Contents

1. INTRODUCTION AND BACKGROUND .............................................................................................. 6

1.1. Overview of the Education and Skilling Ecosystem ................................................................ 6
1.2. Overview: NCVET as a National Regulator for Vocational Education, Training and
Skilling ...................................................................................................................................................................... 9
1.3. Vision and Objectives of AA Guidelines .................................................................................... 10
1.3.1. Vision .................................................................................................................................................... 10
1.3.2. Objectives ........................................................................................................................................... 10
1.4. Scope of AA Guidelines .................................................................................................................... 11
1.5. Definitions ............................................................................................................................................... 11
1.7. Alignment of AA Guidelines with the NEP 2020, NCrF and NSQF .................................. 14
1.7.1. National Education Policy 2020 ................................................................................................. 14
1.7.2. NCrF, NSQF and the Revised Level Descriptors ................................................................ 15
1.7.3. Operationalization of NCrF .......................................................................................................... 17
1.7.4. Recognition to Prior Learning (RPL) ....................................................................................... 17
1.8. Types of Qualifications and Associated Assessments ....................................................... 17
1.8.1. Qualifications..................................................................................................................................... 17
1.8.2. NOS ........................................................................................................................................................ 18
1.8.3. Micro-Credentials............................................................................................................................. 18
1.8.4. Nano Credentials- ............................................................................................................................ 19
1.8.5. Flexible Memorandum of Understanding or Flexi-MoU Scheme: ............................... 19
1.8.6. National Apprenticeship Promotion Scheme (NAPS) ...................................................... 20
1.8.7. Diploma ................................................................................................................................................ 20
1.8.8. Employability Skills ........................................................................................................................ 20
1.9. Categories of Qualifications ............................................................................................................ 21
1.9.1. Multi Skill Qualifications ............................................................................................................... 21
1.9.2. Cross-Sectoral Skill Qualifications .......................................................................................... 21
1.9.3. Traditional/ Heritage Qualifications ......................................................................................... 22
1.9.4. Future Skills Qualifications ......................................................................................................... 22
1.9.5. MNC/ OEM based skill Qualifications...................................................................................... 22
1.9.6. Work Integrated Skill Qualifications ........................................................................................ 23
1.9.7. Specific and customized qualifications catering to various schemes and PwDs 23
1.10. Main Features of AA Guidelines ................................................................................................ 23
2. ELIGIBILITY CRITERIA FOR THE RECOGNITION OF ASSESSMENT AGENCIES
(AA S) ....................................................................................................................................................................... 25
2.1. Definition of Recognition: ................................................................................................................ 25
2.2. Scope of Recognition:........................................................................................................................ 25
2.2.1. Geographical: .................................................................................................................................... 25

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2.2.2. Sectoral: ............................................................................................................................................... 25
2.3. Eligibility Criteria for Recognition: ............................................................................................... 25
2.3.1. Legal Status of Assessment Agency: ..................................................................................... 25
2.3.1.1. Assessment Agency (AA) to be registered under the Companies Act ................ 26
2.3.1.2. Requisite number of Members on the Board and their minimum experience .. 26
2.3.1.3. Private LLPs/ Private Partnership Entity are not eligible ........................................... 27
2.3.1.4. Mergers and Acquisitions ........................................................................................................ 27
2.3.1.5. Any other type of Applicant AA ............................................................................................. 27
2.3.2. Prior Experience in Vocational Education, Training and Skilling ............................... 28
2.3.2.1. Criteria - Sectoral/ Domain and Geography ..................................................................... 28
2.3.3. Financial Status of Applicant...................................................................................................... 31
2.3.3.1. Criteria .............................................................................................................................................. 31
2.3.3.2. Eligible Sources of Finances .................................................................................................. 32
2.3.3.3. Timeline for Considering the previous prior experience ........................................... 32
2.3.4. Sector Credibility (Including Industry Linkages) ............................................................... 32
2.3.4.1. Number of Sector-Wise Assessments Conducted ....................................................... 32
2.3.4.2. Availability of Assessors, Master Assessors and Proctors...................................... 32
2.3.4.3. Availability of SMEs.................................................................................................................... 32
2.3.4.4. Availability of Question Banks .............................................................................................. 32
2.3.4.5. Availability of Industry Connects through MoUs/ Agreements ............................... 33
2.3.5. Infrastructure ..................................................................................................................................... 33
2.3.5.1. Physical and Digital Infrastructure ...................................................................................... 33
2.3.5.2. Governance and Human Resources Management ....................................................... 34
2.3.5.3. Information Technology: Assessment Engine, Portals, DMS and SDMS ........... 35
2.3.6. Comprehensive Future Plans ..................................................................................................... 37
2.4. Eligibility Criteria (Matrix) ................................................................................................................. 37
2.5. Conflict of Interest ............................................................................................................................... 37
3. RECOGNITION OF ASSESSMENT AGENCIES – PROCESS ............................................... 38
3.1. Process of Recognition: .................................................................................................................... 38
3.2. Application Process: .......................................................................................................................... 38
3.3. Application Processing and Recognition Fees ....................................................................... 41
3.4. Submission Process ........................................................................................................................... 41
3.5. Tenure of Validity of AA .................................................................................................................... 41
3.6. Processes/ Steps for Recognition – Flowchart with Timelines ....................................... 42
3.7. Grant of Provisional Recognition through the Issuance of LoI ....................................... 50
3.8. Allocation of Sectors and Territorial Jurisdiction .................................................................. 50
3.9. Grant of Regular Recognition through Signing of the Agreement with the Applicant
Body: 51
3.10. Extending the Scope and Jurisdiction of the Recognized Assessment Agency
(AA): 51
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3.11. Reducing the Scope and Jurisdiction of the Recognized Assessment Agency
(AA): 52
3.12. Provision of Fast-Track approval for certain emergent/special categories ........... 52
3.13. Ineligibility & Withdrawal of Application................................................................................ 52
3.13.1. Applicant found ineligible after the Director Review ................................................... 52
3.13.2. Applicant found ineligible after the Final Review of Sub-committee .................... 52
3.13.3. Applicant found Ineligible due to the Non-Compliances at any stage ................. 53
3.13.4. Withdrawal of Application by the Applicant at different stages.............................. 53
3.13.5. Suspension/Blacklisting of the applicant by NCVET ................................................... 53
3.13.6. Provision of Review and Appeal ........................................................................................... 54
3.13.7. Number of times an Applicant may apply Post Rejection/Withdrawal ................. 54
3.14. Resubmission of Application by the Applicant .................................................................. 54
3.15. Penalties in case of Non-Adherence ....................................................................................... 55
3.15.1. Financial Penalties ...................................................................................................................... 55
3.15.2. Other Penalties ............................................................................................................................. 56
3.16. Renewal of Application as an AA.............................................................................................. 56
3.16.1. Submission of Application for Renewal ............................................................................ 56
3.16.2. Recognition Fees ......................................................................................................................... 56
3.16.3. Scrutiny of the Application by the nominated case member ................................... 56
3.16.4. Director Review ............................................................................................................................ 56
3.16.5. Subcommittee Review ............................................................................................................... 57
3.16.6. Decision by the Subcommittee.............................................................................................. 57
3.16.7. Revised Allocation of Sectors and Territorial Jurisdiction ....................................... 57
3.17. Special Provisions for Recognition ......................................................................................... 57
3.17.1. International Assessments and Assessment Agency: ............................................... 57
3.17.2. Assessments for OEMs/ Industry Based programs ..................................................... 57
3.17.3. Detailed RPL by Master Craftsmen ...................................................................................... 58
3.17.4. RPL / Assessment on Demand: On-demand through Aggregators (online/
offline) 58
3.17.5. Assessments for PWDs ............................................................................................................ 58
3.17.6. Criteria of AAs working in Niche Areas/ Technologies............................................... 59
3.18. On boarding of Assessment Agencies by Awarding Bodies ....................................... 59
3.19. On boarding of AA/ TPs/ TCs on Skill India Digital Hub(SIDH) by AB ...................... 60
4. ROLES, RESPONSIBILITIES AND FUNCTIONS OF A SSESSMENT A GENCIES ................ 61
4.1. Roles and Responsibilities of a Recognized Assessment Agency ................................ 61
4.1.1. Development of Question Banks .............................................................................................. 61
4.1.2. Assessment (Assessment Calendar, Assessment Tools Availability, ToA etc): . 61
4.1.3. Availability of Assessment Staff ............................................................................................... 63
4.1.4. Availability of sufficient number of Subject Matter Experts (SME) and Proctors 63
4.1.5. Role of AA in pre-assessment.................................................................................................... 64
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4.1.6. Role of AA during assessment .................................................................................................. 64
4.1.7. Role of AA in post-assessment ................................................................................................. 65
4.1.8. Adherence to NCVET Guidelines .............................................................................................. 65
4.1.9. Research & Development ............................................................................................................. 66
4.2. Relationship of Assessment Agency with various Stakeholders ................................... 66
5. MONITORING AND EVALUATION.................................................................................................... 67
5.1. Objectives of Monitoring and Evaluation .................................................................................. 67
5.2. Monitoring and Evaluation via Excellence-Risk Framework ............................................. 67
5.2.1. Purpose of Excellence-Risk Framework ................................................................................ 68
5.2.2. Parameters of Excellence-Risk Framework ......................................................................... 68
5.2.3. Structure of the Excellence-Risk Framework ...................................................................... 69
5.3. Excellence and Risks Framework ................................................................................................. 69
5.3.1. Definition ............................................................................................................................................. 69
5.3.2. Framework .......................................................................................................................................... 70
5.4. Mechanism for Implementation of Excellence-Risk Framework ..................................... 77
5.4.1. Performance Monitoring ............................................................................................................... 77
5.4.2. Scoring Matrix ................................................................................................................................... 77
5.4.3. Rating Bands ..................................................................................................................................... 81
5.5. Outcome of the scoring ..................................................................................................................... 81
5.5.1. Physical Inspection ......................................................................................................................... 81
5.5.2. Renewal of Recognition ................................................................................................................ 81
5.6. Review and Reporting ........................................................................................................................ 81
5.7. Frequency of Monitoring ................................................................................................................... 82
5.8. Risk Mitigation ....................................................................................................................................... 82

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1. INTRODUCTION AND BACKGROUND

1.1. Overview of the Education and Skilling Ecosystem

Vocational Education, Training, & Skilling (VETS) are essential components of global
efforts to address skills gaps, promote economic growth, foster innovation, support social
inclusion and are key to preparing a future-ready workforce, promoting sustainable
development in the global context. By investing in VETS programs, countries can build a
global skilled workforce capable of meeting the challenges and opportunities of the 21st
century economy.

The integration of skilling into education and vocational training is even more essential
for India to harness its demographic dividend, drive faster and more inclusive economic
growth to be a developed nation by 2047, reduce poverty, and meet the challenges of the
future job market by creating an industry-ready workforce. Investing in high-quality
Vocational Education, Training and Skilling programs is an investment in a more skilled,
prosperous, and equitable future for all. Improving the quality and standards of vocational
education, training, and Skilling (VETS) requires a comprehensive approach involving
various stakeholders, policies, and strategies.

The skill development efforts in the country aims at increasing the productivity and
employability of the workforce by synergizing efforts of various sectors of economy and
business and by reforming the present system with enhanced capability to adapt to the
changing technologies and labor market demands. The skill ecosystem in India has
witnessed some great disruptive reforms and policy interventions which are reinvigorating
and re-energizing the country’s workforce today preparing the youth for not only for
national and global job opportunities but also the self-employment and entrepreneurship
opportunities. The skilling landscape in India, however, faces several challenges that
hinder its effectiveness and impact. Some of the major challenges include:
1. Quality of Training: One of the primary challenges is the variable quality of skill
training programs. Many training institutes lack adequate infrastructure, qualified
instructors, and up-to-date curriculum, leading to subpar training outcomes. The
paucity of trainers and the inability to attract practitioners from the industry as
faculty adds to this issue.
2. Quality Assurance Mechanisms: Quality assurance is one of the major
challenges in area of VETS. To implement robust quality assurance mechanisms
and to monitor and evaluate the effectiveness of VETS programs, minimum quality
standards for training program & assessment need to be defined.
3. Industry Alignment: There is often a mismatch between the skills acquired
through training programs and the requirements of the job market in the industry.
This leads to a gap between the skills of the workforce and the demands of
employers. Additionally, with technology changing the industry requirements at a
very fast pace, it is important to keep pace with that in skilling.
4. Public perception: Public perception views skilling as the last option meant for
those who have not been able to progress/ opt out of the formal academic system.
This is also because of the limited mobility between skill and higher education

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 programs and vocational education. Additionally, skilling needs to be made
aspirational.
5. Scale and Reach: Despite efforts to scale up-skilling initiatives, reaching a large
proportion of the population, especially in rural areas, remains a challenge. Limited
access to training facilities, lack of technological support & awareness, and
logistical hurdles impede the expansion of skilling programs.
6. Employability: While skilling programs aim to enhance employability, many
graduates of these programs struggle to find suitable employment. Factors such
as inadequate soft skills, limited job opportunities, and stigma associated with
certain vocational occupations contribute to this challenge.
7. Credible Assessment: Credible assessment particularly practical assessment,
plays a crucial role in vocational education, training, and skilling (VETS).
Multiplicity in assessments and certification systems & processes also leads to
inconsistent outcomes and causes a lack of confidence among the employers.
8. Recognition of Prior Learning (RPL): There is a need to better recognize and
validate skills acquired through informal learning or work experience. The lack of
a robust system for recognizing prior learning limits opportunities for individuals to
receive formal certification for their skills.
9. Inclusive and Accessible Training and Removing Gender Disparities: Ensure
that VET programs are accessible to individuals from diverse backgrounds,
including women, minorities, persons with disabilities, and marginalized
communities. Address barriers to access such as geographic location, financial
constraints, and cultural biases. Women are often underrepresented in skilling
programs, primarily due to socio-cultural barriers, lack of access to education and
training facilities, and limited job opportunities in certain sectors.
10. Technology Integration: While technology has the potential to revolutionize
skilling by enabling online learning, remote training, and skill assessment, its
effective integration into skilling programs remains a challenge, especially in areas
with limited digital infrastructure and connectivity.
11. Funding and Sustainability: Many skilling initiatives rely heavily on government
funding, which may not always be sufficient or sustainable in the long term.
Ensuring adequate funding and exploring innovative financing mechanisms are
essential for the sustainability of skilling programs.
12. Monitoring and Evaluation: There is a need for robust monitoring and evaluation
mechanisms to assess the effectiveness and impact of skilling programs
accurately. Without reliable data on outcomes and performance, it becomes
challenging to identify areas for improvement and allocate resources effectively.
13. The other Miscellaneous challenges: Mismatch between demand and supply at
the sectoral and spatial levels; Very low coverage of apprenticeship and internship
programs; Inadequate impetus to innovation-driven entrepreneurship; inadequate
focus on future & cross-sectoral skills.
14. Lifelong Learning and Continuing Education: Promoting a culture of lifelong
learning and continuing education among VETS graduates and professionals.
Offer opportunities for upskilling, reskilling, and career advancement through
short-term courses, certification programs, and professional development
workshops.

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Addressing these challenges requires a multi-faceted approach involving collaboration
between the Government, industry, educational institutions, Professional bodies and civil
society organizations. By addressing issues related to quality, industry alignment,
accessibility, and inclusivity, India can strengthen its skilling landscape and better prepare
its workforce for the demands of the future economy.

The Assessment plays a crucial role in vocational education, training, and skilling.
The practical assessments are essential in vocational education, training, and skilling as
they provide a holistic approach to learning that emphasizes the development of job-
specific skills, employability skills, and real-world competencies. By incorporating
practical assessments into vocational programs, educators can better prepare learners
for success in their chosen careers. Therefore, a credible assessment mechanism
encompasses the following:
1. Enhances Learning Process: Assessment, particularly formative assessment,
supports learning processes and improves outcomes for Vocational Education,
Training & Skilling (VETS) learners. It focuses on the learner’s capacity to apply
knowledge and skills, not just their theoretical knowledge.
2. Aligns with Learning Outcomes: Formative and summative assessments may
be more effectively aligned so that they are part of a coherent and transparent
framework. This alignment ensures that the focus of assessment is on the
learner’s ability to apply knowledge and skills.
3. Ensures Job-Readiness: Practical assessment is a cornerstone of vocational
education, aimed at measuring a learner’s ability to apply skills and knowledge in
a real or simulated work environment. This ensures that graduates are not just
“book smart” but are also competent and job-ready.
4. Meets Industry Standards: Practical assessments provide concrete evidence of
a learner’s ability to meet industry standards and perform effectively in a real or
simulated work environment.
5. Develops Technical Skills: Vocational training focuses on developing technical
skills for a specific job or trade. It offers practical knowledge in contrast to
theoretical knowledge offered by the conventional formal education system.
6. Provides Hands-On Instruction: Vocational training provides the much-needed
hands-on instruction in a specific trade.

In summary, the assessments including practical assessments in vocational education,

training, and skilling VETS are essential for ensuring that learners acquire the necessary
skills and knowledge to be successful in their chosen fields. They help bridge the gap
between theoretical knowledge and practical application, making learners job-ready and
competent.

India caters to a diverse skilling ecosystem which is supported by key stakeholders, and
organizations. Prior to the regulation of Assessment Agencies (AAs) by NCVET, multiple
assessment agencies existed in the assessment ecosystem in India with varied
implementation norms. Further, in some cases, Awarding Bodies (ABs) have also taken

8
up the dual role of performing assessments. Due to this, parallel close-knit assessment
systems were created across awarding bodies and assessment agencies with limited
standardization in operations, leading to quality issues and potential conflict of interest.

To address the above-mentioned challenges in the ecosystem, an urgent need was felt
to recalibrate the assessment strategy by integrating the processes, outcomes and
technology to reach a grand unified vision. Therefore, a need for a vibrant policy
framework was envisaged that encourages improvements and key transformations in the
skilling network.

These Revised Comprehensive Guidelines for Recognition and Regulation of AAs shall
act as a reference point that draws up the contours of the norms of recognition and also
delineates the detailed implementation process, monitoring mechanism and the
repository of documentary evidence that would be required for initial recognition and
continued affiliation of the assessment agencies.

These Revised Guidelines set the overarching governance and effective working
principles in line with globally recognized accreditation standards of quality assurance
which will ensure the identification and sustenance of the best-in-class AAs in the NCVET
ecosystem. This dynamic and outcome-focused document will lead to positive reforms in
both short-term and long-term skilling endeavors and will strengthen the regulation of
bodies that certify skilled candidates across sectors. Additionally, technology-based
processes for accreditation will further stream-line these processes.

1.2. Overview: NCVET as a National Regulator for Vocational Education,

Training and Skilling
The National Council for Vocational Education and Training (NCVET) was notified by the
Ministry of Skill Development and Entrepreneurship (MSDE) on 5th December 2018 to
integrate the fragmented regulatory systems in India and infuse quality assurance across
the entire skilling/ vocational training value chain, leading to strengthened outcomes. The
NCVET will act as an overarching skills regulator which will regulate the functioning of
entities engaged in vocational education and training, both long and short-term and
establish minimum standards for the functioning of such entities. The major functions of
NCVET include:
a) Recognition and regulation of Awarding Bodies (ABs), Assessment Agencies
(AAs) and Skill related Information Providers
b) Approval of qualifications as per the NSQF (National Skills Qualification
Framework)
c) Monitoring and supervision of recognized entities
d) Grievance Redressal.
The Awarding Bodies (ABs), Assessment Agencies (AAs) and Training Providers are
three key players in the skilling ecosystem of India. The Awarding Body creates
qualifications and related learning material and awards certification to learners in the
approved qualifications. The Assessment Agency ensures the conduct of quality assured
standardized assessment to formally evaluate the learning outcomes (knowledge, skills

9
and/or competencies) of an individual, records results, and develops assessment strategy
and Standard Operating Procedures (SOPs)/ checklists for content development
(including question bank), assessment and delivery processes, performance reporting
and analytics, roles and responsibilities of the assessors, proctors and SME, etc. NCVET
grants recognition to AAs and strives to address the issues related to quality in outcomes
while putting forth standardization across assessments in the skill training value chain.
For the regulation of AAs, this comprehensive document namely – ‘Revised Guidelines
for AAs’ has been developed by integrating the erstwhile ‘Guidelines for Recognition and
Regulation of Assessment Agencies’ and the ‘Operational Manual’. The revised
Guidelines draw up the contours of the norms of recognition and also delineates the
detailed implementation process, monitoring mechanism and the repository of
documentary evidence which would be required for initial recognition and continued
affiliation of the assessment agencies. This document elucidates the guidelines for
recognition and regulation of assessment agencies.

1.3. Vision and Objectives of AA Guidelines

1.3.1. Vision
The Guidelines for Recognition and Regulation of Assessment Agencies are envisioned
to serve as the cornerstone for fostering a robust and equitable educational and skilling
ecosystem. This vision is rooted in the belief that rigorous and fair assessments are
fundamental to the integrity of educational and skilling mechanisms, workforce
development, and the overall societal trust in qualifications and competencies. The
Guidelines aim to create a standardized framework that ensures the highest quality in
assessment practices, promote transparency, and safeguard the interests of learners,
assessment agencies and employers alike.

1.3.2. Objectives
NCVET mandates a dynamic and robust mechanism to ensure standards of quality and
reliability are maintained amongst all the AAs. The mechanism ensures the
standardization of processes in the skill ecosystem. During the tenure of a recognized
body both periodic & yearly evaluation of performance shall be undertaken based on
clearly defined parameters and evidence. NCVET monitoring mechanism ensures an
outcome-based system which will help AAs to identify the risks and mitigate the same
through corrective actions. The Assessment Agency Guideline lays down the
documentary evidence required and the processes for recognition and continuing
operational efficiency for applicant organizations. The objective of the guideline is as
follows:
a) Standardization of processes adopted by Assessment Agencies
b) Quality assurance measures in planning & development of assessments
c) Quality improvement mechanism in the operational conduct of Assessment
Agencies
d) NCVET procedures, templates, and parameters for monitoring
e) Alignment of Assessment with requirements as in National Skill Qualification
Framework (NSQF)

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 f) Enable Accumulation & Transfer of credit-based assessment as detailed in the
National Credit Framework (NCrF) to the Academic Bank of Credits (ABC).

1.4. Scope of AA Guidelines

a) In order to regulate the functioning of entities engaged in Vocational Education,
Training & Skilling (VETS) and to establish minimum standards for their functioning
the National Council for Vocational Education and Training (NCVET) notification no.
SD-17/113/2017-E&PW dated 05.12.2018, states - “The National Council for
Vocational Education and Training shall be entrusted with the development, qualitative
improvement and regulation of vocational education and training, for granting
recognition to and monitoring the functioning of awarding bodies, assessment
agencies, skill information providers, and training bodies, and to perform other
incidental functions as specified in the Resolution.”
b) NCVET will regulate the vocational education & training eco-system as well as its
functioning and will ensure maximum quality in outcome and standardization of
processes. Assessment of a learner is essential in ensuring the quality of the training
and establishing the learning outcome. To enhance the overall quality of assessment
& to address the current challenges in assessment and strengthen the assessment
process, NCVET lays down revised Guidelines for Recognition and Regulation
Assessment Agencies.
c) In order to implement any government-funded training and any other fee-based
training program where in training is conducted on NSQF-aligned and approved
Qualifications, it shall be mandatory for assessments to be conducted through
assessment agencies recognized by the NCVET to get credits for that qualification.
d) In fulfilling the above functions, the Guidelines for Recognition & Regulation of
Assessment Agency outlines the affiliation, operations & monitoring mechanism and
the repository of documentary evidence which would be required for initial recognition
and continued affiliation of the assessment agencies.
e) The Guidelines for Recognition and Regulation of Assessment Agencies shall also be
applicable to the Awarding Body (Dual) for assessment-related functions.

1.5. Definitions
a) Awarding Body (AB) refers to an entity that awards or proposes to award certification
to trainees for an NSQF-aligned and approved qualification either developed or
adopted by it as per policy on adoption of Qualifications by ensuring quality training
and reliable assessments.
b) Assessment Agency (AA) refers to an agency that tests or conducts examinations
to assess whether a learner has met the requirements necessary to be competent and
qualified with respect to a skill or qualification.
c) Assessment Agency (AA) Guidelines are the Guidelines for Recognition &
Regulation of Assessment Agencies 2020 released by NCVET and as updated from
time to time for recognition and regulation of the AAs recognized by NCVET.
d) Original Equipment Manufacturers (OEMs): An Original Equipment Manufacturer
(OEM) makes systems or components that are used in another company’s end-
product.
e) Multinational Company (MNC): Multinational Corporations or Multinational
Companies are enterprises that operate in one or more countries other than their

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 native country. MNCs are globally reputed successful firms that have grown over
many years into large corporations that are international in their vision, strategies, and
operations including development, manufacturing, deployment, hiring, and marketing,
etc.
f) Leading Indian Enterprises: There are classifications of the leading Indian
Enterprises of national importance based on their size, turnover, employment
potential, export potential, operations, strategic importance, manufacturing, contract
manufacturers (CMs), aftermarkets, operating in services and education, etc. Many of
these leading Indian Enterprises are reputed MNCs as well.
g) Council means the National Council for Vocational Education and Training notified
on December 5, 2018, vide notification number SD-17/113/2017-E&PW of the Ministry
of Skill Development and Entrepreneurship, Government of India.
h) National Skills Qualification Committee (NSQC) is the Committee formed under
NCVET (also notified under the NSQF gazette notification No. 8/6/2013-Invt dated
27th December 2013) which approves qualifications for NSQF alignment and other
qualification approval parameters laid down by the NCVET.
i) National Qualification Register (NQR) is the online repository of the NCVET-
approved qualifications, anchored, and housed under NCVET.
j) National Skills Qualification Framework (NSQF) is a competency-based skill
framework which organizes qualifications according to a series of levels of knowledge,
skills, and aptitude notified by NCVET as updated from time to time. The NSQF is
anchored at NCVET. NCVET has prescribed norms, procedures, and templates for
NSQF alignment of qualifications which shall be followed by all the NCVET recognized
Awarding Bodies and Assessment Agencies for performing their functions.
https://ncvet.gov.in/wp-content/uploads/2023/06/NSQF-Order-updated-.pdf
k) Recognition of an entity as an AA by NCVET means that the entity has been
authorized to assess trainees after completion of the trainees’ training under an
NSQC-aligned and approved qualification.
l) Training Bodies are the entities which are affiliated by recognized Awarding Body in
consonance with the NCVET guidelines and agreement signed with AB concerned
and will function under its supervision.
m) Academic Bank of Credits (ABC) is a National repository to digitally store the
academic and other credits earned from recognized institutions/bodies so that credits
could be redeemed, and the relevant award of certificate, diploma or degree granted
taking into account the credits/credit points earned at various NCrF levels.

1.6. Interlinkages among Assessment Agencies, Awarding Bodies, Training Centres

and Regulating Body
India’s diverse skilling ecosystem caters to multiple levels of skilling in different sectors
which involves a rigorous interplay between different stakeholders. The key players in the
skilling ecosystem in India are the Awarding Bodies, Assessment Agencies and Training
Providers. An NCVET-recognized Awarding Body is entitled to award an NCVET
certificate to trainees/ learners after successful completion of training and assessment of
NSQF-aligned and approved qualifications which are either developed or adopted by the
Awarding Body. An NCVET recognized Assessment Agency is authorized to assess
trainees after completion of the trainees’ training under an NSQC aligned and approved
qualification. The recognized Assessment Agency is eligible to carry out assessments for
NSQF aligned and approved qualifications in the sector allocated to the AA for which

12
adequate capacity (Question Banks, Assessors, SMEs, Industry connects etc.) has been
demonstrated by the AA and such qualifications are being run under any schemes/
programmes funded by the Government of India as well as any fee-based programmes.
NCVET as an overarching regulator undertakes centralized recognition of AAs and ABs
and strives to address the issues related to quality in outcomes while putting forth
standardization across assessments and certification in the skill training value chain.
NCVET also regulates the functioning of Awarding Bodies engaged in vocational
education and Training, both long & short-term, by establishing minimum standards for
their functioning.
The flow chart given below summarizes the interlinkages between NCVET, ABs, AAs
and Training Partners.

The main functions of Awarding Bodies include the following:

1. Award certification to learners in approved qualifications.
2. Conduct skill gap analysis to bridge the gaps between industrial requirements
and training conducted.
3. Creation of qualifications and related learning material.
4. Development of affiliation/ accreditation norms for training partners and
affiliating/ accrediting training partners.
5. On-boarding assessment agencies to ensure fair and reliable assessments
through pre-defined norms and processes.
6. Monitor the functioning of training partners and assessment agencies.
7. Develop norms for Training of Trainers and Assessors.
The main functions of Assessment Agencies include the following:

1. Conduct quality assured standardized assessment and record results.

2. Develop Assessment Strategy and Standard Operating Procedures (SOPs)/
checklists for content development (including question bank), assessment and
delivery processes with AB, performance reporting and analytics, roles and
responsibilities of the assessors, proctors and SME, etc.
13
 3. Ensure availability of accessible standardized assessment tools across different
languages and learner groups
4. Ensure availability of core assessment staff (full time/ part time) at all times
across states and sectors of operation, who are qualified and competent to
deliver the tasks assigned to them.
5. Allocate certified Proctors/Assessor for the assessment batch.
6. Undertake performance rating of assessors and proctors.
7. Cooperate with the Council in any inspection or audit of its activities.

1.7. Alignment of AA Guidelines with the NEP 2020, NCrF and NSQF

1.7.1. National Education Policy 2020

The National Education Policy (NEP) 2020 in India introduces several key points related
to assessment across various levels of general and vocational education. Here are
some of the main aspects related to assessment as outlined in the NEP 2020:
a) Holistic Progress Tracking: The NEP emphasizes on a shift from rote memorization
to a more holistic and comprehensive understanding of subjects. NEP
recommends that the Assessment strategies should focus on evaluating a
student's overall progress, including cognitive, social, and emotional development.
b) Formative Assessment: The NEP promotes the use of formative assessment as a
continuous and regular evaluation tool. Formative assessments are meant to
provide timely feedback to both students and teachers, allowing for adjustments in
teaching and learning strategies.
c) Competency-Based Learning: The policy also emphasizes on the adoption of a
competency-based framework, where assessments focus on determining the
attainment of specific skills and knowledge rather than on memorization.
Assessments are designed to evaluate a student's ability to apply knowledge in
real-world scenarios.
d) Multidisciplinary Assessment: The NEP encourages a multidisciplinary approach
to education. Assessments are designed to reflect a student's understanding of
subjects across different domains, fostering a more well-rounded education.
e) Integration of Technology in Assessment: The policy advocates the use of
technology in assessment processes. This includes the use of AI and other
technologies to conduct adaptive testing, providing personalized assessments
suited to individual learning levels.
f) Teacher Training for Assessment: There is a focus on training teachers to design
and implement effective assessment methods. Professional development
programs for teachers are aimed at enhancing their understanding of varied
assessment strategies.

The policy outlines assessment reforms in higher education, including the use of
semester-based credit systems and the introduction of a holistic multidisciplinary
education approach. Multiple entry and exit points in both school and higher education

14
are proposed, allowing students to accumulate credits over time. These points reflect
the NEP 2020's vision for a more flexible, competency-based, and continuous learning
& assessment system aimed at promoting holistic development and reducing the stress
associated with high-stakes examinations.

1.7.2. NCrF, NSQF and the Revised Level Descriptors

NCrF is a comprehensive credit framework encompassing elementary, school, higher,
and vocational education & training, integrating creditisation of learning on three axis i.e.
academics, vocational skills and experiential learning, including relevant experience and
professional levels acquired. The National Credit Framework (NCrF) is an inclusive single
meta framework to seamlessly integrate the credits earned through school education,
higher education, vocational & skill education and learning during work. For creditization
and integration of all learnings, the National Credit Framework (NCrF) shall encompass
the qualification frameworks for higher education, vocational & skill education and school
education, namely the National Higher Education Qualification Framework (NHEQF),
National Skills Qualification Framework (NSQF) and National Curriculum Framework
(NCF) respectively. While catering to multi-disciplinarily and holistic education across
sciences, social sciences, arts, humanities and sports, NCrF enables Multiple entry -
Multiple exit (ME-ME) pathways in general & vocational education; ensuring flexibility for
students to choose their learning trajectories based on their career choices, including
option for mid-way course correction or modification, as per their talents and interests.
a) With a view to establish equivalence between general and vocational education, it
is important that each program within general education and vocational education,
training & skilling has a measurable criterion including the outcomes and
competencies backed by a robust assessment mechanism. The National Skills
Qualification Framework (NSQF) is an outcome and competency-based
framework which organizes qualifications according to a series of levels of
knowledge, skills, aptitude, and responsibility defined in terms of learning
outcomes that the learner must acquire through formal, non-formal or informal
learning which may comprise of academics, vocational education, training &
skilling and experiential learning including relevant experience and proficiency/
professional levels acquired, subject to assessment. Thus, the NSQF is a skills
quality assurance framework.
b) NSQF is a national competency-based skill framework that provides for multiple
pathways, horizontal as well as vertical to facilitate mobility both within vocational
education and training/ skilling and between vocational education and training/
skilling and general education thus linking one level of learning to another higher
level. The National Skill Qualification Framework (NSQF) is an outcome and
competency-based framework which is composed of levels 1 (one) to eight (8),
comprising of Level-1, Level-2, level-2.5, Level-3, Level-3.5, Level-4, Level4.5,
Level-5.0, Level-5.5, Level-6.0, Level-6.5, Level-7.0, and Level-8.
c) Each level represents a different level of skill, complexity, knowledge, responsibility
and autonomy required to demonstrate the competence commensurate with that
level. Level one of the framework represents the lowest complexity while the
highest level i.e. level 8 represents the highest complexity.

15
d) Each NSQF level is defined and described by a set of level descriptors expressed
in terms of learning outcomes in five domains, which describe in general terms,
the minimum knowledge, skills, and attributes that a learner needs to acquire in
order to be certified for that level. The five domains are:
(i) professional theoretical knowledge,
(ii) professional and technical skills/ expertise,
(iii) aptitude, mind-set, soft skills, employment readiness
& entrepreneurship skills,
(iv) broad learning outcomes and
(v) level of responsibility.
e) These levels are defined in terms of learning outcomes which are an explicit
description of what a learner should know, understand and be able to do as a result
of learning, regardless of whether these competencies were acquired through
formal, experiential, non-formal or informal learning.
f) The credit framework allows for the identification of measurable outcomes through
a well-defined assessment process to enable the equivalence of a vocational
education and skilling program with general education programs with or without
any additional academic learning. It facilitates interoperability, mobility and transfer
of students between schools, boards, colleges and universities, empowering
greater choice and means for students to pursue knowledge and skills of their
interests, aptitude and circumstances.
g) To bring vocational education and skilling under the realm of formal education, it
is imperative that every type of learning can be creditised subject to its
assessment.
h) Based on the assessment conducted, NCrF enables creditisation of Experiential
learning including relevant experience and professional levels acquired,
depending on the weightage for relevant experience and proficiency levels
achieved.
i) NCrF outlines the Assessment Bands that are the stages at which the student/
learner needs to be formally assessed for progression in academic/ vocational/
skilling streams. {e.g. 10th/ 12th board exams, Directorate General of Training
(DGT) assessment and exams for Craftsmen Training Scheme (CTS),
Undergraduate (UG)/ Postgraduate (PG) semester exams}. The conduct of
assessment is mandatory for earning credits for all types of learning and
progression to the next assessment band. The redemption of credits so earned
depends on assessment bands, which implies that the overall credits earned will
be accumulated within the existing assessment band and will allow a learner to
establish eligibility for the next assessment band or earn a certificate, diploma or
degree at the same NCrF level. A course/credit, once redeemed for a degree can
be reused.
j) The NCrF is a competency framework that also enables gifted learners with
exceptional learning abilities/ capabilities/ competencies to move up the education
and skilling ladder without going through the prescribed established formal
education/learning hours by assessing the learning outcomes for assignment of
credits and the credit levels. In this regard, it is recommended that such specialized
assessment methods have to be strict, objective, above board and adhere to high
16
 standards so as to keep the credibility of the NCrF intact. The NCrF document can
be accessed at https://www.ugc.gov.in/pdfnews/9028476_Report-of-National-
Credit-Framework.pdf

1.7.3. Operationalization of NCrF

The National Credit Framework, duly approved by the government has been notified by
UGC on 10th April 2023 (https://www.ugc.gov.in/Ncrf.aspx.). The NCrF has been adopted
by NCVET on 12th May 2023. Subsequently, the Dept. of Higher Education vide its order
dated 10th May 2023 constituted a High-level Committee (HLC) to oversee the
operationalization and implementation of NCrF. The NCrF provides for creditization of all
learning including academic, vocational skills & experiential learning, and assignment,
accumulation, storage, transfer & redemption of credits, subject to assessment; removes
distinction between subjects and establishes academic equivalence between vocational
& general education while enabling mobility within & between them, and its
operationalization through the Academic Bank of Credits (ABC).

1.7.4. Recognition to Prior Learning (RPL)

The National Education Policy (NEP) 2020, emphasizes on ensuring Lifelong learning for
everyone. As per the NEP, 2020, “The opportunity to attain foundational literacy, obtain
an education, and pursue a livelihood must be viewed as basic rights of every citizen. The
Recognition of Prior Learning acts as a tool to recognize the competency, skills,
professional level, foundational literacy and education of an individual which are mainly
acquired through either non-formal, informal or tradition modes of learning.
This will enable individuals to exhibit their personal and professional capabilities in a more
formal and effective way. Accordingly, guidelines on RPL has been formulated with the
introduction of a reformed framework, the landscape of education and training will receive
a fresh impetus, Recognizing all types of non-formal learning outcomes is a technique
that honors and makes visible the whole range of competencies that people have
acquired over the course of their life in diverse contexts and through various means. RPL
serves as a motivator for the advancement of lifelong learning. The assessment process
is the integral part of achieving RPL.
The link for the detailed guidelines for Recognition of Prior Learning (RPL) is:
https://ncvet.gov.in/wp-content/uploads/2023/08/Final-RPL-guidelines.pdf

1.8. Types of Qualifications and Associated Assessments

1.8.1. Qualifications
a) Qualification means learning with a defined formal outcome of assessment &
validation process which is obtained when a competent body determines that an
individual has achieved learning outcomes to given standards. This outcome is
actualized in the form of a formal Certificate and also reflects as credits in ABC.
b) Once recognized, NCVET allocates sectors and territorial jurisdiction to the
recognized Assessment Agencies. Accordingly, the Assessment Agencies may
conduct assessments on the qualifications falling under the allocated sectors.

17
c) The NSQF aligned and approved qualification shall clearly define the assessment
strategy, assessment criteria against NOSs and assessment tools & process that
shall be utilized for the assessment of the learners on that qualification in a holistic
manner.

1.8.2. NOS
a) National Occupational Standards (NOS) specify the learning & standard of
performance an individual must achieve when carrying out a function in the
workplace, together with the knowledge and understanding they need to have.
Essentially NOSs of a qualification are evidence-based benchmarks of good
practice that have been agreed to by a representative sample of employers and
other key stakeholders. Each NOS defines one key function collating the related
performance criteria in relation to the specific function in the job role concerned.
Put together, these NOSs form a Qualification which is used to train learners for a
particular job role.
b) Assessment of NOS is to be conducted through NCVET recognized Assessment
Agency on-boarded by the Awarding Body implementing the NOS; and certification
shall be carried out by such NCVET recognized Awarding Bodies.
c) For NOSs approved as Standalone learning units by NSQC: Individual certification
of NOS shall be allowed.
d) For NOSs which are not approved as Standalone but are part of an already
approved & aligned Qualification: Individual certification of NOS/(s) shall not be
allowed except where it is adopted as per NCVET Adoption Guidelines specifically
for standalone usage like upskilling, RPL.

1.8.3. Micro-Credentials
a) A micro-credential certifies the achievement of a coherent set of skills and
knowledge; and is specified by a statement of purpose, learning outcomes, and
strong evidence of need by industry, employers, Government, Professional bodies
or the community. They are smaller than the qualifications & NOSs and focus on
skill development opportunities in a focused area.
b) Micro-credentials may be a permutation of units (performance criteria centered
around identified learning outcomes) that may be developed within a sector or
across sectors in a multiple of 7.5 learning hours in a learning day, these can be a
set of 04 such days (30 hours) or 02 such days i.e., 15 learning hours or 01 such
day i.e., 7.5 hours with a FastTrack assessment that can be carried out using
Online tools/modes. However, based on the requirements the number of hours
may vary.
c) Since not too many hand-skills are covered as part of the training of micro-
credentials, it is proposed to have an online assessment process, if possible, of
the micro-credentials. The blended learning guidelines may be appropriately used
for the assessment based on the subject/ topic. The micro-credentials may have
built-in formative assessment, for a better understanding. For the smaller micro-
credentials, it is not essential to have a summative assessment.

18
d) The Assessment process may follow the blended learning guidelines. The
assessments may be of the duration as decided by the industry and shall be
flexible. For self-paced Micro-Credentials, the On-Demand assessments can be
used which may help in establishing the final learning outcomes (The option of
taking the assessment in such cases shall be disabled for multiple attempts and
be restricted to be unidirectional and time-based)
e) Micro, Nano credentials and NOSs may be stacked to make a qualification. The
link for the detailed guidelines for the Development, Approval & Usage of National
Occupational Standards (NOS) & Micro-Credentials (MC) is:
Guidelines-for-Development-Approval-Usage-of-National-Occupational-Standards-NOS-Micro-
Credentials-MC.pdf (ncvet.gov.in)

1.8.4. Nano Credentials-

a) A nano-credential is smaller than a micro-credential with the ability to ‘stack’ into
micro-credentials, NOS or Qualification. A nano-credential should be of less than
7.5 hours and are more focused on particular skill sets.
b) These ultra-specialized credentials are designed to provide learners with precise
skills or knowledge in a particular area and is mainly used for upskilling.
c) The Assessment process for nano-credentials may follow similar norms as
proposed for micro-credentials. It is proposed to have an online assessment
process & built-in formative assessment for nano-credentials. The NCVET blended
learning guidelines may be appropriately used for the assessment based on the
subject/ topic.

1.8.5. Flexible Memorandum of Understanding or Flexi-MoU Scheme:

a) The Flexi-MoU scheme allows industries to train candidates as per their skill set
requirements and provides trainees with an industry environment aligned with the
market demand and latest technology to undergo training. It is designed to cater
to the needs of both industry as well as trainees.
b) The scheme offers flexibility to Industry, for their tailored & customized courses,
having market-relevant content that meets the industry requirements. These
courses developed by Industrial Training Partner (ITP) are intended to provide
more weightage towards industrial training and are high employment potential.
c) Assessments under Flexi-MoU Scheme: While training is the sole responsibility
of ITP, assessment is jointly done by ITP and DGT. Industry conducts practical
and formative assessments, with ensured placement of at least 50% of the total
successful trainees trained. Practical and formative assessment shall be
conducted by ITP, and Computer Based theoretical exams shall be conducted by
DGT.
d) The detailed DGT Guidelines for Flexi MoU Scheme may be accessed at
https://dgt.gov.in/sites/default/files/Draft_Guidelines_for_Flexi_MoUFinalVersion.
pdf

19
1.8.6. National Apprenticeship Promotion Scheme (NAPS)
a) In the Indian context, the Apprentices Act, 1961 and the Apprenticeship Rules,
1992 were enacted with the objective to meet the demand of skilled workforce,
to promote the industrial economy, and to provide experiential learning
opportunities to the youth.
b) The Ministry of Skill Development and Entrepreneurship (MSDE) launched the
National Apprenticeship Promotion Scheme (NAPS) on 19th August 2016 to
provide financial incentives to the establishments engaging apprentices under
the Apprentices Act, 1961.
c) National Apprenticeship Promotion Scheme-2 (NAPS-2) launched in 25th
October 2023, aims to promote apprenticeship training in the country, by
providing partial stipend support to the apprentices engaged under the
Apprentice Act, 1961, undertaking capacity building of the apprenticeship
ecosystem, and providing advocacy assistance to the stakeholders.

1.8.7. Diploma
a) Diploma in Vocational Education & Training & Skilling would mean a NSQF
aligned & approved qualification of a higher order in a specific field leading to a
focused job or learning. Thus, the basic features of Diploma Qualification are
as follows:
i. It is a long-term qualification
ii. It is of higher order learning i.e. higher than school education but not leading
to a degree except under provisions of lateral entry into any degree program
iii. It is generally a focused or specialized field of learning leading to a
vocation/job role in the market.
b) The assessment process for Diploma/Diploma (Advanced) Qualifications shall
be comprehensive and quality-assured. Only the top-performing AAs shall be
eligible to conduct Diploma assessments based on their rating. Till such time that
the ratings of AAs are published by NCVET, assessments shall be undertaken
by the agencies notified by NCVET for this purpose. Additional measures shall
be taken to infuse more norms & protocols with respect to the assessment of
Diploma Qualifications. Such measures and the detailed assessment strategy
are provided at Annexure 5 of the NCVET Guidelines for Diploma Qualifications
in Vocational Education, Training & Skilling.
https://ncvet.gov.in/wp-
content/uploads/2023/05/DiplomaGuidelines_20230515.pdf

1.8.8. Employability Skills

a) NCVET has been encouraging all Awarding bodies to make efforts to ensure that
the job roles being submitted for NSQF alignment and approval are holistic in
nature and should cater to the dynamic industry needs by imparting the trainees
with adequate employability skills (ES).

20
1.9. Categories of Qualifications

1.9.1. Multi Skill Qualifications

a) Multi-skilling is a Combination of Independent Job roles which can be performed
by an individual. Multi-skilling pertains to those Skill-sets/ Learning Outcomes
(LOs) that an individual must possess to execute a comprehensive job role that
requires independent knowledge and competencies panning out in multiple
sectors or sub sectors within a sector.
b) Each job role in such combination pertains to a single qualification which may
exist across different sectors or different sub sectors within a sector.

1.9.2. Cross-Sectoral Skill Qualifications

a) It comprises of one complete independent job role or qualification whose NOSs
are spilling over two or more sectors/sub-sectors. Independently these NOSs
may or may not be useable as a complete independent qualification/Job Role.
Each job role is unique and required for a specialized field of Cross-Sectoral
application. Therefore, the development of such qualification involves close
collaboration of 2 or more sectors which will develop NOSs relating to their
concerned sectors and integrate the same with an integrating NOS, as required
to be developed together by both sectors.
b) The Assessment of such Cross-Sectoral job role would require that the
assessment of each NOS be done by experts in the sector concerned. For easy
implementation of the assessment process, they may choose an Assessment
Agency which has the competency to assess NOSs of both sectors.
c) The assessments based on multi-skill qualifications require the assessor/s to
assess on all the components/NOSs of the qualification and the interlinkages
between them. Unlike a single qualification where the assessor needs training
(ToA) to execute assessments in one sector and its pedagogy, the approach in
Multi-Skilling & Cross-Sectoral skilling would differ. The following processes may
be adopted:
i. Assessment Agencies capable of assessing multiple skill and sectors may
be utilized for these assessments.
ii. A Coordinating Assessment Agency may be made responsible for the
multiple parts of the qualification (multiple sectors), and this single
coordinating assessment agency provides for multiple assessors (may be
sourced from different Assessment Agencies) to cater to the various parts of
the qualifications.
iii. Assessor is trained (ToA) in multiple sectors/sub-sectors so as to
successfully conduct assessments. Single assessor assesses through
neutral assessing ways (reduced biases) technology in assessment, MCQ
type question banks, etc.
iv. The “Lead Awarding Body (AB)” will be responsible for managing the overall
assessment process. On-site, practical assessments will be conducted by
the Assessment Agency having knowledge of both areas.

21
 v. The “Supporting AB” will develop multiple choice-based question banks with
model answers which will be used by the “Lead AB” to conduct
online/automated assessment for the curriculum related to the “Supporting
AB”.
vi. The Assessment Agency will host the question bank prepared by both the
“Lead Awarding Body” & “Supporting AB” on an independent platform.
Whereas the “Lead AB” is the awarding agency that has submitted the
qualification taking the “lead” to develop the qualification and taken
responsibility for maintaining and majority of the curriculum content and the
“Supporting AB” is the other AB that contributes to the development of the
multi-skill/cross-sectoral qualification being developed by the “Lead AB”.

1.9.3. Traditional/ Heritage Qualifications

a) For the training/ Recognition of Prior Learning (RPL) in fading/ dying skill
qualifications/ skills and qualifications that are at the verge of extinction/rare
traditional/ heritage skills, the instructors who have been duly awarded or
recognized by Central/ State government(s) for that special skill(s) can be
entrusted with the dual responsibility of training and assessments, in view of the
exceptional/ rare skill levels involved.

1.9.4. Future Skills Qualifications

a) Future skills refer to the set of competencies, abilities, and knowledge that are
predicted to be in high demand in the future job market. These skills are expected
to help individuals adapt to the rapidly evolving technological, economic, and
social landscape of the future. The concept of future skills recognizes that the
workforce is undergoing a fundamental shift, driven by advances in technology,
globalization, and changing workplace dynamics. Jobs that were once
considered stable and secure may no longer exist, and new jobs are emerging
that require a different set of skills and competencies.
b) The assessment of future and emerging skills involves anticipating the evolving
demands of the job market, technological advancements, and societal changes.
c) The NSQF aligned and approved qualification on future skill shall clearly define
the assessment strategy, assessment criteria against NOSs, assessment tools
that shall be utilized for the assessment of the learners on that qualification in a
holistic manner.
d) For the Niche future skills assessed, some of the eligibility criteria may be
different than the other Assessment agencies.

1.9.5. MNC/ OEM based skill Qualifications

a) The participation of MNCs in Vocational Education, Training & Skilling (VETS)
ecosystem is an imperative as it is the final consumer of the goods/ services
developed in the form of skilled manpower. The MNCs are often at the forefront
of technological advancements an industry requires and uses.

22
 b) By aligning their qualifications with the NSQF, they contribute to making the
qualifications more relevant and up-to-date with the changing needs of the
industry. Refer “Guidelines for Qualifications of Multinational Companies –
Original Equipment Manufacturer (OEM)/ Original Design Manufacturer
(ODM)/ Value Added Reseller (VAR)/ Other industry bodies” for further
information.
c) The assessment agency assessing these skills has to ensure that the students
are able to get benefit of getting credits of these NSQF-aligned qualifications by
posting the obtained credits in ABC.
The link of the MNC guidelines is:
https://ncvet.gov.in/wp-content/uploads/2024/02/Guidelines-for-Creditisation-of-
Skilling-and-Training-Courses-and-Qualifications-of-MNCs-and-Leading-Indian-
Enterprises.pdf

1.9.6. Work Integrated Skill Qualifications

a) A Work Integrated Skill Qualification (WISQ) typically refers to a credential or
certification that combines both theoretical knowledge and practical skills relevant
to a specific industry or profession. WISQ programs emphasize hands-on
experience and application of knowledge in real-world work settings.
b) These qualifications are designed to bridge the gap between education and
employment by providing learners with opportunities to develop practical skills and
gain industry experience while pursuing their studies. WISQ programs often
involve partnerships between educational institutions and employers, allowing
learners to participate in internships, apprenticeships, or co-op placements as part
of their curriculum.
c) These qualifications are particularly valuable in industries where practical
experience and competency are highly valued, such as healthcare, engineering,
information technology, and skilled trades.
d) Overall, WISQ programs offer a practical and experiential approach to education,
preparing students for the demands of the workforce and increasing their
employability upon completion of their studies.

1.9.7. Specific and customized qualifications catering to various schemes and

PwDs
a) NCVET receives specific and customized qualifications catering to various
government run schemes such as PMKVY, DDU-GKY, PM Vishwakarma Scheme
etc. and for PwDs for which the qualifications are created as per the needs and
requirements of the Scheme and its associated beneficiaries based on the
disabilities. The detailed assessment procedures to be adhered to in such cases
will be clearly outlined in the NSQF aligned and approved qualifications.

1.10. Main Features of AA Guidelines

a) Eligibility Criteria: Section 2 of the Guidelines defines the minimum eligibility
criteria for agencies that seek to undertake assessment and be recognized as AAs
by NCVET. This section lays down the basic minimal requirements for entities who

23
 seek NCVET recognition as an assessment agency including their legal status,
prior experience, financial status, sectoral credibility, and infrastructure.
b) Process: Section 3 of the Guidelines delineates the application process for the
entity seeking NCVET recognition as an Assessment Agency. This section defines
the complete process along with the submission of fees, tenure of validity,
application flowcharts with timelines, and special provisions applicable to certain
Assessment Agencies.
c) Roles, Responsibilities, and Functions of Assessment Agencies: Section 4 of the
Guidelines defines the major roles and responsibilities of a recognized
Assessment Agency, operationalization of AA Guidelines, allocation of sectors and
geographies and other such parameters.
d) Monitoring and Evaluation: Section 5 of the Guidelines defines the monitoring and
evaluation criteria for the recognized AAs including continuation criteria,
mechanism, types, frequency, risk assessment framework, risk ratings, corrective
actions.

24
2. ELIGIBILITY CRITERIA FOR THE RECOGNITION OF ASSESSMENT
AGENCIES (AAS)

2.1. Definition of Recognition:

Recognition of an entity as an Assessment Agency (AA) by NCVET means that the entity
has been authorized to assess trainees after completion of the trainees’ training/learning
under an NSQC aligned and approved qualification.

2.2. Scope of Recognition:

2.2.1. Geographical:
Geographical recognition entails the approval of NCVET to conduct assessments in
different Indian States and Union Territories for a specified tenure. NCVET will give
geographical recognition to AAs state-wise. Assessment Agencies may seek recognition
in one state or multiple states based on the conditions specified in the Eligibility Criteria.

2.2.2. Sectoral:
The sector can be defined as a group of professional activities which are categorized
based on the main economic function performed by different individuals. A sector shares
the same or related economic activities, products, services or technology. There are 60
such sectors clearly defined adopted in the skilling ecosystem. The Indicative list of
sectors is attached as in Annexure I.

The recognition holds validity with respect to sector/s for which approval of NCVET has
been obtained. Assessment Agencies (AAs) will be recognized by NCVET for offering the
services of assessment in one sector or multiple sectors based on their competency
and experience, as outlined in the Eligibility Criteria. This information will be in the public
domain to ensure that it is available to all the stakeholders.

Note: Once recognized, an AA may apply for recognition in additional sectors or geographies
as per the criteria laid out in section 3.10 of Assessment Agency Guidelines.

2.3. Eligibility Criteria for Recognition:

2.3.1. Legal Status of Assessment Agency:

a) The entity should be legally recognized to operate within the jurisdiction of India
and the State/UT (as the case may be). The entity must be registered/ affiliated
with the appropriate authority in India as a Company/ Society/ Charitable Trust.
b) It is to be noted that the entities registered as Partnership firms and/or Hindu
Undivided Family Business are not allowed to apply for NCVET recognition as
an Assessment Agency. For the purpose of these Guidelines, a Partnership firm
refers to a business in which two or more individuals, called partners, come

25
 together to operate a business for profit. Hindu Undivided Family business is
formed by members of a joint family, comprising a common ancestor and their
lineal descendants or members of the same family.
c) If any foreign entity intends to associate with NCVET, they may apply in the
following ways, adhering to FCRA guidelines and norms:
i. Application must be made by a subsidiary registered in India or
ii. They may get into a consortium with an Indian subsidiary. In the case of
consortium, there should be clearly identified lead partner.
d) Entity should not have been blacklisted by any government agency/ public sector
undertaking/ autonomous bodies or any other regulatory body.
e) Entity should have a valid PAN, GST and any other statutory requirement under
the Government of India or any state government.

2.3.1.1. Assessment Agency (AA) to be registered under the Companies Act

The Companies Act 2013 is an Act of the Parliament of India on Indian company law
which regulates incorporation of a company, responsibilities of a company, directors,
dissolution of a company. Any entity applying to NCVET for seeking recognition as an
Assessment Agency should be registered under the Companies Act.
The types of Companies eligible to apply as an Assessment Agency are given as follows:

a) Public Limited Companies or Limited Companies: A public limited company is a

company that has limited liability and offers its shares to the general public for
subscription and trading on stock exchanges. A public limited company is required to
have a minimum paid-up capital of 5 lakh rupees or higher in addition to the other
conditions as specified in the Companies Act 2013.
b) Private Limited Companies: A Private Limited Company is a separate entity that is
held privately and provides limited liability. A private limited company is required to
have a paid-up capital of 1 lakh rupees or higher in addition to the other conditions
as specified in the Companies Act 2013.
c) One Person Company: One Person Company (OPC) is a type of company that can
be formed with just one person as its member and shareholder. Although there is no
specific requirement for minimum paid-up capital, the OPC must maintain a minimum
authorized capital of 1 Lakh rupees or higher as prescribed by the Companies Act
2013.
d) Non-Profit or Section 8 Companies: A non-profit company is a company incorporated
with the primary objective of promoting commerce, art, science, sports, education,
research, social welfare, religion, charity, protection of the environment, or any other
similar objective, provided that its profits, if any, are utilized solely for promoting its
objectives and not distributed among its members as dividends.

2.3.1.2. Requisite number of Members on the Board and their minimum

experience

a) The company registered under the Companies Act 2013 should have atleast 7
members on the Board.

26
b) For the Public Limited, Private Limited and Non-Profit companies, it is mandatory for
two members to have atleast 10-15 years of experience in skilling, vocational
education, training and assessments. The members may be sector/domain experts
in a particular field.
c) In addition to 2.3.1.2 b., it is mandatory for the other two members to have 10-15
years of industry experience in any relevant field.
d) Out of these at least two should be independent Directors.

2.3.1.3. Private LLPs/ Private Partnership Entity are not eligible

a) The entities which are registered as Private LLPs or Private Partnership Entities with
the following conditions are not eligible to apply as an Assessment Agency:
i. The partnership in which the liability of the partners is limited to their agreed
contribution in the LLP.
ii. Mutual rights and duties of the partners are governed by an agreement between
the partners or between the partners and the LLP as the case may be.

2.3.1.4. Mergers and Acquisitions

a) For the purpose of these Guidelines, a “merger” is defined as the combination of two
or more companies into one entity, wherein all assets, liabilities, and shareholders'
interests of the merging companies are transferred to the newly formed or existing
company. Both the companies will cease to exist in a merger as they operate as
another new company. "Acquisition" is defined as the process through which one
company acquires control over another company, either by purchasing a significant
number of shares or by taking over its assets and liabilities. It involves the transfer of
ownership and control of the acquired company to the acquiring company.
b) For the entities applying for NCVET recognition as an AA and have been constituted
as a result of Merger and/or acquisition must comply with the following conditions:
i. A merger and/ or acquisition between two companies shall only be considered by
NCVET if both the companies directly/ indirectly deal with the assessment, skill-
development, consultancy services related to skill development, education
services and other related functions. However, in case any entity is dealing with
training-related activities on NSQF-aligned qualifications, it shall account for
conflict of interest and the application shall not be considered for NCVET
recognition.
ii. The requisite documents related to the Merger and Acquisition of entities such as
MoU between both the companies, Sale-Purchase Agreement, Due Diligence
Reports and Regulatory filings must be submitted to NCVET at the time of
application.

2.3.1.5. Any other type of Applicant AA

1) Startups: As per the Department of Industrial Policy and Promotion (DPIIT), a startup
can be defined as a “business entity that has been established within the last 10 years
and has a turnover of less than Rs. 100 crore in any financial year since its inception”.

27
Further, the startup should have the potential to generate employment and contribute in
economic wealth. Also, startups should be working towards improving existing products,
services, or processes. The new ideas and innovations in the skilling ecosystem brought
by startups are encouraged for the benefit of all the stakeholders. Startups shall fulfill the
eligibility criteria mentioned in these guidelines and shall also comply by the following
points:

a) The entity should be a DPIIT (Department for Promotion of Industry and Internal
Trade) recognized Startup.
b) The entity must possess DPIIT Certificate of Recognition for Startups not obtained
before 5 years from the date of application.
c) The entity should be working towards innovation/ improvement of existing products,
services and processes in the vocational education/ skilling domain and should have
the potential to generate employment/ create wealth. The entity should have a
scalable business model with demonstrated excellence in the area of conducting
assessments for vocational education and skilling.
d) An entity formed by splitting up or reconstruction of an existing business shall not be
considered a "Startup."
Note: After undertaking detailed scrutiny and evaluation of the application submitted by
the startup entity as per the norms and procedures prescribed under these Guidelines,
the final review shall be undertaken by the Standard Committee constituted by NCVET,
empowered by the Council to consider the grant of AA recognition. The Standard
Committee shall comprise of members from the concerned government bodies, industry
and domain experts, academicians etc.

2) Subsidiary company: An entity (or applicant), operating under a parent company,

seeking NCVET recognition as an assessment agency shall provide the details of the
parent company along with the detailed documents of subsidiary company. The
experience of parent organization may be considered in the application of subsidiaries,
details are in point 2.3.2.1.

2.3.2. Prior Experience in Vocational Education, Training and Skilling

For seeking NCVET recognition as an AA, the prior experience shall only be considered
if the entity directly/ indirectly deals with assessment, and consultancy services related to
VET, skill development, education services and other related functions.

2.3.2.1. Criteria - Sectoral/ Domain and Geography

The entity must be able to demonstrate prior experience in the space of VETs
assessments. The same would be judged based on the following:

a) The entity must be in the business of assessment of skilling for a continuous period
of at least 3 financial years, inclusive of the year of application.
b) The entity should have conducted skilling assessments of the following number of
candidates in the jurisdiction for which it is seeking the Assessment Agency
recognition in any 2 of the last 3 financial years.

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 Recognition Sought For Assessments conducted
in Skilling Domain
Category ‘I’ States/UTs* 7,500
Category ‘II’ States/UTs* 15,000
Pan India 75,000
The classification of states into Category ‘I’ and ‘II’ is based on youth population
(age group 15-29) as per the census 2011. List of States/UTs is placed at Annexure
II.

c) An entity applying for recognition in a single State/ UT must showcase its experience
in the same State/ UT.
d) For an entity applying for more than one State, the number of assessments
conducted in the respective state would be added up for considering the prior
experience.
e) If the entity is applying for PAN India recognition, then the entity should have
conducted minimum number of assessments in any of the following:
i. For atleast 10 states/ UTs of category I states/ UTs.
ii. For atleast 5 states/ UTs of category II states/ UTs.
iii. In case the entity has conducted assessments in both category I and
category II states/UTs, then the total conducted aggregate assessments
should be minimum 75,000 in the skilling domain. (For eg., if the entity fulfils
the individual states criteria for 4 category-I states/ UTs and 3 category-II
states/ UTs, then the entity is eligible for PAN India recognition).
f) The recognition shall be subject to fulfillment of sector and geographical credibility
listed in the guidelines.
g) For subsidiaries, the prior experience and finances of parent organization may be
considered for NCVET recognition as an AA, if the subsidiary has been specifically
formed by the parent body for the purpose of being an Assessment Agency, and the
management control of the subsidiary remains with the parent body.

2.3.2.2. The Areas considered for Prior experience are as follows:

a) Skilling in School Education and Higher Education

The NEP 2020 recognizes the importance of integrating skill development into school and
higher education to ensure that graduates are not only academically proficient but also
equipped with practical skills essential for the workforce. The number of assessments
conducted for school education and higher education in the skilling domain shall be
considered in the prior experience.
b) Vocational Education, Training and Skilling (VETS)
Vocational Education and Training and Skilling (VETS) is a form of education that focuses
on providing practical skills and knowledge required for specific occupations or trades. It
is designed to prepare individuals for employment in a particular industry or sector. VET
and skilling play crucial roles in preparing individuals for the workforce and aims to provide

29
a foundational set of skills that can be applied across various fields. Assessments
conducted in such fields shall be considered in their prior experience.
c) Heritage and Traditional Skills
'Heritage skills' shall include, but shall not be limited to, those skills, aptitudes, and
competences necessary for the completion of a specific work in the sphere of cultural
heritage. These skills include the application of a heritage trade or craft, knowledge,
custom, art, technique and skill as have been developed and safeguarded, whether
through tradition or instruction, and having a conservation context.
Traditional skills that are still practiced today have passed through generations, like
intricate embroidery and weaving, wood carving, pottery, and stone carving. These skills
not only provide a source of livelihood for many people but also help preserve India's rich
cultural heritage. Despite the challenges and the use of modern technology; India’s craft
sector is one of the largest employment sectors, after agriculture, and it employs a large
number of people, including artisans, weavers, potters, stone carvers, and other skilled
workers who create handmade products.
Assessments conducted in the Heritage and Traditional skills shall be considered in the
prior experience.
d) Indian Knowledge System (IKS)
IKS is a collective range of Indian Knowledge that has exhibited in systematized ways of
knowing. Starting from the oldest compositions of knowledge i.e. the Vedic literature to
the country’s native and tribal folklore, the Indian Knowledge is spread as a spectrum.
Indian Knowledge encompasses the Foundational knowledge, Science, Engineering &
Technology, Humanities and Social Sciences through a structured classification. IKS
(Indian Knowledge System) has evolved over millenniums. It has a wide range of several
beaches such as Astronomy, Ayurveda & Yoga (Health and Well-being) Mathematics and
Computing, Languages and Linguistics, Metallurgy, Rasa-Shastra, Public Administration,
War Technology. Management Science and many more. Assessments conducted in the
Indian Knowledge System domain shall be considered in the prior experience.
e) Future and Emerging skills/ Technology areas
Future and emerging skills and technologies refer to the capabilities and advancements
that are expected to play a significant role in the evolving landscape of various industries
and societies. These skills and technologies are often at the forefront of innovation and
have the potential to shape the future in terms of economic, social, and technological
progress. As industries evolve and societies progress, the demand for individuals with
expertise in these future skills and technologies is likely to increase. Staying updated on
these developments and acquiring relevant skills will be crucial for individuals and
organizations to thrive in the rapidly changing landscape.
f) Future of Work areas
The "future of work" refers to the evolving and anticipated changes in the nature of work
and employment as influenced by technological advancements, societal shifts, and
economic developments. This concept encompasses various aspects, including the
transformation of job roles, work environments, organizational structures, and the skills
required for success in the workforce.

30
 g) International/ Globally Required Skills
International/ Global assessments provide a comprehensive understanding of a situation,
issue, or phenomenon by considering a wide range of perspectives, contexts, and
variables. This holistic approach helps in capturing the complexity of global challenges.
By examining data and trends across different regions, countries, or cultures, global
assessments can help identify common patterns, trends, and correlations.
Conducting assessments on a global scale facilitates benchmarking and comparison
between different regions or countries. This can be useful for evaluating the effectiveness
of policies, programs, or interventions and learning from successful practices in other
parts of the world. Global assessments provide a common ground for collaboration
among countries, organizations, and stakeholders. Assessments conducted globally shall
be considered in their prior experience.
h) Niche areas/ Strategic Technology areas
Niche areas typically refer to specific, specialized, or narrowly defined segments within a
broader field, market, or ecosystem. These areas are characterized by a distinct set of
characteristics, requirements, or interests that differentiate them from the larger, more
general context. Identifying and understanding niche areas can be strategic for
businesses, professionals, and content creators, as it allows them to carve out a unique
space, cater to specific needs, and build expertise in a focused domain. This also includes
strategic technology areas for overall national interest.

2.3.3. Financial Status of Applicant

2.3.3.1. Criteria
The entity applying to become a prospective Assessment Agency must ensure the
following to prove its financial viability:

a) Minimum turnover of Rs. 3 crores (cumulative) in the last 3 financial years for the
entities applying for PAN India.
b) Minimum turnover of Rs. 30 lakhs (cumulative) in the last 3 financial years for the
entities applying for 1 state of category 1 and the amount will multiply for every state
added of category 1.
c) Minimum turnover of Rs. 70 lakhs (cumulative) in the last 3 financial years for the
entities applying for 1 state of category 2 and the amount will multiply for every state
added of category 2.
d) Entity should have positive profit before tax.
e) Availability of funds to generate enough income to meet operational payments and
debt commitments for at least 1year.
f) Entity should have a positive net worth.
g) NCVET may decide specific requirements in case of Assessment in Niche areas or
areas of National Strategic importance.

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 2.3.3.2. Eligible Sources of Finances
The revenue generated by the activities conducted in the Vocational Education, Training
and Skilling domain would only be considered under financial viability.

2.3.3.3. Timeline for Considering the previous prior experience

The Assessment Agency shall opt to submit the requisite data related to prior experience
and financials of the last 3 financial years as per any of the following two options:

a) The data from the last three completed financial years will be submitted from the date
of application submission.
b) Alternatively, for the running financial year the agency can submit data from one
month before the application submission date. In this scenario, the ongoing financial
year will be regarded as one complete financial year, regardless of the number of
months elapsed.

2.3.4. Sector Credibility (Including Industry Linkages)

2.3.4.1. Number of Sector-Wise Assessments Conducted

To establish sectoral credibility, the entity should have evidence of having conducted
assessments in a sector for which recognition is sought. The number of sector-wise
assessment conducted includes NSQF aligned & approved and non-NSQF aligned
qualifications.

2.3.4.2. Availability of Assessors, Master Assessors and Proctors

The organization should ensure it has access to Assessors, Master Assessors, Masters
of Trade, Proctors, and supporting team members who are proficient in the relevant sector
or domain. Sufficient assessors, examiners, and proctors should be on hand to conduct
assessments for the sector and its related qualifications. Additionally, there should be
documented evidence of the availability of assessors, examiners, and proctors who are
fluent in the local language of the region to facilitate assessment delivery.

2.3.4.3. Availability of SMEs

The entity should have the availability of subject matter experts (SME) and supporting
team members competent in the sector/ domain. The entity shall recruit at least 1 SME
for each sector for which recognition is sought.

2.3.4.4. Availability of Question Banks

The organization should possess question banks tailored to the sectors seeking
recognition. When developing these question banks, the organization should consider
that each qualification typically consists of approximately 4-5 National Occupational
Standards (NOSs), with each NOS containing 10-15 Performance Criteria (PCs). Thus,
for each PC, five questions should be developed, resulting in an estimated total of
minimum 350-400 questions per qualification. These Questions in the Question Bank(s)
32
shall be prepared in consultation with the concerned AB for ensuring that these are
assessing the intended outcomes. The question bank should encompass a balanced mix
of difficulty levels, including low, medium, and high covering different types of questions
following the BLOOM Taxonomy. The AA shall be responsible for a process for periodic
review of question banks must be defined by the AA and every cycle of review should be
done in consultation with the concerned AB. The questions should be changed/ upgraded
periodically (say after every 2-3 cycles). Additionally, the organization should provide
assessment tools and question banks in local languages relevant to the region seeking
recognition. The assessment agency catering to assessment for People with physical
disabilities may also plan to use different tools/media to enable assessments.

2.3.4.5. Availability of Industry Connects through MoUs/ Agreements

NCVET will actively encourage the effective participation of industry in the assessment
process as well as in setting up assessment centers.
All recognized AAs will be encouraged to strive towards excellence, strengthen effective
participation of industry and promote the use of technology in the assessment process.
The entity shall ensure the availability of industry connects through the agreement signed
between them or through MoU.
The Integration with industry can be in the following ways:

a) Hiring of industry practitioners, as SMEs or associating with industry for the

development and updating of Question Banks
b) Involving the industry in designing assessment tools
c) Participation of experienced individuals from the relevant industry as experts and
assessors.
d) Involving the industry as an observer during the assessment process particularly for
practical. This may strengthen the faith of the industry in the assessment process and
help in the recruitment of candidates for jobs.
e) NCVET will encourage key industries/industry associations to set up independent
assessment centers.

2.3.5. Infrastructure
The entities seeking recognition should have good infrastructure in terms of physical and
digital infrastructure to support quality assessments.

2.3.5.1. Physical and Digital Infrastructure

Physical Infrastructure:
Presence of a registered office in India, the premises of which must necessarily be
separate/ independent from the office of the promoting organization (if any).
Presence of a fully functional website with the following critical information:

a) Details of the operational teams with the organogram.

b) Assessor and proctor details with educational qualification, and relevant experience

33
c) Sample assessment papers for various qualifications w.r.t. the domain and sector for
which recognition is sought.
d) Information on industry linkages to strengthen assessment delivery.
e) Information on grievance redressal and POSH mechanisms.
f) Availability of supporting documents of registered office, such as ownership
document or lease agreement.
g) Proof of premises being used for commercial purposes, such as telephone bill,
internet bill, electricity bill, etc.

Digital Infrastructure

a) Availability of adequate assessment tools and aids to support the delivery of

assessment pertaining to the qualification (offline, blended, online, proctored)
b) Availability of the state-of-the-art technology, AI enabled test engine to deliver and
monitor online and blended assessment lifecycles respectively, with the capability of
delivering a variety of questions in a randomized fashion, offer assessment lifecycle
dashboards and performance analytics to all stakeholders, along with the requisite
systems to refresh the assessment content periodically.
c) The presence of audio and video systems for online proctoring or auto proctoring to
record the ongoing assessment at the assessment centers.
d) Availability of geo-tagging facilities for assessors and proctors to verify their presence
in the training/ assessment centers.
e) Performance reporting and analytics.
f) Availability of online verification and authenticity of candidates undergoing
assessments with special reference to auto online proctoring together with geo-
tagging.
g) The following tools would be essential markers for the assessment delivery to
learners with disability:
i. Availability of special instructors/ content developers for creating specific
disability-based assessment content.
ii. Availability of trained proctors and assessors to understand and align with
the PwD learners.
iii. Availability of ICT tools for delivering assessments and monitoring.
iv. Availability of published results in line with the needs of person with
Disabilities.

2.3.5.2. Governance and Human Resources Management

Governance
The entity applying for recognition as an Assessment Agency should be able to showcase
the following as part of governance structure.

a) Transparency in the ownership and management structure with suitable controls and
clearly identifiable lines of authority.
b) The head of the entity/ CEO shall be engaged on a full-time basis.

34
c) The head of the entity/ CEO shall not promote/ run parallel business which may lead
to a conflict of interest with assessment operation of the entity.
d) The head of the entity/CEO would be considered unsuitable for that role by virtue of
the presence of demonstrable evidence of any of the following:
i. Any reported criminal convictions against him/her
ii. Any findings such as order/s by a court or any professional, regulatory, or
government body that he/ she has breached a provision of any legislation or
any regulatory obligation to which he / she is subject to
iii. Any proceedings related to bankruptcy
iv. Any disqualification from holding the directorship of a company or from public
office
v. Any finding of malpractice or maladministration
e) Documented standard operating procedures highlighting recruitment, training,
deployment and performance evaluation mechanisms for assessment staff.

Human Resources
The entity shall have the following:

a) Adequate number of key assessment staff like certified assessors and proctors,
(employed and/or contracted) across states and sectors as per the requirement of
qualifications/ sectors for which recognition is sought.
b) Availability of other staff including SME for development of assessments tools,
instructional designs for assessment, question bank development, performance
reporting and analytics.
c) Presence of critical functional teams including but not limited to MIS, IT, content
development etc.
d) For Entities with Dual Recognition: In addition to the above, entities with Dual
Recognition shall ensure separation of personnel, systems, and managerial control
of the awarding and assessment functions. Such separation should be done in such
a way that both awarding and assessment arms function as separate business units
or as independent departments with necessary resources at disposal. Entities
recognized as Dual Agency shall formulate a policy on conflict of interest.

2.3.5.3. Information Technology: Assessment Engine, Portals, DMS and

SDMS
Assessment Engine and Portals used for assessment process must have the following
features.

a) Automated Creation of Test from the question bank - NOS and PC’s wise: The tests
created for every Qualification Pack should follows a strict pattern for every single
question that goes according to the National Operating Standards (NOS) and further
to the PC’s.
b) Anti-cheat detection by Live Proctoring: The online assessment platform should
incorporate real time proctoring that can be easily monitored throughout the
assessment process right from the start till the end.

35
c) Real time photo capturing of candidates: As soon as the assessment begins the
smart AI enabled platform should ensure live video feeds and random photo
capturing at regular intervals that assist in detecting any suspicious behavior of the
candidate.
d) Graphical view for performance analysis: Generate performance analysis with a
graphical view on the basis of 5 parameters mainly - Assessor, Training Partner, Job
Role, State and Date (From - To).
e) Assessment tracking through Geo Location, Date & Time stamping: As soon as the
Assessor Logs in or Logs out of the Assessor App, the Geo location with date & time
stamping should be recorded even in an offline mode and the same should be tracked
for the Students as well. Also, all the details are sent via an email to the Awarding
Bodies at the time of Assessor Login.
f) Reminder mail: A reminder mail is sent to NCVET, AB, Assessor and SSC, 24 hours
prior to the commencement of the assessment.
g) The portal should be capable of giving performance reports and analytics.
h) In case of any malpractice from a learner, the portal should be able to record and flag
that activity.
i) Phasing out of most easy and most tough question: The platform should
automatically classify the questions as easy, medium or tough questions based on
the difficulty levels. A ready reference report of the usage of the questions should
also be available to see the usage of each question. For the questions not answered
correctly by most students, feedback may be given to the AB and the training partner.
j) Works in Online/ Offline Mode
k) 100% Security of Data: This Skill Assessment Platform should ensure zero possibility
of content theft and performs the suggested security as per guidelines of GOI on
regular intervals.
l) Privacy of data of students should be maintained as per the guidelines of Govt of
India
m) User-friendly Interface: Portal should have user-friendly interface should be easy to
access, operate and should not require any prior expertise. Features should be
specifically designed to render ease and accuracy to the user.
n) Integration to ABC/other systems: Enable AB to transfer the learner’s data, together
with the credits/grades attained post the assessment to Academic Bank of Credits
(ABC) of the student.

Database Management System DMS and SDMS

Database Management System DMS and SDMS of the assessment process must have:

a) Systems to record, validate and report all relevant assessment details.

b) Clearly documented procedures for the security of information pertaining to learners’
details including results.
c) Availability of tools and relevant software for data collection.
d) Management and learning support staff with necessary skills to analyze the collated
assessment data and give feedback for improving operations.

36
The entity must also adhere to data maintenance and protection as per Government laws/
norms of Data Scrutiny and Data Privacy.

2.3.6. Comprehensive Future Plans

As a measure for ensuring comprehensive planning, the entity, must have a sound
business plan highlighting demonstrable evidence in the following:

a) Presence of budget projections, along with basis of underlying projections (revenue,

planned assessments etc.) for the upcoming fiscal year.
b) Details of the implementation plan for the assessment proposed in different sectors,
qualifications, NOSs, micro-credentials and geographies including the engagement
of assessors, proctors and SMEs as required.
c) Details of assessments done on NSQF and non-NSQF aligned qualifications and
fees-based assessments.
d) Presence of a comprehensive risk plan and mitigation strategies.
e) Future plan for industry linkages
f) Plan, if any for global assessment
g) The presence of ongoing research and innovation to ensure that the entity is following
the best practices of its business line w.r.t. process and product/s& tools.

2.4. Eligibility Criteria (Matrix)

Assessments Conducted Financial Turnover

Jurisdiction
(Any 2 years in last 3 years) (last 3 financial years)

PAN India 75,000 03 Crores

Category I* 7,500 30 Lakhs
States
Category II* 15,000 70 Lakhs

*The classification of states into Category ‘I’ and ‘II’ is based on youth population (age
group 15-29) as per the census 2011. List is attached in Annexure II

2.5. Conflict of Interest

An entity applying for Assessment Agency recognition may account for conflict of interest
if it is involved in training-related activities along with the assessment functions.
Separating training and assessment functions helps maintain objectivity and impartiality
in the evaluation process. Having separate agencies ensures a system of checks and
balances, with one agency focused on delivering high-quality training programs and
another agency responsible for rigorously evaluating the competency and skills of
individuals through standardized assessments. This helps ensure that assessment
standards remain consistent and are not compromised by the interests of training
providers. Therefore, the legal entity seeking NCVET recognition as assessment agency
should not be in the business of training and certification of NSQF-aligned qualifications
to avoid the conflict of interest in operations.
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3. RECOGNITION OF ASSESSMENT AGENCIES – PROCESS

3.1. Process of Recognition:

Assessment Agencies will be recognized by NCVET for delivering NSQF-aligned
assessments in various sectors, NOSs, Micro-Credentials, Nano credentials and
Qualifications based on their competencies and expertise. The recognition process also
clearly specifies the geographical areas where recognized AAs would be authorized to
deliver assessments. This information is made available in the public domain to ensure
its availability to all stakeholders.
Recognized AAs will be mandated to abide by various guidelines released by the NCVET
from time to time. This will be mandated and applicable from the date of the signing of the
“agreement” between the respective AA and NCVET. In case any AA has any objection
to any new rules created as part of the guidelines, they can give the notice period as per
the legal agreement.

3.2. Application Process:

The application process for the recognition of AAs will be open throughout the year. The
eligible AAs may apply through NCVET website. The detailed process and instructions
for submission are outlined herein. The comprehensive flowchart of the process of
application and its evaluation is given in the figure below:

38
Note: Till such time that NCVET rolls out an online system, the application process
will be executed in the offline mode. The application process will begin from Step 3
and organizations will be required to fill an application in a format prescribed by
NCVET and submit the same through email and hard copies. All the
acknowledgments, necessary communication and information gathering will be
facilitated through a contact email, details of which will be provided in the application
form which will be made available on the NCVET website.

NOTE: Once the online application system through the Digital Enterprise Portal (DEP)
is active, the entities can directly apply through the portal and the applicable flowchart,
as in Annexure III. This flowchart ensures that the applicant meets the basic criteria
(as per company act, financial, prior experience, etc.) before proceeding with the
screening of the application, which helps in further processing of application.

39
1

40
3.3. Application Processing and Recognition Fees
An entity applying for recognition as an Assessment Agency shall submit a non-
refundable processing fee of Rs. 25,000/- at the time of submitting the application. This
fee is payable at step 1 of the recognition process along with the completed application
form and supporting documents.
If the applicant is recommended by the Sub-committee for the issue of Letter of Intent
(LoI), then the applicant body shall be required to submit the recognition fees of Rs.
1,00,000/- before the issue of LoI.
NOTE:
i. No additional fee for affiliation/ accreditation would be charged from AAs by the
ABs.
ii. No onboarding fees will be charged by ABs to onboard AA for their qualification.

3.4. Submission Process

The applicant would be required to submit the hard copy of the proposal in terms of the
guidelines and requirements of NCVET as amended from time to time. The Hard copy of
the Proposal from the applicant body needs to be submitted at the NCVET office and soft
copy shall be sent at [email protected].
NOTE: After the Digital Enterprise Portal (DEP) becomes functional, applications will be
received through the portal.

3.5. Tenure of Validity of AA

The recognition of an AA and the mandate of the AA guidelines for them will come into
effect from the date of signing of the agreement between NCVET and the recognized
Assessment Agency.
The tenure of recognition will be as follows:

a) Initially, an AA will be recognized by NCVET for a period of 3 years.

b) Post the completion of the said duration, AA will submit an application for renewal,
which if approved would extend the recognition for an additional 3 years, from the
original date of approval. This renewal will be based on the performance of an AA as
per the risk rating framework and adherence to the continuation criteria as elaborated
in the AA Guidelines. The monitoring and evaluation of AA will result in their
performance report.
c) AA must apply 6 months prior to completion of recognition period. Upon such re-
application by recognized AAs, the recognized body shall continue to have privileges
of recognition till a decision on extension or discontinuation is made by NCVET, only
if the application is made 6 months prior to completion of the recognition period. AA
should ensure that any training batch does not spill over to the post recognition
period.
NCVET will reserve the right to withdraw the recognition based on periodic review and
audit/ reports of substantiated irregularity from the stakeholders.

41
3.6. Processes/ Steps for Recognition – Flowchart with Timelines
As per the existing process, the step-wise flowchart of the recognition process is as
follows:
Step 1: Expression of Interest by the Applicant Organization

This step marks the beginning of the recognition process through an expression of
interest (EOI) by the applicant organization and approval of this request for processing by
NCVET.

Process Name: Expression of interest by the applicant organization

Eligibility Criteria
An organization which fulfils the eligibility criteria as indicated in the AA Guidelines, based
on self-review, can express interest to NCVET for recognition as an AA.
Input Output
 Credentials of the applicant organization  Login id and password for the
such as organizational contact details, applicant organization
website and contact information of the head
of the organization etc.
 Template for the initial registration
(Annexure-I)
List of steps/ tasks to be performed
Owner Tasks
Applicant 1. Applicant must register on NCVET website and provide relevant details,
Organization for the purpose of creation of a registration account.
2. Applicant must provide the contact details of the SPOC (Single Point of
Contact) for all communications with NCVET.

NCVET 3. NCVET system will create login id and password for the applicant
Team organization and share it with them through an email/ automated mailer.

Exit Criteria
This process ends with creation of login id and password for the applicant organization and
communicating these details to the applicant through an email/ automated mailer by NCVET.
Timeline of Completion
The login id and password will be provided to the applicant by NCVET within 2 working days
of successful submission of the initial registration details.
Note: After DEP becomes functional, this process will be done immediately.
Verification and Validation
NCVET shall ensure:
 Availability of the resources to review the initial registration request of the applicant
organization.

Applicant Organization shall ensure:

 Nomination of SPOC for all matters relating to NCVET recognition.
 Furnishing of authentic information to NCVET for the initial registration.

Step 2: Nomination of a Dedicated Case Member

42
This step aims at supporting the applicant organization to enhance their understanding
about the application process and requirement of the various documents/ evidence during
the entire application process.
Process Name: Nomination of the dedicated case member to the applicant organization
Eligibility Criteria
A dedicated case member will be nominated by NCVET to the applicant organization for
further processing of the application.
Input Output
 Initial application/ registration details  Nomination of the dedicated case member

List of steps/ Task to be performed

Owner Tasks
NCVET 1. Post review of the initial organizational details submitted by the
prospective Assessment Agency, NCVET nominates a dedicated case
member, within 5 working days.
Exit Criteria
This process ends with the nomination of a dedicated case member for the applicant
organization.
Timeline of Completion
The dedicated case member to be nominated within 5 working days of successful
submission of the initial registration request.
Verification and Validation
NCVET shall ensure:
 Nomination of dedicated case member to every application.

Step 3: Filling of the Online Application

At this step, the applicant organization fills in the online application form and submits the
documentary evidence to demonstrate compliance to the eligibility criteria.
Process Name: Filling of the online application by applicant organization
Eligibility Criteria
Only the applicant organizations having the login id and password provided by NCVET will
be able to access their online account to fill the application form.
Input Output
 Details of the applicant organization in  Acknowledgement from NCVET on
line with the requirements of eligibility successful submission of the
criteria indicated in the AA Guidelines. application form in the form of email/
 Template of the application form (Annexure automated mailer.
II)
List of steps/ Tasks to be performed
Owner Tasks

43
Applicant 1. Logging in the NCVET portal with the login credentials, the applicant
Organization organization would fill in the detailed application form with the necessary
documentary evidence along with application fee.
2. During the application process, the organization can raise queries to
NCVET.
3. Dedicated case member on behalf of NCVET would resolve the queries.
4. When the application is completed, applicant organization shall submit
the application together with the relevant evidences.
5. The organization should ensure that its legal head signs off the
application and evidence.
Exit Criteria
This process ends with a receipt of an automated acknowledgment email by the applicant
organization from the NCVET.
Timeline of Completion
The window to complete the application form will be open for 15 days from the date of receipt
of the login details of the portal from NCVET.
Verification and Validation
NCVET shall ensure:
 All queries of the applicant organization regarding the application process are addressed.
Applicant Organization shall ensure:
 Completion of application and submission of required documentary evidence with the
application.

Step 4: First Round of Screening of Application

First round of screening will happen at the time of filling the form and is led by the dedicated
case member. The system will not allow the form to be completed unless the applicant meets
the criteria given for application. This screening step majorly focuses on satisfactory
completion of the application form and availability of all the necessary evidence to support the
application.

Process Name: First round of screening of the application of applicant organization

Eligibility Criteria
This step will begin after the acknowledgement is generated by the system after successful
submission of the application form by the applicant organization.

Input Output
 Details provided by the applicant  Acknowledgment from NCVET
organization during the application regarding completion of first round of
process screening
 Decision of approval or rejection of
the application

44
List of Steps/Tasks to be performed
Owner Tasks
NCVET 1. The case member will carry out an initial check of the application. If he/
Dedicated Case she identifies any areas of omission or insufficient clarity, then he/ she
Member will reach out to applicant organization for additional information or
justification.
2. The applicant organization may be asked to furnish further information
as deemed fit by NCVET.
3. If the case member is not satisfied with the application, the same may
be rejected.
If the dedicated case member is satisfied with the application, then it
may be scheduled for second round of screening after the approval of
the Director/ appropriate authority in NCVET.
Appropriate 4. Reviews the decision of the dedicated case member and approves/
authority/ disapproves it with or without comments. In case of rejection approval of
Director, the Executive Member, NCVET would be taken.
NCVET
NCVET 5. An acknowledgment is generated communicating the decision to the
Dedicated Case applicant organization. The case member must clearly document the
Member reasons for rejection or acceptance.
Exit Criteria
The process ends with clear communication of acceptance or rejection of the application of the
organization. In case of acceptance, the next steps of scrutiny shall be clearly delineated in the
acknowledgement email received by the applicant organization.
Timeline of Completion
 The first round of scrutiny will be completed within 10 working days from the date of
submission of the application by the organization and communicate to the applicant
organization regarding missing documents, if any, within this period.
 Applicant will have to submit the missing documents/ portfolio of evidence within additional
5 working days from the date of communication from NCVET.
Verification and Validation
NCVET shall ensure:
 Review of the application and the attached evidence are complete.
Applicant Organization shall ensure:
 The application is complete in all respects and the required documentary evidence
provided with the application are correct.
 Queries raised by the dedicated case member are addressed.

Step 5: Scrutiny of the Application

This round of screening is a critical step where a designated Scrutiny Team reviews the
application on grounds of its compliance to the eligibility criteria and decides to either approve
or reject the application. Also if the applicant fails to reply the queries after two chances given
to him, the application may be rejected.
Process Name: Scrutiny of the application by Screening Team

Eligibility Criteria

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This step will begin only after the applicant organization clears the first round of screening
done by the dedicated case member and is approved by the Director/ appropriate authority at
NCVET.
Input Output
 Details provided by the applicant  Acknowledgment from NCVET on
organization during the application completion of second round of
process screening
 Decision of approval or rejection after
the second round of screening
List of steps/Task performed to be performed
Owner Tasks
NCVET 1. NCVET will nominate a Scrutiny Team to evaluate the case. The Team
can have 2 to 3 members including the dedicated case member. The
composition and terms of reference of this team is mentioned in
Annexure III.
NCVET Scrutiny 2. The team will evaluate whether the applicant meets the eligibility
Team criteria.
3. The team may seek input from experts and clarification from the
applicant organization.
4. The team can also physically inspect the premises of the applicant
organization at this stage, if required.
5. The team then arrives at a decision to either approve or reject the
application.
Member, NCVET 6. The Scrutiny Team takes the decision in consultation with the Executive
Member, NCVET.
NCVET 7. The Scrutiny Team prepares an acknowledgment for the applicant
Screening Team organization on the decision of approval or rejection of the application.
8. On approval of the application, the acknowledgment will communicate the
decision of the approval and date for the Review Panel meeting.
9. On rejection of the application the acknowledgment will communicate the
decision of rejection along with reasons and any specific feedback for
improvement.
10. The Team prepares minutes of meeting (MoM) of the review process
clearly mentioning the reasons for acceptance or rejection of the
application process and feedback (if any).
Applicant 11. The applicant organization can request NCVET for a Feedback Meeting
Organization
at this stage.
Exit Criteria
After the queries raised by the NCVET team are answered, the process ends with the
following
 Vetting of the Scrutiny Team’s decision by Executive Member, NCVET.
 Sharing the acknowledgement with applicant of the completion of the second round of
screening and with the decision of rejection or approval of the application for processing
the application to the next step.
 In case of acceptance, communication of the date and time of the Review Panel
meeting to the organization.
 Preparation of the MoM of the review made by the Scrutiny team along with details of
the reasons of acceptance or rejection.
Timeline of Completion

46
 The second round of screening should be completed within 15 working days from
the date of acknowledgement generation of the first round of screening. Any
clarification to be sought and resolved within this timeline.
Verification and Validation
NCVET shall ensure:
 Evaluation of application in line with the recommendations of the eligibility criteria
indicated in the AA guidelines.

Step 6: Review Panel Meeting

In this step, Review Panel members would screen the application submitted by the applicant
organization and assess the capacity of the prospective Assessment Agency to operate as
per the continuation criteria specified in the AA Guidelines.
Process Name: Third round of screening by Review Panel
Eligibility Criteria
This step will begin after the acknowledgement of approval on the second round of screening
is shared with the applicant organization.
Input Output
 Briefing on application by the  Decision on approval or rejection of the
Screening Team application after the Review Panel
 Details provided by the applicant meeting
organization during the Review  If approved, the application is forwarded
Panel meeting for the Council meeting
List of steps/Tasks to be performed
Owner Tasks
NCVET 1. NCVET will nominate the Review Panel which will be headed by
Chairperson, NCVET with Executive Members.
2. The terms of reference and composition of the Review Panel is given
in Annexure III.
NCVET 3. The Screening team will furnish a brief of the case and the MoM of their
Screening Team meeting to the Review Panel.

Applicant 4. The organization will make a presentation in front of the Review Panel
Organization highlighting their suitability as a recognized AA. The presentation will be
delivered by the Head of the applicant organization/ Business Head.
Review Panel 5. The Review Panel will assess the suitability of the applicant organization
w.r.t compliance to the eligibility criteria and capacity to fulfill
continuation criteria laid down in the AA guidelines.
6. In addition, the Review Panel will assess the capacity of the applicant
organization to deliver quality outcomes in line with their proposed
business plan submitted with the application form.
7. The Review Panel then will decide on the approval or rejection of the
application and if approved, forward the application to the Council.
8. The decision and the basis for the same shall be recorded in the
minutes of the meeting (MoM).
Exit Criteria

47
This process ends with the approval of MOM of the Review Panel meeting by the Executive
Member, NCVET.
Timeline of Completion
The Review Panel meeting will be organized within 15 working days of completion of the
Screening team meeting, extendable by the discretion of the Executive Member.
Verification and Validation
NCVET shall ensure:
 Evaluation of application is in line with the eligibility criteria and ability to fulfil the
continuation criteria.
Applicant Organization shall ensure:
 Authenticity of information provided to the Review Panel.
 Business head/ CEO delivers the presentation in front of the Review Panel.

Step 7: Decision on the Application by the Council

NCVET is headed by a chairperson appointed by the Central Government. The final decision
on the approval/ rejection of the application for recognition of AA would rest with the Council.
The composition of the Council is mentioned in the gazette notification (No. SD-17/113/2017-
E&PW— dated 5 December 2018).
Process Name: Council Meeting
Eligibility Criteria
This step will begin after the approved minutes of Review Panel meeting and application of
the organization has been placed before the Council.
Input Output
 Briefing and minutes of  Decision on grant of recognition or rejection of the
meeting of the Review application of the organization after the Council
Panel and Scrutiny Team meeting
 Details provided by the
applicant organization
during the Council
meeting
List of steps/Tasks to be performed
Owner Tasks
NCVET Team 1. The NCVET team will place a brief of the case before the
Council along with recommendations of the earlier
screenings done at NCVET.
Council, NCVET 2. Council will assess the suitability of the applicant
organization on its compliance to the eligibility criteria
and capacity to fulfill the continuation criteria and any
other parameter as they deem fit.
3. In addition, the Council will assess the capacity of the
applicant organization to deliver quality outcomes in line
with the larger industry and employment climate in the
country.
4. Thereafter, the Council may decide on the grant of
the recognition or rejection of the application. The
decision and the basis for the same are recorded in the
minutes of the meeting (MoM)

48
Exit Criteria
This process ends with approval of minutes of the Council meeting by the Chairperson,
NCVET
Timeline of Completion
The Council meeting shall be organized every quarter or as per the directives of the
Chairperson, NCVET.
Verification and Validation
NCVET shall ensure:
 Evaluation of application in line with the recommendations of the eligibility criteria and
any other criteria as the Chairperson, NCVET deems fit

Step 8: Communication of the Recognition Decision to the Applicant

This is the final stage of the application process where decision on recognition as AA
or reject ion of the application is communicated to the applicant organization. This
step also clarifies the follow up actions under both the scenarios.
Process Name: Communication of the recognition decision to the applicant
organization
Eligibility Criteria
This step begins after the Chairperson, NCVET has approved the minutes of the Council
meeting and final decision on the application of the organization has been taken.
Input Output
 Decision of the Council meeting  Communication of the decision of approval
or rejection of the application to the
applicant organization
List of steps/Tasks to be performed
Owner Tasks
NCVET 1. An email with decision of approval/ rejection of the application by
Dedicated case NCVET will be forwarded to the applicant organization.
member 2. NCVET may impose any additional requirement or special conditions of
recognition as it deems fit.
3. NCVET may invite recognized AA for an induction meeting. Such
meetings will be organized from time to time for newly recognized AAs
to familiarize themselves with the next steps as a regulated AA.
4. Post approval as a recognized AA, an agreement would be signed
between NCVET and recognized Assessment Agency detailing the
terms of association and thereby, beginning of the AA’s tenure as a
recognized entity.
Exit Criteria
This process ends with sharing of the written communication on decision of recognition, the
date of the induction meeting (if approved) and the signing of the agreement between NCVET
and recognized AA.
Timeline of Completion

 The decision on final approval or rejection of the application is to be communicated to the

applicant organization in writing within 7 working days of Council meeting.
 The agreement would be drawn up and signed within 90 working days of the receipt of
approval by the recognized AA.
Verification and Validation

49
 NCVET shall ensure:
 Adequate resources are available for necessary support to the recognized AAs.

3.7. Grant of Provisional Recognition through the Issuance of LoI

Based on the information submitted by the applicant body, the detailed scrutiny and
evaluation of the application and the final review undertaken by the Sub Committee of
NCVET, the National Council for Vocational Education and Training (NCVET) by virtue of
its functions and powers as notified by gazette notification No. SD-17/113/2017-E&PW
dated 05th December, 2018 under Section 16(1) (b) ‘recognize, monitor, discipline and
de-recognize assessment agency’, may issues Letter of Intent (LoI) for the grant of
provisional recognition as an Assessment Agency to the applicant body.
As per the office order no. 38004/01/2021/NCVET, dated 01st August 2022, amendment
was made in the Guidelines for Recognition & Regulation of Awarding Bodies and
Assessment Agencies with respect to the Recognition fees. The total application fees is
divided into two categories: Processing Fees and Recognition Fees. Processing fees is
required to be submitted at the time of application, whereas the applicant is required to
submit the recognition fees of Rs. 1,00,000/- if the case is recommended by the Sub-
committee for the issuance of the Letter of Intent (LoI). The LoI may be issued to the
applicant body after receiving the payment details and getting it checked with the Finance
department of NCVET.
This LoI will grant them provisional recognition as an AA till the agreement is signed and
the AA gets the regular recognition of NCVET. The entity will be able to conduct
assessments as an NCVET-recognized Assessment Agency. However, the validity of the
Letter of Intent LoI will only last for ninety days, starting on the date it was issued. The
entity will be required to submit sectoral data in the prescribed format within a 90-day
period, as mentioned in the letter of intent.
NOTE: Once the online application through DEP is active the sector allocation data will
be asked at the time of application only. Based on the initial sectoral data, the sectors will
be allocated to the applicant and accordingly, the Letter of Intent (LoI) will be issued.

3.8. Allocation of Sectors and Territorial Jurisdiction

As mentioned in the letter of intent, the applicant is required to submit the latest sectoral
and geographical details of assessments undertaken till two months prior from the date
of issuance of the LoI. The nominated case member will review and validate the data,
and accordingly, the sectors will be allocated to the assessment agency by the approval
of competent authorities.
NOTE: With the DEP, the data for sector allocation will be asked at the time of application
only. Based on the initial data, sectors and territorial jurisdiction will be allocated to the
applicant and accordingly, a Letter of Intent (LoI) will be issued.

50
3.9. Grant of Regular Recognition through Signing of the Agreement with the
Applicant Body:
After undertaking detailed scrutiny and evaluation of the application submitted by the
applicant bodies as per the norms and procedures prescribed under the AA Guidelines,
the final review is undertaken by the Sub Committee of NCVET, empowered by the
Council to consider the grant of AA recognition and accordingly the LoI is being issued.
It shall be obligatory on the part of the applicant body to submit the required information
and documents mentioned in the LoI and to enter into an Agreement with NCVET as
required under Section 25 (4) of the NCVET gazette notification. The agreement shall be
signed by the authorised signatory of the applicant body. The draft of the Agreement to
be signed for the award of regular recognition shall be shared by the applicant body. This
shall be an instrument of legally binding arrangement between the NCVET and the AA
concerned by which the AA would agree to comply with the provisions contained therein,
and in the Guidelines for ‘Recognition and Regulation of Assessment Agency’ published
by the NCVET as amended from time to time under Section 16(1)(i) of the NCVET gazette
notification, with respect to itself, its affiliated associates and any other recognised body
of NCVET with whom the AA is working.

3.10. Extending the Scope and Jurisdiction of the Recognized Assessment

Agency (AA):
If the recognized AA wishes to extend assessment services for new Sectors and
additional Territorial Jurisdictions which are not within the current scope of
recognition, they will need to submit evidence, as prescribed in this document,
pertaining to the eligibility criteria laid down in the guidelines. This process can be
carried out after six months of signing the agreement i.e. the grant of recognition by
NCVET. In such cases, NCVET may ask recognized AA to complete a statement of
assurance/ compliance for some or all the criteria as part of the application process
for consideration of NCVET.
The following conditions need to be fulfilled for adding new sectors/geographies for AA

a) In case of expansion into new geographies the applicant needs to fulfill the minimum
of 50% assessments of the state category in one year for grant of additional
geography in which the applicant is seeking recognition.
b) In the case of expansion into new sector, the entity shall need to fulfill min. of 5000
skilling assessment in the sector in which the applicant is seeking recognition post
signing of agreement. Assessments conducted shall be considered once the
applicant is able to ensure evidence and submit the same to NCVET.
c) Performance of AA, measured through NCVET’s monitoring and evaluation
mechanism shall also be considered while allocation of the sectors and territorial
jurisdiction.
d) In case of expansion in Niche areas/ Future of work areas, NCVET can relax this,
which may be ratified in NCVET council.

51
3.11. Reducing the Scope and Jurisdiction of the Recognized Assessment
Agency (AA):
If the recognized AA is not able to perform satisfactory in the allocated sectors and
territorial Jurisdiction, then the underperforming sections or jurisdiction will be
revoked which will affect the overall rating of the Assessment Agency.

3.12. Provision of Fast-Track approval for certain emergent/special categories

There is a special provision of the fast-track approval to certain proposals which are
subject to priority. This may include proposals with National interest, National
emergency, special category proposals such as proposals with all digital evidence
and any other category. For the entity, submitting the required documents as digital
evidence, NCVET will be able to directly get that data from Digi locker and this will
simplify the document verification process by saving time and efforts.
In another case, a proposal may be of some national interest and national
emergency. That proposal may be given priority and the timelines may be reduced
to the best suited level.
It is important to note that the applicant is required to go through the entire recognition
process including each and every stage mentioned in the guidelines, only the timeline
will be reduced to prioritize the fast-track proposals.
Further, the fast-track approval of proposals requires the approval of at least 2
executive members out of 3 nominated members.

3.13. Ineligibility & Withdrawal of Application

3.13.1. Applicant found ineligible after the Director Review

Director will evaluate whether the applicant meets the eligibility criteria and may seek
clarification from the applicant organization. The team can also physically inspect the
premises of the applicant organization at this stage, if required, post which the
director will arrives at a decision to either approve or reject the application. These
rejections however will be put up for EMs’ approval for ratification.

3.13.2. Applicant found ineligible after the Final Review of Sub-committee

The Review Panel will assess the suitability of the applicant organization w.r.t
compliance to the eligibility criteria and capacity to fulfill continuation criteria laid down
in the AA guidelines. In addition, the Review Panel will assess the capacity of the
applicant organization to deliver quality outcomes in line with their proposed business
plan submitted with the application form. The Review Panel then will decide on the
approval or rejection of the application.

52
 3.13.3. Applicant found Ineligible due to the Non-Compliances at any stage
The applicant organization is supposed to submit the asked additional information,
missing documents and necessary clarifications with NCVET via. email and hard
copy within 15 days. If the observations are not closed in the defined time frame of
15 days, then the dedicated case member needs to send a reminder email asking for
the response on the observations made. After sending the reminder mail, If the
applicant does not close all the observations in the next 7 days, then the application
is treated as ineligible and the online account created for such applicants will be
deactivated by NCVET and the application will be subject to rejection.

3.13.4. Withdrawal of Application by the Applicant at different stages

The applicant organization who withdraws their application at any point of time during
the complete process of the recognition because of what so ever reason, can re-
apply for the NCVET recognition anytime at the later stage after withdrawal of the
initial application. In such cases, the online account created for such applicants will
be deactivated by NCVET. During re-application, the applicant organization will go
through the entire application process from the beginning, including the payment of
the said application fee.

3.13.5. Suspension/Blacklisting of the applicant by NCVET

At any stage of scrutiny process of application, the council has the rights to blacklist
an applicant if the applicant found to be fraud and involved in illegal activities that
may be a threat to the society. The suspended or blacklisted applicant will not be
able to apply again for NCVET recognition as an Assessment Agency.

The recognition of the Assessment Agency may be suspended by the NCVET under the
following scenarios:

a) Any document, information, data or statement submitted by the Assessment Agency

in its proposal for recognition, based on which the Assessment Agency was
considered eligible for grant of recognition, is found to be false, incorrect or
misleading by NCVET at any stage. To democratize the process of AA recognition,
the automated process implementation to Digital Enterprise Portal is in progress.
AAs are expected to submit supportive documents at various stages. However, any
wrong data submitted by AA will disqualify his application.
b) Indulgence by the AA in any corrupt practices, malpractices and/ or fraudulent means
in the function of the AA which is found to be true after due inquiry by NCVET.
c) Assessment Agency falls in the high-risk or medium risk category as per the Risk
Assessment Framework detailed out in the Guidelines for Recognition & Regulation
of Assessment Agencies 2020 and Operational Manual for Recognition & Regulation
of Assessment Agencies 2020 released by NCVET.
d) Assessment Agency fails to furnish the relevant information as prescribed in Self-
Evaluation Form prescribed under Annexure V of the Operational Manual for

53
 Recognition & Regulation of Assessment Agencies 2020 within one month of the
completion of one year of recognition period.

3.13.6. Provision of Review and Appeal

The applicant organization may make an appeal to NCVET for review of the
application. The decision to re-examine the application would be based on the
discretion of NCVET. A re- examination, however, is not an opportunity for an
applicant to submit further evidence which the applicant did not send as part of the
original application. An appeal can be made if an applicant organization is rejected
at the following stages only:

 Step 4: Screening by dedicated case member

 Step 5: Scrutiny by the Scrutiny Team
 Step 6: Screening by the Review Panel

The decision on the appeal will be taken by the Executive Member. The appeal would
have to be made within one month of receipt of the decision of rejection by the
applicant organization.

3.13.7. Number of times an Applicant may apply Post Rejection/Withdrawal

Any legal entity applying to NCVET for recognition as AA cannot apply more than three
times (If rejected or/and has withdrawn their application) till the next 5 years form the
date of first application.
If the applicant is found ineligible at any stage of their scrutiny, then the case will be
closed with an intimation to the applicant. In this case, the applicant cannot re-apply for
the next 6 months from the date of rejection.
In case of withdrawal of the application, the applicant cannot re-apply for the next 3
months from the date of withdrawal.

3.14. Resubmission of Application by the Applicant

Withdrawal Case:
The applicant organization who withdraws their application at any point of time during the
complete process of the recognition because of what so ever the reason, can re-apply for
the NCVET recognition anytime at the later stage after withdrawal of the initial application.
In such cases, the online account created for such applicants will be deactivated by NCVET.
During re-application, the applicant organization will go through the entire application
process from the beginning, including the payment of the said application fee.

Closed Application on Account of non-submission of Information:

The applicant organization is supposed to submit the asked additional information, missing
documents and necessary clarifications with NCVET via. email and hard copy within 15

54
days. If the observations are not closed in the defined time frame of 15 days, then the
dedicated case member needs to send a reminder email asking for the response on the
observations made. After sending the reminder mail, If the applicant does not close all the
observations in the next 7 days, then the application is treated as ineligible and the online
account created for such applicants will be deactivated by NCVET. During re-application,
the applicant organization will go through the entire application process from the beginning,
including the payment of the said application fee.

Ineligible/ Rejected Cases:

The applicant organizations which are rejected after the decision of the Review Panel or
Council will not be allowed to re-apply for the NCVET recognition for at least six months
from the date of the rejection of the said application. For the applicant organizations whose
applications are rejected at the earlier stages of screening/ scrutiny will not be allowed to
re-apply for NCVET recognition for at least three months from the date of the rejection of
the said application. In such cases, the online account created for such applicants will be
deactivated by NCVET. During re-application, the applicant organization will go through the
entire application process from the beginning, including the payment of the said application
fee.

3.15. Penalties in case of Non-Adherence

In case of non-adherence to NCVET policies and guidelines, as well as involvement in non-
ethical and fraudulent activities by a recognized Assessment Agency (AA), penalties may
be charged.
The penalties are categorized into two types:
a) Financial and
b) Other penalties

3.15.1. Financial Penalties

Financial penalties refer to the imposition of monetary fines on the recognized Assessment
Agency. The severity of the penalty is likely to be determined by the seriousness of the
non-adherence or fraudulent activities. The purpose of financial penalties is to deter entities
from violating NCVET policies and guidelines and to ensure compliance. Instances in which
entities are levied a financial penalty are as follows:

a) falling into the medium risk rating for three consecutive years after recognition may
lead to public warning and NCVET may levy financial penalty.
b) falling into the high-risk risk rating during two consecutive years after recognition may
lead to public warning and NCVET may levy financial penalty.

However, the specific financial penalties if any to be levied will be conveyed by NCVET
from time to time as part of updates on AA guidelines.

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 3.15.2. Other Penalties
Other penalties may include a range of non-monetary actions taken against the recognized
Assessment Agency. These actions are likely to be diverse and can vary based on the
nature and gravity of the non-compliance. Some of other penalties may include:
Revocation of Recognition -
If the recognized Assessment Agency consistently fails to adhere to NCVET policies or
performs inadequately in recognized sectors, qualifications, National Occupational
Standards (NOSs), micro-credentials, or specific geographical areas, the NCVET has the
authority to revoke the recognition of underperforming sections.
Impact on Overall Rating -
The revocation of underperforming sections can have a cascading effect on the overall
rating of the Assessment Agency. This implies that the agency's rating may be downgraded
due to its failure to meet the required standards and expectations set by NCVET.

3.16. Renewal of Application as an AA

3.16.1. Submission of Application for Renewal

An Assessment Agency applying for renewal of recognition after initial recognition of
3 years needs to submit the details of the work done in the recognition period of 3
years and establish their credibility to continue to the work in VET and Skilling
ecosystem.

3.16.2. Recognition Fees

An Assessment Agency applying for renewal of recognition after initial recognition of
3 years needs to submit the details of the work done in the recognition period of 3
years and establish their credibility to continue to the work in VET and Skilling
ecosystem. Applicant shall submit a non-refundable processing fee of Rs. 25,000 at
the time of submitting the application along with completed application form and
supporting documents.
If the Assessment Agency is recommended by the Sub-committee for re-recognition,
then the applicant body shall be required to submit the recognition fees of Rs.
1,00,000 before the renewal of the recognition.
No additional fee for affiliation/ accreditation would be charged from an AA by the AB.

3.16.3. Scrutiny of the Application by the nominated case member

As per section 3.6

3.16.4. Director Review

As per section 3.6

56
 3.16.5. Subcommittee Review
As per section 3.6

3.16.6. Decision by the Subcommittee

As per section 3.6

3.16.7. Revised Allocation of Sectors and Territorial Jurisdiction

After the expiry of the initial recognition tenure of 3 years, the AA can apply for renewable
which is subject to the monitoring and evaluation conducted by NCVET. Based on the
performance of AA, measured through NCVET’s monitoring and evaluation mechanism,
the revised sectors and territorial jurisdiction will be allocated to the AA.

3.17. Special Provisions for Recognition

3.17.1. International Assessments and Assessment Agency:

An international/ global assessment agency refers to an agency that operates in one
or more countries other than their native country and is responsible for conducting
assessments, evaluations, or examinations to assess whether a learner has met the
requirements necessary to be competent and qualified with respect to a skill or
qualification.
The primary focus of an international/ global assessment agency is to assess the
knowledge, skills, competencies, or qualifications of individuals or entities on a global
level and such agencies operate across different regions, countries, or jurisdictions.
In order to seek NCVET recognition as an Assessment Agency, the applicant body
of international repute must comply with the following additional conditions:

a) NCVET may modify the criteria, in the public interest, for companies working in niche
areas, emerging/ futuristic technology areas, new age/ future skills areas or strategic
areas, on a case-to-case basis. The courses/ qualifications offered should be relevant
to their own products, services or technologies in high demand.
b) The entity must be registered in India
c) The entity must demonstrate a proven track record of successfully conducting
assessments, especially on an international scale.
d) The entity must demonstrate the existing collaborations/ MoUs with international
organizations, educational institutions, and other stakeholders in the vocational
education and training domain by submitting requisite evidences in the form of
validations.

3.17.2. Assessments for OEMs/ Industry Based programs

The “Guidelines for Qualifications of Multinational Companies – Original Equipment

Manufacturer (OEM)/ Original Design Manufacturer (ODM)/ Value Added Reseller (VAR)/
Other industry bodies” encourages the participation of the MNCs in various ways to align
57
their qualifications with the NSQF. This will contribute to making OEM qualifications more
relevant and up-to-date with the changing needs of the industry. The assessment platform
of the AA should be able to handle all types of multiple-choice and short answers
questions. The detailed set of desirable features of Assessment Engine are given in
Annexure B of Blended Learning Guidelines notified by NCVET. The engine should also
be able to ensure identity check of learner and have built-in features to avoid frauds. The
link for Guidelines for Blended learning for Vocational Education, Training and Skilling is

https://ncvet.gov.in/wp-content/uploads/2023/01/Guidelines-for-Blended-Learning-for-
Vocational-Education-Training-Skilling.pdf

3.17.3. Detailed RPL by Master Craftsmen

The Master Trainers/ Master Assessors who are well known Master Craftsmen/
Artisans in the selected field of traditional art/ craft shall be engaged for the
assessment of traditional skills. The National/ State Awardee Master Craftsmen/
Artisans, and National Merit Certificate Holders are to be given preference as
assessors.

3.17.4. RPL / Assessment on Demand: On-demand through Aggregators

(online/ offline)

This delivery channel provides opportunities to all those skill seekers who wish to
take an online/ offline exam and be certified. This may also be offered as a fee-based
program if the learners wish to be assessed and certified. This ideally should be
offered from accredited/designated centres as per the NCVET guidelines.

3.17.5. Assessments for PWDs

NCVET is committed to formulate and implement policies that are inclusive and
provide equal opportunities for Persons with Disabilities in the field of vocational
education and skill development. To strengthen its commitment for the empowerment
of Persons with Disabilities, NCVET encourages entities dedicatedly involved in the
conduct of assessments catering to PwD sector.
In order to seek NCVET recognition as an Assessment Agency, the applicant body
working for PwD sector must comply with the following additional conditions:

a) The entity must demonstrate expertise in the field of conducting assessments for
special needs education/ skilling and understanding of the unique requirements of
persons with disabilities in vocational education, training, and skilling.
b) Availability of qualified assessors, proctors, and subject matter experts with
experience in assessing individuals with diverse disabilities. Assessors should be
trained in using appropriate accommodations and assistive technologies.

58
c) The entity must adhere to the accessibility standards to ensure that assessment
venues, materials, and processes are accessible to individuals with various types of
disabilities.
d) Collaboration with disability organizations and experts to stay informed about best
practices and evolving standards in the field of disability assessment.
e) A commitment to maintaining a sensitive and ethical approach when working with
persons with disabilities, respecting their dignity and ensuring their rights are upheld.
f) List of infrastructure/tools that needs to be present at the assessment centres to
ensure trainees with Disabilities have no accessibility issues.
g) The entity must ensure appropriate strategy for assessing candidates of a particular
disability. Like Change print (e.g., font size, colour) of a written test or allow use of a
reader in case of Visual impairment depending on the level of impairment. This may
include allowing PwDs to choose between different assessment methodologies
according to their disability. Similarly, it may convert questions to audio and accept
answers using audio or braille keyboards in some cases.

The applicant bodies applying as a special category in PwD sector must adhere to the
NCVET Guidelines for Providing Comprehensive Accessibility Standards for training of
Persons with Disabilities accessible at https://ncvet.gov.in/wp-
content/uploads/2024/01/Final-Draft-Accessibility-Guidelines-for-PwD-Public-
Consultation9.1.2024.pdf.

3.17.6. Criteria of AAs working in Niche Areas/ Technologies

Niche areas typically refer to specific, specialized, or narrowly defined segments
within a broader field, market, or ecosystem. These areas are characterized by a
distinct set of characteristics, requirements, or interests that differentiate them from
the larger, more general context. Identifying and understanding niche areas can be
strategic for businesses, professionals, and content creators, as it allows them to
carve out a unique space, cater to specific needs, and build expertise in a focused
domain.

3.18. On boarding of Assessment Agencies by Awarding Bodies

a) All Assessment Agencies shall be recognized by NCVET based on the criteria

mentioned in section 2. The list of AAs recognized by NCVET shall be put on
NCVET website. Awarding Bodies shall onboard the NCVET recognized
Assessment Agency based on the sector and geography for which the AA is
recognized. However, awarding bodies must ensure a transparent onboarding
mechanism of Assessment Agencies. All Awarding Bodies shall adopt a
common standard in the form of Request of Proposal for onboarding of
Assessment agencies to ensure transparency in the ecosystem. NCVET
reserves the right to make any changes in the onboarding process of
Assessment Agencies from time to time. The mechanism for allocation of
target to Assessment Agency by Awarding Body should be such that each

59
 recognized AA to get a minimum of 8% assessments and max up to 25% in
the specific sector.
b) AAs not having PAN INDIA recognition may be on-boarded by ABs over and
above the defined maximum number of 12 for assessment in that specific
geography and sector for which they have been approved.
c) In addition, if the number of assessments to be done by any AB exceeds or is
likely to exceed 2,00,000 (Two Lakhs) in a financial year than for every 20,000
assessments beyond 2 lakhs, AB may on-board 01 additional approved AA.
This will be applicable only for the period for which such demand has arisen.
In this case, the concerned ABs will be required to take prior approval of
NCVET by submitting detailed justification along with evidence of need.

3.19. On boarding of AA/ TPs/ TCs on Skill India Digital Hub(SIDH) by AB

It is a primary responsibility of Assessment Agency to register themselves on Skill
India Digital Hub; however, Awarding Body must ensure that recognized Assessment
Agency is on-boarded on SIDH. Awarding Body shall ensure that it is registered on
Skill India Digital Hub (SIDH). The certification based on skilling and training course/
qualification shall be creditised as per the provisions of National Credit Framework
(NCrF). Therefore, the verifiable student/ learner/ workman’s data shall be shared,
with the consent of the students/ learners/ workforce personnel concerned. Such
data shall be shared with the NCVET or with any agency authorised by it. However,
such data sharing shall be subject to the provisions of the “The Digital Personal Data
Protection Act, 2023”.

60
4. ROLES, RESPONSIBILITIES AND FUNCTIONS OF ASSESSMENT A GENCIES

4.1. Roles and Responsibilities of a Recognized Assessment Agency

4.1.1. Development of Question Banks

a) The entity should have availability of questions bank for the sectors seeking
recognition.
b) The entity shall be responsible for preparing multiple questions on each PC in such
a manner that the minimum average number of questions per Performance Criteria
(PC)/ group of PCs of every NOS within a qualification works out to be 5 to 6.
c) These Questions in the Question Bank(s) shall be prepared in consultation with the
concerned AB for ensuring that these are assessing the intended outcomes. A
process for periodic review of question banks must be defined by the AA and every
cycle of review should be done in consultation with the concerned AB.
d) Question banks should be available in Modern Indian Languages also, as per
requirement.
e) Sample questions should be readily available on the website of concerned AB and
the AA.
f) The question banks should have a proportional mix of easy, medium and hard
questions as guided by the AB and should be changed/ upgraded periodically (say
after every 2-3 cycles).
g) The assessment engine of the AA should be able to handle all types of multiple-
choice and short answers questions. The detailed set of desirable features of
Assessment Engine are given in Annexure B of Blended Learning Guidelines notified
by NCVET.

4.1.2. Assessment (Assessment Calendar, Assessment Tools Availability, ToA

etc):

a) The entity should have Assessment Calendar for each month which shall be available
on its website and Skill India Digital Portal.
b) The entity should ensure availability of assessment tools and question banks in
vernacular languages for the region in which recognition is sought and for different
learner groups like PwD.
c) The entity shall ensure that they have a ready repository of the tools and aids which
are aligned to the needs of the qualifications. The tools developed for assessing the
qualifications should be able to map the skills, knowledge and competencies of the
learners, and should be accessible and commensurate to the learner’s needs. Entity
shall also ensure that the tools of assessment adequately support the delivery of
assessments for learners with disability.
d) The entity shall ensure that assessment tools to be used for the assessment delivery
for various qualifications are approved by the concerned AB before the assessment
delivery.

61
e) The entity shall ensure that all assessors and proctors are trained to use the
assessment tools and assessment guides appropriately.
f) Ensure gender parity and affirmative action for marginalized sections as for as its
staff including assessors and proctors.
g) Maintain the repository of learners’ assessment data either through its own in-house
team or through an agency mandated by NCVET; Repository of the assessors with
their qualification and number of years of work experience

Training of Assessors (ToA)

To emphasize upon the importance of standardization in the conduct of assessment
and to create a robust and scalable model of assessments by ensuring that each
assessor is certified on National Skill Qualification Framework (NSQF) aligned
Qualifications/ National Occupational Standards prior to assessing batches across
skilling verticals, ToA guidelines has been developed. This standardization is
essential for creating a level playing field for assessors across the skilling ecosystem
and instilling confidence in employers about the competency of the skill certified
workforce. In line with the global best practices, the Guidelines advocate for a shift
towards learning outcomes and competency-based assessments by focusing on the
need to impart both domain and platform skills to the Assessors. This will further
enhance the assessor’s ability to evaluate the learners’ ability to perform tasks
effectively in real-world scenarios.
It shall be the responsibility of the AB concerned to develop a NSQF aligned
Qualification on TOA within 6 months of recognition and get it approved by the
National Council for Vocational Education and Training as per the ToA Guidelines of
NCVET. It is mandatory for the assessors to undergo training of such qualifications.
The Training of Assessors (ToA) process involves developing NSQF-aligned
qualifications and providing mandatory training for assessors. This comprehensive
program would include both theoretical and practical training covering topics such as
assessment methodology, standardization, quality assurance, and employability
skills.
Additionally, awareness about the ToA program is generated in order to mobilize the
candidates who undergo screening processes. The program is conducted, focusing
on domain and platform skill assessments. Successful candidates become certified
assessors, while those needing improvement undergo skill gap training for further
assessment. Collaboration with industry partners is essential to ensure the program's
relevance and alignment with industry standards. ToA Certificates issued are valid
for three years, and detailed guidelines for the ToA process can be obtained from
NCVET.
The link for the detailed guidelines for the Training of Assessors is:
https://ncvet.gov.in/wp-content/uploads/2024/03/ToA-Guidelines_final.pdf

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 4.1.3. Availability of Assessment Staff
The assessors will be onboarded by the Assessment Agencies. Their experience
should be in line with the requirements for the sector, which they would be assessing.
They should also meet the basic assessor guidelines as laid down by NCVET from
time to time. Only certified assessors will be able to conduct assessments.
The entity shall have the following:

a) Adequate number of key assessment staff like certified assessors and proctors,
(employed and/or contracted) across states and sectors as per requirement of
qualification/ sector for which recognition is sought. In addition to it, the availability of
assessor/ examiners and proctors well-versed in the local language of the region, to
facilitate the delivery of assessment needs to be ensured. The expected training
requirements of the assessment staff and their preferential experience in the sector
has been detailed in the ToA guidelines.
b) Availability of other staff including SME for development of assessments tools,
instructional designs for assessment, question bank development, performance
reporting and analytics.
c) Presence of critical functional teams including but not limited to MIS, IT, content
development etc.
d) Entities with Dual Recognition
i. In addition to the above, entities with Dual Recognition shall ensure
separation of personnel, systems, and managerial control of the awarding
and assessment functions. Such separation should be done in such a way
that both awarding and assessment arms function as separate business
units or as independent departments with necessary resources at disposal.
ii. Entities recognized as Dual Agency shall formulate a policy on conflict of
interest.

4.1.4. Availability of sufficient number of Subject Matter Experts (SME) and

Proctors

a) The entity should have the availability of subject matter experts (SME) and supporting
team members competent in the domain/sector. The entity shall recruit at least 1
SME for each sector for which recognition is sought.
b) The AA must ensure that they hire sufficient number of proctors, wherever necessary
in line with the requirement of the qualification to be specified by the AB concerned.
The proctors engaged by the AA shall fulfil the conditions laid down in the AA and
ToA Guidelines as amended from time to time.
c) The AA shall align proctors for online and blended assessments that are conducted:
i. Face-to-face at a physical assessment center
ii. Online proctored for a virtual assessment at the candidate’s own place
iii. Remote auto proctored at the candidate’s own place/ station
d) The AA shall ensure that assessors and proctors are trained and certified and are
provided any need-based bridge training for new qualifications. The AA shall provide

63
 data relating to number of assessors and proctors trained by them to NCVET.
Continuous Professional Development (CPD) courses must be undertaken for all
other staff for enhancing their functional performance including the assessors and
proctors.
e) The entity should have evidence of availability of assessor/ examiners and proctors
well-versed in the local language of the region to facilitate the delivery of assessment
f) Availability of special instructors/ content developers for creating specific disability-
based assessment content.

4.1.5. Role of AA in pre-assessment

a) Identification and selection of TOA certified assessors for proper planning

coordination of assessment.
b) Assessors/Proctors' Verification before conducting assessment at the training centre
in order to prevent any malpractices.
c) Coordination with Assessor for travel, logistics and boarding for the assessment.
d) The AAs shall confirm the availability and deputing of the qualified assessors to ABs.
e) AAs shall ensure that the deputed assessors are able to reach the place of
assessment within 24 hours (travel time).
f) The assessor shall verify the availability of assessment tools and equipment in the
training centre, conduct assessment in the scheduled language, wherever required
etc. The same will be a part of the Service Level Agreement (SLA) to be signed
between the ABs and AAs which must be adhere to.
g) The AA shall ensure that an assessor is not affiliated/ working with more than four
AAs simultaneously. AA shall take an undertaking from the assessor that the
assessor is not working with more than four AAs simultaneously. For any niche area,
based on AB/AA’s request, this condition may be relaxed.

4.1.6. Role of AA during assessment

a) Candidate verification and evidence collection ensuring genuine candidates

appearing for assessment.
b) Candidate Orientation about the assessment process.
c) Execution of the Assessment Process including invigilation (Real Time Audit) and
resolution of various technical issues.
d) Ensuring smooth conduct of examination. Record the results of the assessment
accurately, and communicate it to recognized bodies in the manner stated in the
agreement granting recognition;
e) Record the results of the assessment accurately, and communicate it to recognized
bodies in the manner stated in the agreement granting recognition.
f) The assessor - learner ratio, wherever applicable, shall be as defined by ABs.
However, it should not be more than 1:20 in case of manufacturing sector, 1:30 in
case of service sector and 1:50 in case of school education.

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 4.1.7. Role of AA in post-assessment

a) Collection of post assessment documents, such as answer sheets.

b) Resolution of conflict wrt results raised by the trainee.
c) Result uploading and Approval.
d) Conducting re-evaluation/re-assessment, on demand assessment
e) Re-uploading of results in case there is a mismatch in the result shared and the
one uploaded on SIDH or any other authorized system.
f) Coordination with the SIDH team & ABs for the resolution of the SIP-related
activities.
g) AA plays a major role in result uploading, documentation and Compliance of
entire assessment process.
Following are the timelines to be followed by the Assessment agency and Assessor in
accordance to the various functions conducted by them.

Activity Timeline Responsibility

Batch acceptance / Within 2 days of batch receipt from Assessment
Rejection by Assessment Awarding body Agency
agency
Assignment of batch to Short term training – Within Assessment
Assessor 7 days of receipt of batch from Agency
Awarding body
For Long term training – assessor
to be assigned before 30 days of
scheduled assessment /
examination date
Batch acceptance / Within 3 days of batch receipt from
Assessor
rejection by assessor Assessment Agency
Submission of results by Short term training – Within 3 Assessment
Assessment Agency days from conduct of assessment Agency
For Long term training – within
5 days of examinations schedule

4.1.8. Adherence to NCVET Guidelines

NCVET may call for any information related to assessors, proctors, and SMEs associated
with the AA like their qualifications, work experience etc. and the AA shall provide such
information to NCVET. NCVET will, however, ensure the confidentiality of such
information as per the data privacy & other concerned laws.

a) The recognized AA must adhere to the Guidelines/SoP prepared by the NCVET to

ensure smooth functioning of assessment.
b) The entity must also adhere to data maintenance and protection as per Government
laws/ norms.
c) Adherence to Assessment Guide developed by AB for each qualification
d) Assessments data to be stored and prevented in adherence with the law of the
state/nation.

65
e) Assessment Agency must ensure adherence to timelines laid down by NCVET from
time to time.

Promotion of Technology

a) The AA shall ensure proper use of appropriate technology viz, Artificial Intelligence
(AI)/ Machine Learning based test engine, computers, tablets, mobile applications,
video communication tools, etc. to deliver domain specific assessments. ICT tools
and processes to be used by the AA for the assessment delivery shall be approved
by the concerned AB and /or NCVET. ICT/ technology tools to be used for
assessment delivery should be aligned to the competencies as defined by the AB in
its qualification. ICT/ technology tools shall be used for the assessor verification
(during the time of assessment), conducting the assessment in online mode and
recording of results. There should also be technology tools available for disabled-
friendly assessments.
b) Any AA which is using online mode for assessment must also provide a link for real
time monitoring of the assessment process to NCVET. Others using offline or
blended mode of assessment must also provide video clips & pictures of the batch
being assessed.
c) In case of completely online assessment process, in line with the blended learning
guidelines of NCVET, technology platform should be capable enough to detect &
avoid any kind of frauds.

4.1.9. Research & Development

Assessment Agency must carry out research and conduct Skill Gap Analysis to
understand the need of assessment. All Assessment Agencies shall work in
collaboration with Industry partners to understand the new age and future emerging
skills and prepare themselves in accordance with the need.

4.2. Relationship of Assessment Agency with various Stakeholders

Stakeholder Terms of relationship with AA

NCVET NCVET will recognize and regulate AA as per guidelines framed by

it

AWARDING Select AAs on the basis of sectors and geography and onboard
BODY AB them for the assessment of their training batches. AB is responsible
for day-to-day monitoring of AA and also conducting Training of
Assessors ToA. AB sets the broad guidelines of how to record and
store the assessments material post assessment.

SKILL INDIA SIDH will solicit, collect and publish information related to Training
DIGITAL Partners and trainees trained.
HUB SIDH

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5. MONITORING AND EVALUATION
Monitoring and Evaluation (M&E) plays a pivotal role in ensuring the efficacy and quality
of Assessment Agencies (AAs) operating within the vocational education and training
sector. Effective M&E of AAs not only upholds the integrity of the certification process but
also guarantees that the skill sets assessed are relevant, reliable, and reflective of
industry requirements. This, in turn, ensures that learners are equipped with the
competencies necessary to thrive in a dynamic and competitive job market. With this
background, NCVET mandates the implementation of a comprehensive and systematic
monitoring system to enforce adherence to quality and reliability benchmarks across all
AAs.

5.1. Objectives of Monitoring and Evaluation

Monitoring and Evaluation of AAs shall be guided by the following objectives:
a) Verification of Compliance: To thoroughly review and verify that AAs are
continuously meeting the criterion for recognition as per NCVET standards and
maintaining the same without deviation.
b) Quality Assurance: To systematically evaluate and confirm that AAs are
conducting assessments in strict alignment with the established quality and
compliance benchmarks put forth by NCVET.
c) Ethical Operations: To monitor that AAs and their affiliates conduct their
operations with high ethical standards, keeping in mind the welfare and rights of
learners as well as interests of other stakeholders.
d) Performance and Outcome Enhancement: To oversee and encourage AAs to
adopt fair and transparent procedures that are conducive to the attainment of
improved outcomes for learners.
e) Grievance Resolution: To set up a mechanism to resolve grievance and
complaints lodged against recognized AAs or individual assessors/proctors,
upholding the sanctity and fairness of the assessment process.
f) Integrity Verification: To enforce and monitor high levels of integrity and
transparency among AAs, creating an environment of trust and reliability within the
skilling ecosystem.
g) Innovation and Adaptation: To promote and stimulate the use of advanced ICT
tools and innovative practices among AAs for the enhancement of the assessment
process, ensuring scalability and adaptability to future trends.
h) Recognition and Incentivization: To implement a merit-based incentive system
that recognizes and rewards AAs for exceptional performance and adherence to
NCVET directives, fostering a culture of excellence and continuous evolution.

5.2. Monitoring and Evaluation via Excellence-Risk Framework

With the above objectives in mind, monitoring and evaluation of AAs shall be conducted
through Excellence-Risk Framework which is a structured approach of management of
risks arising out of the key functions of AAs and simultaneously rewarding their attainment
of excellence on the same functions. It encompasses a systematic process of identifying,
monitoring, and assessing risks while concurrently striving for excellence in conducting
quality assured standardized assessments.

This framework emphasizes proactive identification of potential risks related to various

aspects of assessment strategy and delivery, governance and manpower, business
67
planning, financials and grievance and POSH. The purpose is to integrate risk
management seamlessly into the NCVET’s strategy and operations, fostering a proactive
approach to risk identification along with defining excellence.

5.2.1. Purpose of Excellence-Risk Framework

Key purposes of Excellence-Risk Framework to be followed by AAs are:

a) Focus on Excellence: The framework shall emphasize on achieving excellence

in key functions while managing risks effectively.
b) Comprehensive Risk Assessment: The framework shall enable a thorough
evaluation of potential risks across various macro-parameters.
c) Regulatory Compliance: The framework shall ensure adherence to NCVET
standards and regulations while managing risks and compliance requirements.
d) Continuous Improvement: The framework shall facilitate continuous
improvement through ongoing monitoring, evaluation, and refinement of risks.
e) Stakeholder Engagement: The framework shall encourage active engagement
with AAs to ensure alignment of risk management efforts.
f) Transparency and Accountability: The framework shall promote transparency
and accountability in risk management processes to build trust and credibility.

5.2.2. Parameters of Excellence-Risk Framework

The framework incorporated six macro-parameters that collectively contribute to its robust
and effective operation. The parameters are as follows:

1. Governance and Manpower: This parameter refers to the specific criteria

measuring aspects such as decision-making structures, policies, and procedures,
number of employees, training and development needs that guide the overall
functioning of AA. It is composed of 6 sub-parameters as in section 5.3.2 (A).
2. Business Planning and Research: This parameter tries to verify whether
recognised AAs have prepared business planning including their specific goals,
strategies and actions and are involved in market research. It is fragmented into 3
sub-parameters as in section 5.3.2 (B).
3. Financials: This parameter explores the aspects of financial viability of AAs by
considering indicators such as annual turnover, net worth, profitability. It is further
segregated into 5 sub-parameters as in section 5.3.2 (C).
4. Assessment Strategy: This parameter examines plan or approach designed by
AAs to evaluate the learning progress, skills, and knowledge of candidates. It is
composed of 11 sub-parameters as in section 5.3.2 (D).
5. Assessment Delivery: This parameter studies the process of administering and
conducting assessments by AAs by selecting appropriate assessment methods. It
is fragmented into 14 sub-parameters as in section 5.3.2 (E).
6. Grievance Redressal and POSH: This parameter examines the timeline within
which AAs can resolve grievances along with disposal of POSH related cases. The
aim is to find out effectiveness of their grievance redressal system. It is divided into
4 sub-parameters as in section 5.3.2 (F).

68
By looking into the excellence and risk aspects on the same parameter, this framework
brings forth a comprehensive approach to monitoring and evaluation, thereby adherence
strictly to regulatory mandates set by NCVET. Additionally, it facilitates towards a
structured process for continuous improvement of AAs.

5.2.3. Structure of the Excellence-Risk Framework

The Excellence-Risk Framework consists of macro-parameters, each encompassing

specific risk categories, compliance benchmarks, and excellence markers. The
framework clearly visualizes how the AAs has fared in various categories of risk viz. low,
medium, and high risk along with compliance and excellence in a single sub-parameter
defined under a macro-parameter. The arrow moving towards left identify the three
categories of risks, explain the sub-parameters which fall under a particular category of
risks while the arrow moving towards right shows compliance first and then excellence.
This framework, therefore, suggests a sequence interlinking the risks and excellence in
the monitoring and evaluation process. An illustrative structure of the framework is given
below:

Macro- Assessment Delivery

Parameter

Sub- Medium
High Risk Low Risk Compliance Excellence
Parameter Risk

AA accepts AA accepts
AA accepts Consistency in
less than 90% and AA accepts
70-90% compliance
70% above 100% batches
Batch batches standard for
batches batches assigned by
Acceptance assigned by continued 12
assigned by assigned by Awarding
Awarding months in an
Awarding Awarding Bodies
Bodies year
Bodies Bodies

5.3. Excellence and Risks Framework

5.3.1. Definition
This section puts forth the definitions of various categories of risks, compliance, and
excellence.
Categories of Risk Definitions
Parameters under low-risk categories shall be defined
Low Risk as events with some concerns which the existing
controls and procedures shall be able to cope up with.
Parameters under medium-risks categories shall be
defined as significant event or circumstances that
Medium Risk
requires NCVET management effort to minimize the
impact.

High Risk Parameters under high-risk categories shall be defined

as events or circumstances with potentially

69
 disastrous impact on learners or employers, thus
impacting the credibility of the skill ecosystem and
NCVET's regulatory role.
Compliance parameters involves adhering to criteria
Compliance
and benchmarks as mentioned in these guidelines.
Excellence parameters are criteria which shall be used
to evaluate AA’s performance in exceeding minimal
Excellence
compliance requirements and achieving superior
outcomes.

5.3.2. Framework
Details of each parameter, categories along with frequency are provided below:
Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
A Governance and Manpower (Yearly)
Change in
Planned
leadership No change in
change in
and the leadership
Stable Organizational leadership and
1. intimation of the
structure advance
given to Organizational
intimation given
NCVET structure
to NCVET
thereafter
Key
positions as
per
organization Operational Operational
organogram staff as per staff as per
are not filled organization organization All positions Organization structure
for more organogram organogram are filled as and responsibilities
than 60 days not filled for not filled for per updated to reflect
2. Adequate Manpower
(such as more than 60 more than 30 organization change in scale of
CXOs, days (such as days (such as organogram business during the
functional Managers, Managers, submitted year
heads Executives Executives
including etc.) etc.)
Operation,
IT, HR,
Finance)
For 50% and
All staff
above staff
engaged for
engaged for
more than 6
CPDs not more than 6
months have CPDs resulted in
Continues conducted months have
attended increase in the
3. Professional during the attended
continuous effectiveness/efficiency
Development (CPD) year for any continuous
professional of the ecosystem
staff professional
development
development
programs
programs
(CPDs)
(CPDs)
Feedback Feedback Feedback Feedback from
Feedback from
from from from multiple stakeholders
candidates
candidates candidates candidates collected and
Feedback and being collected,
being being being corrective actions
4. Continuous and corrective
collected, collected, collected from being taken:
Improvement actions taken
and and more than a) Assessors
(more than
corrective corrective 70% of b) SMEs
70% of
actions actions taken assessed c) Proctors

70
 Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
taken (below (between assessed candidates d) Employers/ Industry
50% of 50% - 70% of candidates) and Feedback e)Any other employees
assessed assessed taken from
candidates) candidates) Industry/
Employers
taken at least
once in past
12 months
and evidence
of corrective
action
Report of
External audit Regular audits
No internal/ Only internal
done at least (internal and external),
Regular audits of external audit of
once in past audit reports available,
5. operations (non- audit done in operations
12 months, evidence of corrective
financial) past 12 done in past
available and action taken on basis
months 12 months
submitted to of audits available
NCVET
Awards and
recognition from other
Awards, recognition, entities like ABs,
6. - - -
accreditation etc Employers, Industry
Overseas accreditation
by a reputed agency
B Business Planning and Research (Yearly)
(a) Next year plan is
available
Deviation
Deviation of Deviation (b) New BP plans
greater than
more than greater than Deviation upto include additional
Underachievement 25% and
7. 50% from 10% and upto 10% from the NSQF levels/
v/s Plan upto 50%
the annual 25% from the annual plan geographies/ sectors/
from the
plan annual plan segments/heritage
annual plan
(any one or more)
where applicable
Deviation
Deviation of Deviation
greater than
more than greater than Deviation upto
Overachievement v/s 25% and
8. 50% from 10% and upto 10% from the
Plan upto 50%
the annual 25% from the annual plan
from the
plan annual plan
annual plan
AA is able to present
evidence of process/
Research/ Mapping technology
of current trends improvements
9.
globally in undertaken based on
assessments Research/ Mapping of
current trends globally
in assessments
C Financials (Yearly)
Deviation
Deviation
greater than
greater than Deviation upto
Turnover less than 25% and
10. 10% and upto 10% from the
planned upto 50%
25% from the annual plan
from the
annual plan
annual plan
Deviation
Deviation
greater than
greater than Deviation upto
Turnover more than 25% and
11. 10% and upto 10% from the
planned upto 50%
25% from the annual plan
from the
annual plan
annual plan

71
 Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
Continued positive Net worth is Net worth is
12.
net worth negative positive
Operating
cashflow ratio
(cash flow
Operating
Operating from operating
cashflow ratio
Availability of cashflow activities
13. is 0.5 and
sufficient cash flows ratio is below (CFO) /
above but
0.5 average
below 1
current
liabilities) is 1
and above
AA is a loss
making
AA is a loss AA remains in
14. Profitability entity in two
making entity profit
consecutive
years
D Assessment Strategy (Yearly)
Non Continued
adherence to adherence to
SOPs for QB SOPs for QB
development, development,
Content Content
Development, Development,
Assessment Assessment
Continued adherence processes, processes,
to parameters of Performance Performance
15. assessment guide reporting and reporting and -
and assessment analytics, analytics,
strategy selection selection
mechanism, mechanism,
eligibility eligibility
criteria and criteria and
training and training and
certification of certification of
proctors and proctors and
assessors assessors
Assessment
Engine / portal
has all
requirements
functional as
Assessment Assessment
laid down in
Engine / Engine /
NCVET
portal has portal has
guidelines,
below 70% 70% above
operational
requirements requirements
manual (AA
functional as functional as
recognition,
laid down in laid down in
blended Additional advance
Functional NCVET NCVET
learning etc.) features incorporated
16. Assessment Engine / guidelines, guidelines,
• Automated in the test engines /
portals Operational Operational
Creation of portal
manual etc. manual etc.
Test
(AA (AA
• Anti-cheat
recognition, recognition,
detection by
blended blended
Live
learning etc.) learning etc.)
Proctoring
List of List of
• Real time
features: features
photo
capturing of
candidates
• Assessment
tracking

72
 Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
through Geo
Location, Date
& Time
stamping
• Reminder
mail
• Performance
reports and
analytics
• Bucketing of
most easy
and most
tough
question
• Works in
Online/ Offline
Mode
• 100%
Security of
Data
Up-loadable
file
examinations
Mock test
sessions
SME, QB and
Assessment certified
Readiness for assessors
development of proficient in
Either one or
Question banks for Indian
more of the
incremental languages
following not
qualifications available for
17. available: -
added/proposed to all incremental
SME, QB and
be added (in next 3 active
trained
months) as per qualifications
assessors
Business QB approved
requirements and loaded
(planned/ unplanned) onto testing
engine
AAs should
have the QB
with desired
number
calculated as
No. of NOS X
Greater than
Less than No. Of PCsX5
50% and Greater than
50% of questions (5
upto 60% of 60% and upto
Availability of QB with active NOS X 20 All active qualifications
active 80% of active
required number of qualification PCs each either meet the laid
qualification qualification
18. questions developed has desired NOS X 5=500 down standards for
has desired has desired
in consultations with question questions) Question bank or
question question bank
SME/ Industry/ AB bank as per more than exceed the criteria
bank as per as per the
the given 80% above
the given given standard
standard active
standard
qualification
has desired
question bank
as per the
above
standard
Question bank Question Question Question bank All Question
19. availability in India bank bank available for bank available -
language (no of available for available for more than 50% in all

73
 Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
active qualifications x less than 25% - 50% of languages of languages of
no languages as per 25% of languages of operation geographical
area of operation) languages of operation operation
operation
Sample
Sample
questions Sample
questions not
not available questions
available on Mock test facility
on website available on
Sample questions website for available for trainees
20. for less than website for all
available on website 50% or more to undertake practice
50% qualifications
qualifications tests
qualifications assessed by
assessed by
assessed by the AA
the AA
the AA
Adequate Adequate
number of number of
Availability of assessors not assessors not
21. available for available for
Certified assessors
one or more one or more
states. states

Non-
availability of Availability of
transparent transparent
and secured and secured
date storage date storage
mechanism mechanism
and retrieval and retrieval
Transparent &
of of assessment
22. Secure Data storage
assessment records at
mechanism
records at trainee level
trainee level and batch
and batch level,
level, including
including video
video recordings
recordings
Limited range
Ability to
of NSQF
Assessment conduct
levels. (Not
23. capability width and assessment
done NSQF
depth across NSQF
level 6 and
levels
above)
Non validation SME/Industry
Reliability analysis for
24. for reliability validation for
QB
reliability
Question bank
Non declaration is on secure
Question paper
25. of zero breach link. Self
security mechanism
declaration of
zero breach
E Assessment Delivery (Monthly)
AA accepts AA accepts
AA accepts
less than between 70% AA accepts
100%
70% of -90% of 90% and above Consistency in
batches
Batch Acceptance batches batches batches compliance standard
26. allocated for
Rate allocated for allocated for allocated for for continued 12
assessment
assessment assessment assessment by months in an year
by Awarding
by Awarding by Awarding Awarding Body
Body
Body Body
Deviation between 50% or More than More than 75% Consistency in
100% batches
27. scheduled below 50% and batches are compliance for
are assessed
assessment date and batches are upto 75% assessed on continued 12 months

74
 Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
actual assessment assessed on batches are scheduled on scheduled in an year (rolling
date scheduled assessed on date. date. period), deviation
date. scheduled between scheduled
date. and actual date of
assessment is less
than < 5 working days,
for atleast 70% of
batches assessed
For less than
For 70%- For 80% above For all
70% of
80% batches batches batches
Offline Assessment batches
assessment assessment assessment
28. conducted by certified assessment -
conducted by conducted by a conducted by
Assessor conducted
a certified certified a certified
by a certified
assessor assessor assessor
assessor
For less than
For 70%-80%
70% of For 80%
batches For all
batches above batches
assessment batches
Assessment in local assessment assessment by
29. by assessor assessor well -
language by assessor assessor well
well versed in versed with
well versed versed in local
local local language
in local language
language
language
The result
Delays of submission is
Delays of
more than 7 within
Result submission more than 3 Delays of upto
days for specified Turn
30. within Turn around days for more 3 days for upto -
more than around Time
Time than 10% of 10% of batches
10% of for all batches
batches
batches assessed in
the month
video is
video is Video
captured for
Video evidence of captured For evidence of all
31. less than -
assessment 90% or more batches is
90%
batches, captured
batches,
For less than
85% of For 85%- Video
For 80% above
batches, 90% batches, evidence of all AI enabled tools are
batches, video
Monitoring of video video video assessment used in monitoring and
32. evidence is
evidence evidence is evidence is batches is assessment of learning
reviewed and
reviewed reviewed and reviewed and outcomes
monitored
and monitored monitored
monitored
Assessor reaches Punctuality is Punctuality is Punctuality is
on time and leaves maintained maintained by maintained by
33. after completion of by assessors assessors for assessors for
the complete for below 75% and above all 100%
assessment 75% batches batches batches
Question Question Question
papers being papers being papers being
Question paper being used are in used are in used are in
34. used is in Official Official Indian Official Indian Official Indian
Indian Language Language for Language Language for
below 75% for75% and all 100%
batches above batches batches
No. of No. of No. of
Number of practical candidates candidates candidates
assessments done assessed assessed does assessed
35.
per assessor per day does not not exceed the does not
of assessment exceed the limits set in the exceed the
limits set in guidelines for limits set in

75
 Sub Parameter High Risk Medium Risk Low Risk Compliance Excellence
the 75% and above the guidelines
guidelines for batches for
below 75% 100% batches
batches
Result Result
Result
submission is submission is
submission is
Result submission done with done with
36. done with
with accuracy accuracy for accuracy for
accuracy for
below 75% 75% and above
100% batches
batches batches
Storage of
Storage of
assessment
assessment
records are in
Storage of records are in
37. non-
Assessment records compliant with
compliant
defined
with defined
guidelines
guidelines
Analysis of
Analysis of Analysis of
assessment
assessment assessment
Analysis of data is done
38. data is done for data is done
assessment data for 75% and
75% and above for 100%
above
batches batches
batches
Availability of online
Process
Scheduling management system
established
of assessor Scheduling of for scheduling of
for allocation
Process in place for to more than assessor to assessment and
of assessor.
scheduling of 1 batch, in more than 1 allocation of assessor
Evidence of
39. assessment and different batch, in which can be easily
adherence.
allocation of locations on different integrated with
Zero instance
assessors the same locations on available portals. Zero
of duplicate
day multiple the same day instance of duplicate
scheduling in
times scheduling in past 12
past month
months
F Grievance and POSH (Monthly)
Less than
Redressed
70% 70% or above
Grievance redressal 100%
40. grievances grievance are
rate grievance
are redressed
received
redressed
Less than
80% or above 100%
80% of
TAT for grievance grievances are Grievances
41. grievances
redressal redressed are redressed
redressed
within TAT within TAT
within TAT
Any
complaint 80% or above Redressed
POSH cases escalated complaints are 100%
42.
redressal rate from internal redressed complaints
committee to within TAT received
legal case
Less than
80% or above 100% POSH
80% of
POSH related related
TAT for POSH cases POSH related
43. complaints complaints
redressal complaints
redressed are redressed
redressed
within TAT within TAT
within TAT

76
5.4. Mechanism for Implementation of Excellence-Risk Framework

To operationalize the Excellence-Risk Framework, detailed mechanism has been framed

that translates the conceptual aspects of the framework into actionable steps. This
mechanism is designed to embed the core parameters of excellence and risk
management into the regular tasks and strategic decisions of AAs.

The following elements outline the mechanism for implementation of the framework:

5.4.1. Performance Monitoring

The framework shall establish clear performance indicators aligned with the parameters
of both excellence and risk. To ensure adherence to the framework, regular self-
evaluation, and self-regulation by AAs against these indicators shall be promoted by
NCVET As mentioned in the framework, Key Performance Indicators (KPIs) shall be used
to measure success and make this data available for regular review.

5.4.2. Scoring Matrix

The Excellence-Risk Framework is designed to evaluate and monitor the performance of
AAs in relation to six macro-parameters that signify risk and excellence within their
operations. A scoring matrix is an essential component of this framework as it translates
qualitative considerations into quantitative scores that can be analyzed and compared
over time. The scoring matrix detailed herein provides a structured approach for assigning
numerical values to the parameters that determine the risk level and excellence of AAs.
A. Purpose of the Scoring Matrix
The scoring matrix intends to:
 Quantify the risk and excellence parameters identified in the Excellence-Risk
Framework.
 Provide a standardized method for evaluating the performance of AAs.
 Facilitate decision-making for interventions, recognitions, and improvements.
 Encourage continuous improvement by identifying areas for development.
 Ensure transparency and objectivity in the monitoring and evaluation process.

B. Structure of the Matrix

The scoring matrix is constructed by assigning point values to each category of risks,
compliance, and excellence while weightages are assigned to macro-parameters and
corresponding sub-parameters. This shall help to accurately reflect the emphasis on
distinct operational areas. However, be informed that the figures mentioned below are
indicative and any change done would be notified accordingly.
Macro parameter wise Excellence-Risk Framework (ERF) Scores
Sl. Macro Parameter High Risk Medium Risk Low Risk Compliance

A. Governance &
Manpower 2 3 2 4

77
 Sl. Macro Parameter High Risk Medium Risk Low Risk Compliance

B. Business Planning and

Research 6 5 4 2

C. Financials 2 2 1 2

D. Assessment Strategy 1 2 1 2

E. Assessment Delivery 55 69 59 71

F. Grievance & POSH 34 19 33 19

Total 100 100 100 100

C. Weightages
Macro-parameters represent the primary areas of AA operations and responsibilities.
Each macro-parameter and corresponding sub-parameter have been assigned a
weightage that signifies its relative importance in the overall functioning of an AA. The
weightage of each macro-parameter is a percentage of the total score and is
determined by its impact on the quality, viability, and risk profile of an AA.
D. Scoring Process
An integral aspect of the scoring matrix is the differentiation between the levels of risk
(viz. low, medium, and high), compliance, and excellence. Each macro and sub-
parameters are evaluated across these dimensions:
1. Risk Categories: Each level of risk, low, medium, and high has been scored
based on the likelihood and potential impact of adverse events within the scope
of the macro-parameter.
2. Compliance: This dimension addresses whether the AA adheres to
established regulatory and procedural standards, with scores reflecting how
well these standards are met.
3. Excellence: This dimension evaluates the extent to which the AA not only
meets compliance standards but also exhibits superior performance and
demonstrates industry-leading practices. It is worthy to mention here, that
scores for excellence can be obtained only after submission of relevant proofs
in the form of official documents, letters, reports etc. Once, the submitted proofs
are reviewed by NCVET senior management, then only excellence scores shall
be designated to an AA for that achievement over and above compliance.
As mentioned earlier, each macro-parameter has several sub-parameters and every sub-
parameter has been scored separately for risks (all three categories), compliance, and
excellence. The summation of these scores, weighted according to the macro-
parameter’s designated importance, yields the final assessment score for the AA.
Example of a Scoring Matrix Structure
Governance & Manpower
 Weightage: 7%
 Sub-parameters: Change in leadership, adequate manpower, continuous
professional development, etc.
 Risk: Scores from 0 to (-100) for each category of risk level.
78
  Compliance: Scores from 0 to 100 based on adherence to guidelines.
 Excellence: Scores from 0 to 100 for exceeding standards and best practices.
Assessment Delivery
 Weightage: 55%
 Sub-parameters: Batch Acceptance, result submission TAT, analysis of
assessment data etc.
 Identical scoring approach as above, with higher weightage due to operational
criticality.
Continuing the above example of Batch acceptance as a sub – parameter under
Assessment delivery. The indicative impact of lower batch acceptance rates by the AA
on their scores for this sub parameter is given below:

Macro- Assessment Delivery

Parameter

Sub- Complianc
High Risk Medium Risk Low Risk Excellence
Parameter e

AA accepts AA accepts Consistency in

AA accepts less AA accepts 70 - 90% and above 100% compliance
Batch than 70% batches 90% batches batches batches standard for
Acceptance assigned by assigned by assigned by assigned by continued 12
Awarding Bodies Awarding Bodies Awarding Awarding months in an
Bodies Bodies year

On Claim –
depending on
Score -5 -3.6 -3 +3 scores assigned
by the NCVET
team

Thus, if AA accepts 100% of the batches assigned to it by all its awarding bodies in the
defined timeline, then +3 shall be added to its score. If the AA does this for a continued
12 months in a year, then the AA shall be eligible to claim excellence under this category.
As mentioned earlier, excellence scores are subject to review by NCVET senior
management and shall be added only after a decision is taken by the appropriate
authority.

However, for the three categories of risks, if AA accepts 90% and above batches then -3
shall be deducted from the overall score and for that sub-parameter, the AA shall be in
the low-risk category. The same logic applies for other risk categories.
Cumulative-Scores Calculation
The Cumulative-Scores of an AA could be depicted using the below formula:
Final Score of an AA =
𝟒𝟑

(RSn ∗ SPW n) + (CS n ∗ SPW n) + (ES n ∗ SPW n)

𝒏 𝟏

Where

79
 RS = Risk Score
SPW = Parameter Weightage
CS = Compliance Score
ES = Excellence Score

The methodology of score calculation can be understood with the help of an example
given below:
Illustrated is a sample AA scoring grid for a set of 5 sub-parameters. The weightage of
Excellence, Compliance and Risk categories for each sub-parameter is given against the
parameter, and the AA performance score against that parameter is also specified, where
1 indicates the reported/ calculated status of the AA.

Macro-Parameter

Medium
Sub-Parameter High Risk Low Risk Compliance Excellence
Risk

Sub Parameter 1 (SP1)

-5 -3.6 -3 +3
Weightage

AA Performance score 0 1 0 0

Sub Parameter 2 (SP2)

0 -10 -7 +12
Weightage

AA Performance score 0 0 0 1

Sub Parameter 3 (SP3)

0 -3 0 +3
Weightage

AA Performance score 0 0 0 1

Sub Parameter 4
-30 0 0 +5
Weightage (SP4)

AA Performance score 1 0 0 0

Sub Parameter 5
-3.0 -0.5 0 +1
Weightage (SP5)

AA Performance score 0 0 0 1

Based on the data submitted by the AA, AB and taken from SIDH where applicable, this
AA is categorized under Medium Risk on SP1, Compliance on SP 2, SP3 and SP5 , high
risk on SP4, indicated by a score of 1 corresponding to these.
Thus, the score of the AA in the above example would be
Score = -3.6 (SP 1) + 12 (SP 2) +3 (SP 3) – 30 (SP4) +1 (SP5) = - 10.4

80
Here SP4 is an example of a parameter where being non compliant with guidelines puts
the AA under high risk category directly since its implication could potentially jeopardize
the AA operations or even have wider implications for the eco system.
For each sub-parameter, the scores from the risks are multiplied by the weightage of the
respective macro-parameter. Similar methodology adopted for finding out compliance,
and excellence score that is multiplying each of them with the weightage of the macro-
parameter. All the dimensions are then added to give a total sub-parameter score. Below
formula depicts the weighted score of a sub-parameter:
Weighted Score for a sub-parameter = (Risk Score* parameter Weightage) +
(Compliance Score* parameter Weightage) + (Excellence Score* parameter Weightage)
𝟒𝟑

(RSn ∗ SPW n) + (CS n ∗ SPW n) + (ES n ∗ SPW n)

𝒏 𝟏

5.4.3. Rating Bands

The final score for the AA is the sum of the weighted scores of all macro-parameters.
The score will ultimately place the AA within a performance tier such as Exceptional,
Good, Needs Improvement and Unsatisfactory which determines the nature and
frequency of oversight or incentives that might be applied.

5.5. Outcome of the scoring

5.5.1. Physical Inspection

Physical inspections of assessment agencies shall be done based on scores obtained
through the Excellence Risk Framework. The inspection shall focus on validating the
integrity and effectiveness of their operations and services. Agencies with high excellence
ratings might be inspected less invasively, acknowledging their proven track record of
managing risks and maintaining standards, whereas those with lower ratings may
undergo more rigorous evaluations to ensure that any identified risks are being
appropriately addressed and that the agency is moving towards excellence.

5.5.2. Renewal of Recognition

The framework shall guide the renewal of the recognition status of AAs once their tenure
is over after the stipulated 3 years, with a focus on performance according to the
framework’s metrics.

5.6. Review and Reporting

NCVET shall conduct regular reviews to assess the effectiveness of the framework.
Reports shall be generated at regular interval that capture both quantitative scores from
the matrix and qualitative insights from the implementation.

Stakeholder Engagement: A system of integration of feedback from relevant stakeholders

shall be in place wherein they can report concerns, suggest improvements, and provide
81
input on how the framework operates day-to-day. The feedback shall be incorporated
continuously to improve processes that refine the framework and its implementation on
an ongoing basis.

5.7. Frequency of Monitoring

To ensure the fair and reliable process of assessments NCVET shall monitor recognized
AAs both annually and monthly on the parameters mentioned in section 5.2.2. As
mentioned in the framework, parameters such as Governance, Business Planning,
Financial Viability and Assessment Strategy shall be monitored annually while
Assessment Delivery and Grievance and POSH parameters shall be monitored monthly.

5.8. Risk Mitigation

Risk mitigation measures shall ensure that for any assessment agency whose macro-
parameters fall under low, medium, and high-risk categories should take appropriate
measures to come out of the risks and move towards compliance first and subsequently
towards excellence. As the regulatory authority responsible for upholding the standards
of vocational education and training, NCVET is committed to implementing robust risk
mitigation and corrective action strategies. It shall be noted that, since business planning
and research does not have any risk category, hence the same has not been considered
here. It shall be kept in mind that mitigation measures listed down here are only
suggestive in nature to facilitate AAs for preparation of their mitigation plan. All AAs falling
under risk categories need to submit mandatorily their risk mitigation plan to NCVET.
AAs falling in the Unsatisfactory/ Needs improvement category would be required to
develop a comprehensive Risk Mitigation Plan in consultation with the Awarding Bodies
they are affiliated with, if needed. The leadership team of the AA would be required to
present the same to NCVET within a month of the release of ratings and rankings, on a
suitable date. NCVET might seek clarifications on the plan, if required.
For AA in both the above categories, NCVET will continue to monitor performance and,
in line with its mandate to strengthen the skilling ecosystem, guide and support the AA
in taking corrective actions towards risk mitigation.
Going forward, the monitoring of AA shall be made available on the digital platform that
is expected to integrate data with other relevant portals. It will help AAs to avoid repeated
reporting of data required for monitoring. This self-monitoring mechanism shall prevent
AAs from falling into the Risk zone. AAs are encouraged not to consider gradual
improvement of the status in the sequence of High risk to Excellence. AAs shall take all
necessary action to remain in Compliance, while also striving for Excellence in all
applicable parameters immediately upon detection of any type of risk.

82
 Annexure I

S. No. Sector
1 Aerospace and Aviation
2 Automotive
3 Agriculture
4 Apparel
5 Beauty & Wellness
6 BFSI
7 Capital goods
8 Chemicals and Petrochemicals
9 Construction
11 Domestic Worker
12 Education, Training & Research
13 Electronics
14 Env. Sc.
15 Food
16 Gems/Jewel
17 Glass & Ceramics
18 Handicrafts
19 Healthcare
20 Hydrocarbon
21 Infrastructure
22 Iron & Steel
23 IT-ITeS
24 Judiciary
25 Leather
26 Legal Services
27 Legislators
28 Life Sciences
29 Media & Entertainment
30 Mining
31 Musical Inst.
32 Office Admin
33 Optical Products
34 Org. Retail
35 Paints & Coatings
36 Paper & paper products
37 Plumbing
38 Postal
39 Power
40 Printing
41 Public Admin
42 Pvt. Security
83
 43 PwD
44 Railways
45 Real Estate
46 Religious Prof.
47 Rubber
48 Shipping
49 Sports
50 Telecom
51 Textile
52 Tobacco
53 Tourism & Hospitality
54 Transportation, Logistics and Warehousing
55 Unorg. Sector
56 Water Supply
57 Wood & Carp.
58 Instrumentation
59 Green Jobs
60 Management

Annexure II

Classification of the States and UTs in Category I & II for AB Guidelines

S.No. State /UT
1 Andaman and Nicobar Islands
2 Lakshadweep
3 Dadra and Nagar Haveli
4 Daman and Diu
5 Ladakh
6 Chandigarh
7 Puducherry
8 Sikkim
9 Mizoram
10 Goa
11 Category -I Arunachal Pradesh
12 Nagaland
13 Manipur
14 Meghalaya
15 Tripura
16 Himachal
17 Uttarakhand
18 J and K
19 NCT of Delhi
20 Chattisgarh
21 Telangana
22 Haryana
23 Kerala
24 Punjab

84
25 Jharkhand
26 Assam
27 Orissa
28 Gujarat
29 Karnataka
30 Rajasthan
Category - II
31 Tamil Nadu
32 Madhya Pradesh
33 Andhra Pradesh
34 Bihar
35 West Bengal
36 Maharashtra
37 Uttar Pradesh

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