Competency Based Curriculum

Micro Irrigation
National Skills Qualifications Programme
NSQ Level 3

PSS Central Institute of Vocational Education (PSSCIVE), NCERT

(Under Ministry of Human Resource Development, Government of India)
Shyamla Hills, Bhopal 462013, Madhya Pradesh, India

Competency Based Curriculum

National Skills Qualifications Programme
NSQ Level 3 (Class XI)

Micro Irrigation Technician

PSS Central Institute of Vocational Education, Bhopal

(a constituent unit of NCERT, an autonomous organization under
Ministry of Human Resource Development, Government of India)

CONTENTS
1. Introduction

2. About the sector

3. Objectives of the course

4. Course structure

5. Classroom activities

6. Practical activities

7. On-the-Job Training

8. Certification

9. Units

AG301-NQ2014: Introduction to Micro Irrigation

AG302-NQ2014: Inventory of resources and condition for sprinkler irrigation
AG303-NQ2014: Classification of types and classification based on portability
of sprinkler irrigation
AG304-NQ2014: Components of sprinkler irrigation system
AG305-NQ2014: Design of sprinkler irrigation system
AG306-NQ2014: Installation and layout and evaluation of uniformity coefficient of sprinkler
irrigation important considerations
AG307-NQ2014: Maintenance of sprinkler irrigation system
AG308-NQ2014: Communication Skills at Workplace
10. Assessment guide

11

11. List of tools, equipment and materials

12

12. Teachers qualifications

12

13. List of contributors

13

PSSCIVE (AGR) - 2014

1.

Introduction

The National Skills Qualifications Framework (NSQF)

The MHRD, Govt. of India, initiated the process of revamping the Centrally Sponsored Scheme of
Vocationalisation of Secondary Education in 2011, which was launched in 1988 at senior secondary level
in majority of States of the country. In view of changing scenario and corresponding demands for the
world of work, India announced National Skill Development Mission for Skilling India in 2007. This
led to the conceptualization of qualification framework to establish a system of set educational pathways
for providing horizontal and vertical linkages to vocational education program in the country from school
to university system. Thus, National Vocational Education Qualification Framework (NVEQF) was
proposed to be developed.
In 2012, the MHRD launched NVEQF in school system as pilot project in Haryana. This vocational
qualification framework in school system has proposed four levels i.e. L1 to L4 for classes 9th to 12th
respectively. The NVEQF is modular in design and competency and outcome based skill development
system. The NVEQ levels 1 and 2 are for work readiness or preparation by acquiring entry level
competencies of the job role in the particular sector.
The basis of assessment of the outcome as development of competencies is based on the set criteria in
form of National Occupational Standards (NOS) which are developed by NSDC (Sector Skill Council of
the sector concerned) in consultation with industry for particular job role. This connect of education to
the world of work through PPP mode, is a step forward towards Scale, Skill and Speed. According to
the notification of Govt. of India in 2013, NVEQF has been subsumed as National Skills Qualifications
Framework (NSQF) under National Skill Development Agency (NSDA).
According to NSDA the objectives of NSQF are:
To create a workforce empowered with the necessary and continuously upgrade skills,
knowledge and internationally recognized qualification to gain access to decent employment and
ensure Indias competitiveness in the dynamic global market.
It aims at increasing the productivity and employability of workforce (wage and self employed)
both in organized and the unorganized sector.
It seeks increased participation of youth, women, disabled and other disadvantaged sections and
to synergise efforts of various sectors and reform the present system with the enhanced capability
to adapt to changing technologies and labour market demands.
The Competency Based Curriculum
Competency is defined in terms of what a person is required to do (performance), under what conditions
it is done and how well it is to be done (standards). It can be broadly categorized into foundational,
practical and reflexive competencies. Generic competencies are considered essential for a person to
participate effectively in the workforce, whereas technical competencies are an individuals knowledge
and expertise in the specific group task and its processes besides its rules and regulations.
The term curriculum (plural: curricula or curriculums) is derived from the latin word for race course,
referring to the course of deeds and experiences through which children grow to become more mature
adults. A competency based curriculum describes what learners must know and be able to do by the
end of a program or study. It identifies the competencies and sub- competencies each learner is expected
to master. It states clearly the criteria and conditions by which performance will be assessed. It also
defines the learning activities that will lead to the learner to achieve mastery of the targeted learning
outcome. The Competency Based Curriculum is broken down into coherent parts known as Units.
Each unit is further broken down into knowledge and skills on the basis of which evidence is to be
provided by the learner and the evaluation is to be done by teacher or trainer.

PSSCIVE (AGR) - 2014

2.

About the Sector

Agriculture is the cultivation of plants, fungi, and other life forms for food, fiber, medicinal and other
products used to sustain and enhance human life. It also includes livestock production which provides
milk and meat products, fibers and other raw materials. The major agricultural products can be broadly
grouped
into
foods,
fibers, fuels,
meat,
spices
and raw
materials.
Fibers
include cotton, wool, hemp, silk and flax. Agriculture and allied sectors, like forestry and fisheries in
India accounted for 13.7% of the GDP (Gross Domestic Product) in 2013. India is the world's largest
producer of many fresh fruits and vegetables, milk, major spices fresh meat, fibrous crops, such as jute.
India is the second largest producer of wheat and rice, the world's major food staples.
Over one third of the world's workers are employed in agriculture, second only to the service sector. In
India agriculture employs about 50% of the total workforce.
The Ministry of Agriculture is the main authority in India for regulation and development of activities
relating to agriculture, horticulture, fishing, animal husbandry, etc. It is implementing various schemes
and policies for the sector through its various departments and institutions, including Department of
Agriculture and Cooperation and Department of Animal Husbandry, Dairying and Fisheries. The
Ministry of Food Processing Industries is actively engaged in promotion of entrepreneurial activities in
the segments of fruits and vegetables processing, fish processing, mushroom processing, honey
processing, etc. Besides, commodity boards, like tea board, coffee board, rubber board, medicinal plants
board, etc. have been set up to boost the growth of the sectors like tea, coffee, rubber, medicinal plants,
respectively.
There exists innumerable business opportunities in the agriculture and allied sectors. Education and
training in agriculture meet the requirements of industries that employ educated personnel and also
prepare people for undertaking farming and allied activities. Higher education in agriculture is required
for meeting the needs of human resource needed for conducting research, teaching and training.
Introduction of vocational courses in agriculture is seen as a strategy to create educated and productive
workforce who will employ scientific methods for promoting sustainable agriculture.
It is with this view the Govt. of India has brought this neglected sector under the umbrella of National
Skill Development Mission. The constitution of Agriculture Skill Council of India (ASCI) under the
National Skill Development Corporation (NSDC) is a step forward for skill development initiative
through formal and non-formal system of education and training under NSQF and STAR/ Ajeevika
schemes respectively. Consequently, job roles have been identified and National Occupational Standards
have been developed by ASCI in prominent agriculture areas where there is demand for skilled human
resource and/ or job opportunities for self and wage employment.
It is encouraging to note that many states are coming forward to offer agriculture based vocational
courses in secondary and senior secondary classes under NSQF as per job roles identified by ASCI.
There is a need to develop curricula for these job roles. In school system under NSQF the curriculum is
required for L1 to L4 to introduce these courses from class 9th to class 12th respectively. Hence, the
PSSCIVE has decided to develop curricula for four levels viz., L-1 Basic Agriculture, L-2 Applied
Agriculture, L-3 and L-4 for job roles ; Paddy Farmer, Sugarcane Cultivator, Dairy Worker, Hatchery
Production Worker, and Micro-Irrigation Technician.

3.

Objectives of the Course

Upon completion of this course, you will be able to:

1. Identify components of sprinkler irrigation system
2. Identify different types of sprinklers and their use in different crops
3. Understand field layout of different types of sprinkler systems

PSSCIVE (AGR) - 2014

4.

Course Structure

This course (vocational qualification package) is a planned sequence of instructions consisting of the
following 08 modules, called as Units.
Sl.
No.

Unit Code

Unit Title

No. of Notional
Learning Hours

AG301-NQ2014

Introduction to Micro-irrigation

10

AG302-NQ2014

Inventory of resources and condition for

sprinkler irrigation

20

AG303-NQ2014

Classification of types and classification based

on portability of sprinkler irrigation

20

AG304-NQ2014

Components of sprinkler irrigation system

20

AG305-NQ2014

Design of sprinkler irrigation system

20

AG306-NQ2014

Installation, layout and evaluation of uniformity

coefficient of sprinkler irrigation important
considerations

20

AG307-NQ2014

Maintenance of sprinkler irrigation system

20

AG308-NQ2014

Communication Skills at Workplace

20

Total

150

Successful completion of 150 hours of theory sessions and 150 hrs of practical activities and on-the-job
learning is to be done for full qualification.

5.

Classroom Activities

Classroom activities are an integral part of this programme and interactive lecture sessions, followed by
discussions should be conducted by teachers. A variety of instructional strategies should be used by
teachers to ensure learning of students. Teachers should make lesson plan topic wise along with different
strategies to be used in the class room /laboratory/workshop. The class room activities may include use of
multi-media packages, preparation of charts and posters and organising group discussion sessions targeted
to problem solving, innovative ideas in handling the job role, developing communication and
entrepreneurial skills etc.

6.

Practical Activities
(i)
(ii)

Demo of irrigation technique by video, charts, and posters.

Visit to agriculture farms to record observations on irrigation methods used for different crops,
observation on layout and components of sprinkler irrigation system as given in the unit.
(iii) To draw in a chart the layout of sprinkler irrigation system.
(iv) To draw sprinkler irrigation system along with components.

7.

On-the-Job Training

On-the-Job Training (OJT) occurs whenever more experienced employee or supervisor teaches less
experienced person on how to do one or more tasks of a job. The training utilizes actual equipment and

PSSCIVE (AGR) - 2014

materials. OJT should be undertaken in a structured manner with a training plan under the supervision of an
experienced trainer or supervisor. A training plan that reflects tasks to be performed and competencies to
be imparted should be prepared and signed by the student, teacher, and supervisor at the workplace for
training of the students in the organization/industry. The job role i.e. understanding basics of agriculture,
crop production practices and management related tasks to be undertaken at the work place during OJT
may include:
Preparation of field for layout of sprinkler irrigation system
Assistance in the installation of sprinkler irrigation system
Operating control valve to maintain the proper pressure and discharge in the system
Operation of fertilizer injector under supervision
Cleaning of laterals/ nozzles
Proper fitting of couplers
Maintenance of leakage of water in main/ sub-main and nozzles
The trainer should break down all the steps of the job and train the students as per the training plan. In a
structured OJT, the following steps should be followed:
Step 1:
The Instructor or the trainer tell, show, demonstrate, and explain. The trainer gives an
overview of the task while explaining the constructional details and use of the tools,
equipment, materials, etc. in performing the tasks.
Step 2:
The Instructor or the trainer demonstrates each step in detail, actually doing the steps of the
task and explaining each step, one at a time, while the trainee watches. The steps may not
necessarily be demonstrated in the sequence of actual operation, as sometimes it is better that
simple tasks are demonstrated first to build confidence. Showing finished products at each
appropriate step will help the leaner understand what is required as outcome. While
demonstrating, the trainer explains why each step is done in the way it is done.
Step 3:
It involves direct trainee participation. The trainer monitors the progress on a checklist of
competencies and offers feedback and pointers where and when needed.
Step 4:
The trainee practices with clearly defined targets for performance standards.

8.

Certification

Upon completion of this course, the State Board of Secondary Education and Agriculture Skill
Council of India (ASCI) will give joint certification for acquiring and verifying competencies
developed by the candidate as per NOS developed by ASCI.

9.

Units

Unit Code:
AG301-NQ2014

Location:
Classroom and
Field

Unit 1 Title: Introduction to Micro-irrigation

(Duration: 10 hours)
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
1. Definition,
1. Describe the
1. Prepare a
1. Inter-active
advantages of
importance of
presentation on
lecture:
micromicrowater saving in
Importance of
irrigation
irrigation in
sprinkler
sprinkler
2. Demonstrate
water saving
irrigation
irrigation
the
2. Describe the
2. Prepare a
2. Field visit for
knowledge of
benefits in
presentation on
demonstration
importance of
labour saving
labour saving
micro3. Describe the
using sprinkler
irrigation and
water use
irrigation
prcised
efficiently
3. Prepare a
water saving
4. Describe the
presentation for

PSSCIVE (AGR) - 2014

technology
3. Prcised
water saving
technology
(sprinkler and
drip
irrigation)
4. Advantages
of sprinkler
irrigation

Unit Code:
AG302-NQ2014

Location:
Classroom and
Field

advantages in
crop yield
5. Describe the
prcised
water saving
technology in
water saving
i.e. sprinkler
and drip
irrigation)

water use
efficiency in
sprinkler
irrigation
4. Prepare a
presentation on
crop yield using
sprinkler
irrigation
5. Prepare a
presentation for
using sprinkler
irrigation in
undulating area

Unit 2 Title: Inventory of resources and condition for sprinkler irrigation

(Duration: 20 hours)
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
1. Acquire the
1. Describe how 1. Prepare a
1. Interactive
general
to obtain
presentation for
lecture on
information of
information
showing the
general
the area in
on water
water source in
information
which
source for a
the area
required for
installation of
given
2. Prepare a
sprinkler
sprinkler
condition
presentation of
irrigation
irrigation is to 2. Identify the
crops suitable
2. Field visit of
be done
physical
for sprinkler
the area where
2. Water supply,
properties and
irrigation
sprinkler
topographic
characteristics 3. Prepare a charts
irrigation is to
conditions
of the soil
for showing the
be install
3. Type of soil,
3. Identify the
topographic
physical
crops for
condition
properties of
which
including slope
soil
sprinkler
4. Prepare the
4. Crop suitable
irrigation is
maps for
for sprinkler
suitable all
different soil/
irrigation
close growing
types showing
crops suitable
texture and the
viz. wheat,
physical
gram, barley,
properties of the
bhindi,
soil
groundnut,
maize, onion,
sunflower,
potato, tea,
coffee, etc.
4. Identify the
topographic
condition of
the field

PSSCIVE (AGR) - 2014

Unit Code:
AG303-NQ2014

Location:
Classroom and
Field

Unit Code:
AG304-NQ2014

Location:
Classroom and
Field

Unit 3 Title: Classification of types and classification based on portability of

sprinkler irrigation
(Duration: 20 hours)
Learning Outcome
Knowledge
Performance
Teaching and
Evaluation
Evaluation
Training
Method
1.Types of
1. Describe the 1. Identify the
1. Interactive
sprinkler
types of
types of
lecture on
sprinkler
sprinkler viz.,
types of
Rotating head
2. Describe the
rotating head
sprinkler and
Perforated
classification
and
perforated
classification
pipe
based
on
pipe
system
based on
2.Classification
portability of 2. Prepare the
portability of
based on
sprinkler
presentation
sprinkler
portability of
on
2. Visit the field
sprinkler
classification
where all the
Permanent
based
on
system of
Semi-permanent
portability
sprinkler
Portable system
such as (a)
irrigation
permanent
installed
system, (b)
semi
permanent
system, and (c)
portable
system

Unit 4 Title: Components of sprinkler irrigation system

(Duration: 20 hours)
Learning Outcome Knowledge
Performance
Teaching and
Evaluation
Evaluation
Training
Method
1. Components of 1. Enlist of
1. Demonstrate the 1. Visit of
sprinkler
different
different
field where
irrigation
components of
components of
the
system
sprinkler
sprinkler
sprinkler
irrigation
irrigation system
irrigation
Pump unit
system viz.,
2. Demonstrate the
installed
Mains/subpump
unit,
function
of
major
2.
Show the
mains
mains/
subcomponents
of
function of
Lateral
mains,
laterals,
sprinkler
the
Couplers
couplers,
irrigation through
components
Sprinkler
sprinkler
head/
video
in the field
head/
nozzles,
other
3.
Demonstrate
the
nozzles
accessories such
crop which is to
Other
as
values,
be irrigated by
accessories
bends, plugs,
sprinkler
risers, pressure
irrigation through
gauge, reducer
video
elbows and
fertilizer
applicator

PSSCIVE (AGR) - 2014

Unit Code:
AG305-NQ2014

Location:
Classroom and
Field

Unit Code:
AG306-NQ2014

Location:
Classroom and
Field

Unit 5 Title: Design of sprinkler irrigation system

(Duration: 20 hours)
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
1. Capacity of
1. Identify the
1. Prepare
1. Interactive
pump
capacity of the
presentation
lecture on
2. Application
pump
showing the
design of
rate
2. Identify the
application rate
sprinkler
3. Selection of
application
always less than
irrigation
nozzle
rate of the
the infiltration
system
4. Design of
sprinkler
rate
lateral
according to
2. Major portion of
5. Design of
sore type and
design part
mains/ subinfiltration rate
understandable
mains
3. Identify the
6. Design of
selection of
sprinkler
sprinkler/
irrigation
nozzle
system
4. Describe the
number of
nozzles
required to
irrigate the
crop
5. Describe the
design of
lateral
6. Describe the
design of
mainline
7. Quality of
water to be
applied
Unit 6 Title: Installation and layout and evaluation of uniformity coefficient of
sprinkler irrigation (important considerations) (Duration: 20 hours)
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
1. Identify the
1. Describe the
1. Prepare the
1. Interactive
crop
field where
presentation of
lecture on
2. Fittings of
the sprinkler
topography of the
installation
components
irrigation
field
and layout and
3. Fixing
system is to be 2. Prepare the
evaluation of
sprinkler sets
installed
presentation for
uniformity of
on the field
2. Identify the
selection of crop
sprinkler
4. Optimum
crop
3. Prepare the
irrigation
pressure and 3. Describe the
presentation of
2. Field visit for
discharge
mainline laid
diagram of layout
line
5. Effect of
down along
of selected crop
demonstration
wind
slope
4. Demonstrate the
6. Vertically of 4. Describe the
components fitting
sprinkler
laterals laid
of the sprinkler
head
down across
irrigation system
7. Timing of
the slope
through video
irrigation
5. Describe the
5. Demonstrate

PSSCIVE (AGR) - 2014

8. Installation
and layout
and
evaluation of
uniformity
for sprinkler
system

Unit Code:
AG307-NQ2014

Location:
Classroom and
Field

layout as per
selection of
nozzle and
crop
6. Describe the
fertilizer
injector
7. Describe the
atmospheric
factors in
sprinkler
operation

functioning of the
sprinkler system
through video
6. Demonstrate the
fertilizer
application
through injector
video
7. Demonstrate the
uniformity
evaluation through
video

Unit 7 Title: Maintenance of sprinkler irrigation system

(Duration: 20 hours)
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
1. Cleaning of
1. Identify the
1. Prepare the
1. Interactive
pipeline
reason of
presentation for
lecture on
2. Cleaning of
chocking of
reason of
maintenance
line filter
sprinkler
chocking of
of sprinkler
3. Cleaning of
system
sprinkler system
irrigation
nozzles
2. Describe the
2. Demonstrate the
2. Field visit to
4. Maintenance
cleaning of
cleaning of
demonstrate
of sprinkler
main/ submain/sub-main/
the cleaning
irrigation
main/ laterals
laterals of
and
system
3. Describe the
sprinkler
maintenance
cleaning of
irrigation
of sprinkler
line filter
3. Demonstrate the
system at field
4. Describe the
cleaning of line
cleaning of
filter
nozzles
4. Demonstrate the
cleaning of
nozzles

PSSCIVE (AGR) - 2014

Unit Code:
AG308-NQ2014

Location:

1.

Classroom and
Field

2.

3.

4.

5.

6.

Unit 8 Title: Communication Skills at Workplace

(Duration: 20 hours)
Learning
Knowledge
Performance
Teaching and
Outcome
Evaluation
Evaluation
Training Method
Understands
1. What is
1. Explain
1. Organising video
meaning,
communication
communicatio
and interactive
concept and
and its
n
sessions on
importance of
importance at
2. What do you
communication
communication
workplace?
understand
and technological
skills at
2. What are the
about
skills required at
workplace
different types
communicatio
workplace
Know different
of
n and its
2. Showing video
types of skills
communication
importance at
shots specially
required at
skills including
workplace
taken for
workplace
value based
3. Write different
communication at
Understand and
communication
types of
agriculture field
respond written
and
communicatio
during various
communication
entrepreneurial
n skills
field operations
Acquired all
skills i.e.
4. Enlist four
e.g. nursery bed
four linguistic
listening to all
linguistic skills
preparation,
skills i.e.
members of the
required for
transplantation
writing,
team, empathy,
communicatio
and seed sowing,
speaking,
patience, clarity
n with example
spraying of
listening and
in instructions,
of each one
chemicals,
reading skills in
positivity, use
related to the
application of
relation to the
of respectful
job role
fertilizers and
job role
language (oral
5. Effective
manure,
Effectively
skills) and
communicatio
harrowing etc.
communicate at
ability to
n at workplace
where instructions
workplace with
resolve
i.e. agriculture
to field staff are
supervisors and
conflicts
field, dairy
involved.
field staff
amongst team
farm, shrimp
3. Practice sessions
including
members at
hatchery, etc.
on writing,
unskilled
workplace
listening, reading
labour force
3. What
and speaking
Handle job
technological
skills for correct
related
skills are
pronunciation of
technological
required at
different
skills
workplace and
implements,
how to develop
equipment,
these in
chemicals, crops,
trainees?
seeds and variety
4. What methods
names in Hindi,
are used to
English or
develop
common local
effective
specific names
communication
4. This practice is
skills in
required for clear
trainees
instructions to us
required at
and semi-skilled
workplace?
workers at the
field during farm
operations

10

PSSCIVE (AGR) - 2014

10.

Assessment Guide

Assessment is a process used for determining an individual's progress or level of mastery/competence in

an occupational area. It may be formative (continuous) and/or summative (final). It is a process of
collecting evidence and making judgement about the extent to which a person demonstrates the
knowledge and skills set out in the standards or learning outcomes of a unit of competency. Assessment
should be done on the basis of information or evidence about the individuals ability against clearly
stated objectives or standards. A diversity of assessment methods is required to achieve the multiple
purposes and to satisfy the requirements of competency based assessment. Appropriate evidence is to be
collected from activities that can be clearly related to the Units of Competency. It should cover all the
elements and performance criteria/indicators in the competency standards. Students achievements should
be assessed by using the following methods of assessment.
Sl. No.

Method of Assessments

Weightage
(Max. marks)
1.
Written test
30
2.
Practical test
30
3.
Oral test/viva voce
10
4.
Portfolio
10
5.
Project
10
6.
Direct Observation
10
100
# Assessors will be certified by the State Education Board.

Evaluator
Teacher
Certified Assessor #
Teacher/ External Examiner
Teacher
Teacher/ Trainer
Teacher/ Trainer

Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic.
1. Practical test: It allows candidates to demonstrate application of skills in simulated or real work
conditions against competency standards (skill and academic standards).
2. Oral test/ viva voce: It allows candidates to demonstrate communication skills and content
knowledge. Audio or video recording can be done at the time of oral test or viva voce.
3. Portfolio: It is a compilation of documents that supports the candidates claim of competence
that was acquired from prior learning and experience. Documents (including photos, newspaper
articles, reports, etc.) of practical experience in the workplace or the community and photographs
of the products prepared by the candidates related to the units of competency should be included
in the portfolio.
4. Project: Projects (individual or group projects) are a great way to assess the practice skills on a
deadline, but these should be given on the basis of the capability of the individual to perform the
tasks or activities involved in the project. Projects should be discussed in the class and the
teacher should periodically monitor the progress of the project and provide feedback for
improvement and innovation.
5. Direct Observation: Direct observation requires a considerable degree of commitment from the
observer and those being observed. Employability skills evaluation listed below in the table
should be evaluated through direct observation by the teacher/ trainer and appropriate records
should be maintained for transparency in evaluation.

Employability
Skill Area
Communication

Sl.No.
1.
2.
3.
4.

Responsibility

5.

Competencies and Performance

Standards
Questions appropriately
Writes clearly and legibly
Demonstrates good listening and
responding skills
Informs about the absence and reasons
of absence
Organizes work

Competent

Not Yet
Competent

11

PSSCIVE (AGR) - 2014

6.
7.
8.
9.
10.
11.
12.

Interpersonal
relationship

13.

Health and Safety

14.
15.
16.
17.
18.

Innovation and
Creativity

19.

20.
1. Competent = 0.5 marks
2. Not yet competent = 0

11.

Manages time effectively and

efficiently
Complete assignments timely
Displays care for tools and equipment
Accepts responsibility pleasantly
Exhibits patience
Demonstrates pride in work
Displays friendly and cooperative
attitude
Demonstrates tactfulness in difficult
situations
Accepts constructive criticism
Exhibits positive attitude
Practices good personal hygiene
regularly
Maintains good personal health
Dresses well and in appropriate
manner
Give reasons and make judgments
objectively
Share ideas and thoughts with others

List of Tools, Equipment and Materials

The list given below is suggestive and an exhaustive list should be prepared by the teacher. Only basic
tools, equipment and accessories should be procured by the Institution so that the routine tasks can be
performed by the students regularly for practice and acquiring adequate practical experience.
1. Pump Unit
2. Mains/ sub-mains
3. Laterals
4. Couplers
5. Nozzles
6. Fertilizer injector
7. Valves, bends, plugs, riser
8. Pressure gauge
9. Water meter
10. Line filter

12.

Teachers Qualifications

Qualification, competencies and other requirements for Graduate Teacher on contractual basis are as
follows:
Essential Qualification

Desirable Qualification

Age Limit

Graduate in Agriculture with minimum 55% marks from

a recognized university/institution with 2 years
experience in teaching or work experience in Agriculture
related industry
OR
Masters degree in Agriculture related discipline from a
recognized university/ institution with minimum 55%

B. Ed.
Effective communication
skills (oral and written)
Basic computing skills.

18-40 years (as

on Jan. 01
(year))
Age relaxation
to be provided
as per Govt.
rules.
12

PSSCIVE (AGR) - 2014

marks and
1 year experience in teaching or work
experience in Agriculture related industry

13.

List of Contributors

The valuable contribution of the following experts is gratefully acknowledged who participated in the
Workshop for Development of Competency Based Modular Curricula in the area of Agriculture Sector
for NSQF Levels 1 to 4 held at RAK College of Agriculture, Sehore from 19 to 23 August, 2014:
1

Dr. C.B. Singh, Professor and Dean (Rtd.), HIG 60, Subhashnagar, Maharajpur, Jabalpur 482 004

Dr. Deepak Sharma, Principal Scientist, Department of Genetics and Plant Breeding, Indira Gandhi Krishi
Vishwavidyala, Raipur 492 012

Dr. Praveen Tamot, Professor, Post Graduate Department of Zoology, Govt. Motilal Vigyan
Mahavidyalaya, Bhopal

Dr. R.P. Bajpai, Principal Scientist, Professor I/c Sugarcane Project, Zonal Agricultural Research Station,
Powerkheda, Hoshangabad

Dr. Ravindra Kumar Upadhyay, Chief Technical Officer, CIFE, (Deemed University) ICAR, Centre
Powerkheda, District Hoshangabad

Dr. Meenakshi Sharma, Additional deputy Director, Artificial Insemination Training Institute,
Jahangirabad, Jail Road, Bhopal 462 003

Mr. Deep Singh Rathore, Lecturer, Govt. Excellence Higher Secondary School, Sehore 466 001

Dr. Mohammad Yasin, Principal Scientist, RAK College of Agriculture, RVSK Vishwa Vidyalay, Sehore

Dr. Sandeep Sharma, Senior Scientist (Entomology), AICRP on Chickpea, RAK College of Agriculture,
Sehore

10

Dr. M.D. Vyas, Principal Scientist (Agronomy), Department of Agronomy, RAK College of Agriculture,
Sehore

11

Dr. Kailash Nath Pathak, Professor, Department of Extension Education, RAK College of Agriculture,
Sehore

12

Dr. Priyanka Joshi, SRF, RAK College of Agriculture, Sehore

13

Er. Satya Singh Kushwah, Senior Scientist (SWE), RAK College of Agriculture, Sehore

14

Dr. Greeshma Kumar Nema, Scientist (Agro), RAK College of Agriculture, Sehore

15

Dr. Prabha R. Chaudhari, Assistant Professor, Department of Genetics and Plant Breeding, College of
Agriculture, Indira Gandhi Krishi Vishwa Vidyalaya, Raipur 492 012

16

Dr. V.S. Mehrotra, Professor and Head, CEDC & NSQF Cell, PSSCIVE, Shyamla Hills, Bhopal

17

Dr. Asfa M. Yasin, Professor and Head, Centre for International Relationship, PSSCIVE, Shyamla Hills,
Bhopal (Project Coordinator)

13