Full Text
REGD. No. D. L.-33004/99
The Gazette of India
CG-DL-E-21062024-254843
EXTRAORDINARY
PART III—Section 4
PUBLISHED BY AUTHORITY
No. 424]
NEW DELHI, WEDNESDAY, JUNE 19, 2024/JYAISHTHA 29, 1946
2424 GI/2024
Col. SANTOSH KUMAR, Secy.
[ADVT.-III/4/Exty./193/2024-25]
NATIONAL COUNCIL FOR VOCATIONAL EDUCATION AND TRAINING
GUIDELINES ON TRAINING OF TRAINERS (TOT)
NOTIFICATION
New Delhi, 1st February, 2024
F. No. 42001/03/2023/NCVET.-
SECTION 1: INTRODUCTION
1.1. India being a country with 65% of its youth below the age group of 35 years is burgeoning with demographic
dividend. The only way to realize the potential of the youth is by "continuously Skilling, Re-skilling and
Up-Skilling".
1.2. The quality of trainers is a key driver for the success of any Vocational Education Training & Skilling
(VETS) program and quality training depends on the skills, domain knowledge and industrial knowledge of
the trainer. There is a traditional shift in the trainers' role from being primarily the provider of subject
knowledge to that of a facilitator of learning, using a variety of instructional mediums. Instead of only
"transmission of information" the main emphasises is now on “exchange of ideas, methods, techniques,
and experience". The objective is to change the overall approach with a focus on the trainers training
capacity and skills, as opposed to mere knowledge acquisition.
1.3. Training of Trainers (ToT) is an important part of the VETS value chain which provides not only the scale to
the operations of the skill ecosystem required to reap the demographic dividend but also infuses the quality
which shall ensure creation of a world class pool of skilled manpower as envisioned by the Honourable
Prime Minister to make India "Skill Capital of the World".
1.4. The National Council for Vocational Education and Training (NCVET) was notified by the Government of
India vide gazette notification no. SD17/113/2017-E&PW dated 05th December, 2018. As per Para 16,
Point (h) of Chapter III (Functions and Powers of the Council) of the NCVET Gazette Notification, one of
the important functions of NCVET is 'to frame guidelines for training and certification of trainers by
Awarding Bodies'. In pursuance of this mandate the Training of Trainers (ToT) Guidelines have been
framed by NCVET.
SECTION 2: IMPORTANCE OF TOT
2.1. Enhancing Quality of Vocational Education and Training (VET) & Skilling: The trainers form the basis
of any training value chain. Therefore, infusion of quality parameters in training of trainers has a multiplier
effect that is reflected in the outcomes of the complete skilling ecosystem. With a formalized, quality
assured and dynamic ToT framework that not only caters to the latest job requirements but also is future-
ready will lead to strengthening of the VETS training implementation.
2.2. Expanding Scale of VET & Skilling: The country is seeing a rise in the number of jobs with the growth of
the economy. On the other side we have a bulging demographic dividend. To make these two ends of
demand and supply meet, a number of skilling initiatives have been undertaken, most prominent being the
Skill India and the notification of National Skills Qualification Framework (NSQF) in 2013. We have
already aligned over 4000 qualifications with NSQF running across schemes of more than 20 Central
Ministries and State Government/Union Territories (UTs). In addition, there are private bodies including
industries implementing the skill training. To cater to such expanse of skill development activities as
mentioned above, there is a requirement of adequate & quality assured Trainers & Masters.
2.3. Integration of General Education & Vocational Education: With the policy initiatives like National
Education Policy 2020 (NEP) and National Credit Framework (NCrF), there is an increased focus on
integration of VETS in General Education. The enabling provisions of the mentioned policies will facilitate
learners to pursue VET & skilling while undertaking general education and vice versa along with options of
Multiple Entry & Multiple Exit (ME-ME) and lifelong learning. Therefore, the requirement of skilled
trainers to cater to general education requirements has also risen.
2.4. Efficiency & Effectiveness of Skilling Programs: As discussed above, the enhanced quality of trainers
leads to improvement in overall training value chain attaining better outcomes. Such enhancement not only
improves the quality but also reduces the overall cost of training. An inefficient trainer tends to waste more
resources both in terms of time & money along with producing below par skilled manpower. Therefore, a
quality assured ToT program will enhance the effectiveness of VETS programs and ensure better returns to
government funding for skill programs.
2.5. Making Trainer's Occupation Aspirational: An improved ToT program will enable creation of a pool of
quality assured, efficient & industry aligned trainers. It is expected that such trainers will have access to
better job opportunities and remuneration due to their improved quality. A structured ToT program along
with progression pathways will help in transforming the trainer's job into an aspirational one that in turn
will bring more dignity & demand for them in the complete skill development ecosystem.
A detailed note on existing mechanism of ToT is attached as Annexure I.
SECTION 3: SCOPE AND OBJECTIVES OF TOT
3.1. Scope of ToT: These guidelines define parameters in terms of eligibility, design, duration, implementation
mechanism, progression and monitoring with respect to Training of Trainers (ToT). These guidelines shall
be applicable to all NCVET recognised Awarding Bodies for mandatory adoption & implementation for all
types of training in NSQF aligned & approved qualifications which leads to NCVET approved
certification.
3.2. Objectives of ToT
a. Identifying Challenges and Providing Framework for ToT: The primary objective is to identify
the challenges faced by trainers in the VET ecosystem (detailed note on challenges is attached as
Annexure II) and address them through a comprehensive framework for ToT. This framework aims to
improve the overall efficiency, economy & effectiveness of a traiOutner's training program.
b. Strengthening Learners' Capacity through ToT: The objective is to ensure that the ToT program
significantly enhances the learners' capacity by focusing on both domain knowledge and Pedagogical
skills. By equipping trainers with extensive expertise in their respective domains and enhancing their
instructional abilities, learners will benefit from high-quality training that meets industry standards.
с. Standardizing ToT Training Hours and Entry Criteria: To ensure consistency and quality in
trainer training, it is crucial to establish standardized training hours for ToT programs. Defining the
required duration of training will enable trainers to acquire the necessary competencies effectively.
Additionally, establishing clear entry criteria for trainers will ensure that only qualified individuals
with the right skills and experience participate in the ToT programs.
d. Outlining Career Progression for Trainers: Creating various career progression pathways for
trainers is essential to enhance their motivation, professional growth, and job satisfaction. The
objective is to develop a comprehensive framework that outlines different career progression
opportunities for trainers.
SECTION 4: LEARNING OUTCOMES OF TOT
4.1. After going through and completing a ToT program a trainer should be able to achieve the following
learning outcomes:
4.1.1. Understand the training needs of the learners;
4.1.2. Able to develop & deliver the training content in accordance with requirement of the learners;
4.1.3. Understand and implement the suitable ToT training modes & methodology;
4.1.4. Demonstrate effective communication skills
4.1.5. Understand the Assessment Strategy and implement assessment through various modes;
4.1.6. Impart training using blended mode of learning
4.1.7. Assess the impact of the training
4.1.8. Understand the job market/industry requirements and implement training as per these requirements
SECTION 5: TRAINER AND MASTER TRAINERS
5.1.Trainer: A trainer in a VET & Skill ecosystem is a person who imparts competency based skills & knowledge
to a learner in order to enable the learner to successfully achieve the defined outcomes. Sometimes
Trainer is also called an Instructor.
5.1.1. Role & Responsibilities of a Trainer: In line with the Learning Outcomes mentioned in para 5.1
above, below are some important roles that a trainer is expected to play:'
a. Implement training as per the defined outcomes;
b. Promote a practical, interactive, problem solving and participant centric approach and plan
the content and approach of the training accordingly
c. Prepare the subject matter;
d. Apply current practices in delivering the training as per learner requirements
e. Exhibit mastery using key learning strategies like role play, practice sessions, case studies
etc;
f. Understand various modes & methods of training and apply the appropriate mode as
required
g. Understand various modes & methods of assessment and apply the appropriate mode as
required
h. Understand principles of Blended Learning and apply the same
i. Plan the training through appropriate strategy & tools like development of session plan,
lesson plan etc.
j. Apply steps involved in monitoring of training and check learner's progress;
k. Understand the training infrastructure/equipment requirements;
l. Understanding the applicability & efficacy of the training content as per the Job
Role/Occupations by familiarizing themselves with the NSQF approved and aligned
qualifications that they are going to deliver;
m. Overall management of the trainees during the training;
n. Understand, follow & effectively implement health, safety, security, Prevention of Sexual
Harassment (POSH) & other guidelines
0. Ensure feedback from the learners in the learning process
5.2. Master Trainer: A Master Trainer trains new or existing trainers in order to equip them with skills &
knowledge required to further act as trainers in VET & skill ecosystem. Sometimes the Master Trainer is
also called a Chief Instructor.
5.2.1. Role and responsibilities of a Master Trainer: A Master Trainer is expected to play a similar role as
that of a trainer with respect to the training. However, there are some additional roles &
responsibilities which are expected out of a Master Trainer as listed below:
a. Impart training in specialised knowledge & skills in both domain and generic pedagogical
aspects of a vocation/ skill/study/ qualification/ sector/ occupation.
b. Identify training needs of a learner based on current skills & knowledge.
с. Develop specialised modules based on personal requirements.
d. Impart specialised training with respect to development of training material & resources
like session plans
e. Impart specialised training with respect to understanding & application of right training &
assessment modes
f. Impart specialised training with respect to industry connect & job market readiness
g. Impart specialised training with respect to human interface & values, communication
strategies, group dynamics, inclusivity etc.
SECTION 6: TOT FRAMEWORK
6.1. Training of Trainer Guidelines provide a framework for training the potential trainers to
enable them to
provide quality training to the students/ learners. Trainers are expected to be not only highly competent in
their subject areas but also possess sound knowledge concerning their learning methods and having
requisite industrial experience.
6.2. NSQF aligned and approved qualifications for ToT: There is a need to develop a standard ToT Qualification
which every aspirant trainer would need to mandatorily go through in order to be certified as a trainer and
establish eligibility for recruitment/ engagement as a trainer for a Vocational Education, Training &
Skilling course/ qualification.
6.2.1. ToT Program: A complete ToT qualification shall comprise of two parts namely (1) The
Pedagogical Skills and (2) The Domain Skills respectively:
a. Pedagogical Skills (PS): Pedagogical Skill competence is the ability of the trainer/ instructor/
teachers in managing learning that includes the ability to plan a skill learning program, the ability
to interact or manage the learning process and the ability to perform an assessment. These are
generic training skills which can be used across sectors/ subsectors. This would include the
vocational pedagogy along with the major components like approaches, methods, techniques,
aids, tools & resources. The pedagogical skills, include the capacity to plan, initiate, lead and
develop education and teaching with the departure point in both general and subject-specific
knowledge of student learning. Pedagogical skills also include the capacity to connect the
teaching to learning the higher order skills in the subject of interest.
AND
b. Domain Skills (DS): Domain skills refer to skills required for a specific sector or sub
sector or the Job role/ NSQF qualification. It refers to skills particular to a specific
industry or activity.
6.2.2. Models: There could be two models of a ToT Program:
a. There are two separate Qualifications - one on PS and the second on DS.
ToT Qualification = Qualification on Pedagogical Skills + Qualification on Domain
Skills
Therefore, a complete ToT qualification establishing eligibility as a trainer in a specific
sector/subsector/job roles would require completion & certification in the above two
qualifications - i.e. one for pedagogical skills & another for domain skills, OR
b. There could be a single ToT Qualification covering both PS and DS like in the Long term Training
(LTT) ecosystem.
6.3. Development of ToT Qualifications: The Qualifications on DS & PS shall be developed in the following
manner:
6.3.1. Domain Skills: The current system of ToT requires a trainer to be certified in each qualification for
which he/ shall become a trainer. This results in:
a. Narrow ToT qualifications catering to training in very few job roles
b. Multiple ToT required for a trainer over a period of time
с. Limited opportunities and career for a trainer
d. Paucity of certified and trained trainers
e. Additional Cost involved in training for each qualification
6.3.2. Presently the qualifications are spread across NSQF levels 1 to 8 ( Total 13 Levels 1, 2, 2.5, 3, 3.5,
4, 4.5, 5, 5.5, 6, 6.5, 7, and 8) catering to various types of skill competencies required in the job
market. To address the above challenges, a DS qualification should be designed in such a manner
that they train trainers who are competent to train learners in multiple adjacent qualifications.
Thus, an AB must put together requirements of multiple qualifications and undertake clubbing of
similar type of qualifications while developing a DS qualification. Such “bucketing” may be
based on the similarity of Learning Outcomes (LOs) of the qualifications. Learning Outcomes
could be similar in the following scenarios:
a. Similar Qualifications at particular levels
b. Similar Qualifications at multiple levels belonging to the same sub-sector or occupation
с. Any other mechanism suggested by ABs and approved by NCVET.
d. An indicative bucketing of qualifications by some NCVET ABs is attached as Annexure
III, for reference
6.3.3. Pedagogical Skills: Since VETS qualifications are placed across different levels, designing a
uniform pedagogical skill qualification shall not meet the requirements of the training ecosystem.
Therefore, it is proposed that two qualifications catering to varied requirements are designed as
follows:
+---------------+--------------------------------------------+
| NSQF Levels | Development of qualification for Pedagogical Skills |
+===============+============================================+
| Upto Level 4.0 | Trainer (Standard) / Instructor |
+---------------+--------------------------------------------+
| Level 4.5-8.0 | Trainer (Advanced) / Senior Instructor |
+---------------+--------------------------------------------+
Qualification on Pedagogical Skills shall also include training on Employability Skills.
6.4. Responsibility of Development:
6.4.1. Domain Skill Qualifications: The respective Awarding Bodies are expected to develop Domain
Skill Qualifications as per their requirements. For development of DS qualifications, the
respective AB shall undertake "bucketing” of qualifications as mentioned in Para 7.3.2 above.
6.4.2. Pedagogical Skill Qualifications: The PS Qualifications are largely generic in nature and could be
used across sectors and subsectors as per applicability. Therefore, it is prudent that such
qualifications are developed by ABs with specialised knowledge in vocational education, training
& skilling (VETS) pedagogy. Other ABs may adopt such PS qualifications as per the NCVET
Guidelines for Adoption of Qualifications. This shall eliminate the duplication of efforts & save
resources. The Adoption Guidelines of NCVET Guidelines also provide flexibility to modify the
qualifications to meet the indigenous requirements of an AB. PS must cover at least the following
aspects:
a. know what to teach and how to teach it;
b. maintain a learning-focused environment;
с. respond to learner diversity;
d. plan and design effective instructions and demonstrations;
e. knowledge of new digital tools and technologies for acting as teaching aid;
f. use a variety of assessment tools to inform and enhance the teaching and learning process;
g. establish community relationships and uphold professional ethics;
h. personal growth and professional development of learners and
i. engage in professional reflection and assume responsibility for personal professional
learning.
A note detailing the indicative components of pedagogical skills as listed above is at
Annexure IV.
6.4.3. An AB may develop a single qualification encompassing both Domain Skills and Pedagogical Skills,
like Directorate General of Training (DGT).
6.5. Duration of ToT Qualification
6.5.1. Qualification on Pedagogical Skills shall comprise of a minimum of 390 hrs including
project/practicum.
6.5.2. Qualification on Domain Skills shall comprise of minimum 210 hours but shall necessarily
include at least 40% component of practical skills/ industry attachment/ apprenticeship.
6.5.3. The concerned AB shall determine duration of a qualification (Pedagogical/ domain skills) as per
the requirement of job roles being addressed. Such duration cannot go below the prescribed 390
& 210 hours for PS & DS qualifications, thereby making a minimum duration of a ToT
qualification as 600 hours for fresh skilling in ToT.
6.5.4. However, in case a candidate is already certified in Pedagogical Skills Qualification catering upto
NCrF/NSQF level 4.0 (refer para 6.3.3 above) and wants to pursue the higher order Pedagogical
skills catering to NCrF/NSQF level 4.5 & above, then instead of undergoing the complete PS
training, a special bridging Qualification of duration not less than 90 hours may be designed &
implemented for such candidates. However, DS for such candidates will remain at a minimum of
210 hours thereby making a minimum duration of a ToT qualification as 300 hours.
6.5.5. The above designated hours represent the minimum duration of a ToT qualification only. An AB
may prescribe more hours for its ToT qualification as per the requirement.
6.5.6. Any person who has covered PS in one qualification may not be required to cover the same again
while undergoing training in another ToT program comprising of same PS Qualification.
6.5.7. In the LTT ecosystem, in cases where there is a single qualification comprising of both Domain
& Pedagogical skills, separate modules in the form of NOSs shall be ensured to comprehensively
cover both the domain & pedagogical skills.
6.5.8. A trainer certified in STT ecosystem may not be required to undergo training in the same learning
components again while being trained as a trainer in LTT ecosystem. For this it is imperative that
ToT course is structured in a modular form so that modules already covered by a certified trainer
are not repeated again in the LTT ToT program.
6.6. NSQF Level of ToT Qualification: The assignment of levels to the DS Qualifications, where bucketing of
multiple qualifications is undertaken, will be done keeping in view the NSQF levels of bucketed
qualifications along with the standard NSQF norms & level descriptors. PS Qualification Levels shall also be
in line with the standard NSQF norms & level descriptors. The NSQF levels of ToT qualifications shall be
decided and approved by the NSQC.
SECTION 7: TOT QUALIFICATION APPROVAL
7.1. ToT qualifications: These may comprise of two Qualifications i.e. the DS & PS or a single qualification
covering both DS and PS. The process for NSQF alignment & approval of ToT qualifications is same as for
any other qualification submitted by the Awarding Bodies. The awarding bodies shall submit their
Qualifications in a Qualification File template with the supporting documents like model curriculum etc.
7.2. A Qualification File template captures all necessary information like need of the qualification, NSQF level,
notional hours, entry requirements, progression pathway, relevance of the job role, estimated uptake etc. to
establish NSQF compliance for a Qualification. It also covers the mode of teaching and assessment process
to be used, including the expected outcomes from various modules of the training.
The Qualification file templates are available at https://ncvet.gov.in/qualification-related/
7.3. Adoption of Qualification: Another AB may also adopt Qualifications developed by an AB if it meets the
requirements of that AB as per the NCVET Adoption Guidelines. This shall eliminate both the duplication
of efforts and duplicity of qualifications. ABs are suggested to follow Adoption as a preferred route while
designing & developing ToT qualifications.
7.4. Alignment of Existing ToT Qualifications: Some of the ABs already have an existing ToT mechanism in
place along with the ToT qualifications e.g., DGT has Craftsmen Instructor Training Scheme with CITS
qualifications. ToT Qualifications of such ABs may continue to be implemented subject to fulfilment of the
following conditions:
7.4.1. Such ToT Qualifications are aligned to NSQF
7.4.2. Such ToT Qualifications cover the domain & pedagogical components as prescribed in the NCVET
ToT guidelines
7.4.3. Such Qualifications, in no case, have duration less than 600 hours or as amended in the NCVET TOT
guidelines from time to time.
SECTION 8: PROSPECTIVE CANDIDATES FOR TOT
8.1. Following could be the prospective candidates for ToT:
8.1.1. Practising Industry Professionals
8.1.2. Retired Industry Professionals
8.1.3. Retired Defence/ Police Personnel except Instructors (A separate section on Retired Instructors is
provided in para 15 (e))
8.1.4. Practising or Retired Professors & Teachers
8.1.5. Professor/ Associate Professor/ Assistant Professor of Practice
8.1.6. Learners with relevant NSQF Qualification & experience
8.1.7. Learners with relevant Academic Qualification & experience
Note: ToT for the candidates shall be undertaken as per the provisions of these guidelines. Recognition of
Prior Learning (RPL) in ToT shall only be implemented in a limited manner as prescribed in Para 10.4.2.
8.2. For Instructors retired from Defence Forces: In view of the rigorous process being followed by the
Defence Forces for identification and training of instructors after stringent assessment, all Instructors retired
from Defence Forces of India shall be deemed to have been accorded the Trained Trainer/ Master Trainer
certificate in the relevant trade/ qualifications given their learning & experience in the field. Such
Instructors would be treated equivalent to other ToT certified Trainers/Master Trainers for all purposes.
SECTION 9: ALIGNMENT OF TOT QUALIFICATIONS WITH THE NATIONAL CREDIT
FRAMEWORK (NCRF)
9.1. NCrF is a comprehensive credit framework notified by the Government on 10th April 2023 and adopted by
NCVET vide order dated 12th May 2023. It is an integrated and enabling framework and an implementation
mechanism of the National Education Policy (NEP) 2020. It aims to integrate and creditise all kinds of
learning including academic education, vocational education and training/skills and experiential learning
acquired through different modes like offline, online and blended by removing any kind of distinction
between disciplines, subjects and curricular, extra-curricular and co-curricular activities and encompasses
school education, higher education and vocational education and training /skilling to ensure flexibility,
inclusivity, and mobility.
9.2. The NCrF provides for the assignment, accumulation, storage, transfer and redemption of credits that shall
enable Multiple Entry and Multiple Exit (ME-ME) options, integration of VET & Skills with general
education, pathways between Skilling & General Education and vice versa amongst others.
9.3. As per NCrF one year of learning corresponds to 1200 hours with 40 credits. Therefore, one credit is equal
to 30 hours of learning. To ascertain the credit points the credits accumulated by a learner are multiplied
with the NCrF/ NSQF level of the qualification. ToT Qualifications developed under the provisions of
these Guidelines shall also be assigned the credits as per NCrF. A learner would be able to accumulate
credits and credit points as per duration & level of the qualification. Further, the credits shall be stored in
Academic Bank of Credits (ABC) which can be accessed and used as and when desired.
SECTION 10: IMPLEMENTATION OF TOT PROGRAM
10.1. Entry Requirements/ Eligibility
10.1.1. For Trainer: The entry requirements for training in DS & PS qualifications shall be as per the Table
below along with the Standardised National Skills Qualification Framework (NSQF) Entry
Parameters and Norms:
1. Qualification Requirements:
+-------------------+--------------------+--------------------+--------------------+--------------------+
| NCrF/NSQF levels | 1.0, 2.0 & 2.5 | 3.0, 3.5 & 4.0 | 4.5, 5.0, 5.5 | 6.0, 6.5, 7.0 & 8.0 |
| to be taught | | | | |
+===================+====================+====================+====================+====================+
| NCrF/NSQF | • At least two | • At least one | • At least one | • Same NCrF /NSQF |
| Qualification of | NCrF /NSQF | NCrF /NSQF | NCrF/NSQF | level subject to |
| the candidate | level up subject | level up subject | level up * | a minimum of 6.5*|
| (trainer) as a | to a minimum | to a minimum | | |
| prerequisite | of 3.0* | of 4.0** | | |
| | | | For Practical: | For Practical: |
| | | | could be of lower | could be of lower |
| | | | education level but| education level but|
| | | | higher level in | higher level in |
| | | | terms of | terms of |
+-------------------+--------------------+--------------------+--------------------+--------------------+
| | | | experiential | experiential |
| | | | learning shall be | learning shall be |
| | | | ensured | ensured |
| | | | (preferably 5 yrs | (preferably 5 yrs |
| | | | of relevant exp.) | of relevant exp.) |
+-------------------+--------------------+--------------------+--------------------+--------------------+
2. Experience Requirements:
Minimum 2 years of industry or training experience (post qualification) in the relevant domain (with at least
50% of such experience as industry experience)
*Level up means the next succeeding NCrF/NSQF level e.g. for level 3.0 next level would be 3.5. Detailed
NSQF Levels along with descriptors may be seen at https://ncvet.gov.in/national-skills-qualification-
framework/nsqf-notification/
** Since duration of Craft Instructor Training Scheme (CITS) under DGT ecosystem is 1200 hours, eligibility
for a ToT program under the DGT system can be at the same NCrF/NSQF level.
10.1.2. For Master Trainer/ Chief Instructor: Any certified trainer after 5 years of training experience
post ToT certification gets eligible to become Master Trainer in the same domain subject to up-
skilling and assessment. The concerned AB may prescribe an upskilling qualification for PS
and/or DS to become a Master Trainer.
10.1.3. For emerging & futuristic areas, if the requisite trainers are not available then the eligibility
criteria may be modified to ensure the availability of adequate number of trainers. However, such
decision shall be based on justified reasons & evidences and shall only be implemented with the
prior approval of NCVET.
10.1.4. The Chief Instructor or its equivalent rank of the Defence Forces shall be deemed to be the
ToT certified Master Trainer/ Chief Instructor at the appropriate NSQF level (the NCrF level of
the certificate held such Chief Instructor).
10.2. Qualification Implementation Mechanism: A learner is required to undertake training in both DS & PS
qualifications to be able to qualify as a trained trainer. Since, these DS & PS Qualifications shall be
developed by different ABs, there could be different Models of implementation as explained below:
10.2.1. DS & PS Qualifications are implemented separately: Under this model, the respective ABs
will impart training in these qualifications separately and independently as per their training
calendar. A learner also will undertake training in these qualifications separately. A learner
would have flexibility to undertake training at different intervals of time and would have to fulfil
eligibility requirements of each qualification being undertaken. However, ToT Qualification shall
be treated complete only when the learner is certified in both the DS & PS qualifications.
10.2.2. DS & PS Qualifications are implemented jointly: Under this Model both, the DS & PS
Qualifications are clubbed together and training is imparted as a single Qualification. A learner
completes the requisite training under a single scheme of things and need not approach different
ABs at different points in time. This model is generally followed in long term training ecosystem.
For joint implementation of DS & PS qualifications following Models shall be applicable:
10.2.2.1. Collaboration: Respective ABs of DS & PS Qualifications may collaborate and offer
the learners a joint training.
10.2.2.2. Adoption: An AB may adopt the DS/PS Qualification as per requirement and offer the
joint training to learner. This adoption shall be as NCVET Guidelines for Adoption of
Qualifications.
10.2.2.3. Development: An AB having a DS Qualification may develop a Qualification on PS
and implement both post approval of NCVET. In such a case the concerned AB will
have to provide reasoned justification to NCVET especially with respect to need for
developing such PS qualification and subsequently get it aligned to NSQF through
NSQC Approval route. However, in the LTT ecosystem, an AB may develop a single
qualification for ToT comprising of both the domain & Pedagogical skills and get it
approved by NCVET.
Note: In any of the cases, a learner need not undertake a DS or PS Qualification
again if he/she has already been certified for the same.
10.3. Validity of ToT
10.3.1. Domain Skill: Training for a Domain Skill shall remain valid for a period of 3 years. It can,
however, be re-validated with an appropriate up-skilling/refresher Module. For dynamic
qualifications, which are subject to frequent upgradation with evolving industry requirements &
technology the validity, may be less than 3 years. However, such decision is required to be
approved by NCVET.
10.3.2. Pedagogical Skill: Training for a Pedagogical Skill shall remain valid for a period of 6 years. It
can, however, be re-validated with an appropriate up-skilling/refresher Module
10.3.3. For the LTT ecosystem where the ToT qualifications may have a duration of 1200 hours or more,
validity shall be decided on case-to-case basis by NCVET at the time of approval of ToT
qualification.
10.3.4. Once the validity of a ToT Qualification is over, the trainers may not be required to undertake
training in the complete ToT Qualification again. The concerned AB shall prescribe an upskilling
program or a refresher course to be undertaken by the trainers to fill the gaps. Such
upskilling/refresher program shall be of a minimum duration of 30 hour and may be offered in the
form of a Qualification or NOS or MC.
10.3.5. The ABs must also necessarily create a mechanism for Continuous Professional Development
(CPD) of trainers in which frequent modules of training in the required & relevant areas are
offered to enhance the overall competencies to the trainers.
10.3.6. The annual training calendar of an AB must reflect the type of ToT program (normal or
upskilling) along with other details. Such CPD shall also form part of Monitoring & Rating
parameters of ABs.
10.4. Assessment & Certification of ToT
10.4.1. The standard Assessment & Certification Norms & Guidelines of NCVET shall be applicable to
ToT Qualifications also. An AB shall ensure that the assessment is undertaken by the NCVET
recognised Assessment Agencies (AA) only. In addition to the standard NCVET Guidelines &
Norms, for ToT Qualifications top performing AAs shall be eligible and only such agencies shall
be on boarded by the ABs implementing ToT. NCVET will notify list of such AAs from time to
time. In case of a Dual Category AB, a separate and independent Assessment Wing/Department
shall be ensured.
10.4.2. Recognition of Prior Learning (RPL) in ToT shall ensure that the candidates already possessing
the requisite learning outcomes are not mandated to undergo the complete training again for
getting certified. This shall encourage industry personnel & academia to join VETs as trainers,
thereby increasing the overall quality of training. However, at the same time it has to be ensured
that no compromise is made in terms of eligibility parameters and competencies desired of a
trainer.
10.4.2.1. Therefore, following categories of personnel shall be eligible for RPL in ToT, subject
to fulfilment of eligibility conditions:
i. Practising Industry Professionals with more than 5 years experience
ii. Professors & Teachers with more than 5 years experience
iii. Practising VETS Trainers with more than 5 years experience
iv. Retired Industry Professionals
V. Retired Defence Personnel
10.4.2.2. Following conditions with respect to RPL in ToT shall apply:
i. The candidates shall be required to fulfil the eligibility conditions as specified in
the Qualification
ii. The applicability of RPL to Domain Skills & Pedagogical Skills shall be as
follows:
+-----------------------------------+--------------+------------------------------------+
| Category | Domain Skill | Pedagogical Skill |
+===================================+==============+====================================+
| Practising Industry Professional | ✓ | Will have to be skilled/ upskilled on|
| | | PS |
+-----------------------------------+--------------+------------------------------------+
| Retired Industry professional | ✓ | Will have to be skilled/ upskilled on|
| | | PS |
+-----------------------------------+--------------+------------------------------------+
| Retired Defence Personnel | ✓ | |
+-----------------------------------+--------------+------------------------------------+
| Practising & Retired Professors & Teachers | | ✓ |
+-----------------------------------+--------------+------------------------------------+
| Practising VETS Trainers | | ✓ |
+-----------------------------------+--------------+------------------------------------+
iii. Practising Professionals/ Professors/Teachers/ VETS Trainers would mean a person with at
least 5 years of continued work experience at a job role corresponding to NCrF/NSQF
Qualification at least of the same level as that of the ToT qualification.
iv. The candidates shall be required to undertake any bridge module of ToT specified by the AB
concerned
V. An AB shall have the flexibility to offer RPL route as above for its ToT Qualifications i.e. an
AB may or may not offer RPL for its ToT qualifications depending upon its own
requirements.
10.4.3. After the successful assessment, certification shall be undertaken as per the prescribed/ approved
NCVET template & guidelines. The Logo Guidelines of NCVET shall also be adhered to.
10.5. ToT for the Existing Trainers
10.5.1. The existing trainers in the ecosystem are either Short Term Training (STT) or LTT trainers. For
LTT largely the trainers are CITS certified and for STT they are either a Basic or an Advanced
ToT certification holder that has validity of 2 years & lifetime respectively. There could be other
certifications apart from the above-mentioned types by other Awarding Bodies.
10.5.2. To smoothly transition the existing ToT mechanism as per new guidelines without disrupting the
current training ecosystem, following provisions shall apply:
a. For Short Term Training:
i. The existing ToT certifications shall remain valid for a period as provided by the
respective certifications or for a period not exceeding two years from the date of
issuance of these guidelines, whichever is lower.
ii. All the existing certified trainers shall acquire certification as per new ToT
mechanism & Qualifications as per the provisions of these guidelines within the
period as mentioned in para 11.3 above in order to remain eligible as trainers or
master trainers. Where the existing certified trainers do not have the requisite
industry experience, the AB concerned may facilitate the same.
iii. The existing certified trainers may undertake assessments in RPL mode with
requisite upskilling or bridge courses as prescribed by the AB subject to the
following:
1. Fulfilment of provisions mentioned under Para 10.4.2 regarding applicability
of RPL to TOT.
2. Fulfilment of the eligibility requirements as mentioned in the ToT
qualification
iv. After the completion of period as mentioned in Para 10.3 above, all the provisions
of these ToT guidelines shall apply.
b. For Long Term training:
i. Existing ToT certifications (1200 hours or more duration) for training learners in
long term ecosystem shall remain valid for a period as provided by the respective
certifications.
ii. The Awarding Body may prescribe an upskilling module (if required) to bridge
any gap in learning of existing trainers in line with the Learning Outcomes & other
related provisions mentioned in these guidelines
iii. The AB shall necessarily prescribe an upskilling module to bridge any gap in
learning due to revision of qualifications/ change in technology/ pedagogy/any
other, to be undertaken at regular intervals of time.
10.6. Training Centres for ToT: Models
10.6.1. Training Centres: The following Centres/ Institutes shall be eligible to conduct ToTs in their
domain area:
a. Government Bodies/ Training Institutes: Government i.e. Centre or State
organisations/ autonomous bodies with training operations or expertise in the
sector/subsector. Some examples are NIFT, MSME Tool Rooms, CIPET, IIFTS,
NSTIS, NPTI etc.
b. Centres of Excellence (COE): Exceptional institutions with experience and capacity
in the concerned sector/subsector e.g. IITs, IISs, Skill Universities, other Universities
etc, in their area of expertise or in the fields in which they are running courses.
с. ITIs of grading 4.5 and above in the trades in which they are offering ToT
training.
d. Industry Centres: Centres operated by the reputed industry/ industry bodies in their
area of expertise.
e. Any other Centre/ organisation recommended by the Awarding Body: For such
type of centres, AB shall additionally ensure that these centres are well equipped with
equipment, infrastructure, master trainers, etc. They should broadly fulfil the following
criteria:
i. Training Centre must be registered with appropriate registration authority;
ii. Training Centre must have been engaged in training for at least 2 years;
iii. Training Institute must have expertise in the relevant sector/sub-sectors;
iv. Training Institute must have the requisite infrastructure as per the requirement
of sector job roles. The infrastructure requirements for a centre for training of
trainers will vary depending on the specific training programs and activities
being offered. However, some common infrastructure requirements may
include classrooms, computer labs, library, accessibility, health & safety
protocols etc.
10.7. On boarding of ToT Centres by the respective ABs
10.7.1. Institutions such as Central/ State Govt. Universities and Training Institutes, Govt. Institutes for Training
of Trainers, Centres of Excellence, and Private Training Providers having experience in VETS space may
be on-boarded by ABs.
10.7.2. The categories of centres/ institutes mentioned in Para 10.6.1 (a to d) shall be eligible for automatic
onboarding by ABs. AB shall inform NCVET about such centres formally within a week of such
onboarding.
10.7.3. For category 'e' as mentioned in Para 10.6.1 above, the AB will recommend the Training Institute (for
onboarding) to the NCVET. The NCVET will notify such Training Institutes based on the undertaking of
the AB. The format of such undertaking shall be prescribed by NCVET.
10.7.4. NCVET or an expert authorised by NCVET may undertake surprise inspections of the ToT centres.
10.8. Process for ToT: A streamlined process establishing Training Needs of a candidate shall be undertaken
with following major components:
10.8.1. Part A: Pre-screening: A pre-screening shall be undertaken for the analysis of learning required &
training needs. Such pre-screening shall help in shortlisting of the candidates. The following
ways may be adopted for the pre-screening of a candidate:
1.2. Eligibility criteria check with documentary proof;
1.3. Domain testing may be done through a practical test and/or an interview to check the
technical know-how according to qualification and sectoral needs;
1.4. Proficiency in listening, speaking,reading and writing in required regional language;
1.5. Knowledge of ICT skills.
10.8.2. Individuals who clear the required pre-screening process would be able to participate in the TOT
program.
10.8.3. Part B: Training, Assessment and Certification
a. Participants enrolled in the ToT will undertake a competency based training at an
authorised (Refer para 10.6) academy/ training centre/institute;
b. Classroom training and practical training will be conducted as per the specified duration
and qualification, which will cover domain skills, vocational pedagogy and Pedagogical
skills;
с. Mode of training can be online, offline or blended as per the requirement;
d. Academy/institute conducting the training must ensure that the training delivered is in
accordance to the standards and curriculum aligned to NCrF and NSQF Levels;
e. A NOS/module based assessment covering the key learning outcomes shall be conducted
as per NCVET norms;
f. Post successful assessment of the programme the candidate shall be awarded the ToT
certificate as per NCVET format & guidelines.
SECTION 11: TRAINING METHODS, AIDS & THEIR APPLICABILITY
11.1. There are broadly 12 methods & aids undertaken while imparting training to learners under a ToT program.
However, their applicability varies from one set of learners to others depending upon their requirements.
Following table provides an indicative degree of proficiency of a trainer in a particular learning methodology:
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| S. | Training Methods | Trainer Standard | Trainer Advanced | Trainer Advanced |
| No. | | (NSQF/NCrF level upto2.5) | (NSQF /NCrF level 3.0 & 4.0) | (NSQF/NCrF level 4.5, 5.0, 5.5, 6.0, 6.5, 7 & 8) |
+=====+==========================+==============================+==================================+=====================================================+
| 1 | Lecture | Low | Medium | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 2 | Lab/ Workshop/ Practical | High | Medium | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 3 | OJT | Low | High | Medium |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 4 | Apprenticeship | Low | High | Medium |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 5 | Internship | Low | Medium | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 6 | Audio-visual | High | High | Medium |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 7 | Field/Industry Visit | Medium | High | Medium |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 8 | Conference/ Seminar | Low | Low | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 9 | Case Studies/ Group | High | Medium | High |
| | Discussion | | | |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 10 | Simulation | Low | Medium | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 11 | Project Work | Low | Medium | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
| 12 | Assigned Reading | Low | Medium | High |
+-----+--------------------------+------------------------------+----------------------------------+-----------------------------------------------------+
11.2. This is indicative & generalised depiction. May vary from case to case.
SECTION 12: GUEST LECTURES AND SKILL TRAINING
12.1. To give students/ learners practical knowledge as per industry standards is a very important part of effective
implementation of any VETS Qualification. Guest lectures/ skill trainers form an integral part of this
approach. Guest lectures/ Skill Trainings are generally delivered by professionals who are outside the
academic structure of an institution on a need basis. This provides institutes the requisite flexibility to
impart relevant learning on varied topics as per the latest industry standards without having to incur
substantial costs as compared to permanent hiring of resources.
12.2. However, to maintain the core structure of training through certified trainers, the guest lectures shall be
limited to 30% of the total training in a qualification. Such calculation shall be undertaken in hours and for
reference, the total duration of a qualification shall be considered without OJT. However, for ToT in
emerging technology areas the percentage of guest lectures could be more subject to maximum of
60%.
12.3. Following categories of professionals shall be eligible to undertake guest lectures in VETS qualifications:
12.3.1. Working professionals with BTech or Diploma or equivalent qualification with atleast 3 years of
continuous and relevant work experience in the requisite field.
12.3.2. For Practical training, the educational requirements may be relaxed as per requirement. However,
in such cases a minimum work experience of 5 years in the relevant field shall be ensured.
SECTION 13: DIGITAL TOOLS FOR IMPARTING TRAINING
13.1. The latest technological advancements and digital enablement has made use of digital tools and techniques in
VET & Skilling very important. Following is a list of indicative tools which may be used in ToT framework
for imparting training:
13.1.1. High Quality Digital Content – like Videos embedded with animations, interactive interfaces,
formative assessments etc.
13.1.2. Animation: This can be used to create engaging and interactive visual aids that help
students/learners understand complex concepts and procedures.
13.1.3. Simulators: These can be used to create realistic simulations of real-world environments and
situations, allowing students/learners to practice their skills in a safe and controlled environment.
13.1.4. AR/VR/XR: This stands for Extended Reality, which includes Virtual Reality (VR) and
Augmented Reality (AR) technology. These technologies can be used to create immersive and
interactive learning experiences.
13.1.5. Digital Twins: These are virtual models that replicate the behaviour and characteristics of
physical systems, which can be used to train on systems which are dangerous or hard to access.
13.1.6. Metaverse: This is a virtual world where people can interact, communicate and collaborate in a
shared digital space.
13.1.7. Gaming: This can be used to make training more engaging and interactive by incorporating
elements of game-based learning.
13.1.8. Special tech tools for Divyangs: These are specialized tools and technologies that are designed
to make training accessible to people with disabilities, such as screen readers, text-to-speech
software, and other assistive technologies.
13.1.9. LMS Tool – As specified in the Blended Learning Guidelines of NCVET.
13.2. These digital tools and techniques can be used in combination with traditional training methods to provide a
more engaging and effective learning experience.
SECTION 14: TOT CONTENT & CURRICULUM
14.1. All of these components, listed below, should be developed and designed with the learning objectives in
mind, should be aligned and integrated with each other. They should be regularly reviewed and updated as
needed to ensure that the training remains relevant and effective.
14.1.1. Curriculum: This is a comprehensive plan that outlines the overall goals and objectives of the
training, the topics that will be covered, and the methods that will be used to deliver the training.
14.1.2. Lesson plans: These are detailed plans for each training session, including the objectives, the
materials that will be used, the activities that will be conducted, and the assessment methods that
will be employed.
14.1.3. Assignments: These are tasks or exercises that students/learners must complete outside of the
training sessions, such as reading assignments, research projects, or case studies.
14.1.4. Projects: These are longer-term assignments that students/learners work on over an extended
period of time, such as a group presentation or a mock business plan.
14.1.5. Practical/ OJT – Undertaking actual teaching class in a nearby institution under the supervision
of a certified Trainer.
14.1.6. Content: This includes all the materials that will be used in the training, such as training
manuals, handouts, videos, and other resources.
SECTION 15: TRAINER REQUIREMENTS AS PER BLENDED GUIDELINES
15.1. Blended Learning Guidelines of NCVET have defined various learning methodologies for vocational
education & training. A trainer needs to be exposed to these methodologies in varied degrees as per the
requirement of that given level.
15.2. Following table provides an indicative degree of proficiency of a trainer in a particular learning methodology:
+-----------------------------+--------------------------------------------------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+
| Components of VET ecosystem | NCrF/NSQF Levels | Type | Theory/ Lectures | Imparting Soft | Showing | Imparting | Proctored | Monitoring/ | On the job |
| | | | Imparting | Skills and Life | Demonstrations | Practical Skills | Assignment Drill | Assessment/ | training (OJT), |
| | | | theoretical and | Employability | to the learners | for working with | and Practice | Evaluation/ | Internship, |
| | | | conceptual | Skills/Mentorship | | Hands Lab Work | | Examinations | Apprenticeship |
| | | | knowledge | to learners | | | | | Training |
+=============================+==============================================================+====================+====================+====================+====================+====================+====================+====================+====================+
| Upto 2.5 | No education/School Edu | Basic | Basic | Basic | Basic | Basic | Basic | As per applicability | |
| | Short Term Trg | Basic | Intermediate | Basic | Intermediate | Basic | | | |
+-----------------------------+--------------------------------------------------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+
| 3.0-4.0 | School Edu | Intermediate | Intermediate | Intermediate | Intermediate | Intermediate | Intermediate | | |
| | Long Term Trg | Intermediate | Advanced | Advanced | Advanced | Intermediate | | | |
| | Short Term Trg | Intermediate | Advanced | Advanced | Advanced | Intermediate | | | |
+-----------------------------+--------------------------------------------------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+
| 4.5-8 (Theory Trainer) | Higher Edu | Advanced | Advanced | Intermediate | Intermediate | Advanced | | | |
| | Long Term Trg | Advanced | Advanced | Advanced | Advanced | Advanced | | | |
| | Short Term Trg | Advanced | Advanced | Intermediate | Intermediate | Advanced | | | |
+-----------------------------+--------------------------------------------------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+
| 4.5-8 (Practical Trainer) | Higher Edu | Advanced | Advanced | Advanced | Advanced | Advanced | | | |
| | Long Term Trg | Intermediate | Advanced | Advanced | Advanced | Advanced | | | |
| | Short Term Trg | Intermediate | Advanced | Advanced | Advanced | Advanced | | | |
+-----------------------------+--------------------------------------------------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+--------------------+
SECTION 16: PROGRESSION FOR TRAINERS AND MASTER TRAINERS
16.1. To Master Trainer: A trainer with 5 years of experience as trainer can become a Master Trainer.
16.2. To CITS: A Trainer once certified in NCVET approved & aligned ToT qualification with at least two years
of training experience in the short term training ecosystem, post ToT certification, shall become eligible for
entry into the CITS program. ToT undertaken by the candidate shall be in the relevant sector &
Qualifications. The academic & credit requirements of CITS are to be fulfilled by the candidate. This
provision only establishes the eligibility of the candidates for CITS, additionally DGT may prescribe its
own mechanism for admission to the program like screening or entrance test etc.
16.3. To STT: A CITS certified candidate with 01 year of relevant industry experience shall be eligible to become
a trainer for STT qualifications in the same domain.
16.4. To Polytechnics & HEIs: Avenues for similar progression shall be explored for ToT trained trainers at
appropriate level to serve as Instructor/ Sr. Instructor/ Chief Instructor/ Professor of Practice in
Polytechnics & HEIs in consultation with the concerned regulators.
SECTION 17: FINANCIAL IMPLICATIONS
17.1. Remuneration for Trainer/ Master Trainer: The objective of this policy and endeavour of the government
is to make the trainer a lucrative & respectable career avenue. Remuneration is a very important aspect in
fulfilling this goal and make this role as aspirational.
17.2. The concerned AB must ensure that trainers & master trainers engaged are paid a decent remuneration and
in under no circumstances less than what is prescribed as the market rate/ industry norm in that particular
State/UT. The MSDE (Ministry of Skill Development and Entrepreneurship) may issue instructions/
guidelines/ notifications from time to time in this regard.
17.3. Training Fee: Rational Models for ascertaining cost and fee of training shall be designed.
Based on such models, the concerned AB imparting ToT may charge a reasonable fee from the TCs/ TPs/
ABs concerned or for fresh candidates from the ToT candidates to be fixed in a transparent manner.
17.4. The training fee for ToT should normally be sponsored by the TCs/TPs/ ABs concerned or by the Industry
bodies concerned.
17.5. It may be kept in mind not to make the ToT a profit centre. Such fee shall be put in public domain
including the website of the AB and also communicated to NCVET along with any revisions (if made)
from time to time.
SECTION 18: DUAL ROLE OF TRAINER AS ASSESSOR
18.1. Training of Trainers equip the students/ learners very well in both the domain and Pedagogical skills related
to the qualification/s concerned. A trained trainer understands the learning outcomes expected out of the
qualification/s along with the various pedagogical tools to deliver the learning. With the right upskilling or a
bridge course a trainer can very well play the role of assessor, since an assessor is additionally required to
know, understand & implement the mechanism & tools to ascertain the level of learning against the
expected learning outcomes.
18.2. Qualification Design: The first step for establishing synergy between between ToT & ToA is development
of appropriate courses for both trainers & assessors for the similar buckets of qualifications (for detailed
explanation of bucketing refer to para 7.3.2). If the identified buckets are similar then imparting training on
both ToT & ToA will become easy as the learning outcomes & competencies of the bucketed qualifications
shall be same. ToA in ToT may be synthesised in the following manner:
18.2.1. Offering ToA as Elective: An AB may design an appropriate elective for ToA and incorporate the
same in the ToT qualification. A student/learner shall have an option to undertake ToA also along
with the ToT for the same bucket of qualifications without having to spend extra time and
resources in one go.
18.2.2. RPL in ToA Qualification: If an already trained trainer or assessor has the requisite competencies
to become a trained assessor or trainer, his/her prior learning may be recognised through
appropriate assessment i.e. RPL. A suitable bridge course may also be imparted if any gap is found
in the learning.
18.2.3. The qualification design, and implementation shall be as per ToA guidelines and a separate
certification for ToA shall be issued.
18.3. Dual Role as Trainer & Assessor: A single person can play the dual role of both trainer & assessor subject
to the following:
18.3.1. Person has the required ToT & ToA certifications.
18.3.2. The learner who is being imparted the training & the learner who is being assessed should not be
same, except under special types of assessments like Formative Assessment or Assessment by
Master Craftsmen under Guru Shishya Parampara.
18.3.3. For emerging & futuristic Qualifications areas
18.3.4. In the course of VETS learning under academic route as per provisions specified by the
concerned regulator e.g. UGC, AICTE etc.
18.3.5. Person should not be reporting to the same organisation except for Dual category Awarding
Bodies. For Dual Category ABs also a separate reporting line within the organisation for training
and assessment along with other firewall arrangements shall be ensured.
SECTION 19: MONITORING OF QUALITY OF TOT
19.1. Monitoring of TOT operations shall be undertaken as per the following:
19.1.1. Provisions of NCVET Guidelines for Recognition & Regulation of Awarding Bodies
19.1.2. Provisions of NCVET Guidelines for Recognition & Regulation of Assessment Agencies
19.1.3. NSQF Guidelines
19.2. NCVET as a modern age regulator expects ABs implementing ToT programs to follow the principles of self-
regulation & self-improvement. Accordingly, the concerned AB shall develop a Monitoring SoPs related to
Training of Trainers, which shall include parameters and processes of monitoring the training being
implemented by AB in its campus and/or its centres. A copy of SoP shall be shared with NCVET.
19.3. Additionally, the concerned AB implementing the ToT program shall:
19.3.1. Submit ToT data in a format and frequency as prescribed by NCVET
19.3.2. Develop and share the training & CPD calendar in advance with NCVET along with publishing the
same on their website
19.3.3. Develop and share the Monitoring SoP as mentioned in point (ii) above.
19.3.4. The NCVET may also undertake/ authorise designated authorities to undertake physical visits.
SECTION 20: TOT FOR VOCATIONAL EDUCATION, TRAINING & SKILLING IN GENERAL
EDUCATION
20.1. NEP 2020 provides for integration of vocational education with general education and paves way for
removal of any distinction between types & forms of learning. The NCrF has enabled such vision of NEP
by providing equal weightage to all types of learning and through mechanisms like credit transfer, ME-ME
and multiple pathways between vocational education and general education and vice versa. With such
increased focus on holistic education, the implementation of VET & skilling qualifications in general
education either as part of curriculum or as an additional course will rise.
20.2. Therefore, the availability of quality trainers at all levels of general education i.e. school education & higher
education has to be ensured. Such mechanisms for ensuring trained trainers are designed & implemented by
the regulators concerned i.e. UGC & AICTE for higher education and school boards & government
departments/directorates for school education for school education.
20.3. Following are certain suggestive ways through which skill trainer's availability and quality may additionally
be ensured in general education:
20.3.1. Higher Education: Higher education generally will encompass Qualifications from NSQF level
4.5 and above. These qualifications can either form part of curriculum or a student/learner may
undertake them as additional course/ qualification. Higher education is largely implemented by
universities, colleges empanelled by universities, engineering colleges, autonomous institutes and
institutes implementing Diplomas. UGC and AICTE are the main regulators in the higher
education sphere. Although, Higher Education Institutes (HEIs) have well trained teaching
resources but for implementing VET & Skilling qualifications availability of quality trainers
could be ensured in the same ways as mentioned above for school education. Additionally,
following mechanisms may also help HEIs to ensure trained trainers availability:
a. Collaboration with Industries for Internship/Apprenticeship
b. Structured collaboration with industry to enable OJT
c. Inviting highly skilled professionals & experts as Guest faculty
d. Effective implementation of Professor of Practice Guidelines of UGC
e. Strengthening Faculty Development Programs (FDP) by including more provisions for
VET & Skilling training
f. International tie-ups especially with respect to exchange of students and faculty exchange
programs
g. Enabling and promoting research in VET & Skilling subjects. The research scholars can
play role of trainers along with useful generation of knowledge in the field.
20.3.2. School Education: School education generally will encompass Qualifications from NSQF level 1
to 4. These qualifications form part of curriculum and the respective school board has the
responsibility for training, assessment and certification of the students.
20.3.3. Thus, the respective boards and government Departments/Directorates (in case of government
schools) are responsible for ensuring availability of quality trainers for students in schools. Some
suggested mechanisms are given below:
a. Up-Skilling of Existing Teachers
b. Embedding ToT in B.Ed Program
c. Engaging Industry Experts/Professionals
d. Engaging Retired Instructors from Defence Forces
e. Sharing of Resources: There are multiple central & state government agencies along with
the private entities involved in skill development activities. In addition to this, all these agencies have
developed infrastructure both physical & human which can be utilised by schools for
imparting learning to students. Following are some suggested models for sharing such
resources:
i. Collaboration with Higher Education & Technical Institutes
ii. Collaboration with NCVET recognised AB Ecosystem
iii. Hub & Spoke Model
iv. Use of Digital Tools
v. Industry collaboration
ANNEXURE-I - EXISTING MECHANISMS OF TOT
1. Currently, in line with the policy initiatives as mentioned in the above paras and to cater to the demand of
trained trainers, the Training of Trainers (ToT) programmes are being conducted through the following
institutional setups:
a. Directorate General of Training (DGT)
b. Other Central Government Organisations/Institutes like National Institute of Electronics and
Information Technology (NIELIT), Centre for Development of Advanced Computing (CDAC),
National Power Training Institute (NPTI), National Institute of Entrepreneurship and Small
Business Development (NIESBUD), Office of the Development Commissioner, Ministry of
Small Micro and Medium Enterprise (DC MSME), National Film Development Corporation of
India (NFDC) etc.
с. State government organizations/institutes
d. Sector Skill Councils (SSCs),
e. Academic Organisations like Skill Universities, Higher Educational Institutes (HEIs) etc
f. Private Organisations/Institutes
2. Broadly the training is divided into Short Term Training (STT) and Long Term Training (LTT). As per
the NCVET notification, all the training programs with duration of one year and above are considered as LTT
and all the training programs with duration less than one year are considered as STT. Accordingly, the ToT
currently being imparted in the country has been categorized into long term and short term as follows:
a. Long Term Training (LTT): Any vocational training programme undertaken for a year and above
is considered as LTT. Generally, such ToT programs are referred to as 'Instructor Training
Programs'. In this type of training programs, the trainees receive comprehensive training on both
domain skills and training methodology/pedagogy, preparing them to train and assess the
students/learners. In this type of training, instructors are trained to undertake both training and
assessment activities, as they are most likely to undertake formative assessments of the
students/learners within the duration of the training. Mainly the ToT for LTT is being implemented
as follows:
i. DGT Ecosystem: DGT is responsible for overseeing the operations of Industrial Training
Institutes (ITIs) throughout the country. Currently, the Craftsmen Instructor Training
Scheme (CITS) is in place to provide Training to Trainers. A trainer who holds a CITS
certification is deemed eligible for recruitment as a trainer in ITIs under the DGT
ecosystem. The program is mainly run in the National Skill Training Institutes (NSTIs) of
DGT across the country.
ii. Other Government Awarding Bodies (ABs): Various central government & state
government bodies like NPTI, NIELIT, State Departments, Haryana State Electronics
Development Corporation Limited (HARTRON) and DC MSME etc. also implement long-
term training qualifications. Some of these Awarding Bodies (ABs) have defined certain
norms for ToT within their ecosystem for their trainers.
iii. Academic Organisations/Institutes & Private Entities: With the increased focus on
vocational education, training & skilling endeavours, various academic initiatives in form of
skill universities & institutes have emerged to meet the skilling requirements especially at
the higher education levels. Accordingly, the requirement for trained skill trainers has
increased in general education domain. The norms & guidelines with respect to teachers and
instructors etc. in the general education domain is regulated by the concerned regulators i.e.
University grants Commission (UGC) & All India Council for Technical Education
(AICTE) etc. These would also need to be updated for regulating ToT with respect to
vocational education training & skilling qualifications/component. In the private domain,
there are certain entities that are involved in skill training activities like industry and they
have some mechanisms for ToT but these are internal and limited to their requirements.
b. Short Term Training (STT): Short Term Training (STT) means any vocational skilling program
undertaken for a duration of less than one year. Mainly, the ToT for STT is being implemented as
follows:
i. Prior to notification of the NCVET, in an attempt to recognize competent trainers and
assessors in the short-term skill ecosystem, the 'Training of Trainer and Assessor
Guidelines for Short-Term Skill Development Programmes' were formulated by the
National Skill Development Corporation (NSDC) as part of the Technical and Vocational
Education and Training (TVET) Leaders Capabilities Development Programme implemented
by Singapore Polytechnic. These Guidelines were launched on 15th July 2018 with the
support of a grant from Temasek Foundation International.
ii. Under the Skill India Mission, an online portal dedicated to serve as the central point for the
management of Trainers and Assessors of the Indian Short-Term Skill ecosystem by the
name of 'Takshashila' was also developed by NSDC. The portal provides information about
Training of Trainers (ToT) and Training of Assessors (ToA) programs planned by Sector
Skill Councils along with a list of certified trainers and assessors who have been certified by
Sector Skill Councils. However, these initiatives are limited to ToT & ToA programs
undertaken by SSCs. Under these guidelines ToT and ToA can be broadly categorized into
two parts, viz. 'Basic' and 'Advanced' training programs with duration ranging from 7-10
days to 15 weeks, respectively. The 'Basic' certification is valid for 2 years, whereas the
'Advanced' certification has lifelong validity.
iii. Currently the responsibility of ToT in the STT programs lies primarily with the respective
Awarding Bodies (ABs). Major Awarding Bodies implementing STT in the ecosystem are
Sector Skill Councils (SSCs), Central & State Government bodies like CIPET, NFDC,
CDAC etc. These ABs are responsible for providing training to trainers in their respective
domains. Presently under the ToT conducted by SSCs, the duration of ToT varies between 5
to 10 days that typically includes 3 to 7 days of Pedagogical skills, 1 to 2 days of domain-
specific skills, and one day each for assessing domain and Pedagogical skills.
iv. While some ABs have developed their ToT qualifications, the majority are yet to establish
such standards. The Management & Entrepreneurship Skill Council (MEPSC) has introduced
two NSQF-aligned and approved qualifications: Trainer (VET & Skills) and Master
Trainer (VET & Skills). These qualifications, spanning 480 and 600 hours respectively, are
placed at NSQF levels 5 and 6. MEPSC's Trainer qualification includes mandatory National
Occupational Standards (NOS) of 102 hours focusing on facilitating learning through on-the-
job or simulated training.
ANNEXURE II - CHALLENGES IN THE CURRENT ECOSYSTEM
1. Varied Quality of Trainers: Currently, there are no uniform standards for training of trainers. The
respective ABs are responsible for managing the training infrastructure, defining entry requirements, and
conducting the training of master trainers. However, due to the diverse nature of ABs and qualifications,
there exists a variance in the quality of trainers across sectors and job roles. With the introduction of new
concepts such as the adoption of qualifications, multi-skilling, and cross-sectoral skills, Diploma
Qualifications, NOSs & Micro-Credentials (MCs) approval there is a growing need to expand and
standardize the ToT ecosystem. This expansion should address emerging conceptual requirements while
meeting the increasing demand for trainers and master trainers in various operational contexts.
2. Unattractive Salary for Trainers: One of the significant challenges is the issue of trainer's remuneration.
Many trainers face inadequate salary structures, which make it challenging to attract and retain experienced
and high-quality trainers. Addressing this challenge requires exploring ways to provide competitive and
attractive compensation packages for trainers to recognize their expertise and contribution.
3. Lack of Industrial Exposure for Trainers: Another challenge is the absence of sufficient industrial
exposure for trainers. Limited exposure to industry practices and real-world scenarios can hinder trainers'
ability to deliver training that aligns with current industry requirements.
4. Absence of Opportunities for Career Progression: Trainers often do not have a well-defined career
progression pathway. This limits their professional growth and motivation.
5. Handling a Wide Range of NSQF Aligned Qualifications: A significant challenge presents itself when we
keep in mind that it is mandatory to take ToT certification for each qualification separately with over 4000+,
NSQF aligned and approved qualifications. This leads to duplicating the training efforts and wastage of time
& resources. Along with this, more type of Qualifications/courses being introduced in the form of Diploma,
NOSs & MCs has broadened the scope of operation more than before.
6. Absence of Defined Training Infrastructure: Paucity of well-defined training infrastructure can hinder the
delivery of quality training. Adequate physical training facilities, access to modern training equipment, and
technological resources are essential for creating a conducive learning environment.
7. Lack of Technological Exposure: In an increasingly digital world, trainers must have the necessary
technological exposure and competence to incorporate digital tools and Pedagogicals into their training
delivery. Addressing this challenge involves providing trainers with training and exposure to relevant
technologies, enabling them to effectively leverage digital resources for enhanced training outcomes.
8. Absence of Well Defined Entry Criteria for Trainers: In most cases, there is an absence of a well-defined
entry criterion for trainers, which leads to inconsistencies in trainer quality and competence. Establishing
clear guidelines and prerequisites for becoming a trainer, such as specific educational qualifications, industry
experience, and pedagogical training, will ensure that trainers possess the necessary skills and expertise to
deliver effective training.
ANNEXURE III - THE INDICATIVE LIST OF BUCKETING OF QUALIFICATIONS
a. Management & Entrepreneurship and Professional Skills Council (MEPSC)
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| Sl. | Sub sector | Occupation | Code | NSQF Level | Bucket |
| No. | | | | | |
+=====+===================================+=====================================+=============+============+=====================================================+
| 1 | Entrepreneurship | Nano Entrepreneur (Street Vendor) | MEP/Q5101 | 3 | Entrepreneurship, Business Support and Legal Documentation |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 2 | Entrepreneurship | Entrepreneur | MEP/Q5103 | 5 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 3 | Entrepreneurship | Sole Proprietorship Associate | MEP/Q1203 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 4 | Office Management & | Start-up Support Executive | MEP/Q1202 | 4.5 | |
| | Professional Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 5 | Office Management & | Paralegal Associate - Legal | MEP/Q1201 | 4 | |
| | Professional Skills | Documentation | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 6 | Entrepreneurship | Consultant (Chartered Tax | MEP/Q5102 | 5 | Tax and Financial Planning |
| | | Practitioner) | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 7 | Entrepreneurship | Public Accountant | MEP/Q5104 | 6 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 8 | Non Teaching | Pre School and Day Care Facilitator | MEP/Q4101 | 4 | Educational Guidance |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 9 | Non Teaching | Career and Education Counselor | MEP/Q4401 | 5 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 10 | Office Management | Secretary | MEP/Q0201 | 4 | Office Assistance and Operations |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 11 | Office Management | Office Executive | MEP/0211 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 12 | Office Management & Professional | Office Assistant | MEP/Q0202 | 3 | |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 13 | Office Management & Professional | Office Operations Executive | MEP/0207 | 4 | |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 14 | Office Management & Professional | Multifunctional Office Executive | MEP/Q0205 | 4.5 | |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 15 | Office Management & Professional | Receptionist | MEP/Q0204 | 3 | |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 16 | Office Management & Professional | Field Survey Enumerator | MEP/Q0206 | 4 | Field Survey |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 17 | Office Management & Professional | Hindi Typist | MEP/Q0210 | 4 | Typing |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 18 | Office Management & Professional | HR Executive - Payroll and Employee | MEP/Q0701 | 4.5 | HR and Recruitment |
| | Skills | Data Management | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 19 | Office Management & Professional | Recruitment Executive | MEP/Q0702 | 4.5 | |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 20 | Office Management & Professional | CSR and Sustainability Head | MEP/Q1101 | 6 | CSR and Sustainability |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 21 | Office Management & Professional | CSR and Sustainibility - Manager | MEP/Q1103 | 5 | |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 22 | Office Management & Professional | Project Management Associate | MEP/Q1501 | 4 | Project Management |
| | Skills | | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 23 | Security | Security Guard | MEP/Q7101 | 3 | Security Services |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 24 | Security | Armed Security Guard | MEP/Q7102 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 25 | Security | Personal Security Officer | MEP/Q7103 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 26 | Security | Security Officer | MEP/Q7202 | 5 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 27 | Security | Security Supervisor | MEP/Q7201 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 28 | Security | Assignment Manager | MEP/Q7203 | 5 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 29 | Security | CCTV Video Footage Auditor | MEP/Q7204 | 4 | CCTV Surveillance and Monitoring |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 30 | Security | CCTV Supervisor | MEP/Q7104 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 31 | Security | Firefighter | MEP/Q7301 | 4 | Firefighting |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 32 | Training and Assessment | Trainer (VET and Skills) | MEP/Q2601 | 5 | Training and Coordination |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 33 | Training and Assessment | Master Trainer (VET and Skills) | MEP/Q2602 | 6 | Training Assessment |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 34 | Training and Assessment | Training Centre Manager | MEP/Q2604 | 5 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 35 | Training and Assessment | Training Coordinator(VET and Skills)| MEP/Q2801 | 4 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 36 | Training and Assessment | Assessor (VET and Skills) | MEP/Q2701 | 5 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+ |
| 37 | Training and Assessment | Lead Assessor (VET and Skills) | MEP/Q2702 | 6 | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 38 | Training and Assessment | Instructional Designer(VET and | MEP/Q2901 | 6 | Course/ Lesson Design |
| | | Skills) | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
| 39 | Training and Assessment | Designer- Assessment Methods (VET | MEP/2903 | 6 | |
| | | and Skills) | | | |
+-----+-----------------------------------+-------------------------------------+-------------+------------+-----------------------------------------------------+
b. Tourism and Hospitality Skill Council
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| Sl.No.| Sub Sector | Qualification | Code | NSQF Level | Bucket Name |
+=======+=========================+=====================================+=================+============+==========================+
| 1 | Restaurant | Cleaner-Roadside Eatery | THC/Q3002 | 1 | Dish Cleaning |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 2 | Hotels/Restaurant | Kitchen Steward | THC/Q0401(v2.0) | 3 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 3 | Hotels | Kitchen Stewarding Supervisor | THC/Q0411(v2.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 4 | Hotels | Front Office Trainee | THC/Q0110(v2.0) | 3 | Accommodation Operation |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 5 | Hotels | Housekeeping Trainee | THC/Q0209(v2.0) | 3 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 6 | Facility Management | Billing Executive | THC/Q5801 (v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 7 | Facility Management | Facility Management Executive | THC/Q5708 (v2.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 8 | Hotels | Guest Service Associate (Front | THC/Q0102(v3.0) | 4 | |
| | | Office) | | | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 9 | Hotels | Guest Service Associate | THC/Q202(v2.0) | 4 | |
| | | (Housekeeping) | | | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 10 | Hotels | Guest Service Executive (Front | THC/Q0109(v3.0) | 5 | |
| | | Office) | | | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 11 | Hotels | Home Stay Host | THC/Q0504 (v1.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 12 | Hotels | Housekeeping Supervisor | THC/Q0201(v2.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 13 | Hotels | Guest House Caretaker | THC/Q0501(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 14 | Hotels | Laundry Associate | THC/Q0204(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 15 | Hotels | Laundry Supervisor | THC/Q0210(v1.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 16 | Facility Management | Multi - Purpose Associate | THC/Q5808(v1.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 17 | Hotels/Restaurant | Assistant Chef | THC/Q2702(v2.0) | 3 | Food Production |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 18 | Hotels/Restaurant | Commis Chef | THC/Q0406(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 19 | Hotels/Restaurant | Demi Chef De Partie | THC/Q0405 (v2.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 20 | Hotels/Restaurant | Pastry/Bakery Commis | THC/Q2708(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 21 | Restaurant | Street Food Vendor - Standalone | THC/Q3008(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 22 | Restaurant | Kitchen Helper | THC/Q3303(v2.0) | 2 | Food Service |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 23 | Adventure Tourism | Mountain Cuisine Chef | THC/Q4524(v2.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 24 | Restaurant | Food Server-Roadside Eateries | THC/Q3009 | 3 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 25 | Hotels/Restaurant | Food & Beverage Service Assistant | THC/Q0307(v2.0) | 3 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 26 | Restaurant | Food Delivery Associate | THC/Q2902(v2.0) | 3 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 27 | Facility Management | Pantry Associate | THC/Q6011(v2.0) | 3 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 28 | Hotels | Bartender | THC/Q0302(v2.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 29 | Hotels/Restaurant | Barista Executive | THC/Q0308 (V1.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 30 | Facility Management | Cafeteria Supervisor | THC/Q5905(v1.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 31 | Restaurant | Counter Sales Executive | THC/Q2903(v3.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 32 | Restaurant | Eatery Owner | THC/Q3004(v1.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 33 | Hotels/Restaurant | Food & Beverage Service - Associate | THC/Q0301(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 34 | Hotels/Restaurant | Restaurant Captain | THC/Q0306(v1.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 35 | Hotels/Restaurant | Store Assistant | THC/Q2602(v1.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 36 | Hotels | Banquet Manager (Operation) | THC/Q0304(v1.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 37 | Facility Management | Catering Manager | THC/Q5901(v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 38 | Restaurant | Food & Beverage Controller | THC/Q3101 (v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 39 | Hotels | Food & Beverage Service Manager | THC/Q0303 (v2.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 40 | Hotels | Food Outlet Manager | THC/Q0305(v1.0) | 6 | Accommodation Operation |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 41 | Restaurant | Restaurant Manager | THC/Q2703(v2.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 42 | Hotels | Revenue Manager | THC/Q0112 (v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 43 | Hotels | Concierge Manager | THC/Q0114(v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 44 | Hotels | Duty Manager | THC/Q0106(v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 45 | Hotels | Executive Housekeeper | THC/Q0206 (v2.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 46 | Hotels | Front Office Manager | THC/Q0105 (v2.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 47 | Hotels | Housekeeping Manager | THC/Q0207 (v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 48 | Facility Management | Property Manager (FM) | THC/Q5803(v1.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 49 | Facility Management | Facility Manager | THC/Q5707 (v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 50 | Hotels/Restaurant | Chef de Partie | THC/Q0404 (v2.0) | 6 | Food Production |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 51 | Hotels | Executive Chef | THC/Q0402 (v2.0) | 7 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 52 | Hotels | Sous Chef | THC/Q0403 (v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 53 | Hotels/Restaurant | Quality Control Manager | THC/Q2802(v1.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 54 | Tours and Travels | Team Leader- Travel | THC/Q4304(v2.0) | 5 | Tours & Travels |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 55 | Tours and Travels | Tour Guide | THC/Q4407(v1.0) | 5 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 56 | Tours and Travels | Tour Manager | THC/Q4405 (v2.0) | 6 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
| 57 | Tours and Travels | Transport Coordinator | THC/Q4201(v2.0) | 4 | |
+-------+-------------------------+-------------------------------------+-----------------+------------+--------------------------+
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| Sl.No.| Sub Sector | Qualification | Code | NSQF Level | Bucket Name |
+=======+===================+=====================================================+=================+============+================+
| 58 | Tours and Travels | Transport Duty Manager | THC/Q4203(v2.0) | 6 | Air Base |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 59 | Tours and Travels | Travel Advisor | THC/Q4404(v3.0) | 4 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 60 | Adventure Tourism | Adventure Travel Guide | THC/Q8601(v1.0) | 5 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 61 | Tours and Travels | Customer Service Executive (Meet & Greet) | THC/Q4205 (v2.0)| 4 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 62 | Adventure Tourism | High Altitude Trekking Guide | THC/Q8603(v1.0) | 5 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 63 | Adventure Tourism | Himalayan Expedition Logistics and Pathfinder (HAP) | THC/Q8605 (v1.0)| 5 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 64 | Adventure Tourism | Instructor - Rope Activities | THC/Q8801(v1.0) | 4 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 65 | Adventure Tourism | Mountaineering Instructor | THC/Q4522(v1.0) | 6 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 66 | Adventure Tourism | Assistant Instructor -Rope Activities | THC/Q8802(v1.0) | 3 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 67 | Adventure Tourism | Camp Helper | THC/Q8602(v1.0) | 3 | Land Base |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 68 | Adventure Tourism | Sardar | THC/Q8604 (v1.0)| 5 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 69 | Adventure Tourism | Assistant Rafting Guide | THC/Q8901(v1.0) | 4 | Water Base |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 70 | Adventure Tourism | Rafting Guide/Safety Kayker | THC/Q4510 | 5 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 71 | Adventure Tourism | Nature Guide | THC/Q8701(v1.0) | 4 | Nature |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 72 | Adventure Tourism | Naturalist (wildlife tourism) | THC/Q4505 (v1.0)| 4.5 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 73 | Tours and Travels | Walk Tour Facilitator | THC/Q4408 | 4 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 74 | Adventure Tourism | Paragliding Tandem Pilot | THC/Q4508(v1.0) | 6 | Air Base |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 75 | Adventure Tourism | Parasailing (Equipment) Driver | THC/Q4516(v1.0) | 4 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 76 | Adventure Tourism | Parasailing (Equipment) Supervisor | THC/Q4515 (v1.0)| 6 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 77 | Adventure Tourism | Parasailing Launcher/Receiver | THC/Q9001(v1.0) | 3 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 78 | Adventure Tourism | Ground Crew Chief | THC/Q4509 (v1.0)| 4 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
| 79 | Adventure Tourism | Ground Staff (Paratrike, Paramotoring, Paragliding) | THC/Q9002 (v1.0)| 2 | |
+-------+-------------------+-----------------------------------------------------+-----------------+------------+----------------+
ANNEXURE IV - INDICATIVE LIST OF COMPONENTS OF PEDAGOGICAL SKILLS
a. Know What to Teach and How to Teach It
Understanding what to teach encompasses delineating clear learning outcomes, defining course content, and
elucidating the roadmap for effective instruction. The content should align with specific learning objectives, ensuring
its relevance to the intended audience. Moreover, how to teach necessitates an exploration of diverse pedagogical
approaches, incorporating examples illustrating different teaching methodologies. For instance, hands-on learning,
case studies, and role-playing can enhance engagement and comprehension.
b. Maintain a Learning-Focused Environment
Creating an environment conducive to learning is pivotal. Fostering an atmosphere that encourages active
participation, critical thinking, and collaborative learning contributes significantly to effective training. Emphasizing
learner-centricity cultivates an ambiance where learners feel motivated and empowered to absorb knowledge.
c. Respond to Learner Diversity
Acknowledging learner diversity encompasses recognizing variations in educational backgrounds, linguistic abilities,
and cultural contexts. Adapting teaching methods to accommodate diverse learners, employing bilingual resources,
and utilizing differentiated instruction strategies cater to a wide spectrum of learners.
d. Plan and Design Effective Instructions and Demonstrations
Designing instructions involves meticulously planning the delivery mode and crafting comprehensive demonstrations.
Providing step-by-step instructions and practical demonstrations tailored to the specific skill sets required, for
instance, showcasing sewing techniques for collar stitching, ensures clarity and understanding.
e. Knowledge of New Digital Tools and Technologies for Teaching
Acquainting trainers with contemporary digital tools and technologies is crucial. Incorporating sector-specific digital
aids enhances teaching efficacy. Demonstrating how these tools can augment training in diverse job roles underscores
the importance of leveraging technology in education.
f. Use a Variety of Assessment Tools for Enhancing Learning
Utilizing diverse assessment tools—both formative and summative—enriches the teaching-learning process.
Incorporating multiple-choice questions, practical assessments, and continuous formative evaluations ensures a
comprehensive understanding of the subject matter.
g. Establish Community Relationships and Uphold Professional Ethics
Building professional relationships within the training community and maintaining ethical standards are fundamental.
Collaboration among colleagues and fostering trust with learners contributes to a conducive learning environment.
h. Personal Growth and Professional Development of Learners
Tracking and fostering the personal and professional development of learners beyond formal training is essential.
Encouraging participation in forums, conducting vivas, facilitating discussions, and providing ongoing feedback
supports continuous growth.
i. Engage in Professional Reflection and Assume Responsibility for Learning
Encouraging professional reflection aids in identifying areas for personal growth. Incorporating mechanisms for
ongoing feedback, recognizing opportunities for upskilling through recognition of prior learning (RPL), micro-
credentialing (MC), or tailored upskilling programs is integral to assuming responsibility for continual professional
development.
Col. SANTOSH KUMAR, Secy.
[ADVT.-III/4/Exty./193/2024-25]
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. MANOJ
KUMAR Digitally signed by
VERMA MANOJ KUMAR
Date: 2024.06.21 VERMA
19:13:46 +05'30'
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