii. Basic e-content based on the model curriculum; Advance content, e-content and other digital resources, multimedia resources, including animation, simulation, digital twins, metaverses, etc; viii. Evidence of need of the qualification and type of training institution; Any special resources required for delivery of qualification to people with disabilities; ix. Each qualification shall be prepared in Hindi/ Indian language as per the geographical area of training; x. Details of online and offline learning and assessment as per blended learning guidelines; xi. NSQF curricula should specify the mode of learning, be modular and allow for skill accumulation and facilitate exit and entry. These shall be developed for each NSQF level, and for every Qualification/NOS/MC by the Awarding Body (AB)/ Training Providers/ Assessment Agencies concerned. 5.6. Industry Engagement: 5.6.1. Since the National Skill Qualification Framework (NSQF) has been particularly designed for meeting the skilled workforce and manpower requirements of the industry and various sectors of economy at all levels (workmen, technicians, supervisory, managerial, management etc), NSQF has to be implemented with participation of the industry/ sectors and employers which is a critical prerequisite for its success. 5.6.2. NSQF therefore mandates that the Vocational Education, Training and Skilling qualification/ courses/ programs for students/ learners will be designed, developed, delivered, assessed and certified in close consultation with industry and employers in accordance with the guidelines by the Awarding Bodies, especially with respect to the following aspects: i. Stakeholders' consultations during design and development of qualification ii. Industry validation of the qualification to establish its need and relevance iii. Allowing the relevant experts from the industry/ sectors to deliver and assess the qualification and prescribing the same in the guidelines for appointment of instructors/ trainers 5.6.3. The Awarding Bodies may also recognize the regular training centres/ facilities within an industry as their affiliated training centres for the purpose of skill training 5.6.4. In addition to this, the industry may also provide support in terms of providing training institutions and/or infrastructural support. 5.6.5. Industry led qualifications can be considered for NSQF alignment on a case-to-case basis, even where the industry concerned is not an NCVET recognized awarding body, the mechanism for which shall be prescribed by NCVET. 5.7. Award / Earning of Credits and Notional Learning Hours 5.7.1. Under the National Credit Framework (NCrF) every learning hour can be creditized subject to its assessment. The Credit levels to be assigned are based on the cumulative numbers of years of learning with assessment. For earning credits, the course/ qualification should be aligned to the qualification framework concerned, be assigned a defined NCrF level while clearly describing the desired competency and learning outcome expected. Also, for assignment of credits the learning outcome shall have to be assessed after completing the course/ qualification for assignment of credits. 5.7.2. Credit" is recognition that a learner has successfully completed a prior course of learning, corresponding to a qualification at a given NSQF/NCrF level. For each such pre-approved qualification, the student/ learner would have put in such number of hours of learning (academic, vocational education & skill and experiential learning) or workplace experiential learning including relevant proficiency and professional levels acquired, so as to achieve the pre-defined and approved learning outcomes as part of the qualification, subject to valid, reliable assessment by a duly recognized assessment agency. 5.7.3. The total Notional Learning Hours for one year of education/ learning across school education, higher education and vocational education, training and skilling have been prescribed to be 1200 Hrs per year for the purpose of assignment of credits for which the students/ learners shall be awarded 40 Credits subject to assessment. 5.7.4. The learning hours in vocational education, training and skilling may include, subject to achieving pre-defined learning outcomes at a NSQF/ NCrF level established through proper assessment, the following: a. Formal learning, including classroom learning, training sessions, coaching, teaching/ instructions; b. Practical hands-on training in workshops, laboratory or other locations including innovation labs; c. Assignments, tutorials, minor or major project work; d. Examinations, class tests, quizzes, and all types of assessments; e. Internship, apprenticeship, on the job training (OJT), i.e. Practice and learning on the job gaining, applying and refining skills in the workplace and industrial field visits f. Experiential learning including relevant proficiency and professional levels acquired etc.; g. Informal learning for example through community-based workshops, youth groups, playgroups (Process to be separately notified by the Council); h. Special achievements in sports and games, yoga, physical activities, performing arts, music, handicraft work, social work, NCC (Process to be separately notified by the Council). 5.7.5. For the purpose of credit calculations under National Credit Framework (NCrF) one Credit is equivalent to 30 notional learning hours. However, the Council may provide for a different number of hours per credit for theory practical and experiential learning for specific Qualifications. The assignment of credits is independent of the Vocational Education, Training and Skilling sector or type of learning. The students/ learners could be allowed additional courses, programs, subjects or projects beyond 40 credits to get additional credits for the same. 5.7.6. The number of credits may be worked out on the basis of the number of notional learning hours prescribed (that an 'average' learner, at a specified NSQF level, is expected to take to achieve the learning outcomes). No credits are added or taken away if the student/ learner takes more or less time is taken to achieve the pre-defined outcomes determined by successful assessments. No credits shall be awarded to or 'earned' by a student/ learner if the learning outcomes are not achieved. 5.7.7. The process of assignment, accumulation, storage, redemption and transfer of credits shall be in alignment with the National Credit Framework, including the special provisions like Recognition of Prior Learning (RPL), student/ learner accelerations etc. 5.7.8. Assignment of Credits has also been enabled for blended learning in Vocational Education, Training and Skilling to expand the open learning options and to promote extensive use of technology in education, learning & skilling. This would help in overcoming the constraints of physical infrastructure & scalability while enhancing access, equity, and affordability and ensuring quality and accountability. The blended learning option shall also enhance accessibility of learning in Indian language as well as for Divyangs. 5.7.9. The total Credit Points earned by the student in a particular year could be obtained by multiplying the credits earned with the NCrF Level at which the credits have been earned. The credit points may be redeemed as per the guidelines issued in this regard by the regulators/ institutions concerned for entry or admission in school, higher, technical or vocational education programs/courses at multiple levels enabling horizontal and vertical mobility with various lateral entry and exit options. 5.7.10. The NSQF read with the provisions of National Credit Framework (NCrF) also enables creditization of experiential learning including relevant experience and proficiency/professional levels acquired, based on the weightage for the purpose, subject to assessment. 5.7.11. The provisions of NSQF shall be aligned with the provisions of NCrF and the NCrF levels. 5.8. NSQF Enabling Recognition of Prior Learning (RPL) 5.8.1. The NSQF read with the provisions of National Credit Framework (NCrF) fully enables the students/ learners with opportunities to catch up and reenter the education and skilling ecosystem in case they have fallen behind or dropped out at any stage thereby allowing them integration, progression and mobility into formal education ecosystem. 5.8.2. Recognition of Prior Learning (RPL) for workforce that has acquired knowledge and skills informally through the traditional family inheritance, work experience or other non-formal or informal methods is a very important associated function of the NSQF, especially in the Indian context where majority of the workforce has not received formal training. Such prior learning may include knowledge and skills gained/ acquired outside the formal learning ecosystem, through informal learning and training in the workplace, the family, the community and/or the voluntary sector, from continuing professional development activities or from independent learning from open/ other sources. 5.8.3. RPL will give an option for personal or career development or to gain credit to learners who have the required skills but no formal certificate for the same. It will help learners make clearer connections between the learning they have already achieved and future learning and/or career opportunities. Benchmarking an individual's learning against the NSQF Level Descriptors will help them to identify the appropriate options for progression. This will improve career progression and skill upgradation of learners as well as facilitate the engagement of the experienced practitioners as resource persons. 5.8.4. The Guidelines on “RPL' notified by NCVET, from time to time shall be applicable in this regard. 5.9. Occupational Maps and Progression Pathways Every qualification will define and provide for the Occupational Maps and Progression Pathways to enable both horizontal and vertical mobility of students/ learners. For that to happen, the following are essential: 5.9.1. Each level is linked to the levels above and levels below it by a series of steps. If these steps in any industry sector or academic domain are missing, the NSQF would help identify, map and address these gaps. 5.9.2. Such gaps would have to be filled, and the key administrative ministry, regulatory bodies already operating in that sector, the ABs and other stakeholders being part of the NSQC, would be involved and requested provide the required support in the process. 5.9.3. The progression pathways shall be defined in each qualification to facilitate vertical and horizontal mobility. For this, Awarding Bodies shall develop clearly defined Occupational Maps (OMs) of the sector concerned. Such OMs may show pathways within the same sector or across sectors. 5.9.4. The horizontal and vertical progression pathways with the multiple entry multiple exit options within and between vocational education and general education shall be worked out in line with the provisions of NCrF. 5.10. Enabling International Comparability and Mobility: 5.10.1.The International equivalence and transfer of credits is enabled through various multilateral/ bilateral agreements between respective regulators of the countries concerned. Regional Qualifications Framework (RQF) also picked up due to the initiatives by the Organisation like Economic Cooperation and Development (OECD), World Bank, and International Labour Organization (ILO). 5.10.2.The demand for transparent sets of professional competencies, skills, and knowledge enhanced the international mobility of students and professionals. Acceptance of equivalence of various qualifications between the countries, therefore, becomes vital to enable the international equivalence and mobility of students and professionals. 5.10.3.This necessitates the requirement of a measurable method for establishing equivalence between qualifications to enable the identification of skills, comparisons, and mobility of learners and workers between countries. 5.10.4. The National Skill Qualification Framework (NSQF), in conjunction with NCrF provides for a way of structuring qualifications defined by not only the course curriculum, but the learning outcomes, and therefore becomes a reliable method to measure the outcome of learning and for comparing qualifications to establish equivalence. 5.10.5.As a standardised national framework for credit assignment and accumulation NSQF encourages internationalization of skills through credit transfer provisions making these credits more acceptable and transferable internationally. NSQF, thus, enables wider recognition and acceptance of Indian education and skilling by other countries through international equivalence, promoting exchange with foreign skilling bodies and institutions. 5.10.6.The NSQF will provide a means of articulation and alignment of the Indian Skill Qualification levels with those of the other countries/ regions for bilateral or multilateral MOUs and agreements. This will help in facilitating the mobility of Indian NSQF-aligned Qualification holders to work in and/or relocate to other parts of the world. The NSQF will also be the means of interface with the various geographical regional frameworks that are developing across the world. 6. NATIONAL QUALIFICATIONS REGISTER (NQR) 6.1. To ensure that all stakeholders of education higher education and skilling ecosystem including awarding bodies, assessment agencies, training providers, training centers, institutions, universities, engineering colleges, polytechnics, industrial training institutes, state school boards, schools, teachers, instructors, trainers, parents and students/ learners, have access to all the qualifications currently aligned and approved as per National Skill Qualification Framework (NSQF), the qualification are uploaded on National Qualification Register (NQR) and shall be maintained and regularly updated by the council. 6.2. The National Qualification Register (NQR) will be the official national public record of all qualifications aligned to NSQF levels and approved by NSQC. The qualifications register will be made available on a web portal and regularly updated. 6.3. The NQR shall list all the current and past qualifications aligned and approved as per National Skill Qualification Framework (NSQF) along with full details of its name, code number, sector/awarding body concerned, date of approval, currency, version/ revision, archiving etc. 6.4. NQR will reflect the current qualifications alive which are available or being provided by various stakeholders. NQR shall also all the qualifications archived or expired and are no more available for offering. 6.5. It shall be the responsibility of the stakeholders concerned who shall check the currency and availability of a qualification on NQR before offering the same in the skilling ecosystem. 7. SHARING OF RESOURCES 7.1. Sharing of Resources already created by different stakeholders and organizations in the skill ecosystem would be encouraged for optimum utilization of the funds and expertise available. 7.2. Industry and employers would be encouraged to partner with skill / vocational training providers/ institutes so that the requirements and ethos of the work place are integral to skill training programmes. 7.3. The 'Guidelines for adoption of qualifications, NOSs, & Micro-credentials by multiple awarding bodies' notified by NCVET, from time to time shall be applicable in this regard. 7.4. Sharing of Vocational Education, Training and Skilling Qualifications and learning resources: There would be two kinds of qualifications and learning related resources. i. Firstly, the one available in the public domain or open resources which shall be sharable subject to following the guidelines issued by the National Council for Vocational Education and Training (NCVET) from time to time. Any resource developed with the funds from the government or corporate social responsibility shall be a public resource. ii. Secondly, the detailed and advanced resources developed by awarding bodies, training providers or the assessment agencies where the development, management and use rights would be available with the developer concerned. These resources could be used by others with the permission of the owners based on mutual agreement with or without financial applications. iii. In the public interest the council may declare any resource as a public resource. 8. IMPLEMENTATION OF NSQF 8.1. The National Skills Qualification Committee (NSQC) anchored in NCVET is the apex body for implementation of NSQF. Constituted by the Council, the NSQC comprises, amongst others, of the representatives from the select Central Ministries, the regulatory bodies of education and skilling ecosystem namely University Grants Commission (UGC) and All India Council for Technical Education (AICTE), Director General Training (DGT), Central Board of School Education (CBSE), select SSDMs (by rotation), select Industry Associations, the Awarding Bodies, and sectoral representatives. 8.2. To meet the changing requirements, the composition of NSQC may be modified with the approval of the NCVET Council. The NSQC would be at liberty to set up specific sub-committees for addressing sectoral issues. All Members of the NSQC representing specific sectors, and listed under the group of "sectoral representatives" may be part of the sub-committee (s) on the sector". 8.3. The NCVET shall also lay down an SOPs and guidelines detailing the process for NSQF alignment and approval of qualifications. 8.4. Functions of the NSQC would be as under: 8.4.1. All Policies relating to alignment of qualifications/ NOSs/ MCs to NSQF; their revision; trainer and assessor norms, etc. 8.4.2. NSQF alignment and approval of the Qualifications, National Occupation Standards (NOSs) and Micro Credentials (MCs) prepared by the NCVET recognized Awarding Bodies (ABs) or any other such body authorized to do so by NCVET; 8.4.3. Standardize and review the process for NSQF alignment and approval keeping in view the changing requirements/policies from time to time. 8.4.4. Prescribe guidelines/ SOPs related to RPL, Adoption of qualifications and NSQF alignment of Diploma qualifications etc. 8.4.5. Prescribe guidelines for ensuring that ABs incorporate in the Qualifications and implementing agencies, including training providers, address during training the special needs of disadvantaged sections of the population including women, PwDs etc. 8.4.6. Encourage development and NSQF alignment of Qualifications/ NOS/ MCs relating to Future Skills qualifications, OEM Qualifications, Cross- sectoral, Multi-skilling and Heritage/ Traditional sectors amongst others. 8.4.7. Modify, align and approve the skill qualifications for Schools, Higher Education and Technical Education. 8.4.8. Resolve issues relating to implementation of NSQF aligned and approved skill qualifications in Schools, Higher Education and Vocational education ecosystem. 8.4.9. Lay down process for uploading, revision and archiving of qualifications on NQR and approve the same. 8.4.10.Approve Occupational Map for various sectors and ensure adherence and implementation by all ABs. 8.4.11.Develop/ approve norms and formats for Certification; 8.4.12.Approve the mechanism for credit assignment, accumulation, storage and transfer of credits with respect to vocational education in line with NCrF and review and resolve matters among Ministries/ Departments/ Regulatory Bodies regarding alignment of courses to NSQF, credit transfer for Vocational Education, Training and Skilling, etc.; 8.4.13.Coordinate and take all steps to align the national qualifications to international qualifications frameworks, relating to Vocational Education & Training/ Skilling to allow international mobility; 8.4.14.Any other matter considered necessary for establishing and maintaining high standards and quality for Vocational Education, Training and Skilling in all sector. 8.5. Assessment 8.5.1. As per the Council's mandate all assessments for Vocational Education, Training and Skilling shall be done by the NCVET recognized Assessment Agencies for all the training conducted in respect of NSQF aligned and approved qualifications as per the norms defined from time to time, after approval of NSQC to ensure that outcomes conform to appropriate NSQF levels. 8.5.2. In case the assessment has not been conducted by a NCVET recognized Assessment Agencies, no NCVET certification shall be issued by the awarding body or any other agency. 8.6. Certification 8.6.1. Certification will be done by the NCVET recognized Awarding Bodies for the NSQF aligned and approved qualifications as per the norms defined and notified for recognition and regulation of Awarding Bodies, notified by the NCVET from time to time. 8.6.2. The Certificate is to be issued after successful assessment of the student/ learner in the approved format issued by NCVET from time to time, after approval of NSQC. 8.6.3. National Council for Vocational Education and Training (NCVET) shall prescribe the method of issuing this certificate either through the skill India digital portal or any other process to be specified by the NCVET. 8.7. Miscellaneous Provisions for implementation 8.7.1. Central and State Governments: The Central Ministries/ Departments, State Government Departments, State Skill Development Missions (SSDMs) etc. will provide the leadership to ensure that all stakeholders align the Vocational Education, Training and Skilling ecosystem under their aegis to the NSQF to ensure greater value and mobility. The State Governments will also help determine the modalities for ensuring that while regional variations are provided for, the same do not deviate from the set standards and procedures undermining the quality assurance through NSQF. 8.7.2. The Government funding for any program may be available only for Vocational Education, Training and Skilling on NSQF aligned and approved qualifications/ courses. 8.7.3. All the government funded training and education institutions shall define eligibility criteria for admission to various Vocational education and Training (VET) courses (both in school and higher education) which are aligned with NSQF to facilitate mobility. 8.7.4. The recognized Awarding Bodies will be encouraged to run the NSQF aligned and approved qualifications in fee-based programs as well. 8.7.5. NSQF may be adopted by all academic institutions for their Vocational Education, Training and Skilling related programs. 8.7.6. Governments both Central and states may amend their recruitment rules and as those of their public sector enterprises to define eligibility criteria for all workforce related positions in terms of NSQF levels. 8.7.7. This notification will supersede the earlier NSQF notification of 2013. 9. REMOVAL OF DIFFICULTIES IN IMPLEMENTATION OF THE PROVISIONS Challenges/ difficulties faced during the implementation of this policy shall be evaluated and addressed and in case any urgent/ minor modifications are required, the same shall be issued with the approval of the Chairperson, NCVET, which shall be got approved post facto by the Council. Interpretation/ decision of the Council regarding any of the provisions of the guidelines shall be final. ANNEXURE I LEVEL DESCRIPTORS FOR NSQF LEVELS (Majority of the parameters listed across every level to apply) | NSQF Level | Professional Theoretical Knowledge | Professional and Technical Skills/ Expertise to Level 8 | Professional Theoretical Knowledge | Professional and Technical Skills/ Expertise +-----------------------------------------------------+-----------------------------------------------------+ | Level 8 | PhD in the relevant field +-----------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 1 | No formal education | No Experience | 150-210 Hours | 30 hours | No LTT course | Nil | Nil | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 2 | • No formal education | No Experience | 210-270 Hours | 30 hours | No LTT courses | Nil | Nil | | | • May require ability to read and write for some qualifications | However, 1 year relevant experience may be desirable for some qualifications | | | | | | | | Previous relevant Qualification of NSQF Level 1 | No Experience | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 2.5 | 9th Grade pass | No Experience | 240-300 Hours | 30 hours | 8th Grade Pass | 1200 hours AND (for NTC only) 150 hours of project work | 120 hours | | | • 8th Grade pass and pursuing continuous schooling | 1 year relevant experience | | | | | | | | 8th grade pass | 4 year relevant experience | | | | | | | | 5th grade pass | 5 year relevant experience | | | | | | | | Ability to read and write | 6 months of relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 2 | 1.5 year relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 1 | 3 year relevant experience | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 3 | • Grade 10 pass | No Experience required. | 270-390 Hours | 30/ 60 hours | 9th Grade Pass | 1200 hours | 120 hours | | | Grade 8 pass with two year of (NTC/NAC) after 8th | 1 year relevant experience | | | 8th Grade Pass | 2400 hours AND (for NTC only) 150 hours of project work | 180 Hours (min 90 hours module in 1st year) | | | • Grade 8 pass and pursuing continuous schooling in regular school (in case of 2 year prog) | 2 year relevant experience | | | | | | | | • Grade 9 pass and pursuing continuous schooling in regular school | 5 year relevant experience | | | | | | | | 9th Grade pass | 1.5 year relevant experience | | | | | | | | 8th grade pass | 3 year relevant experience | | | | | | | | 5th grade pass | | | | | | | | | Previous relevant Qualification of NSQF Level 2.5 | | | | | | | | | Previous relevant Qualification of NSQF Level 2 | | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 3.5 | 11th Grade pass | No Experience required | 360-420 Hours | 30/60 hours | 10th Grade Pass | 1200 hours AND (for NTC only) 150 hours of project work | 120 hours | | | • Completed 1st year of 3-year diploma after 10th. | One year relevant Experience required | | | | | | | | 10th grade pass and pursuing continuous schooling. | | | | | | | | | 8th grade pass with two years of NTC plus 1 year NAC/CITS | | | | | | | | | • 10th Grade pass | | | | | | | | | • 8th grade pass with two years of any combination of NTC/NAC/CITS or equivalent. | | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 4 | 12th grade pass | No Experience required. | 390-480 Notional Hours of Training | 30 hours/ 60 hours | 11th Grade Pass or equivalent | 1200 hours | 120 hours | | | Completed 2nd year of 3-year diploma (after 10th) | 1 year relevant experience | | | 10th Grade Pass or equivalent | 2400 hours AND (for NTC only) 150 hours of project work | 180 hours (min 90 hours module in 1st year) | | | • Pursuing 2nd year of 3-year regular Diploma (after 10th) | 2 year relevant experience | | | | | | | | • 10th grade pass with two years of any combination of NTC/NAC/CITS or equivalent. | 3 year relevant experience | | | | | | | | • 8th pass plus 2-year NTC plus 1-Year NAC plus 1-Year CITS | | | | | | | | | • 10th grade pass and pursuing continuous schooling (for 2 year program) | | | | | | | | | • 11th Grade Pass and pursuing continuous schooling | | | | | | | | | 11th Grade Pass | 1 year relevant experience | | | | | | | | 10th Grade Pass | 2 year relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 3.5 | 1.5 year relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 3.0 | 3 year relevant experience | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 4.5 | • Completed 1st year of 3-year/4-years UG | No Experience required | 450-510 Notional Hours of Training | 60 Hours | 12th grade pass or equivalent | 1200 hours AND (for NTC only) 150 hours of project work | 120 hours | | | Pursuing 1st year of 3-year/ 4-years UG and continuing education | 1 year relevant experience | OR For UG Students - 450 Hours of Internship + project work with Assessment | | 10th Grade pass or equivalent | 3600 hours | 240 hours (Min 90 hours module in 1st year) | | | Pursuing 3rd year of 3-year diploma after 10th and continuing education | | | | | | | | | Completed 3-year diploma after 10 | | | | | | | | | • Completed 1st year of 2 year diploma after 12th | 1 year relevant experience | | | | | | | | Pursuing 2nd year of 2-year diploma after 12 and continuing education | | | | | | | | | • 12th Grade pass with 1-year NTC/NAC | | | | | | | | | • 10th grade pass with 3 year of any combination of NTC/NAC/CITS or equivalent. | | | | | | | | | 12th Grade Pass | 1 year relevant experience | | | | | | | | 10th grade pass with 2 year of any combination of NTC/NAC/CITS or equivalent. | | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 5 | • Completed 2nd year of 3-year/ 4-years UG | No Experience required | 480 to 570 Notional Hours of Training | 60 hours | Completed 3 year diploma after 10th Grade | 1200 hours | 120 hours | | | Pursuing 2nd year of 3-year/ 4-years UG and continuing education | No Experience required | OR For UG Students - 510 Hours of Internship + project work with Assessment | | Completed 1st year UG or equivalent | 1200 hours | 120 hours | | | • Completed 2nd year of diploma (after 12th) | 1 year relevant experience | | | 12th Grade pass or equivalent course | 2400 hours | 180 hours (Min 90 hours module in 1st year) | | | Pursuing 2nd year of 2-year diploma after 12th | 2 year relevant experience | | | | | | | | 12th pass with 2 year of any combination of NTC/NAC/CITS or equivalent. | 4 year relevant experience | | | | | | | | • Completed 3-year diploma after 10th | 1 year relevant experience | | | 10 Grade pass plus 2 year NTC plus 1year relevant experience (only for CITS) | 1200 hours | 120 Hours | | | • 12th pass with 1-year of NTC/NAC | 2 year relevant experience | | | OR 10th grade pass plus 1 year NTC plus 2 year relevant experience (only for CITS) | | | | | • Completed 1st year of 3-year/ 4-years UG | 4 year relevant experience | | | | | | | | 12th Grade pass | 1.5 year relevant experience | | | | | | | | 10th Grade pass | 3 year relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 4.5 | | | | | | | | | Previous relevant Qualification of NSQF Level 4 | | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 5.5 UG Degree | • Completed 3rd year of 3-year/ 4-years UG | No Experience required | 540 to 600 Notional Hours of Training | 60 hours/ 90 hours | Completed UG 1st year or equivalent | 2400 hours | 180 hours (Min 90 hours module in 1st year) | | | Pursuing 3rd year of 3-year/ 4-years UG and continuing education | | OR For UG Students - 550 Hours of Internship + project work with Assessment | | | | | | | Completed 12th grade with 1-years of NTC plus 1-year NAC plus 1-year CITS | | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 6 | • Pursuing first year of 2-year PG program after completing 3-year UG degree | No Experience Required | 570 to 660 Notional Hours of Training | 90 hours | Completed UG degree (3 year) OR Equivalent | 1200 hours | 120 hours | | | Pursuing 1-year PG diploma after 3-year UG degree | 1 year relevant experience | OR For UG/ PG Diploma Students - 600 Hours of Internship + project work with Assessment | | Completed 4 year UG degree OR Completed PG Diploma after 3 year degree OR completed | | | | | Completed 4th year UG (in case of 4-year UG) | 2 year relevant experience | | | | | | | | • Pursuing 4th year UG (in case of 4-year UG) and continuing education | 3 year relevant experience | | | | | | | | Completed 3-Year UG Degree | 4 years of relevant experience | | | | | | | | • 12th Grade Pass with 2 years of any combination of NTC/NAC/CITS | 1.5 years relevant experience | | | | | | | | Completed 2 year of diploma after 12th | 3 years relevant experience | | | | | | | | Completed 1st year of 2 year diploma after 12th Grade | | | | | | | | | 12th Grade pass | 4 years of relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 5.5 | 1.5 years relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 5 | 3 years relevant experience | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 6.5 | Pursuing PhD (after 4-year UG honours with research) | No Experience Required | 630 to 690 Notional Hours of Training | 90 hours | Completed 4 year UG degree OR Completed PG Diploma after 3 year degree OR completed | 1200 hour | 120 hours | | | Pursuing 2nd year of 2-year PG (after 3 year UG Degree) | 1 year relevant experience | OR For PG Students - 660 Hours of Internship + project work | | | | | | | • Pursuing 1st year of 2-year PG (after 4 year UG Degree) | 2 year relevant experience | | | | | | | | • Completed 2-year PG degree (after 4 year UG) | 3 year relevant experience | | | | | | | | • Completed 4-year UG program | 1 year relevant experience | | | 1st year of 2 year PG program | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 7 PG Engg | Pursuing PhD | No Experience Required | 660 to 750 Notional Hours of Training | 120 hours | 1st year of 2 year PG program | | | | | Pursuing 2nd year of 2-year PG after 4 year UG program | No Experience Required | OR For PG Students - 720 Hours of Internship + project work with Assessment | | | | | | | Completed 2-year PG degree after 3-year UG degree | 1 year relevant experience | | | | | | | | Completed 4-year UG degree | 2 year relevant experience | | | | | | | | Completed 3-year UG degree | 3 year relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 6.5 | 1.5 years relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 6 | 3 years relevant experience | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ | Level 8 PhD/More than 19 years | PhD in the relevant field | No Experience Required | 750 onwards Notional Hours of Training | 120 hours | | | | | | PhD in any field | 1 year relevant experience | OR 810 Hours of Internship & project | | | | | | | 2-year PG in relevant field | 3 year relevant experience | | | | | | | | 2-year PG in any field | 4 year relevant experience | | | | | | | | 3-year UG in relevant field or 4-years UG | 5 year relevant experience | | | | | | | | 3-year UG in any field | 6 year relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 6.5 | 4.5 years relevant experience | | | | | | | | Previous relevant Qualification of NSQF Level 7 | 3 years relevant experience | | | | | | +--------------+-------------------------------------+-------------------------------------+---------------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+-----------------------------------------------------+ COL. GUNJAN CHOWDHARY, Secy. [ADVT.-III/4/Exty./214/2025-26] Uploaded by Dte. of Printing at Government of India Press, Ring Road, Mayapuri, New Delhi-110064 and Published by the Controller of Publications, Delhi-110054. GORAKHA NATH YADAVA Digitally signed by GORAKHA NATH YADAVA Date: 2025.07.10 14:29:00 +05'30'