GUIDELINES FOR TRAINING

OF TRAINERS (TOT)

December 2023
National Council for Vocational Education & Training
Ministry of Skill Development and Entrepreneurship
Government of India

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Contents
Glossary................................................................................................................................. 3
1. Introduction ..................................................................................................................... 5
2. Importance of ToT .......................................................................................................... 5
3. Scope and Objectives of ToT ......................................................................................... 6
4. Learning Outcomes of ToT ............................................................................................. 7
5. Trainer and Master Trainers ........................................................................................... 7
5.1. Trainer ..................................................................................................................... 7
5.1.1. Role & Responsibilities of a Trainer: ................................................................. 7
5.2. Master Trainer: ........................................................................................................ 8
5.2.1. Role and responsibilities of a Master Trainer: .................................................. 8
6. ToT Framework .............................................................................................................. 9
6.1. Training of Trainer Guidelines ............................................................................... 9
6.2. NSQF aligned and approved qualifications for ToT: ........................................... 9
6.3. Development of ToT Qualifications ..................................................................... 10
6.4. Responsibility of Development ........................................................................... 10
6.5. Duration of ToT Qualification .............................................................................. 11
6.6. NSQF Level of ToT Qualification: The ................................................................ 12
7. ToT Qualification Approval ........................................................................................... 12
7.1. ToT qualifications ................................................................................................. 12
7.2. A Qualification File template................................................................................ 12
7.3. Adoption of Qualification: .................................................................................... 13
7.4. Alignment of Existing ToT Qualifications: ......................................................... 13
8. Prospective Candidates for ToT ................................................................................... 13
9. Alignment of TOT Qualifications with the National Credit Framework (NCrF) .............. 14
10. Implementation of ToT program ................................................................................. 14
10.1. Entry Requirements/ Eligibility ........................................................................ 14
10.2. Qualification Implementation Mechanism: ...................................................... 15
10.3. Validity of ToT .................................................................................................... 16
10.4. Assessment & Certification of ToT .................................................................. 17
10.5. ToT for the Existing Trainers ............................................................................ 18
10.6. Training Centres for ToT: Models .................................................................... 19
10.7. Onboarding of ToT Centres by the respective ABs........................................ 20
10.8. Process for ToT: ................................................................................................ 20
11. Training Methods, Aids & their Applicability ............................................................... 21
12. Guest Lectures and Skill Training .............................................................................. 22
13. Digital Tools for Imparting Training ............................................................................ 23
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14. ToT Content & Curriculum ......................................................................................... 23
15. Trainer Requirements as per Blended Guidelines ..................................................... 24
16. Progression for Trainers and Master Trainers............................................................ 24
17. Financial Implications ................................................................................................. 25
18. Dual Role of Trainer as Assessor .............................................................................. 25
19. Monitoring of Quality of ToT ....................................................................................... 26
20. ToT for Vocational Education, Training & Skilling in General Education .................... 27
Annexure-I - Existing Mechanisms of TOT .......................................................................... 29
Annexure II - Challenges in the Current Ecosystem ............................................................ 32
Annexure III - The Indicative List of Bucketing of Qualifications .......................................... 33
Annexure IV - Indicative List of Components of Pedagogical Skills ..................................... 39

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Glossary

AA Assessment Agency
ABC Academic Bank of Credits
ATIs Advanced Training Institutes
AB Awarding Body
AICTE All India Council for Technical Education
CDAC Centre for Development of Advanced Computing
CIPET Central Institute of Petrochemicals Engineering & Technology
CITS Craft Instructor Training Scheme
CPD Continous Professional Development
CSTARI Central Staff Training and Research Institute
DGT Directorate General of Training
DS Domain Skills
HARTRON Haryana State Electronics Development Corporation Limited
HEIs Higher Educational Institutes
IIS Internet Information Services
IIFT Indian Institute of Foreign Trade
IISC Indian Institute of Science
ITIs Industrial Training Institute
LTT Long Term Training
MCs Micro-Credentials
MOOC Massive Open Learning Course
MSDE Ministry of Skill Development & Entrepreneurship
ME-ME Multiple Entry and Multiple Exit
MEPSC Management & Entrepreneurship Skill Council
NCVET National Council for Vocational Education & Training
NFDC National Film Development Corporation of India
NIELET National Institute of Electronics and Information Technology
NIESBUD National Institute of Entrepreneurship and Small Business
Development
NOS National Occupational Standards
NPTI National Power Training Institute
NIFT National Institute of Fashion Technology
NOS National Occupation Standard
NSDC National Skill Development Corporation
NSQF National Skills Qualification Framework

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NSTIs National Skill Training Institutes
POSH Prevention of Sexual Harassment
PS Pedagogical Skills
RPL Recognition of Prior Learning
SSC Sector Skill Council
STT Short Term Training
TNA Training Need Analysis
ToA Training of Assessors
ToT Training of Trainers
UTs Union Territories
UGC University Grants Commission
VET Vocational Education and Training

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1. Introduction
1.1. India being a country with 65% of its youth below the age group of 35 years is
burgeoning with demographic dividend. The only way to realize the potential of the
youth is by “continuously Skilling, Re-skilling and Up-Skilling”.
1.2. The quality of trainers is a key driver for the success of any Vocational Education
Training & Skilling (VETS) program and quality training depends on the skills, domain
knowledge and industrial knowledge of the trainer. There is a traditional shift in the
trainers’ role from being primarily the provider of subject knowledge to that of a
facilitator of learning, using a variety of instructional mediums. Instead of only
"transmission of information" the main emphasises is now on “exchange of ideas,
methods, techniques, and experience”. The objective is to change the overall
approach with a focus on the trainers training capacity and skills, as opposed to mere
knowledge acquisition.
1.3. Training of Trainers (ToT) is an important part of the VETS value chain which provides
not only the scale to the operations of the skill ecosystem required to reap the
demographic dividend but also infuses the quality which shall ensure creation of a
world class pool of skilled manpower as envisioned by the Honourable Prime Minister
to make India “Skill Capital of the World”.
1.4. The National Council for Vocational Education and Training (NCVET) was notified by
the Government of India vide gazette notification no. SD17/113/2017-E&PW dated
05th December, 2018. As per Para 16, Point (h) of Chapter III (Functions and Powers
of the Council) of the NCVET Gazette Notification, one of the important functions of
NCVET is ‘to frame guidelines for training and certification of trainers by
Awarding Bodies’. In pursuance of this mandate the Training of Trainers (ToT)
Guidelines have been framed by NCVET.

2. Importance of ToT
2.1. Enhancing Quality of Vocational Education and Training (VET) & Skilling: The
trainers form the basis of any training value chain. Therefore, infusion of quality
parameters in training of trainers has a multiplier effect that is reflected in the
outcomes of the complete skilling ecosystem. With a formalized, quality assured and
dynamic ToT framework that not only caters to the latest job requirements but also is
future-ready will lead to strengthening of the VETS training implementation.
2.2. Expanding Scale of VET & Skilling: The country is seeing a rise in the number of
jobs with the growth of the economy. On the other side we have a bulging
demographic dividend. To make these two ends of demand and supply meet, a
number of skilling initiatives have been undertaken, most prominent being the Skill
India and the notification of National Skills Qualification Framework (NSQF) in
2013. We have already aligned over 4000 qualifications with NSQF running across
schemes of more than 20 Central Ministries and State Government/Union Territories
(UTs). In addition, there are private bodies including industries implementing the skill
training. To cater to such expanse of skill development activities as mentioned above,
there is a requirement of adequate & quality assured Trainers & Masters.

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 2.3. Integration of General Education & Vocational Education: With the policy
initiatives like National Education Policy 2020 (NEP) and National Credit
Framework (NCrF), there is an increased focus on integration of VETS in General
Education. The enabling provisions of the mentioned policies will facilitate learners to
pursue VET & skilling while undertaking general education and vice versa along with
options of Multiple Entry & Multiple Exit (ME-ME) and lifelong learning. Therefore,
the requirement of skilled trainers to cater to general education requirements has also
risen.
2.4. Efficiency & Effectiveness of Skilling Programs: As discussed above, the
enhanced quality of trainers leads to improvement in overall training value chain
attaining better outcomes. Such enhancement not only improves the quality but also
reduces the overall cost of training. An inefficient trainer tends to waste more
resources both in terms of time & money along with producing below par skilled
manpower. Therefore, a quality assured ToT program will enhance the effectiveness
of VETS programs and ensure better returns to government funding for skill
programs.
2.5. Making Trainer’s Occupation Aspirational: An improved ToT program will enable
creation of a pool of quality assured, efficient & industry aligned trainers. It is expected
that such trainers will have access to better job opportunities and remuneration due
to their improved quality. A structured ToT program along with progression pathways
will help in transforming the trainer’s job into an aspirational one that in turn will bring
more dignity & demand for them in the complete skill development ecosystem.
A detailed note on existing mechanism of ToT is attached as Annexure I.

3. Scope and Objectives of ToT

3.1. Scope of ToT: These guidelines define parameters in terms of eligibility, design,
duration, implementation mechanism, progression and monitoring with respect to
Training of Trainers (ToT). These guidelines shall be applicable to all NCVET
recognised Awarding Bodies for mandatory adoption & implementation for all types
of training in NSQF aligned & approved qualifications which leads to NCVET
approved certification.
3.2. Objectives of ToT
a. Identifying Challenges and Providing Framework for ToT: The primary
objective is to identify the challenges faced by trainers in the VET ecosystem
(detailed note on challenges is attached as Annexure II) and address them
through a comprehensive framework for ToT. This framework aims to improve
the overall efficiency, economy & effectiveness of a trainer’s training program.
b. Strengthening Learners' Capacity through ToT: The objective is to ensure that
the ToT program significantly enhances the learners' capacity by focusing on both
domain knowledge and Pedagogical skills. By equipping trainers with extensive
expertise in their respective domains and enhancing their instructional abilities,
learners will benefit from high-quality training that meets industry standards.
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 c. Standardizing ToT Training Hours and Entry Criteria: To ensure consistency
and quality in trainer training, it is crucial to establish standardized training hours
for ToT programs. Defining the required duration of training will enable trainers to
acquire the necessary competencies effectively. Additionally, establishing clear
entry criteria for trainers will ensure that only qualified individuals with the right
skills and experience participate in the ToT programs.
d. Outlining Career Progression for Trainers: Creating various career
progression pathways for trainers is essential to enhance their motivation,
professional growth, and job satisfaction. The objective is to develop a
comprehensive framework that outlines different career progression opportunities
for trainers.

4. Learning Outcomes of ToT

4.1. After going through and completing a ToT program a trainer should be able to achieve
the following learning outcomes:
4.1.1. Understand the training needs of the learners;
4.1.2. Able to develop & deliver the training content in accordance with requirement of
the learners;
4.1.3. Understand and implement the suitable ToT training modes & methodology;
4.1.4. Demonstrate effective communication skills
4.1.5. Understand the Assessment Strategy and implement assessment through
various modes;
4.1.6. Impart training using blended mode of learning
4.1.7. Assess the impact of the training
4.1.8. Understand the job market/industry requirements and implement training as per
these requirements

5. Trainer and Master Trainers

5.1. Trainer: A trainer in a VET & Skill ecosystem is a person who imparts competency
based skills & knowledge to a learner in order to enable the learner to successfully
achieve the defined outcomes. Sometimes Trainer is also called an Instructor.
5.1.1. Role & Responsibilities of a Trainer: In line with the Learning Outcomes
mentioned in para 5.1 above, below are some important roles that a trainer is
expected to play:’
a. Implement training as per the defined outcomes;
b. Promote a practical, interactive, problem solving and participant centric
approach and plan the content and approach of the training accordingly
c. Prepare the subject matter;

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 d. Apply current practices in delivering the training as per learner
requirements
e. Exhibit mastery using key learning strategies like role play, practice
sessions, case studies etc;
f. Understand various modes & methods of training and apply the
appropriate mode as required
g. Understand various modes & methods of assessment and apply the
appropriate mode as required
h. Understand principles of Blended Learning and apply the same
i. Plan the training through appropriate strategy & tools like development
of session plan, lesson plan etc.
j. Apply steps involved in monitoring of training and check learner’s
progress;
k. Understand the training infrastructure/equipment requirements;
l. Understanding the applicability & efficacy of the training content as per
the Job Role/Occupations by familiarizing themselves with the NSQF
approved and aligned qualifications that they are going to deliver;
m. Overall management of the trainees during the training;
n. Understand, follow & effectively implement health, safety, security,
Prevention of Sexual Harassment (POSH) & other guidelines
o. Ensure feedback from the learners in the learning process
5.2. Master Trainer: A Master Trainer trains new or existing trainers in order to equip
them with skills & knowledge required to further act as trainers in VET & skill
ecosystem. Sometimes the Master Trainer is also called a Chief Instructor.
5.2.1. Role and responsibilities of a Master Trainer: A Master Trainer is expected
to play a similar role as that of a trainer with respect to the training. However,
there are some additional roles & responsibilities which are expected out of a
Master Trainer as listed below:
a. Impart training in specialised knowledge & skills in both domain and
generic pedagogical aspects of a vocation/ skill/study/ qualification/
sector/ occupation.
b. Identify training needs of a learner based on current skills & knowledge.
c. Develop specialised modules based on personal requirements.
d. Impart specialised training with respect to development of training
material & resources like session plans
e. Impart specialised training with respect to understanding & application
of right training & assessment modes
f. Impart specialised training with respect to industry connect & job market
readiness

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 g. Impart specialised training with respect to human interface & values,
communication strategies, group dynamics, inclusivity etc.

6. ToT Framework
6.1. Training of Trainer Guidelines provide a framework for training the potential trainers
to enable them to provide quality training to the students/ learners. Trainers are
expected to be not only highly competent in their subject areas but also possess
sound knowledge concerning their learning methods and having requisite industrial
experience.
6.2. NSQF aligned and approved qualifications for ToT: There is a need to develop a
standard ToT Qualification which every aspirant trainer would need to mandatorily go
through in order to be certified as a trainer and establish eligibility for recruitment/
engagement as a trainer for a Vocational Education, Training & Skilling course/
qualification.
6.2.1. ToT Program: A complete ToT qualification shall comprise of two parts
namely (1) The Pedagogical Skills and (2) The Domain Skills respectively:
a. Pedagogical Skills (PS): Pedagogical Skill competence is the ability of
the trainer/ instructor/ teachers in managing learning that includes the
ability to plan a skill learning program, the ability to interact or manage
the learning process and the ability to perform an assessment. These
are generic training skills which can be used across sectors/ subsectors.
This would include the vocational pedagogy along with the major
components like approaches, methods, techniques, aids, tools &
resources. The pedagogical skills, include the capacity to plan, initiate,
lead and develop education and teaching with the departure point in
both general and subject-specific knowledge of student learning.
Pedagogical skills also include the capacity to connect the teaching to
learning the higher order skills in the subject of interest.
AND
b. Domain Skills (DS): Domain skills refer to skills required for a specific
sector or sub sector or the Job role/ NSQF qualification. It refers to skills
particular to a specific industry or activity.
6.2.2. Models: There could be two models of a ToT Program:
a. There are two separate Qualifications - one on PS and the second on
DS.
ToT Qualification = Qualification on Pedagogical Skills +
Qualification on Domain Skills
Therefore, a complete ToT qualification establishing eligibility as a
trainer in a specific sector/subsector/job roles would require completion
& certification in the above two qualifications - i.e. one for pedagogical
skills & another for domain skills.
OR

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 b. There could be a single ToT Qualification covering both PS and DS like
in the Long term Training (LTT) ecosystem.
6.3. Development of ToT Qualifications: The Qualifications on DS & PS shall be
developed in the following manner:
6.3.1. Domain Skills: The current system of ToT requires a trainer to be certified in
each qualification for which he/ shall become a trainer. This results in:
a. Narrow ToT qualifications catering to training in very few job roles
b. Multiple ToT required for a trainer over a period of time
c. Limited opportunities and career for a trainer
d. Paucity of certified and trained trainers
e. Additional Cost involved in training for each qualification
6.3.2. Presently the qualifications are spread across NSQF levels 1 to 8 ( Total 13
Levels 1, 2, 2.5, 3, 3.5, 4, 4.5, 5, 5.5, 6, 6.5, 7, and 8) catering to various types
of skill competencies required in the job market. To address the above
challenges, a DS qualification should be designed in such a manner that they
train trainers who are competent to train learners in multiple adjacent
qualifications. Thus, an AB must put together requirements of multiple
qualifications and undertake clubbing of similar type of qualifications while
developing a DS qualification. Such “bucketing” may be based on the
similarity of Learning Outcomes (LOs) of the qualifications. Learning
Outcomes could be similar in the following scenarios:
a. Similar Qualifications at particular levels
b. Similar Qualifications at multiple levels belonging to the same sub-
sector or occupation
c. Any other mechanism suggested by ABs and approved by NCVET.
d. An indicative bucketing of qualifications by some NCVET ABs is
attached as Annexure III, for reference
6.3.3. Pedagogical Skills: Since VETS qualifications are placed across different
levels, designing a uniform pedagogical skill qualification shall not meet the
requirements of the training ecosystem. Therefore, it is proposed that two
qualifications catering to varied requirements are designed as follows:

NSQF Levels Development of qualification for Pedagogical

Skills
Upto Level Trainer (Standard) / Instructor
4.0
Level 4.5 – Trainer (Advanced) / Senior Instructor
8.0

Qualification on Pedagogical Skills shall also include training on Employability

Skills.
6.4. Responsibility of Development:
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 6.4.1. Domain Skill Qualifications: The respective Awarding Bodies are expected
to develop Domain Skill Qualifications as per their requirements. For
development of DS qualifications, the respective AB shall undertake
‘”bucketing” of qualifications as mentioned in Para 7.3.2 above.
6.4.2. Pedagogical Skill Qualifications: The PS Qualifications are largely generic
in nature and could be used across sectors and subsectors as per
applicability. Therefore, it is prudent that such qualifications are developed by
ABs with specialised knowledge in vocational education, training & skilling
(VETS) pedagogy. Other ABs may adopt such PS qualifications as per the
NCVET Guidelines for Adoption of Qualifications. This shall eliminate the
duplication of efforts & save resources. The Adoption Guidelines of NCVET
Guidelines also provide flexibility to modify the qualifications to meet the
indigenous requirements of an AB. PS must cover at least the following
aspects:
a. know what to teach and how to teach it;
b. maintain a learning-focused environment;
c. respond to learner diversity;
d. plan and design effective instructions and demonstrations;
e. knowledge of new digital tools and technologies for acting as teaching
aid;
f. use a variety of assessment tools to inform and enhance the teaching
and learning process;
g. establish community relationships and uphold professional ethics;
h. personal growth and professional development of learners and
i. engage in professional reflection and assume responsibility for personal
professional learning.

A note detailing the indicative components of pedagogical skills as listed

above is at Annexure IV.

6.4.3. An AB may develop a single qualification encompassing both Domain Skills

and Pedagogical Skills, like Directorate General of Training (DGT).
6.5. Duration of ToT Qualification
6.5.1. Qualification on Pedagogical Skills shall comprise of a minimum of 390 hrs
including project/practicum.
6.5.2. Qualification on Domain Skills shall comprise of minimum 210 hours but
shall necessarily include at least 40% component of practical skills/ industry
attachment/ apprenticeship.
6.5.3. The concerned AB shall determine duration of a qualification (Pedagogical/
domain skills) as per the requirement of job roles being addressed. Such
duration cannot go below the prescribed 390 & 210 hours for PS & DS
qualifications, thereby making a minimum duration of a ToT qualification
as 600 hours for fresh skilling in ToT.

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 6.5.4. However, in case a candidate is already certified in Pedagogical Skills
Qualification catering upto NCrF/ NSQF level 4.0 (refer para 6.3.3 above) and
wants to pursue the higher order Pedagogical skills catering to NCrF/NSQF
level 4.5 & above, then instead of undergoing the complete PS training, a
special bridging Qualification of duration not less than 90 hours may be
designed & implemented for such candidates. However, DS for such
candidates will remain at a minimum of 210 hours thereby making a
minimum duration of a ToT qualification as 300 hours.
6.5.5. The above designated hours represent the minimum duration of a ToT
qualification only. An AB may prescribe more hours for its ToT qualification
as per the requirement.
6.5.6. Any person who has covered PS in one qualification may not be required to
cover the same again while undergoing training in another ToT program
comprising of same PS Qualification.
6.5.7. In the LTT ecosystem, in cases where there is a single qualification
comprising of both Domain & Pedagogical skills, separate modules in the
form of NOSs shall be ensured to comprehensively cover both the domain &
pedagogical skills.
6.5.8. A trainer certified in STT ecosystem may not be required to undergo training
in the same learning components again while being trained as a trainer in LTT
ecosystem. For this it is imperative that ToT course is structured in a modular
form so that modules already covered by a certified trainer are not repeated
again in the LTT ToT program.

6.6. NSQF Level of ToT Qualification: The assignment of levels to the DS Qualifications,
where bucketing of multiple qualifications is undertaken, will be done keeping in view
the NSQF levels of bucketed qualifications along with the standard NSQF norms &
level descriptors. PS Qualification Levels shall also be in line with the standard NSQF
norms & level descriptors. The NSQF levels of ToT qualifications shall be decided and
approved by the NSQC.

7. ToT Qualification Approval

7.1. ToT qualifications: These may comprise of two Qualifications i.e. the DS & PS or a
single qualification covering both DS and PS. The process for NSQF alignment &
approval of ToT qualifications is same as for any other qualification submitted by the
Awarding Bodies. The awarding bodies shall submit their Qualifications in a
Qualification File template with the supporting documents like model curriculum etc.
7.2. A Qualification File template captures all necessary information like need of the
qualification, NSQF level, notional hours, entry requirements, progression pathway,
relevance of the job role, estimated uptake etc. to establish NSQF compliance for a
Qualification. It also covers the mode of teaching and assessment process to be used,
including the expected outcomes from various modules of the training.
The Qualification file templates are available at
https://ncvet.gov.in/qualification-related/

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 7.3. Adoption of Qualification: Another AB may also adopt Qualifications developed by
an AB if it meets the requirements of that AB as per the NCVET Adoption Guidelines.
This shall eliminate both the duplication of efforts and duplicity of qualifications. ABs
are suggested to follow Adoption as a preferred route while designing & developing
ToT qualifications.
7.4. Alignment of Existing ToT Qualifications: Some of the ABs already have an
existing ToT mechanism in place along with the ToT qualifications e.g., DGT has
Craftsmen Instructor Training Scheme with CITS qualifications. ToT Qualifications
of such ABs may continue to be implemented subject to fulfilment of the following
conditions:
7.4.1. Such ToT Qualifications are aligned to NSQF
7.4.2. Such ToT Qualifications cover the domain & pedagogical components as
prescribed in the NCVET ToT guidelines
7.4.3. Such Qualifications, in no case, have duration less than 600 hours or as
amended in the NCVET ToT guidelines from time to time.

8. Prospective Candidates for ToT

8.1. Following could be the prospective candidates for ToT:
8.1.1. Practising Industry Professionals
8.1.2. Retired Industry Professionals
8.1.3. Retired Defence/ Police Personnel except Instructors (A separate section on
Retired Instructors is provided in para 15 (e))
8.1.4. Practising or Retired Professors & Teachers
8.1.5. Professor/ Associate Professor/ Assistant Professor of Practice
8.1.6. Learners with relevant NSQF Qualification & experience
8.1.7. Learners with relevant Academic Qualification & experience

Note: ToT for the candidates shall be undertaken as per the provisions of these
guidelines. Recognition of Prior Learning (RPL) in ToT shall only be implemented in
a limited manner as prescribed in Para 10.4.2.

8.2. For Instructors retired from Defence Forces: In view of the rigorous process being
followed by the Defence Forces for identification and training of instructors after
stringent assessment, all Instructors retired from Defence Forces of India shall be
deemed to have been accorded the Trained Trainer/ Master Trainer certificate in the
relevant trade/ qualifications given their learning & experience in the field. Such
Instructors would be treated equivalent to other ToT certified Trainers/Master Trainers
for all purposes.

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9. Alignment of TOT Qualifications with the National Credit Framework (NCrF)
9.1. NCrF is a comprehensive credit framework notified by the Government on 10th April
2023 and adopted by NCVET vide order dated 12th May 2023. It is an integrated and
enabling framework and an implementation mechanism of the National Education
Policy (NEP) 2020. It aims to integrate and creditise all kinds of learning including
academic education, vocational education and training/skills and experiential learning
acquired through different modes like offline, online and blended by removing any
kind of distinction between disciplines, subjects and curricular, extra-curricular and
co-curricular activities and encompasses school education, higher education and
vocational education and training /skilling to ensure flexibility, inclusivity, and mobility.
9.2. The NCrF provides for the assignment, accumulation, storage, transfer and
redemption of credits that shall enable Multiple Entry and Multiple Exit (ME-ME)
options, integration of VET & Skills with general education, pathways between Skilling
& General Education and vice versa amongst others.
9.3. As per NCrF one year of learning corresponds to 1200 hours with 40 credits.
Therefore, one credit is equal to 30 hours of learning. To ascertain the credit points
the credits accumulated by a learner are multiplied with the NCrF/ NSQF level of the
qualification. ToT Qualifications developed under the provisions of these Guidelines
shall also be assigned the credits as per NCrF. A learner would be able to accumulate
credits and credit points as per duration & level of the qualification. Further, the credits
shall be stored in Academic Bank of Credits (ABC) which can be accessed and
used as and when desired.

10. Implementation of ToT program

10.1. Entry Requirements/ Eligibility
10.1.1. For Trainer: The entry requirements for training in DS & PS qualifications
shall be as per the Table below along with the Standardised National Skills
Qualification Framework (NSQF) Entry Parameters and Norms:

1. Qualification Requirements:

NCrF/ NSQF 1.0, 2.0 & 3.0, 3.5 & 4.5, 5.0, 5.5 6.0, 6.5, 7.0 & 8.0
levels to be 2.5 4.0
taught

• At least one NCrF • Same NCrF /NSQF

NCrF/NSQF • At least • At least /NSQF level up * level subject to a
Qualification two NCrF one NCrF minimum of 6.5*
of the /NSQF /NSQF
candidate level up level up • For Practical: could For Practical: could
(trainer) as a subject to subject to be of lower education be of lower education
a a level but higher level level but higher level
prerequisite
in terms of in terms of

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 minimum minimum experiential learning experiential learning
of 3.0* of 4.0** shall be ensured shall be ensured
(preferably 5 yrs of (preferably 5 yrs of
relevant exp.) relevant exp.)

2. Experience Requirements:
Minimum 2 years of industry or training experience (post qualification) in the
relevant domain (with at least 50% of such experience as industry experience)

*Level up means the next succeeding NCrF/NSQF level e.g. for level 3.0 next level would be 3.5.
Detailed NSQF Levels along with descriptors may be seen at https://ncvet.gov.in/national-skills-
qualification-framework/nsqf-notification/

** Since duration of Craft Instructor Training Scheme (CITS) under DGT ecosystem is 1200 hours,
eligibility for a ToT program under the DGT system can be at the same NCrF/NSQF level.

10.1.2. For Master Trainer/ Chief Instructor: Any certified trainer after 5 years of
training experience post ToT certification gets eligible to become Master
Trainer in the same domain subject to up-skilling and assessment. The
concerned AB may prescribe an upskilling qualification for PS and/or DS to
become a Master Trainer.
10.1.3. For emerging & futuristic areas, if the requisite trainers are not available then
the eligibility criteria may be modified to ensure the availability of adequate
number of trainers. However, such decision shall be based on justified
reasons & evidences and shall only be implemented with the prior approval
of NCVET.
10.1.4. The Chief Instructor or its equivalent rank of the Defence Forces shall
be deemed to be the ToT certified Master Trainer/ Chief Instructor at the
appropriate NSQF level (the NCrF level of the certificate held such Chief
Instructor).
10.2. Qualification Implementation Mechanism: A learner is required to undertake
training in both DS & PS qualifications to be able to qualify as a trained trainer. Since,
these DS & PS Qualifications shall be developed by different ABs, there could be
different Models of implementation as explained below:
10.2.1. DS & PS Qualifications are implemented separately: Under this model,
the respective ABs will impart training in these qualifications separately and
independently as per their training calendar. A learner also will undertake
training in these qualifications separately. A learner would have flexibility to
undertake training at different intervals of time and would have to fulfil
eligibility requirements of each qualification being undertaken. However, ToT
Qualification shall be treated complete only when the learner is certified in
both the DS & PS qualifications.
10.2.2. DS & PS Qualifications are implemented jointly: Under this Model both,
the DS & PS Qualifications are clubbed together and training is imparted as
a single Qualification. A learner completes the requisite training under a single
Page 15 of 40
 scheme of things and need not approach different ABs at different points in
time. This model is generally followed in long term training ecosystem. For
joint implementation of DS & PS qualifications following Models shall be
applicable:
a. Collaboration: Respective ABs of DS & PS Qualifications may
collaborate and offer the learners a joint training.
b. Adoption: An AB may adopt the DS/PS Qualification as per
requirement and offer the joint training to learner. This adoption shall be
as NCVET Guidelines for Adoption of Qualifications.
c. Development: An AB having a DS Qualification may develop a
Qualification on PS and implement both post approval of NCVET. In
such a case the concerned AB will have to provide reasoned justification
to NCVET especially with respect to need for developing such PS
qualification and subsequently get it aligned to NSQF through NSQC
Approval route. However, in the LTT ecosystem, an AB may develop a
single qualification for ToT comprising of both the domain & Pedagogical
skills and get it approved by NCVET.
Note: In any of the cases, a learner need not undertake a DS or PS
Qualification again if he/she has already been certified for the
same.
10.3. Validity of ToT
10.3.1. Domain Skill: Training for a Domain Skill shall remain valid for a period of 3
years. It can, however, be re-validated with an appropriate up-
skilling/refresher Module. For dynamic qualifications, which are subject to
frequent upgradation with evolving industry requirements & technology the
validity, may be less than 3 years. However, such decision is required to be
approved by NCVET.
10.3.2. Pedagogical Skill: Training for a Pedagogical Skill shall remain valid for a
period of 6 years. It can, however, be re-validated with an appropriate up-
skilling/refresher Module
10.3.3. For the LTT ecosystem where the ToT qualifications may have a duration of
1200 hours or more, validity shall be decided on case-to-case basis by
NCVET at the time of approval of ToT qualification.
10.3.4. Once the validity of a ToT Qualification is over, the trainers may not be
required to undertake training in the complete ToT Qualification again. The
concerned AB shall prescribe an upskilling program or a refresher course to
be undertaken by the trainers to fill the gaps. Such upskilling/refresher
program shall be of a minimum duration of 30 hour and may be offered in the
form of a Qualification or NOS or MC.
10.3.5. The ABs must also necessarily create a mechanism for Continuous
Professional Development (CPD) of trainers in which frequent modules of
training in the required & relevant areas are offered to enhance the overall
competencies to the trainers.
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 10.3.6. The annual training calendar of an AB must reflect the type of ToT program
(normal or upskilling) along with other details. Such CPD shall also form part
of Monitoring & Rating parameters of ABs.
10.4. Assessment & Certification of ToT
10.4.1. The standard Assessment & Certification Norms & Guidelines of NCVET shall
be applicable to ToT Qualifications also. An AB shall ensure that the
assessment is undertaken by the NCVET recognised Assessment Agencies
(AA) only. In addition to the standard NCVET Guidelines & Norms, for ToT
Qualifications top performing AAs shall be eligible and only such agencies
shall be on boarded by the ABs implementing ToT. NCVET will notify list of
such AAs from time to time. In case of a Dual Category AB, a separate and
independent Assessment Wing/Department shall be ensured.
10.4.2. Recognition of Prior Learning (RPL) in ToT shall ensure that the
candidates already possessing the requisite learning outcomes are not
mandated to undergo the complete training again for getting certified. This
shall encourage industry personnel & academia to join VETs as trainers,
thereby increasing the overall quality of training. However, at the same time
it has to be ensured that no compromise is made in terms of eligibility
parameters and competencies desired of a trainer.
a. Therefore, following categories of personnel shall be eligible for RPL in
ToT, subject to fulfilment of eligibility conditions:
i. Practising Industry Professionals with more than 5 years
experience
ii. Professors & Teachers with more than 5 years experience
iii. Practising VETS Trainers with more than 5 years experience
iv. Retired Industry Professionals
v. Retired Defence Personnel
b. Following conditions with respect to RPL in ToT shall apply:
i. The candidates shall be required to fulfil the eligibility conditions
as specified in the Qualification
ii. The applicability of RPL to Domain Skills & Pedagogical Skills shall
be as follows:

Category Applicability of RPL

Domain Pedagogical Skill
Skill
Practising Industry ✓ Will have to be skilled/
Professional upskilled on PS
Retired Industry professional ✓ Will have to be skilled/
upskilled on PS
Retired Defence Personnel ✓

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 Practising & Retired ✓ ✓
Professors & Teachers
Practising VETS Trainers ✓ ✓
iii. Practising Professionals/ Professors/Teachers/ VETS Trainers would
mean a person with at least 5 years of continued work experience at a job
role corresponding to NCrF/ NSQF Qualification at least of the same level
as that of the ToT qualification.
iv. The candidates shall be required to undertake any bridge module of ToT
specified by the AB concerned
v. An AB shall have the flexibility to offer RPL route as above for its ToT
Qualifications i.e. an AB may or may not offer RPL for its ToT qualifications
depending upon its own requirements.
10.4.3. After the successful assessment, certification shall be undertaken as per the
prescribed/ approved NCVET template & guidelines. The Logo Guidelines of
NCVET shall also be adhered to.
10.5. ToT for the Existing Trainers
10.5.1. The existing trainers in the ecosystem are either Short Term Training (STT)
or LTT trainers. For LTT largely the trainers are CITS certified and for STT
they are either a Basic or an Advanced ToT certification holder that has
validity of 2 years & lifetime respectively. There could be other certifications
apart from the above-mentioned types by other Awarding Bodies.
10.5.2. To smoothly transition the existing ToT mechanism as per new guidelines
without disrupting the current training ecosystem, following provisions shall
apply:
a. For Short Term Training:
i. The existing ToT certifications shall remain valid for a period as
provided by the respective certifications or for a period not
exceeding two years from the date of issuance of these guidelines,
whichever is lower.
ii. All the existing certified trainers shall acquire certification as per
new ToT mechanism & Qualifications as per the provisions of
these guidelines within the period as mentioned in para 11.3 above
in order to remain eligible as trainers or master trainers. Where the
existing certified trainers do not have the requisite industry
experience, the AB concerned may facilitate the same.
iii. The existing certified trainers may undertake assessments in RPL
mode with requisite upskilling or bridge courses as prescribed by
the AB subject to the following:
1. Fulfilment of provisions mentioned under Para 10.4.2
regarding applicability of RPL to ToT.

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 2. Fulfilment of the eligibility requirements as mentioned in the
ToT qualification
iv. After the completion of period as mentioned in Para 10.3 above,
all the provisions of these ToT guidelines shall apply.

b. For Long Term training:

i. Existing ToT certifications (1200 hours or more duration) for
training learners in long term ecosystem shall remain valid for a
period as provided by the respective certifications.
ii. The Awarding Body may prescribe an upskilling module (if
required) to bridge any gap in learning of existing trainers in line
with the Learning Outcomes & other related provisions mentioned
in these guidelines
iii. The AB shall necessarily prescribe an upskilling module to bridge
any gap in learning due to revision of qualifications/ change in
technology/ pedagogy/ any other, to be undertaken at regular
intervals of time.
10.6. Training Centres for ToT: Models
10.6.1. Training Centres: The following Centres/ Institutes shall be eligible to
conduct ToTs in their domain area:
a. Government Bodies/ Training Institutes: Government i.e. Centre
or State organisations/ autonomous bodies with training operations or
expertise in the sector/subsector. Some examples are NIFT, MSME
Tool Rooms, CIPET, IIFTs, NSTIs, NPTI etc.
b. Centres of Excellence (COE): Exceptional institutions with
experience and capacity in the concerned sector/subsector e.g. IITs,
IISs, Skill Universities, other Universities etc, in their area of expertise
or in the fields in which they are running courses.
c. ITIs of grading 4.5 and above in the trades in which they are
offering ToT training.
d. Industry Centres: Centres operated by the reputed industry/ industry
bodies in their area of expertise.
e. Any other Centre/ organisation recommended by the Awarding
Body: For such type of centres, AB shall additionally ensure that
these centres are well equipped with equipment, infrastructure,
master trainers, etc. They should broadly fulfil the following criteria:
i. Training Centre must be registered with appropriate
registration authority;

Page 19 of 40
 ii. Training Centre must have been engaged in training for at
least 2 years;
iii. Training Institute must have expertise in the relevant
sector/sub-sectors;
iv. Training Institute must have the requisite infrastructure as per
the requirement of sector job roles. The infrastructure
requirements for a centre for training of trainers will vary
depending on the specific training programs and activities
being offered. However, some common infrastructure
requirements may include classrooms, computer labs, library,
accessibility, health & safety protocols etc.
10.7. Onboarding of ToT Centres by the respective ABs
10.7.1. Institutions such as Central/ State Govt. Universities and Training Institutes, Govt.
Institutes for Training of Trainers, Centres of Excellence, and Private Training Providers
having experience in VETS space may be on-boarded by ABs.
10.7.2. The categories of centres/ institutes mentioned in Para 10.6.1 (a to d) shall be
eligible for automatic onboarding by ABs. AB shall inform NCVET about such centres
formally within a week of such onboarding.
10.7.3. For category ‘e’ as mentioned in Para 10.6.1 above, the AB will recommend the
Training Institute (for onboarding) to the NCVET. The NCVET will notify such Training
Institutes based on the undertaking of the AB. The format of such undertaking shall be
prescribed by NCVET.
10.7.4. NCVET or an expert authorised by NCVET may undertake surprise inspections of
the ToT centres.

10.8. Process for ToT: A streamlined process establishing Training Needs of a candidate
shall be undertaken with following major components:
10.8.1. Part A: Pre-screening: A pre-screening shall be undertaken for the analysis
of learning required & training needs. Such pre-screening shall help in
shortlisting of the candidates. The following ways may be adopted for the pre-
screening of a candidate:
1.2. Eligibility criteria check with documentary proof;
1.3. Domain testing may be done through a practical test and/or an interview
to check the technical know-how according to qualification and sectoral
needs;
1.4. Proficiency in listening, speaking ,reading and writing in required
regional language;
1.5. Knowledge of ICT skills.
10.8.2. Individuals who clear the required pre-screening process would be able to
participate in the TOT program.
10.8.3. Part B: Training, Assessment and Certification

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 a. Participants enrolled in the ToT will undertake a competency based
training at an authorised (Refer para 10.6) academy/ training
centre/institute;
b. Classroom training and practical training will be conducted as per the
specified duration and qualification, which will cover domain skills,
vocational pedagogy and Pedagogical skills;
c. Mode of training can be online, offline or blended as per the
requirement;
d. Academy/institute conducting the training must ensure that the training
delivered is in accordance to the standards and curriculum aligned to
NCrF and NSQF Levels;
e. A NOS/module based assessment covering the key learning outcomes
shall be conducted as per NCVET norms;
f. Post successful assessment of the programme the candidate shall be
awarded the ToT certificate as per NCVET format & guidelines.

11. Training Methods, Aids & their Applicability

11.1. There are broadly 12 methods & aids undertaken while imparting training to learners
under a ToT program. However, their applicability varies from one set of learners to
others depending upon their requirements. Following table provides an indicative
applicability of these methods & aids to ToT classification groups’ as identified under
ToT strategy:

S.
Training Methods Trainer Trainer Advanced
No.
Standard

(NSQF /NCrF
(NSQF /NCrF (NSQF /NCrF level 4.5, 5.0,
level upto2.5) level 3.0 & 4.0) 5.5, 6.0, 6.5, 7 &
8)

1 Lecture Low Medium High

2 Lab/ Workshop/ High Medium High

Practical

3 OJT Low High Medium

4 Apprenticeship Low High Medium

5 Internship Low Medium High

Page 21 of 40
 S.
Training Methods Trainer Trainer Advanced
No.
Standard

(NSQF /NCrF
(NSQF /NCrF (NSQF /NCrF level 4.5, 5.0,
level upto2.5) level 3.0 & 4.0) 5.5, 6.0, 6.5, 7 &
8)

6 Audio-visual High High Medium

7 Field/Industry Medium High Medium

Visit

8 Conference/ Low Low High

Seminar

9 Case Studies/ High Medium High

Group Discussion

10 Simulation Low Medium High

11 Project Work Low Medium High

12 Assigned Reading Low Medium High

11.2. This is indicative & generalised depiction. May vary from case to case.

12. Guest Lectures and Skill Training

12.1. To give students/ learners practical knowledge as per industry standards is a very
important part of effective implementation of any VETS Qualification. Guest lectures/
skill trainers form an integral part of this approach. Guest lectures/ Skill Trainings are
generally delivered by professionals who are outside the academic structure of an
institution on a need basis. This provides institutes the requisite flexibility to impart
relevant learning on varied topics as per the latest industry standards without having
to incur substantial costs as compared to permanent hiring of resources.
12.2. However, to maintain the core structure of training through certified trainers, the guest
lectures shall be limited to 30% of the total training in a qualification. Such calculation
shall be undertaken in hours and for reference, the total duration of a qualification
shall be considered without OJT. However, for ToT in emerging technology areas
the percentage of guest lectures could be more subject to maximum of 60%.
12.3. Following categories of professionals shall be eligible to undertake guest lectures in
VETS qualifications:
12.3.1. Working professionals with BTech or Diploma or equivalent qualification with
atleast 3 years of continuous and relevant work experience in the requisite
field.

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 12.3.2. For Practical training, the educational requirements may be relaxed as per
requirement. However, in such cases a minimum work experience of 5 years
in the relevant field shall be ensured.

13. Digital Tools for Imparting Training

13.1. The latest technological advancements and digital enablement has made use of
digital tools and techniques in VET & Skilling very important. Following is a list of
indicative tools which may be used in ToT framework for imparting training:
13.1.1. High Quality Digital Content – like Videos embedded with animations,
interactive interfaces, formative assessments etc.
13.1.2. Animation: This can be used to create engaging and interactive visual aids
that help students/learners understand complex concepts and procedures.
13.1.3. Simulators: These can be used to create realistic simulations of real-world
environments and situations, allowing students/learners to practice their skills
in a safe and controlled environment.
13.1.4. AR/ VR/ XR: This stands for Extended Reality, which includes Virtual Reality
(VR) and Augmented Reality (AR) technology. These technologies can be
used to create immersive and interactive learning experiences.
13.1.5. Digital Twins: These are virtual models that replicate the behaviour and
characteristics of physical systems, which can be used to train on systems
which are dangerous or hard to access.
13.1.6. Metaverse: This is a virtual world where people can interact, communicate
and collaborate in a shared digital space.
13.1.7. Gaming: This can be used to make training more engaging and interactive
by incorporating elements of game-based learning.
13.1.8. Special tech tools for Divyangs: These are specialized tools and
technologies that are designed to make training accessible to people with
disabilities, such as screen readers, text-to-speech software, and other
assistive technologies.
13.1.9. LMS Tool – As specified in the Blended Learning Guidelines of NCVET.
13.2. These digital tools and techniques can be used in combination with traditional training
methods to provide a more engaging and effective learning experience.

14. ToT Content & Curriculum

14.1. All of these components, listed below, should be developed and designed with the
learning objectives in mind, should be aligned and integrated with each other. They
should be regularly reviewed and updated as needed to ensure that the training
remains relevant and effective.
14.1.1. Curriculum: This is a comprehensive plan that outlines the overall goals and
objectives of the training, the topics that will be covered, and the methods that
will be used to deliver the training.

Page 23 of 40
 14.1.2. Lesson plans: These are detailed plans for each training session, including
the objectives, the materials that will be used, the activities that will be
conducted, and the assessment methods that will be employed.
14.1.3. Assignments: These are tasks or exercises that students/learners must
complete outside of the training sessions, such as reading assignments,
research projects, or case studies.
14.1.4. Projects: These are longer-term assignments that students/learners work on
over an extended period of time, such as a group presentation or a mock
business plan.
14.1.5. Practical/ OJT – Undertaking actual teaching class in a nearby institution
under the supervision of a certified Trainer.
14.1.6. Content: This includes all the materials that will be used in the training, such
as training manuals, handouts, videos, and other resources.

15. Trainer Requirements as per Blended Guidelines

15.1. Blended Learning Guidelines of NCVET have defined various learning methodologies
for vocational education & training. A trainer needs to be exposed to these
methodologies in varied degrees as per the requirement of that given level.
15.2. Following table provides an indicative degree of proficiency of a trainer in a particular
learning methodology:

16. Progression for Trainers and Master Trainers

16.1. To Master Trainer: A trainer with 5 years of experience as trainer can become a
Master Trainer.

Page 24 of 40
 16.2. To CITS: A Trainer once certified in NCVET approved & aligned ToT qualification with
at least two years of training experience in the short term training ecosystem, post
ToT certification, shall become eligible for entry into the CITS program. ToT
undertaken by the candidate shall be in the relevant sector & Qualifications. The
academic & credit requirements of CITS are to be fulfilled by the candidate. This
provision only establishes the eligibility of the candidates for CITS, additionally DGT
may prescribe its own mechanism for admission to the program like screening or
entrance test etc.
16.3. To STT: A CITS certified candidate with 01 year of relevant industry experience shall
be eligible to become a trainer for STT qualifications in the same domain.
16.4. To Polytechnics & HEIs: Avenues for similar progression shall be explored for ToT
trained trainers at appropriate level to serve as Instructor/ Sr. Instructor/ Chief
Instructor/ Professor of Practice in Polytechnics & HEIs in consultation with the
concerned regulators.

17. Financial Implications

17.1. Remuneration for Trainer/ Master Trainer: The objective of this policy and
endeavour of the government is to make the trainer a lucrative & respectable career
avenue. Remuneration is a very important aspect in fulfilling this goal and make this
role as aspirational.
17.2. The concerned AB must ensure that trainers & master trainers engaged are paid a
decent remuneration and in under no circumstances less than what is prescribed as
the market rate/ industry norm in that particular State/UT. The MSDE (Ministry of Skill
Development and Entrepreneurship) may issue instructions/ guidelines/ notifications
from time to time in this regard.
17.3. Training Fee: Rational Models for ascertaining cost and fee of training shall be
designed.
Based on such models, the concerned AB imparting ToT may charge a reasonable
fee from the TCs/ TPs/ ABs concerned or for fresh candidates from the ToT
candidates to be fixed in a transparent manner.
17.4. The training fee for ToT should normally be sponsored by the TCs/ TPs/ ABs
concerned or by the Industry bodies concerned.
17.5. It may be kept in mind not to make the ToT a profit centre. Such fee shall be put in
public domain including the website of the AB and also communicated to NCVET
along with any revisions (if made) from time to time.

18. Dual Role of Trainer as Assessor

18.1. Training of Trainers equip the students/ learners very well in both the domain and
Pedagogical skills related to the qualification/s concerned. A trained trainer
understands the learning outcomes expected out of the qualification/s along with the
various pedagogical tools to deliver the learning. With the right upskilling or a bridge
course a trainer can very well play the role of assessor, since an assessor is
additionally required to know, understand & implement the mechanism & tools to
ascertain the level of learning against the expected learning outcomes.
Page 25 of 40
 18.2. Qualification Design: The first step for establishing synergy between between ToT
& ToA is development of appropriate courses for both trainers & assessors for the
similar buckets of qualifications (for detailed explanation of bucketing refer to para
7.3.2). If the identified buckets are similar then imparting training on both ToT & ToA
will become easy as the learning outcomes & competencies of the bucketed
qualifications shall be same. ToA in ToT may be synthesised in the following manner:
18.2.1. Offering ToA as Elective: An AB may design an appropriate elective for ToA
and incorporate the same in the ToT qualification. A student/learner shall
have an option to undertake ToA also along with the ToT for the same bucket
of qualifications without having to spend extra time and resources in one go.
18.2.2. RPL in ToA Qualification: If an already trained trainer or assessor has the
requisite competencies to become a trained assessor or trainer, his/her prior
learning may be recognised through appropriate assessment i.e. RPL. A
suitable bridge course may also be imparted if any gap is found in the
learning.
18.2.3. The qualification design, and implementation shall be as per ToA
guidelines and a separate certification for ToA shall be issued.
18.3. Dual Role as Trainer & Assessor: A single person can play the dual role of both
trainer & assessor subject to the following:
18.3.1. Person has the required ToT & ToA certifications.
18.3.2. The learner who is being imparted the training & the learner who is being
assessed should not be same, except under special types of assessments
like Formative Assessment or Assessment by Master Craftsmen under Guru
Shishya Parampara.
18.3.3. For emerging & futuristic Qualifications areas
18.3.4. In the course of VETS learning under academic route as per provisions
specified by the concerned regulator e.g. UGC, AICTE etc.
18.3.5. Person should not be reporting to the same organisation except for Dual
category Awarding Bodies. For Dual Category ABs also a separate reporting
line within the organisation for training and assessment along with other
firewall arrangements shall be ensured.

19. Monitoring of Quality of ToT

19.1. Monitoring of TOT operations shall be undertaken as per the following:
19.1.1. Provisions of NCVET Guidelines for Recognition & Regulation of Awarding
Bodies
19.1.2. Provisions of NCVET Guidelines for Recognition & Regulation of Assessment
Agencies
19.1.3. NSQF Guidelines
19.2. NCVET as a modern age regulator expects ABs implementing ToT programs to follow
the principles of self-regulation & self-improvement. Accordingly, the concerned AB

Page 26 of 40
 shall develop a Monitoring SoPs related to Training of Trainers, which shall include
parameters and processes of monitoring the training being implemented by AB in its
campus and/or its centres. A copy of SoP shall be shared with NCVET.
19.3. Additionally, the concerned AB implementing the ToT program shall:
19.3.1. Submit ToT data in a format and frequency as prescribed by NCVET
19.3.2. Develop and share the training & CPD calendar in advance with NCVET
along with publishing the same on their website
19.3.3. Develop and share the Monitoring SoP as mentioned in point (ii) above.
19.3.4. The NCVET may also undertake/ authorise designated authorities to
undertake physical visits.

20. ToT for Vocational Education, Training & Skilling in General Education
20.1. NEP 2020 provides for integration of vocational education with general education and
paves way for removal of any distinction between types & forms of learning. The NCrF
has enabled such vision of NEP by providing equal weightage to all types of learning
and through mechanisms like credit transfer, ME-ME and multiple pathways between
vocational education and general education and vice versa. With such increased
focus on holistic education, the implementation of VET & skilling qualifications in
general education either as part of curriculum or as an additional course will rise.
20.2. Therefore, the availability of quality trainers at all levels of general education i.e.
school education & higher education has to be ensured. Such mechanisms for
ensuring trained trainers are designed & implemented by the regulators concerned
i.e. UGC & AICTE for higher education and school boards & government
departments/ directorates for school education for school education.
20.3. Following are certain suggestive ways through which skill trainer’s availability and
quality may additionally be ensured in general education:
20.3.1. Higher Education: Higher education generally will encompass Qualifications
from NSQF level 4.5 and above. These qualifications can either form part of
curriculum or a student/learner may undertake them as additional course/
qualification. Higher education is largely implemented by universities,
colleges empanelled by universities, engineering colleges, autonomous
institutes and institutes implementing Diplomas. UGC and AICTE are the
main regulators in the higher education sphere. Although, Higher Education
Institutes (HEIs) have well trained teaching resources but for implementing
VET & Skilling qualifications availability of quality trainers could be ensured
in the same ways as mentioned above for school education. Additionally,
following mechanisms may also help HEIs to ensure trained trainers
availability:
a. Collaboration with Industries for Internship/Apprenticeship
b. Structured collaboration with industry to enable OJT
c. Inviting highly skilled professionals & experts as Guest faculty
d. Effective implementation of Professor of Practice Guidelines of UGC
Page 27 of 40
 e. Strengthening Faculty Development Programs (FDP) by including more
provisions for VET & Skilling training
f. International tie-ups especially with respect to exchange of students and
faculty exchange programs
g. Enabling and promoting research in VET & Skilling subjects. The
research scholars can play role of trainers along with useful generation
of knowledge in the field.
20.3.2. School Education: School education generally will encompass
Qualifications from NSQF level 1 to 4. These qualifications form part of
curriculum and the respective school board has the responsibility for training,
assessment and certification of the students.
20.3.3. Thus, the respective boards and government Departments/Directorates (in
case of government schools) are responsible for ensuring availability of
quality trainers for students in schools. Some suggested mechanisms are
given below:
a. Up-Skilling of Existing Teachers
b. Embedding ToT in B.Ed Program
c. Engaging Industry Experts/ Professionals
d. Engaging Retired Instructors from Defence Forces
e. Sharing of Resources: There are multiple central & state government
agencies along with the private entities involved in skill development
activities. All these agencies have developed infrastructure both
physical & human which can be utilised by schools for imparting
learning to students. Following are some suggested models for sharing
such resources:
i. Collaboration with Higher Education & Technical Institutes
ii. Collaboration with NCVET recognised AB Ecosystem
iii. Hub & Spoke Model
iv. Use of Digital Tools
v. Industry collaboration

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Annexure-I - Existing Mechanisms of TOT
1. Currently, in line with the policy initiatives as mentioned in the above paras and to cater
to the demand of trained trainers, the Training of Trainers (ToT) programmes are being
conducted through the following institutional setups:
a. Directorate General of Training (DGT)
b. Other Central Government Organisations/Institutes like National Institute of
Electronics and Information Technology (NIELIT), Centre for Development of
Advanced Computing (CDAC), National Power Training Institute (NPTI),
National Institute of Entrepreneurship and Small Business Development
(NIESBUD), Office of the Development Commissioner, Ministry of Small
Micro and Medium Enterprise (DC MSME), National Film Development
Corporation of India (NFDC ) etc.
c. State government organizations/institutes
d. Sector Skill Councils (SSCs),
e. Academic Organisations like Skill Universities, Higher Educational Institutes
(HEIs) etc
f. Private Organisations/Institutes
2. Broadly the training is divided into Short Term Training (STT) and Long Term
Training (LTT). As per the NCVET notification, all the training programs with duration
of one year and above are considered as LTT and all the training programs with
duration less than one year are considered as STT. Accordingly, the ToT currently
being imparted in the country has been categorized into long term and short term as
follows:
a. Long Term Training (LTT): Any vocational training programme undertaken for
a year and above is considered as LTT. Generally, such ToT programs are
referred to as ‘Instructor Training Programs’. In this type of training programs,
the trainees receive comprehensive training on both domain skills and training
methodology/pedagogy, preparing them to train and assess the
students/learners. In this type of training, instructors are trained to undertake
both training and assessment activities, as they are most likely to undertake
formative assessments of the students/learners within the duration of the
training. Mainly the ToT for LTT is being implemented as follows:
i. DGT Ecosystem: DGT is responsible for overseeing the operations of
Industrial Training Institutes (ITIs) throughout the country. Currently,
the Craftsmen Instructor Training Scheme (CITS) is in place to provide
Training to Trainers. A trainer who holds a CITS certification is deemed
eligible for recruitment as a trainer in ITIs under the DGT ecosystem. The
program is mainly run in the National Skill Training Institutes (NSTIs)
of DGT across the country.
ii. Other Government Awarding Bodies (ABs): Various central
government & state government bodies like NPTI, NIELIT, State
Departments, Haryana State Electronics Development Corporation

Page 29 of 40
 Limited (HARTRON) and DC MSME etc. also implement long-term
training qualifications. Some of these Awarding Bodies (ABs) have
defined certain norms for ToT within their ecosystem for their trainers.

iii. Academic Organisations/Institutes & Private Entities: With the

increased focus on vocational education, training & skilling endeavours,
various academic initiatives in form of skill universities & institutes have
emerged to meet the skilling requirements especially at the higher
education levels. Accordingly, the requirement for trained skill trainers
has increased in general education domain. The norms & guidelines with
respect to teachers and instructors etc. in the general education domain
is regulated by the concerned regulators i.e. University grants
Commission (UGC) & All India Council for Technical Education
(AICTE) etc. These would also need to be updated for regulating ToT with
respect to vocational education training & skilling
qualifications/component. In the private domain, there are certain entities
that are involved in skill training activities like industry and they have some
mechanisms for ToT but these are internal and limited to their
requirements.
b. Short Term Training (STT): Short Term Training (STT) means any vocational
skilling program undertaken for a duration of less than one year. Mainly, the ToT
for STT is being implemented as follows:
i. Prior to notification of the NCVET, in an attempt to recognize competent
trainers and assessors in the short-term skill ecosystem, the ‘Training of
Trainer and Assessor Guidelines for Short-Term Skill Development
Programmes’ were formulated by the National Skill Development
Corporation (NSDC) as part of the Technical and Vocational Education
and Training (TVET) Leaders Capabilities Development Programme
implemented by Singapore Polytechnic. These Guidelines were launched
on 15th July 2018 with the support of a grant from Temasek Foundation
International.
ii. Under the Skill India Mission, an online portal dedicated to serve as the
central point for the management of Trainers and Assessors of the Indian
Short-Term Skill ecosystem by the name of ‘Takshashila’ was also
developed by NSDC. The portal provides information about Training of
Trainers (ToT) and Training of Assessors (ToA) programs planned by
Sector Skill Councils along with a list of certified trainers and assessors
who have been certified by Sector Skill Councils. However, these
initiatives are limited to ToT & ToA programs undertaken by SSCs. Under
these guidelines ToT and ToA can be broadly categorized into two parts,
viz. ‘Basic’ and ‘Advanced’ training programs with duration ranging from 7-
10 days to 15 weeks, respectively. The ‘Basic’ certification is valid for 2
years, whereas the ‘Advanced’ certification has lifelong validity.

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iii. Currently the responsibility of ToT in the STT programs lies primarily with
the respective Awarding Bodies (ABs). Major Awarding Bodies
implementing STT in the ecosystem are Sector Skill Councils (SSCs),
Central & State Government bodies like CIPET, NFDC, CDAC etc. These
ABs are responsible for providing training to trainers in their respective
domains. Presently under the ToT conducted by SSCs, the duration of ToT
varies between 5 to 10 days that typically includes 3 to 7 days of
Pedagogical skills, 1 to 2 days of domain-specific skills, and one day each
for assessing domain and Pedagogical skills.
iv. While some ABs have developed their ToT qualifications, the majority are
yet to establish such standards. The Management & Entrepreneurship
Skill Council (MEPSC) has introduced two NSQF-aligned and approved
qualifications: Trainer (VET & Skills) and Master Trainer (VET & Skills).
These qualifications, spanning 480 and 600 hours respectively, are placed
at NSQF levels 5 and 6. MEPSC's Trainer qualification includes mandatory
National Occupational Standards (NOS) of 102 hours focusing on
facilitating learning through on-the-job or simulated training.

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Annexure II - Challenges in the Current Ecosystem

1. Varied Quality of Trainers: Currently, there are no uniform standards for training of
trainers. The respective ABs are responsible for managing the training infrastructure,
defining entry requirements, and conducting the training of master trainers. However,
due to the diverse nature of ABs and qualifications, there exists a variance in the quality
of trainers across sectors and job roles. With the introduction of new concepts such as
the adoption of qualifications, multi-skilling, and cross-sectoral skills, Diploma
Qualifications, NOSs & Micro-Credentials (MCs) approval there is a growing need to
expand and standardize the ToT ecosystem. This expansion should address emerging
conceptual requirements while meeting the increasing demand for trainers and master
trainers in various operational contexts.
2. Unattractive Salary for Trainers: One of the significant challenges is the issue of
trainer’s remuneration. Many trainers face inadequate salary structures, which make it
challenging to attract and retain experienced and high-quality trainers. Addressing this
challenge requires exploring ways to provide competitive and attractive compensation
packages for trainers to recognize their expertise and contribution.
3. Lack of Industrial Exposure for Trainers: Another challenge is the absence of
sufficient industrial exposure for trainers. Limited exposure to industry practices and
real-world scenarios can hinder trainers' ability to deliver training that aligns with
current industry requirements.
4. Absence of Opportunities for Career Progression: Trainers often do not have a
well-defined career progression pathways limiting professional growth and motivation.
5. Handling a Wide Range of NSQF Aligned Qualifications: A significant challenge
presents itself when we keep in mind that it is mandatory to take ToT certification for
each qualification separately with over 4000+, NSQF aligned and approved
qualifications. This leads to duplicating the training efforts and wastage of time &
resources. Along with this, more type of Qualifications/courses being introduced in the
form of Diploma, NOSs & MCs broadened the scope of operation more than before.
6. Absence of Defined Training Infrastructure: Paucity of well-defined training
infrastructure can hinder the delivery of quality training. Adequate physical training
facilities, access to modern training equipment, and technological resources are
essential for creating a conducive learning environment.
7. Lack of Technological Exposure: In an increasingly digital world, trainers must have
the necessary technological exposure and competence to incorporate digital tools and
Pedagogicals into their training delivery. Addressing this challenge involves providing
trainers with training and exposure to relevant technologies, enabling them to
effectively leverage digital resources for enhanced training outcomes.
8. Absence of Well Defined Entry Criteria for Trainers: In most cases, there is an
absence of a well-defined entry criterion for trainers, which leads to inconsistencies in
trainer quality and competence. Establishing clear guidelines and prerequisites for
becoming a trainer, such as specific educational qualifications, industry experience,
and pedagogical training, will ensure that trainers possess the necessary skills and
expertise to deliver effective training.
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Annexure III - The Indicative List of Bucketing of Qualifications

a. Management & Entrepreneurship and Professional Skills Council (MEPSC)

Sl. NSQF
Sub sector Occupation Code Bucket
No. Level
Nano
1 Entrepreneurship Entrepreneur MEP/Q5101 3
(Street Vendor)
2 Entrepreneurship Entrepreneur MEP/Q5103 5
Sole
Entrepreneurship,
3 Entrepreneurship Proprietorship MEP/Q1203 4
Business Support
Associate
and Legal
Office Documentation
Start-up Support
4 Management & MEP/Q1202 4.5
Executive
Professional Skills
Office Paralegal
5 Management & Associate - Legal MEP/Q1201 4
Professional Skills Documentation
Consultant
6 Entrepreneurship (Chartered Tax MEP/Q5102 5 Tax and Financial
Practitioner) Planning
7 Entrepreneurship Public Accountant MEP/Q5104 6
Pre School and
8 Non Teaching Day Care MEP/Q4101 4
Facilitator Educational
Career and Guidance
9 Non Teaching Education MEP/Q4401 5
Counselor
Office
10 Secretary MEP/Q0201 4
Management
Office
11 Office Executive MEP/0211 4
Management
Office
12 Management & Office Assistant MEP/Q0202 3
Professional Skills
Office Office Assistance
Office Operations and Operations
13 Management & MEP/0207 4
Executive
Professional Skills
Office
Multifunctional
14 Management & MEP/Q0205 4.5
Office Executive
Professional Skills
Office
15 Management & Receptionist MEP/Q0204 3
Professional Skills

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Sl. NSQF
Sub sector Occupation Code Bucket
No. Level
Office
Field Survey
16 Management & MEP/Q0206 4 Field Survey
Enumerator
Professional Skills
Office
17 Management & Hindi Typist MEP/Q0210 4 Typing
Professional Skills
HR Executive -
Office
Payroll and
18 Management & MEP/Q0701 4.5
Employee Data
Professional Skills HR and
Management
Recruitment
Office
Recruitment
19 Management & MEP/Q0702 4.5
Executive
Professional Skills
Office CSR and
20 Management & Sustainability MEP/Q1101 6
Professional Skills Head CSR and
Office CSR and Sustainability
21 Management & Sustainibility - MEP/Q1103 5
Professional Skills Manager
Office Project
Project
22 Management & Management MEP/Q1501 4
Management
Professional Skills Associate
23 Security Security Guard MEP/Q7101 3
Armed Security
24 Security MEP/Q7102 4
Guard
Personal Security
25 Security MEP/Q7103 4
Officer
Security Services
26 Security Security Officer MEP/Q7202 5
Security
27 Security MEP/Q7201 4
Supervisor
Assignment
28 Security MEP/Q7203 5
Manager
CCTV Video
29 Security MEP/Q7204 4 CCTV Surveillance
Footage Auditor
and Monitoring
30 Security CCTV Supervisor MEP/Q7104 4
31 Security Firefighter MEP/Q7301 4 Firefighting
Training and Trainer (VET and
32 MEP/Q2601 5
Assessment Skills)
Training and Master Trainer Training and
33 MEP/Q2602 6
Assessment (VET and Skills) Coordination
Training and Training Centre
34 MEP/Q2604 5
Assessment Manager

Page 34 of 40
Sl. NSQF
Sub sector Occupation Code Bucket
No. Level
Training
Training and
35 Coordinator(VET MEP/Q2801 4
Assessment
and Skills)
Training and Assessor (VET
36 MEP/Q2701 5
Assessment and Skills) Training
Training and Lead Assessor Assessment
37 MEP/Q2702 6
Assessment (VET and Skills)
Instructional
Training and
38 Designer(VET and MEP/Q2901 6
Assessment
Skills)
Course/ Lesson
Designer- Design
Training and Assessment
39 MEP/2903 6
Assessment Methods (VET
and Skills)

b. Tourism and Hospitality Skill Council

Sl NSQF
Sub Sector Qualification Code Bucket Name
No Level
Cleaner-Roadside
Restaurant THC/Q3002 1
1 Eatery
2 Hotels/Restaurant Kitchen Steward THC/Q0401(v2.0) 3 Dish Cleaning
Kitchen Stewarding
Hotels THC/Q0411(v2.0) 5
3 Supervisor
Front Office
Hotels THC/Q0110(v2.0) 3
4 Trainee
Housekeeping
Hotels THC/Q0209(v2.0) 3
5 Trainee
Facility THC/Q5801
Billing Executive 4
6 Management (v2.0)
Facility
Facility THC/Q5708
Management 5
Management (v2.0)
7 Executive
Guest Service
Hotels Associate (Front THC/Q0102(v3.0) 4 Accommodation
8 Office) Operation
Guest Service
Hotels Associate THC/Q202(v2.0) 4
9 (Housekeeping)
Guest Service
Hotels Executive (Front THC/Q0109(v3.0) 5
10 Office)
THC/Q0504
Hotels Home Stay Host 5
11 (v1.0)
Housekeeping
Hotels THC/Q0201(v2.0) 5
12 Supervisor

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Sl NSQF
Sub Sector Qualification Code Bucket Name
No Level
Guest House
Hotels THC/Q0501(v2.0) 4
13 Caretaker
14 Hotels Laundry Associate THC/Q0204(v2.0) 4
Laundry
Hotels THC/Q0210(v1.0) 5
15 Supervisor
Facility Multi - Purpose
THC/Q5808(v1.0) 4
16 Management Associate
17 Hotels/Restaurant Assistant Chef THC/Q2702(v2.0) 3
18 Hotels/Restaurant Commis Chef THC/Q0406(v2.0) 4
Demi Chef De THC/Q0405
Hotels/Restaurant 5
19 Partie (v2.0)
Pastry/Bakery
Hotels/Restaurant THC/Q2708(v2.0) 4
20 Commis Food
Street Food Production
Restaurant Vendor - THC/Q3008(v2.0) 4
21 Standalone
22 Restaurant Kitchen Helper THC/Q3303(v2.0) 2
Adventure Mountain Cuisine
THC/Q4524(v2.0) 5
23 Tourism Chef
Food Server-
Restaurant THC/Q3009 3
24 Roadside Eateries
Food & Beverage
Hotels/Restaurant THC/Q0307(v2.0) 3
25 Service Assistant
Food Delivery
Restaurant THC/Q2902(v2.0) 3
26 Associate
Facility
Pantry Associate THC/Q6011(v2.0) 3
27 Management
28 Hotels Bartender THC/Q0302(v2.0) 5
THC/Q0308
Hotels/Restaurant Barista Executive 4 Food Service
29 (V1.0)
Facility Cafeteria
THC/Q5905(v1.0) 5
30 Management Supervisor
Counter Sales
Restaurant THC/Q2903(v3.0) 4
31 Executive
32 Restaurant Eatery Owner THC/Q3004(v1.0) 5
Food & Beverage
Hotels/Restaurant THC/Q0301(v2.0) 4
33 Service - Associate
34 Hotels/Restaurant Restaurant Captain THC/Q0306(v1.0) 5
35 Hotels/Restaurant Store Assistant THC/Q2602(v1.0) 4
Banquet Manager
Hotels THC/Q0304(v1.0) 7
36 (Operation)
Facility
Catering Manager THC/Q5901(v2.0) 6
37 Management
Food & Beverage THC/Q3101
Restaurant 6 Food Service
38 Controller (v2.0)
Food & Beverage THC/Q0303
Hotels 7
39 Service Manager (v2.0)
Food Outlet
Hotels THC/Q0305(v1.0) 6
40 Manager

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Sl NSQF
Sub Sector Qualification Code Bucket Name
No Level
Restaurant
Restaurant THC/Q2703(v2.0) 7
41 Manager
THC/Q0112
Hotels Revenue Manager 6
42 (v2.0)
Concierge
Hotels THC/Q0114(v2.0) 6
43 Manager
44 Hotels Duty Manager THC/Q0106(v2.0) 6
Executive THC/Q0206
Hotels 7
45 Housekeeper (v2.0)
Front Office THC/Q0105
Hotels 7 Accommodation
46 Manager (v2.0)
Operation
Housekeeping THC/Q0207
Hotels 6
47 Manager (v2.0)
Facility Property Manager
THC/Q5803(v1.0) 7
48 Management (FM)
Facility THC/Q5707
Facility Manager 6
49 Management (v2.0)
THC/Q0404
Hotels/Restaurant Chef de Partie 6
50 (v2.0)
THC/Q0402
Hotels Executive Chef 7
51 (v2.0) Food
THC/Q0403 Production
Hotels Sous Chef 6
52 (v2.0)
Quality Control
Hotels/Restaurant THC/Q2802(v1.0) 6
53 Manager
Tours and Team Leader-
THC/Q4304(v2.0) 5
54 Travels Travel
Tours and
Tour Guide THC/Q4407(v1.0) 5
55 Travels
Tours and THC/Q4405
Tour Manager 6
56 Travels (v2.0)
Tours and Transport
THC/Q4201(v2.0) 4
57 Travels Coordinator
Tours and Transport Duty
THC/Q4203(v2.0) 6
58 Travels Manager
Tours and
Travel Advisor THC/Q4404(v3.0) 4
59 Travels
Adventure Adventure Travel
THC/Q8601(v1.0) 5
60 Tourism Guide
Customer Service
Tours and THC/Q4205
Executive (Meet & 4
Travels (v2.0)
61 Greet) Tours & Travels
Adventure High Altitude
THC/Q8603(v1.0) 5
62 Tourism Trekking Guide
Himalayan
Adventure Expedition THC/Q8605
5
Tourism Logistics and (v1.0)
63 Pathfinder (HAP)
Adventure Instructor - Rope
THC/Q8801(v1.0) 4
64 Tourism Activities Land Base

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Sl NSQF
Sub Sector Qualification Code Bucket Name
No Level
Adventure Mountaineering
THC/Q4522(v1.0) 6
65 Tourism Instructor
Adventure Assistant Instructor
THC/Q8802(v1.0) 3
66 Tourism -Rope Activities
Adventure
Camp Helper THC/Q8602(v1.0) 3
67 Tourism
Adventure THC/Q8604
Sardar 5
68 Tourism (v1.0)
Adventure Assistant Rafting
THC/Q8901(v1.0) 4
69 Tourism Guide
Rafting
Adventure
Guide/Safety THC/Q4510 5
Tourism
70 Kayker Water Base
Adventure
Nature Guide THC/Q8701(v1.0) 4
71 Tourism
Adventure Naturalist (wildlife THC/Q4505
4.5
72 Tourism tourism) (v1.0)
Tours and Walk Tour
THC/Q4408 4
73 Travels Facilitator Nature
Adventure Paragliding
THC/Q4508(v1.0) 6
74 Tourism Tandem Pilot
Adventure Parasailing
THC/Q4516(v1.0) 4
75 Tourism (Equipment) Driver
Parasailing
Adventure THC/Q4515
(Equipment) 6
Tourism (v1.0)
76 Supervisor
Adventure Parasailing
THC/Q9001(v1.0) 3
77 Tourism Launcher/Receiver
Adventure THC/Q4509
Ground Crew Chief 4
78 Tourism (v1.0)
Ground Staff
Adventure (Paratrike, THC/Q9002
2
Tourism Paramotoring, (v1.0)
79 Paragliding) Air Base

Page 38 of 40
Annexure IV - Indicative List of Components of Pedagogical Skills

a. Know What to Teach and How to Teach It

Understanding what to teach encompasses delineating clear learning outcomes, defining
course content, and elucidating the roadmap for effective instruction. The content should align
with specific learning objectives, ensuring its relevance to the intended audience. Moreover,
how to teach necessitates an exploration of diverse pedagogical approaches, incorporating
examples illustrating different teaching methodologies. For instance, hands-on learning, case
studies, and role-playing can enhance engagement and comprehension.
b. Maintain a Learning-Focused Environment
Creating an environment conducive to learning is pivotal. Fostering an atmosphere that
encourages active participation, critical thinking, and collaborative learning contributes
significantly to effective training. Emphasizing learner-centricity cultivates an ambiance where
learners feel motivated and empowered to absorb knowledge.
c. Respond to Learner Diversity
Acknowledging learner diversity encompasses recognizing variations in educational
backgrounds, linguistic abilities, and cultural contexts. Adapting teaching methods to
accommodate diverse learners, employing bilingual resources, and utilizing differentiated
instruction strategies cater to a wide spectrum of learners.
d. Plan and Design Effective Instructions and Demonstrations
Designing instructions involves meticulously planning the delivery mode and crafting
comprehensive demonstrations. Providing step-by-step instructions and practical
demonstrations tailored to the specific skill sets required, for instance, showcasing sewing
techniques for collar stitching, ensures clarity and understanding.
e. Knowledge of New Digital Tools and Technologies for Teaching
Acquainting trainers with contemporary digital tools and technologies is crucial. Incorporating
sector-specific digital aids enhances teaching efficacy. Demonstrating how these tools can
augment training in diverse job roles underscores the importance of leveraging technology in
education.
f. Use a Variety of Assessment Tools for Enhancing Learning
Utilizing diverse assessment tools—both formative and summative—enriches the teaching-
learning process. Incorporating multiple-choice questions, practical assessments, and
continuous formative evaluations ensures a comprehensive understanding of the subject
matter.
g. Establish Community Relationships and Uphold Professional Ethics
Building professional relationships within the training community and maintaining ethical
standards are fundamental. Collaboration among colleagues and fostering trust with learners
contributes to a conducive learning environment.

h. Personal Growth and Professional Development of Learners

Page 39 of 40
Tracking and fostering the personal and professional development of learners beyond formal
training is essential. Encouraging participation in forums, conducting vivas, facilitating
discussions, and providing ongoing feedback supports continuous growth.
i. Engage in Professional Reflection and Assume Responsibility for Learning
Encouraging professional reflection aids in identifying areas for personal growth.
Incorporating mechanisms for ongoing feedback, recognizing opportunities for upskilling
through recognition of prior learning (RPL), micro-credentialing (MC), or tailored upskilling
programs is integral to assuming responsibility for continual professional development.

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