COMPETENCY-BASED CURRICULUM

FOR THE MODULE OF

RICE MILLING

UNDER

SKILL DEVELOPMENT INITIATIVE (SDI) SCHEME

Based on

MODULAR EMPLOYABLE SKILLS (MES)

Government of India
Ministry of Skill Development and Entrepreneurship

1
 CONTENTS

Sl. Topics Page No.

No.
1. Introduction
2. General Information & Course Structure
3. Job Roles and Reference NOS & NCO
4. NSQF Level Compliance
5. General Training Plan, Examination & Pass Regulation
6. Learning Outcomes
6.1 Generic Outcomes
6.2 Specific Outcomes
7. Assessable Outcomes with Assessment Criteria
8. Syllabus Content with Time Structure
8.1 Syllabus Content for Professional Skill & Knowledge
8.2 Syllabus Content for Soft & Entrepreneurship Skills
9. Infrastructure
10. Assessment Standard
10.1Assessment Guideline
10.2 External Assessments
11. Annexure-I: List of Tools &Equipment
12. Annexure- II: List of Tools &Equipment for Soft &
Entrepreneurship
13. Annexure-III: Guidelines for Instructors and Paper Setters
14. List of Trade Committee Members

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 1. INTRODUCTION

The Ministry of Skill Development and Entrepreneurship is an apex organization for

the development and coordination of the vocational training including vocational training
for women in our country. The Ministry conducts the training programmes through the
Craftsmen Training Scheme (CTS), Apprenticeship Training Scheme (ATS), Skill
Development Initiative (SDI) Scheme based on Modular Employable Skills (MES), and
Craftsmen Instructor Training Scheme (CITS) to cater to the needs of different segments of
the Labour market. The National Council for Vocational Training (NCVT) acts as a central
agency to advise Government of India in framing the training policy and coordinating
vocational training throughout India.

A majority of Indian workforce does not possess marketable skills which is an

obstacle in getting decent employment and improving their economic condition. A large
number of school drop outs do not have access to skill development for improving their
employability. The higher entry requirements and long duration of courses under the formal
training system are some of the obstacles for a person of low educational attainment to
acquire employable skills.

The Ministry is implementing the Skill Development Initiative (SDI) Scheme based
on Modular Employable Skills (MES) to provide vocational training to early school leavers
and existing workers especially in the unorganized sector to develop skilled manpower for
the industry. Training is provided by registered Vocational Training Providers (VTPs) under
the Government, Private Sector, and Industrial establishments located all over the country.
Testing of skills acquired informally by an individual are directly tested on pre-determined
parameters through independent Assessing Bodies. Nationally as well as internationally
recognized NCVT certificate is issued to every successful individual.

The key features of the Modular Employable Skills (MES) are:

 Short-term training programmes designed in consultation with the Industry.
 Identification of “minimum skills set” sufficient to get employment.
 Flexible training delivery mechanism (part time, weekend, or full time).
 Different levels of programmes (Foundation level to advanced level).
 Opportunity for lifelong learning.

The training under MES would benefit different target groups like workers seeking
certification of their skills acquired informally, workers seeking skill up gradation, and early
school dropouts and unemployed. Central Government facilitates and promotes the training
while registered Vocational Training Providers (VTP) under the Govt. and Private Sector

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provide the training. Testing of skills is done by independent Assessing Bodies to ensure
impartiality.

The National Skills Qualification Framework (NSQF), published in the Gazette of

Government of India on 27th December, 2013, is a national framework that aims to
integrate general and vocational streams of education and training. The main thrust of the
NSQF is to focus on competency-based qualifications. The National Skill Development
Agency (NSDA) under the Ministry is responsible for the implementation of the
Framework, by bringing together the key stakeholders through the National Skill
Qualifications Committee (NSQC).

The competency-based framework organizes qualifications into ten levels, with the
entry level being 1, and the highest level being 10. Each level of the NSQF is described by a
statement of learning outcomes in five domains, known as level descriptors. These five
domains are (1) Process, (2) Professional knowledge, (3) Professional skill, (4) Core skill, and
(5) Responsibility. The paradigm shift from learning focused on inputs to an
outcome/competency-based education would help in the Recognition of Prior Learning
(RPL), and simultaneously enable the alignment of the Indian qualifications with
international ones. Government funding is expected to be on a preferential basis for NSQF
compliant courses. The NSQF notification provides a Qualification Register, which is the
official national database of all qualifications aligned to NSQF levels. Through this Register,
learners can expect access to all NSQF compliant qualifications.

The Ministry has set up Mentor Councils to focus on courses under NCVT in various
sectors with representation from thought leaders among different stakeholders viz.,
industries, innovative entrepreneurs who have proved to be game-changers,
academic/professional institutions, and champion ITIs for each of the sectors. The Mentor
Council for each sector reviews curricula, admission criteria, course duration, and
requirement of trainers and assessment/evaluation systems for the sector on a continuous
basis and make recommendations regarding the same. Sector-wise Core Groups are formed
to plan and prepare the documentation for the competency-based curricula for the courses
under each sector.

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 2. GENERAL INFORMATION AND COURSE STRUCTURE

1 Qualification : Rice Milling

2 MES Code No. : FPP 631
3 NSQF Level : Level-3
4 Duration of Modular Training : 400 hrs. + 100 hrs.
5 Entry Qualification : 08th Standard with 14 yrs. Of age
6 Trainees per unit : 20

Distribution of training on Hourly basis:

Sl. Broad Practical components to be covered Duration (in Hrs)

No.
1 Visualization of different rice samples available, single 400
steam paraboiling, double steam paraboiling, hot
soaking, pressure paraboiling, assessment of drying time
and drying at mill yard, milling of raw and paraboiled
paddy, milling quality analysis, preparation of rice flour
from brokens, preparation of vermicelli using deoiled
rice bran.
2 Soft & Entrepreneurship Skill 100
Total 500

*Note: Any candidate completed training for 100 hrs. Soft &Entrepreneurship skills
under MES in any module need not to repeat the same.

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 3. JOB ROLES

BRIEF DESCRIPTION OF JOB ROLES

This course is meant for the candidates who shall be able to assess the quality of Paddy/rice
and various by-products, operate Rice milling machineries available in different sections of
Rice Processing Industry. Knowledge in the various rice processing operations.

NOS & QP/NCO MAPPING

--

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 4. NSQF LEVEL COMPLIANCE

The Broad Learning outcomes of Rice Milling trade under MES matches with the Level
descriptor at Level- 3.
.
The NSQF [level-3] descriptor is given below:

LEVEL Process Professional Professional Core skill Responsibility

required knowledge skill
Level 3 Person may Basic facts, recall and Communication Under close
carry out a job process and demonstrate written and supervision
which may principle practical skill, oral, Some
require limited applied in the routine and with minimum Responsibility
range of trade of repetitive in required for own work
activities employment narrow range of clarity, skill to within defined
routine and application basic limit.
predictable Arithmetic
and algebraic
principles,
personal
banking, basic
understanding
of social and
natural
environment

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 5. GENERAL TRAINING PLAN, ASSESSMENT & CERTIFICATE

General Training Plan

The knowledge and skill components as stated in the section for ‘learning outcomes’ are to
be imparted in accordance with the instructions in respect of the content and time structure.

Assessment
The competency assessment for the Modular Employable Skills under the SDI scheme is
being done by the assessor of the independent Assessing Bodies (AB) which is not involved
in training delivery, to ensure an impartial assessment. The assessment process through
Assessing Bodies aims to test and certify the competency of the persons who seek
certification of their skills acquired informally or the persons who have been trained at the
registered VTPs. In the assessment process, identification of competency, ways to measure
the competency and deciding on the type of evidence that has to be collected are the
responsibility of the Assessing Bodies whereas administering the assessment and collecting
the evidence and reporting the results are the responsibility of the assessors.

Candidates are to demonstrate that they are able to:

1. Plan and organize work processes, identify necessary materials and tools;
2. Perform task with due consideration to safety rules, accident prevention
regulations and environmental protection stipulations;
3. Apply professional knowledge and soft skills& entrepreneurship while performing
the task.
4. Check the job for accuracy, identify and rectify errors in job.

The details of the assessment standard are as per section-13.

Pass regulation:
Minimum passing marks for Practical is 60%
Minimum pass marks for theory is 40%

Certificate
Successful persons will be awarded certificates issued by National Council for Vocational
Training (NCVT).

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 6. LEARNING OUTCOMES

The following are minimum broad learning outcomes after completion of the Rice Milling
course of 400 Hrs + 100 hrs. duration:

6.1. GENERIC OUTCOMES

1. Recognize & comply safe working practices, environment regulation and

housekeeping.
2. Understand and practice soft skills, OSH&E, working with Computer and
communicate with required clarity.
3. Demonstrate knowledge of concept and principles of basic arithmetic calculation and
apply knowledge of specific area to perform practical operations.
4. Explain time management, entrepreneurship and manage/organize related task in day
to day work for personal & societal growth.

6.2. SPECIFIC OUTCOMES

1. Explain and Survey different type of rice sample.

2. Demonstrate different method of parboiling.
3. Demonstrate and explain the traditional rice milling.
4. Demonstrate the semi modern rice mill.
5. Demonstrate the quality analysis.
6. Explain the rice cooking quality.
7. Demonstrate the byproduct of rice.
8. Explain trouble shooting and safety measure in rice mill.

NOTE: Learning outcomes are reflection of total competencies of a trainee. Each learning outcome may
include multiple assessment components. However assessment will be carried out as per assessable outcome and
assessment criteria.

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 7. ASSESSABLE OUTCOMES WITH ASSESSMENT CRITERIA

Note:
1. The training shall be conducted as per the syllabus.
2. The trainee shall demonstrate the competencies which are defined below in assessable
outcome and assessment criteria.
3. All the assessable outcomes are to be tested during formative assessment, observations,
and viva-voce.
4. Assessable outcome of Soft skills & entrepreneurship shall be tested separately and also
be applied in Theory and Practical examinations.
5. These assessable outcomes and assessment criteria will serve as a set of guidelines for
Trainers and Assessors.

Generic assessable outcomes:

ASSESSABLE OUTCOMES ASSESSMENT CRITERIA

1. Recognize & comply safe 1.1 Follow and maintain procedures to achieve a safe
working practices, environment working environment in line with occupational health
aspect and housekeeping. and safety regulations and requirements and according
to site policy.
1.2 Identify and take necessary precautions on fire and
safety hazards and report according to site policy and
procedures.
1.3 Report supervisor/ Competent of authority in the
event of accident or sickness of any staff and record
accident details correctly according to site accident/injury
procedures.
1.4 Identify Personal Productive Equipment (PPE) and
use the same as per related working environment.
1.5 Identify basic first aid and use them under different
circumstances.
1.6 Take opportunities to use energy and materials in an
environmentally friendly manner
1.7 Avoid waste and dispose waste as per procedure

1.8 Recognize different components of 5S and apply the

same in the working environment.
2. Understand and practice soft 2.1 Recognize & practice soft skills in day to day work.
skills, working with Computer 2.2 Conduct appropriate discussions with within the team
and communicate with required and report to higher authority.

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 clarity. 2.3 Present facts and circumstances and use appropriate
terminology related to work.
2.4 Conduct written communication.
2.5 Use computers and access internet for day to day
activity
3. Demonstrate knowledge of 3.1 Apply basic arithmetic calculations for arriving
concept and principles of basic dimensional parameters as per drawing.
arithmetic calculation, co- 3.2Use co-ordinate system for part programming.
ordinate system and apply
knowledge of specific area to
perform practical operations.

4. Explain time management, 4.1 Ascertain appropriate time for the assigned task.
entrepreneurship and
manage/organize related task in 4.2 Execute the assigned task within time frame.
day to day work for personal & 4.3 Manage own work within specified time.
social growth.
4.4 Explain importance & factors affect the development
Of entrepreneurship.

4.5Identify service providers for developing

Entrepreneur/business establishment.

Specific assessable outcomes:

ASSESSABLE OUTCOME ASSESSMENT CRITERIA

1. Explain and Survey different type of rice i) Identify the different type of rice sample
sample. available in the market.
ii) Describe the market value of rice sample.
2. Demonstrate different method of parboiling. i) Demonstrate single steam parboiling, double
steam parboiling and hot soaking method.
ii) Describe drying method and dryer.
3. Demonstrate and explain the traditional rice i) Demonstrate and explain huller’s machine and
milling. their principal.
ii) Explain advantage and disadvantage of
traditional method.
4. Demonstrate the semi modern rice mill. i) Demonstrate milling raw and parboiled rice.
5. Demonstrate the quality analysis. i) Describe physical parameters.
ii) Describe FAQ standard for paddy and rice.

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`6. Explain the rice cooking quality. i) Explain and compare the different cooked
rice.
ii) Explain different quality and verities of rice.
7. Demonstrate the byproduct of rice. i) Determine or Extract the oil content in rice.
ii) Prepare flour from broken rice.
8. Explain trouble shooting and safety measure i) Explain trouble shooting areas in rice mill.
in rice mill. ii) Explain safety measure in industries.

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 8. SYLLABUS CONTENT WITH TIME STRUCTURE

8.1 FOR THE MODULE OF Rice Milling

(Module Code No. FPP 631)

Duration: 400 hrs+ 100 hrs.

Detailed Syllabus:
Practical Theory

Different types of rice in Indian market. Rice Processing - importance of process Paddy - History
of rice processing - Different types of rice.
Visualization of different rice samples available in
the market.

Single steam parboiling Traditional and modern methods of parboiling of rice.

Parboiling vessels and machinery used in parboiling
Double steam parboiling section – Boiler - Parboiling vessel – Dryer - Drying
Hot soaking - Improved hot soaking method method

Pressure parboiling

Assessment of drying time and drying at mill yard.

Assessment of drying time and drying in dryer

Traditional method of rice milling using Huller Traditional rice milling machinery - Huller machines -
machine Modified huller machines - Semi modern rice mill and
machinery
Milling of raw and parboiled paddy in semi
modern rice mill.

Milling quality Analysis. Assessment of Paddy/ Rice Quality, Factor affecting

milling quality of rice.
Assessment of physical parameters
Storage and packaging of Paddy/Rice
Assessment of paddy for FAQ standard

Assessment of rice for FAQ standard

Assessment of Rice cooking quality

Assessment of Rice cooking quality

By product utilization By-product utilization.

Est. of oil content in rice bran. Products from Rice.

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 Preparation of rice flour from brokens.

Preparation of vermicelli using deoiled rice bran.

Trouble shooting areas in rice mill Maintenance of Rice Milling Machines and Safety
measures
Safety measures and visit to industries

8.2 FOR SOFT & ENTREPRENURESHIP SKILLS

General Information

Name of the subject :SOFT & ENTREPRENURESHIP SKILLS

Applicability :Compulsory with every SDIS module of duration 300 Hrs. or
more
Hours of Instruction 100 Hrs.
Assessment : The assessment shall be conducted by independent Assessing
Bodies.
Instructor Qualification MBA OR BBA with two years experience OR Graduate in
Sociology/ Social Welfare/ Economics with Two years
experience OR Graduate/ Diploma with Two years
experience and trained in Employability Skills from DGET
institutes
AND

Must have studied English/ Communication Skills and

Basic Computer at 12th / Diploma level and above

8.2. SYLLABUS CONTENT OF SOFT & ENTREPRENURESHIP SKILLS

Learning Objectives:
1. Communicate with required clarity ensuring that the information communicated is
clear and accurate.
2. Understand and apply basic computer working, basic operating system and uses
internet services to get accustomed & take benefit of IT developments in the industry.
3. Knowledge of entrepreneurship and identify establishment for supporting the
development of businesses/entrepreneurship.

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 4. Follow and maintain procedures to achieve a safe working environment in line with
occupational health, safety, environment regulations.
5. Comply time management technique in day to day work.

Detail of Syllabus:
Sl. Practical Theory
No.
1. Development Competency / Proficiency in English /Vernacular
(Hindi/regional Language) - 15 Hrs.
Practice on:
 Oral/spoken communication skill & testing - voice and accent, voice clarity, voice
modulation & intonation, word stress etc.
 Feedback & questioning technique:
 Objectiveness in argument (Both one on one and in groups)
 5 Ws & 1 H & 7 Cs for effective Communication
 Development Etiquette and manners
 Study of different pictorial expression of non-verbal communication and its
analysis
2. Effective Communication - 10 Hrs.
 Concept of Effective Communication
 Components of Effective Communication- Conviction, confidence & enthusiasm,
Listening
 Communication Process & Handling them
 KISS (keep it short & simple) in communication - composing effective
messages
 Barriers to Communication- Int. & Ext Barriers Intrinsic Motivation,
Perception, Language, Fear Power of speech etc.
 Listening -it's importance, Good and bad listening
 Non-Verbal Communication - its importance and Nuances Facial Expression,
Posture, Gesture, eye contact, Appearance (Dress Code)
3. Self & Time Management - 10 Hrs.
 Self Management  Self Management
 Self Evaluation  Identifying one's strength and weakness
 Self discipline  Planning & Goal setting
 Self criticism  Managing self -emotions, ego, pride
 Recognition of one's own limits

15
 and deficiencies
 Independency etc.
 Thoughtful & Responsible
 Self Awareness
 Time Management Technique  Time Management concept
 Practice by game play and other  Attendance, Discipline &
learning methodology for achieving Punctuality
targets and getting of right first time  Act in time on commitment
 Quality /Productive time
4. Motivation Techniques - 05hrs.
 Motivation/ Inspiration  Motivation techniques
 Ability to shape and direct  Motivation technique based on
working/process methods according needs and field situation
to self defined criteria  Idealising
 Motivate customers
 Ability to think for oneself
 Apply oneself to a task
independently with self motivation.
5. Interpersonal Skill Development - 05 Hrs.
 Interpersonal Skill Development  Interpersonal Skill
 Positive Relationship  Importance of interpersonal skill
 Positive Attitudes
 Empathise : comprehend other
opinions, points of views, and face
them with understanding
 Mutuality
 Trust
 Emotional Bonding
 Handling Situations (Interview)
6. Computer Literacy - 20 Hrs.
 Computer Fundamentals -  Computer Fundamentals, MS-Office &
Customize the Desktop Internet
Environment e.g.  Introduction to Computers History of
 Desktop, Start Menu, and Taskbar Computers Components of Hardware
etc. Peripherals
 Configuring & Migrating Files,  Concept of Operating System -
Folders & Settings - Folder Views, Windows XP Exploring & Configuring

16
 Accessibility Settings the Windows XP
 MS Word -Creating, Organizing &  Desktop Environment - Customize the
Formatting Content Collaborating -  Desktop,
Merge, Insert, View, Edit, Track  Start Menu, and Taskbar etc.
Mode etc. Configuring & Migrating Files, Folders
 Formatting & Managing Documents &Settings - Folder Views, Accessibility
 MS Excel -Creating, Analyzing & Settings
Formatting Data & Content  Features of Windows XP
Collaborating - Insert, View, Edit  Understanding concepts of Word
etc. Managing Workbooks processing using MS-Word
 MS PowerPoint Creating &  Understanding concepts of Electronic
Formatting Content Collaborating - spreadsheet and various types of entries
Track, Edit, Add, Delete Comments, in it
Merge
 Managing & Delivering
Presentations
 Internet Concepts  Understanding concepts of URL -
 Opening websites and Creating and Opening an E-mail
downloading data Writing, reading account. Receiving and sending emails
and sending emails, Searching information on Internet.
Life Skills - 05 Hrs.
07. • Knows how to use technology to
communicate safely and effectively.
• Knows and understands the concept of
"community
• Knows how to access community
resources in case of emergency.
• Knows how to obtain copies of
personal documents
• Knows how to book train ticket, Bus
Ticket and Air Ticket.
• Knows how to get a driver's license.
Entrepreneurship - 20 Hrs.
08. • Define the term Entrepreneurship
• Definition of entrepreneurship from
different perspectives.
• Outline the importance of
entrepreneurship Importance of
entrepreneurship:

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 • Enhances creativity and innovation
• Builds self confidence in people
• Serves as a tool for nation building
• Serves as the engine of growth for the
nation's economy
• Explain the reasons why
entrepreneurship should be developed in
a country
• Reasons include: employment
generation, increased national
production, re-investing national
resources, harnessing youth vigour
• Describe who an entrepreneur is and
who a business person is
• An entrepreneur refers to one who
undertakes to organize and manage
resources and assumes the risk of a
business to come out with goods and
services.
• State the characteristics of an
entrepreneur
• Characteristics of the entrepreneurs:
Risk taking, Need to achieve, Innovation
and creativity, Opportunity, Orientation
• Explain the factors that affect the
development of entrepreneurship
• Factors that affect the development of
entrepreneurial spirit in people:
i) Environment immediate family and
friends),
community, national, international
ii) Financial
iii) Displacement, etc.
• The role of the
i) Government
ii) Society
iii) Families and friends
iv) Other stakeholders, for example,
financial institutions play in the
development of entrepreneurship in

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 the Country.
• Define employment
• Describe the types of employment
(i) Wage employment
(ii) Self employment
• State the advantage and disadvantage of
wage and self employment
• Types and characteristics of wage
employment and self employment.
• Outline the reasons why people go into
wage or self employment
(i) Self employment
(ii) Regain lost image
(iii) Exercise control over business
(iv) Become boss
(v) Wage employment
(vi) Assured income
(vii) Commitment may be less.
• Define small business
• Small business are defined based on the
number of people and the capital
employed
• State the characteristics of small
business, Labour intensive Small capital
outlay, etc.
• List the areas of small operation Areas:
Trading, Catering, Etc
• Outline the role of small businesses
• The role that small businesses play in the
country. They form the nursery for
other entrepreneurs technical base for
economic development , platform for
mobilizing resources for economic
development. Etc.
• Explain the challenges/problems facing
small businesses
• Challenges/problems facing small
businesses include:
(i) Financing
(ii) Access to markets

19
 • Government policies
• Inadequate managerial skills
• Define the business environment
• Definition of the terms:
(i) Business
(ii) Environment
(iii)Business environment
• Business development service providers
in India.
• DIC, MSME, NSIC, SIDCO, Financial
Institutions and Banks.
• Describe the procedure for
registering a business
• Define Business Idea
• Definition of business idea., source of
business idea. Programmes/ procedure
and available schemes.
• Describe how to generate Business Plan
• Generation of business ideas Consider
talents, skills and knowledge required
Identify problems and find innovative
solutions to them, market survey Etc.
• Mention the sources of Business Ideas
Sources of ideas
(i) Needs and wants of the community
(ii) External environment
(iii)Hobbies and interest.
• State the process of starting a New
Enterprises Process
• Mobilize resources reorganize resources
• Assess the suitability of the various
sources/uses of fund
• The advantages and disadvantages of the
various sources of funds .
• Distinguish between: Money, cash and
cheques, Notes, coins and currency .
• Detail description of money, cash,
cheques, notes, coins, currency.
• How to open bank account?
• How to fill up Cheque?

20
 • How to deposit cheque in the bank?
• What is PAN Card?
• Why it is mandatory? Explain on-line
banking.
• Explain source Documents Source
Documents
• receipts , honour certificate, invoice.
• List the Basic Books kept by Small
Business Basic books :
(i) Cash record
(ii) Stock
(iii) Credit purchase (Creditors
(iv) Account Record)
(v) Credit sales book (customers
(vi) Accounts Record)
(vii) Record Books (Ledger)
(viii) Trial balance.
09. Occupational Safety, Health and Environment Education - 10 Hrs
Safety & Health • Introduction to Occupational Safety and Health importance of
safety and health at workplace.
Occupational • Basic Hazards, Chemical Hazards, Vibroacoustic Hazards,
Hazards Mechanical Hazards, Electrical Hazards, Thermal Hazards.
• Occupational health, Occupational hygienic, Occupational
Diseases/ Disorders & its prevention.
Accident & safety • Basic principles for protective equipment.

Accident Prevention • Accident Prevention techniques - control of accidents and safety

measures.
First Aid • Care of injured & Sick at the workplaces, First-Aid &
Transportation of sick person
Basic Provisions • Idea of basic provision of safety, health, welfare under legislation
of India.
Ecosystem • Introduction to Environment. Relationship between Society and
Environment, Ecosystem and Factors causing imbalance.
Pollution • Pollution and pollutants including liquid, gaseous, solid and
hazardous waste.
Energy Conservation • Conservation of Energy, re-use and recycle.
Environment • Right attitude towards environment, Maintenance of in - house
environment

21
Methodology
Above practices may be imparted by using Movie clips, games, examples, story / sharing
questionnaire /role play/ exercise/Task, Video / Audio recording, group discussion, role
play etc.

22
 9. INFRASTRUCTURE

1. Instructors’ Qualification 1. Degree in Food Technology/Post harvesting

Technology/Cereal processing Technology with one year
experience in relevant field.
OR
2. Diploma in Food Technology/Post harvesting
Technology/cereal processing technology with two
years’ experience in relevant field.
OR
3. NTC/NAC in Food processing and preservation
related trades with 5 year Experience in relevant field.
2. Desirable qualification -
3. Space Norms -
4. Power Norms 06 KW
5.Tools, Equipment & General (As per Annexure II)
Machinery

23
 10. ASSESSMENT STANDARD

10.1ASSESSMENT GUIDELINE
Appropriate arrangements should be made to ensure that there will be no artificial barriers to
assessment. The nature of special needs should be taken into account while undertaking the
assessment. Due consideration shall be given while assessing for teamwork,
avoidance/reduction of scrap/wastage and disposal of scarp/wastage as per procedure,
behavioral attitude, sensitive to environment and regularity in training. The sensitivity
towards OSHE and self-learning attitude shall be considered while assessing competency.

Assessment will be evidence based comprising the following:

1) Job carried out in labs/workshop
2) Record book/ daily diary
3) Answer sheet for assessment
4) Viva-voce
5) Progress Chart
6) Attendance and punctuality
7) Assignment
8) Project work

Evidence of internal assessment should be preserved for an appropriate period of time for
audit and verification by examination body.

The following marking pattern to be adopted while assessing:

a) Weightage in the range of 60-75% to be allotted during assessment under following

performance level:
For performance in this grade, the candidate with occasional guidance and showing due
regard for safety procedures and practices, has produced work that demonstrates attainment
of an acceptable standard of craftsmanship. In this work there is evidence of:
 Demonstration of good skill in the use of hand tools, machine tools, and workshop
equipment
 Below 70% tolerance dimension achieved while undertaking different work with those
demanded by the component/job.
 A fairly good level of neatness and consistency in the finish
 Occasional support in completing the project/job.

24
b) Weightage in the range of above75%- 90% to be allotted during assessment under
following performance level:
For this grade, the candidate, with little guidance and showing due regard for safety
procedures and practices, has produced work that demonstrates attainment of a reasonable
standard of craftsmanship. In this work there is evidence of:
 Good skill levels in the use of hand tools, machine tools, and workshop equipment
 70-80% tolerance dimension achieved while undertaking different work with those
demanded by the component/job.
 A good level of neatness and consistency in the finish
 Little support in completing the project/job

c) Weightage in the range of above 90% to be allotted during assessment under following
performance level:
For performance in this grade, the candidate, with minimal or no support in
organization and execution and with due regard for safety procedures and practices, has
produced work which demonstrates attainment of a high standard of craftsmanship. In this
work there is evidence of:
 High skill levels in the use of hand tools, machine tools, and workshop equipment
 Above 80% tolerance dimension achieved while undertaking different work with
those demanded by the component/job.
 A high level of neatness and consistency in the finish.
 Minimal or no support in completing the project.

10.2. EXTERNAL ASSESSMENTS

ASSESSABLE OUTCOMES ASSESSMENT
NO. MARKS
1. Recognize & comply safe working practices, environment
regulation and housekeeping.
2. Recognize & comply safe working practices, environment
regulation and housekeeping.
3. Demonstrate knowledge of concept and principles of basic
arithmetic calculation and apply knowledge of specific area to
perform practical operations.
4. Explain time management, entrepreneurship and
manage/organize related task in day to day work for personal &
societal growth
SPECIFIC
Total of External assessment

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 Annexure - I
12. List of Tools & Equipment for module for a batch :

S.N Description of Tools & Equipments Quantity

o.
1. Hand winnower - Plastic 4
2. Cloth ( For cloth bags) 4 meters
3. Nylon bags 4 meters
4. Trays 10
5. Spoons 20
Aspirator 1
Seed grader 1
Dockage Tester 1
Destonner 1
Autoclave 1
7. Mini - Lab Sheller 2
8. Mini - Lab polisher 2
9. Lab broken separator 1
10. Lens 5
11. Crack detector 1
12. L,B measurement wooden board 4
13. Dial caliper 6
14. Paddy – Soaking vessels – Plastic 4
15. Parboiling coffee filter like vessels ( upto 2Kg cap.) with lid 2
(SS)
16. Vessel – for saturation test –(SS) 2
17. Cooking vessels – for gruel loss (dia.~ 1feet, with provision 2
for placing six 250 ml. beakers simultaneously) (SS).
18. Rice cooking vessel (Suitable to place a stand of 15 test tubes 2
simultaneously) (SS).
19. Vessel for elongation test (SS) (Boiling and cooling) 2+2
20. Fabrication of wire meshes (Gruel loss test and Elongation 24 Nos.
test)
21. Fabrication of stands to hold wire meshes (Gruel loss test and 4
Elongation test)
22. Wire gauge – to hold samples, and sample holding containers 20
(SS)
23. Pressure cooker 1 Lit. 1 No.
25. Pressure cooker 2 Lit. 1 No.

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 26. Stainless steel plates 2 nos
27. Moisture box 25 nos.
28. Heat sealing machine 1
29. Four burner stove 2
30. Induction stove 1
31. Instructor chair and table 1
32. Dual desk 10
33. Work table for grain testing and quality tests 2
34. Stools 20
35. Discussion table 1
36. Tool cabinet 1
37. Trainees locker with space for 20 members 1
38. First aid box 1
39. Book shelf 1
40. Storage rack – mesh cupboard 1
S.N Description of Equipments Quantity
o.
1. Weighing balance ( Cap. 200g and 5 Kg) – each two 2+2
3. Oven 1
6. Oil extractor 1
7. Sand bath 2
8. Vortex mixer 2
9. Digital Temperature probes - 1meter, 30 cm, 60 cm length Each 2
10. Sieve sets 1 set
11. Hot water bath with temperature control 2
12. Cold water bath. 1
S.N Description of Glasswares and Chemicals Quantity
o.
1. Flat bottom oil flasks 18
2. Oil Extraction set (condenser and extractor) 1set each
3. Thimbles 18
4. Standard flask 1 Lit 4
5. Standard flask 500 ml 4
6. Standard flask 250 ml 4
7. Standard flask 100 ml 20
8. Standard flask 50 ml 10
9. Beaker 1000 ml 4
10. Beaker 500 ml 4
11. Beaker 250 ml 20

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 12. Beaker 100 ml 20
13. Cooking Test tubes (50ml – graduated for each ml) (flat 25
bottom)
14. Boiling tubes – round bottom (50 ml) 25
15. Test tubes 25 ml (round bottom without rim) 25
16. Conical Flask (100 ml) 25
17. Measuring jar 10ml, 25ml, 50ml,100ml – each 10 4x10
18. Measuring jar 250ml, 500ml, 1000lit – each 2 3x2
19. Funnel Ø 2.5 cm; Funnel Ø 7.5 cm Each 20
20. Conical Flask (250 ml) 10
21. Petri Plates – Inner 9.5 cm 25
22. Petri Plates - Inner 13 cm 10
23. What man no 1 Filter paper 6 boxes
24. Desiccators 2
25. Burette: 25ml 4
26. Crucible 10
27. Wash bottles 4
28. Bunsen burners 4
29. Gas stove (Single burner) 2
30. Induction stove 1
List of Chemicals
1. Sodium Hydroxide
2. Sodium Chloride
3. Potassium hydroxide
4. Hexane, Petroleum ether
5. HCL, H2SO4 , and other chemicals as per need.

ANNEXURE-II

Tools & Equipment for Soft & Entrepreneurship Skills:

SI. Name of the Equipment Quantity

No.
Hardware:
1 Server Computer (Latest configuration) 10 Nos for a batch of 20
students.

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2 Multimedia Nodes (Pre-loaded Windows 2000
or latest)
3 Inkjet/Laser Printer 1 no.
4 UPS
Software:
1 Windows 2008
2 Microsoft Office 2010 Professional
3 Anti Virus Software (TVD/ Norton/Any
popular brand)
4 Internet connection 0
ANNEXURE-III

13 GUIDELINES FOR INSTRUCTORS AND ASSESSORS

1. Due care to be taken for proper & inclusive delivery among the batch. Some of the
following method of delivery may be adopted:
A) LECTURE
B) LESSON
C) DEMONSTRATION
D) PRACTICE
E) GROUP DISCUSSION
F) DISCUSSION WITH PEER GROUP
3. Maximum utilization of latest form of training viz., audio visual aids, integration of IT, etc.
May be adopted.
4. The total hours to be devoted against each topic may be decided with due diligence to
safety & with prioritizing transfer of required skills.
5. Assessment may be based on following instructions:-

Sl. Question on different aspect Weightage in

No. %age
1 Knowledge 15
2 Understanding 15
3 Practical Execution 70

1. Due weightage to be given to all the topics under the syllabus while assessing.

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 11. LIST OF TRADE COMMITTEE MEMBERS

Sl. Name & Designation Organization Mentor Council

No. Sh/Mr./Ms. Designation
Members of Sector Mentor council
1. Dr D.C Sexana Professor & HOD, Food Engineering Chairman
and Tech. Dept, S.L.I.E.T, Longowal,
Punjab
2. Dr S.L Shrivastava Professor, IndiaN Institute of Member
Technology, Kharagpur
3. Dr. Vikas Nanda Associate Professor,Food Member
Engineering and Tech. Dept,
S.L.I.E.T, Longowal, Punjab
4. Dr Ashok Kumar Professor Department of Process Member
and Food Engineering, Punjab
Agriculture University, Ludhiana,
Punjab
5. Dr. D.S Sogi Professor Department of Food Member
Science and Technology, Guru Nanak
Dev University, Amritsar, Punjab
6. Dr. Neeraj Kumar Assistant Professor, National institute Member
of food technology Entrepreneurship
& Management, Kundli, Sonipat,
Haryana
7. Rakesh Kumar Principal, Govt. I.T.I, Hajipur, Bihar Member
8. M.A. Tejani Gits Foods Products Pvt.Ltd, Pune Member

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 9. Er Parduman singh Principal, Govt. I.T.I, Nabha, Punjab Member
10. Dr P.S Negi Scientist, Central Food Technological, Member
Research Institute, Mysore
11. Rizwana Ansari (T.O) Govt. I.T.I, Chindwara, Madhya Member
Pradesh
12. Priti Dwivedi (T.O) Govt. I.T.I, Chindwara, Madhya Member
Pradesh
13. Ranjeeta Sharma Principal, Maharashi Dayanand Member
Institute of Tech. Jabalpur, M.P
Mentor
14. J.P Meena (Director) DGET HQ, New Delhi. Mentor
Members of Core Group
15. K.L.Kulli (JDT) CSTARI, Kolkata Co-ordinator
16. G.Mohan (ADT) NIMI, Chennai. Member
17. Raminder Kumar R.V.T.I, Panipat Team Leader
(V.I)
18. Sriya Suman Patro Lecturer, Government Polytechnic, Member
Behrampur,Ganjam,Odisha
Other industry representatives
19. Gagandeep Gupta Quality Assurance Manager, Member
International Fresh Farm Product
India, Ltd,Channo, Sangrur,Punjab
20. Paramdeep Singh Moonak Distiller and Bottler pvt ltd, Member
Ghuman Moonak, Sangrur, Punjab
21. Vijay Singh G.M, International Mega Food Park, Member
Fazilka,Punjab
22. Ranveer Singh Sr. Manufacturer Executive, I.T.C, Member
Greater Noida, U.P
23. Rohit Verma G.M, Jupiter multi-fruit processor Member
Plot no 1, phase III, Industrial area
Talliwal, District Una, H.P

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