Quality Assurance Parameters for
Certification, Affiliation, Accreditation
IT-ITeS Sector Skills Council NASSCOM
PROJECT AND ADVISORY BOARD
Project Board: The Project Board is responsible for developing the concept,
approach, and methodology used in developing the recommendations. The Project
Board will also review the document and provide comments for improvements. The
following table lists the members of the Project and Advisory.
Table 1: Project Board
Name
Mr. Nilaya Varma
Mr.Partha Kundu
Company
Accenture Pvt Ltd
PwC
Mr. Anil Menon
IBM
Mr.Srikantan Moorthy
Ms.Vani Bhambri
Arora
Infosys
Designation
Managing Director, H&PS, India
Executive Director
Executive Director Marketing, Geo
Expansion & GB IBM Software, India/
South Asia
Global Head HR
NABCB, QCI
Assistant Director
Mr.Vidyut Nevalkar
TCS
Dr Sandhya Chintala
Mr.Dilip Chenoy
Mr.Vivek Nicholas
Joseph
IT-ITeS SSC
NASSCOM
NSDC
EXIN
Deputy Head - Global Learning &
Development
Executive Director SSC NASSCOM &
VP NASSCOM
CEO/MD
Country Manager
Advisory Board: In addition to the Project Board, there is an Advisory Board. The
Advisory Board is
responsible for sharing the best practices and current framework in the field of
certification and accreditation. The following table lists the members of the Advisory
Board.
Name
Company
Designation
Mr. Anil Jauhri
NABCB(QCI)
CEO
Dr D.K. Paliwal
NBA
Member Secretary
Dr Gargi Keeni
Mr.Basab Banerjee
Mr Rajiv Mathur
TCS
NSDC
NSDC
Vice President (Rtd)
Head Standards & QA
Principal - Standards and QA
Table 2: Advisory Board
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SCOPE OF THE DOCUMENT
This document describes frameworks for creation and implementation of standards for
the
Certification,
Accreditation,
and, Quality Assurance
of Occupational Standards and Qualification Packs in India
It describes practices followed globally and recommends processes for defining and
deploying these systems in India.
The document is divided into 2 sections:
– Section 1: Frameworks for certification, accreditation, and quality assurance
processes for the creation of standards
– Section 2- Quality Assurance Procedure for deployment of occupational
standards / Qualification Packs
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TABLE OF CONTENTS
PROJECT AND ADVISORY BOARD.........................................................................2
SCOPE OF THE DOCUMENT..................................................................................3
TABLE OF CONTENTS..........................................................................................4
TABLE OF FIGURES............................................................................................. 7
GLOSSARY......................................................................................................... 9
1.
PROLOGUE ...................................................................................................11
2.
FOREWORD................................................................................................... 15
3.
EXECUTIVE SUMMARY ...................................................................................17
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
3.7.
3.8.
3.9.
3.10.
BRIDGING THE SKILL GAP IN INDIA.......................................................................................17
IT-ITES SSC NASSCOM INITIATIVE ...................................................................................17
AUDIENCE FOR THE DOCUMENT .........................................................................................18
CERTIFICATION, AFFILIATION, AND THE ACCREDITATION ECOSYSTEM...........................................19
INTRODUCTION TO ACCREDITATION......................................................................................20
INTRODUCTION TO AFFILIATION............................................................................................20
INTRODUCTION TO CERTIFICATION........................................................................................ 20
A COMPARATIVE VIEW OF ACCREDITATION, AFFILIATION, AND CERTIFICATION...............................21
ACCREDITATION PROCESS ............................................................................................... 22
AFFILIATION PROCESS ..................................................................................................... 25
SECTION 1: FRAMEWORKS FOR CERTIFICATION, ACCREDITATION, AND QUALITY
ASSURANCE PROCESSES FOR THE CREATION OF STANDARDS.................................26
4.
GLOBAL FRAMEWORK FOR SETTING STANDARDS............................................27
4.1.1. ACCREDITATION MODELS................................................................................................ 28
4.1.2. ACCREDITATION BODIES.................................................................................................. 31
4.1.2.1. GLOBAL ACCREDITATION AND CERTIFICATION BODIES........................................................31
4.1.3.
ALIGNMENT OF ACCREDITATION MODELS AND ACCREDITING BODIES ......................................33
4.1.4. STANDARDS SETTING BODY – ISO....................................................................................36
4.1.4.1. WHAT IS ISO?........................................................................................................... 36
4.1.4.2. ISO STRUCTURE AND GOVERNANCE ..............................................................................37
4.2. ALIGNMENT OF ISO AND ACCREDITATION BODIES: ISO AGREEMENT WITH IEEE – A CASE STUDY....40
5.
PRESENT INDIAN FRAMEWORK FOR CERTIFICATION AND ACCREDITATION .......43
5.1. PRESENT INDIAN FRAMEWORK FOR AFFILIATION, CERTIFICATION, AND ACCREDITATION...................43
5.1.1. CURRENT ACCREDITATION BODIES....................................................................................43
6. RECOMMENDATIONS: AFFILIATION, CERTIFICATION, AND ACCREDITATION
STANDARDS........................................................................................................ 46
STANDARDS FOR STANDARD SETTING BODY: SECTOR SKILLS COUNCIL (SSC)....................................46
6.1. STANDARDS FOR THE STANDARDS DEVELOPMENT BODY: SSC .................................................47
6.1.1. INTRODUCTION TO SECTOR SKILLS COUNCIL.......................................................................47
6.1.2. ROLE OF SECTOR SKILLS COUNCIL INTERNATIONALLY ...........................................................47
6.1.3. SECTOR SKILLS COUNCILS IN INDIA...................................................................................48
6.1.3.1. ROLE OF SECTOR SKILLS COUNCIL IN INDIA.....................................................................48
6.1.4. QUALITY ASSURANCE STANDARDS FOR GOVERNANCE AND OPERATIONS OF SSC ......................49
6.1.4.1. DEVELOPMENT ORGANIZATION – SECTOR SKILLS COUNCIL..................................................49
6.1.4.1.1. ABOUT THE STANDARD:............................................................................................ 50
6.1.4.1.2. KEY HIGHLIGHTS:.................................................................................................... 51
STANDARDS–PROCESS FOR DEVELOPMENT OF OCCUPATIONAL STANDARDS (OS) & QUALIFICATION PACKS
(QP)........................................................................................................................................ 57
6.2. STANDARDS FOR THE DEVELOPMENT OF OCCUPATIONAL STANDARDS (OS)..................................57
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6.2.1. WHAT ARE OCCUPATIONAL STANDARDS?...........................................................................57
6.2.2. QUALITY ASSURANCE PARAMETERS FOR THE DEVELOPMENT OF OS.........................................59
6.2.2.1. SETTING UP OF THE PROJECT BOARD.............................................................................59
6.2.2.2. DRAFTING A REQUEST FOR PROPOSAL (RFP) DOCUMENT: .................................................59
6.2.2.3. VENDOR SELECTION PROCESS.......................................................................................60
6.2.2.4. DRAFTING MOU......................................................................................................... 62
6.2.2.5. INCEPTION REPORT DEVELOPMENT ................................................................................62
6.2.2.6. IDENTIFICATION OF ECO SYSTEM FOR THE VALIDATION OF OS.............................................71
6.2.2.7. PROCESS FOR THE DEVELOPMENT OF OCCUPATIONAL STANDARD.........................................75
STANDARDS FOR PERSONNEL CERTIFICATION...............................................................................80
STANDARDS FOR CERTIFICATIONS AND AUDITORS.........................................................................80
6.3. STANDARDS FOR PERSONNEL CERTIFICATION ........................................................................81
6.3.1. ROLE OF CERTIFICATION BODIES AND ASSESSORS................................................................81
6.3.2. PROCESS OF ASSESSMENT FOLLOWED BY THE CERTIFICATION BODY........................................81
6.3.3. QUALITY ASSURANCE PARAMETERS TO BE FOLLOWED BY CERTIFICATION BODY..........................82
6.3.3.1. ABOUT THE STANDARD - ISO17024..............................................................................82
6.3.3.2. KEY HIGHLIGHTS OF STANDARD – ISO17024..................................................................82
6.3.3.3. REQUIREMENTS OF CERTIFICATION BODIES......................................................................83
6.3.3.4. REQUIREMENTS FOR PERSONS EMPLOYED OR CONTRACTED BY A CERTIFICATION BODY............85
6.3.4. QUALITY ASSURANCE PARAMETERS FOR AUDITORS...............................................................87
6.3.4.1. GENERIC PARAMETERS FOR AUDITORS............................................................................87
6.3.4.2. PARAMETERS DEFINED BY ISO 19011:2002 AND ISO 17021:2011.................................88
6.3.4.3. INDUSTRY SPECIFIC PARAMETERS...................................................................................88
6.4. STANDARDS FOR AFFILIATION OF LICENSE TRAINING PROVIDERS (LTPS) .....................................89
6.4.1.
INTRODUCTION............................................................................................................. 89
6.4.2. INTRODUCTION TO AFFILIATION OF LTPS............................................................................90
6.4.3. BENEFITS OF ACCREDITATION OF LTPS..............................................................................90
6.4.4. QUALITY ASSURANCE PARAMETERS FOR INFORMAL LTPS AS PER ISO STANDARDS 29990...........92
6.4.4.1. THE REQUIREMENTS FOR THE LEARNING SERVICE PROVIDERS ARE:.......................................92
6.4.4.2. MANAGEMENT OF THE LEARNING SERVICE PROVIDERS.......................................................94
6.4.5. QUALITY ASSURANCE PARAMETERS FOR FORMAL LTPS.........................................................97
6.4.6. PROCESS FOR AFFILIATION OF LTPS................................................................................101
6.4.7. PROCESS FOR THE CERTIFICATION OF TRAINERS OF LTPS....................................................103
STANDARDS FOR ACCREDITATION OF COURSES..........................................................................104
6.5. STANDARDS FOR ACCREDITATION OF COURSES W.R.T OS......................................................105
6.5.1. INTRODUCTION............................................................................................................ 105
6.5.2. QUALITY ASSURANCE PARAMETERS FOR THE INPUTS TO THE ACCREDITATION COURSE...............105
6.5.3. PROCESS FOR THE ACCREDITATION OF COURSES...............................................................108
STANDARDS FOR CERTIFICATION BODIES FOR CERTIFICATION OF TRAINING PROVIDERS......................110
6.6. STANDARDS FOR CERTIFICATION BODIES.............................................................................110
6.6.1. ROLE OF CERTIFICATION BODIES.....................................................................................110
6.6.2. QUALITY ASSURANCE PARAMETERS FOR CERTIFICATION BODIES............................................111
6.6.3. DETAILED QUALITY ASSURANCE PARAMETERS FOR CERTIFICATION BODIES..............................112
6.6.3.1. ABOUT THE STANDARD ISO 17021.............................................................................112
6.6.3.2. KEY HIGHLIGHTS OF STANDARD ISO 17021.................................................................112
6.6.4. CONCLUSION:............................................................................................................. 115
ANNEXURE TO SECTION 1...............................................................................116
7.
ANNEXURE TO SECTION 1.............................................................................117
7.1.
7.2.
7.3.
7.4.
REFERENCES.................................................................................................................. 117
DOCUMENT CONVENTIONS................................................................................................119
RESEARCH METHODOLOGY .............................................................................................. 120
LANGUAGE STRATEGY...................................................................................................... 120
SECTION 2: QUALITY ASSURANCE PROCEDURE FOR DEPLOYMENT OF
OCCUPATIONAL STANDARDS / QUALIFICATION PACKS..........................................121
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INTRODUCTION.............................................................................................. 125
STEP 0: QP/JOB ROLES DEVELOPMENT AND THEIR AVAILABILITY.......................128
STEP 1: DEVELOPMENT OF COURSEWARE AND COURSE CONFORMITY...............129
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
OBJECTIVE..................................................................................................................... 129
PROCESS FOR QUALITY ASSURANCE OF COURSEWARE............................................................130
GUIDELINES FOR COURSE CONFORMITY...............................................................................132
ADVANTAGES OF QA GUIDELINES FOR COURSE DEVELOPMENT AND CONFORMITY.......................133
GOVERNANCE PLAN........................................................................................................ 133
APPLICABLE STANDARDS.................................................................................................. 133
STEP 2: IDENTIFICATION AND AFFILIATION/CERTIFICATION OF RELEVANT
TRAINERS AND TRAINING INSTITUTIONS.............................................................134
2.1. OBJECTIVE.................................................................................................................... 134
2.2. PROCESS FOR QUALITY ASSURANCE OF CERTIFICATION/AFFILIATION OF TRAINERS AND TRAINING
INSTITUTIONS........................................................................................................................... 135
2.3. GUIDELINES FOR AFFILIATION/CERTIFICATION OF TRAINING PROVIDERS ....................................136
2.4. ADVANTAGES OF HAVING QA PROCESS FOR ACCREDITATION/CERTIFICATION OF TRAINING PROVIDERS
............................................................................................................................................ 137
2.5. GOVERNANCE PLAN........................................................................................................ 137
2.6. APPLICABLE STANDARDS.................................................................................................137
STEP 3: CERTIFICATION OF ASSESORS AND THEIR PROFICIENCY REGARDING QP
AND NOS........................................................................................................... 138
3.1. OBJECTIVE.................................................................................................................... 138
3.2 PROCESS FOR QUALITY ASSURANCE OF ASSESSMENT OF PROFICIENCY......................................139
3.3 GUIDELINES FOR THE ASSESSMENTS PROCESS......................................................................140
3.4 ADVANTAGES OF A QA PROCESS FOR ASSESSMENTS.............................................................141
3.5. GOVERNANCE PLAN....................................................................................................... 142
3.6. APPLICABLE STANDARDS.................................................................................................142
STEP 4: MAINTENANCE OF INFORMATION ON SSC WEBSITE..............................143
4.1. OBJECTIVE.................................................................................................................... 143
4.2 PROCESS FOR QUALITY ASSURANCE FOR MAINTENANCE OF INFORMATION ON SSC WEBSITE..........144
4.3. GUIDELINES FOR MAINTENANCE OF INFORMATION ON SSC WEBSITE........................................145
4.4. ADVANTAGES OF MAINTENANCE OF INFORMATION ON SSC WEBSITE.......................................145
4.5. GOVERNANCE PLAN....................................................................................................... 145
4.6. APPLICABLE STANDARDS..................................................................................................145
OVERALL PROCESS FOR ACCREDITATION AND FINANCIAL MANAGEMENT...........146
FINANCIALS...................................................................................................147
ANNEXURE TO SECTION 2...............................................................................148
ANNEXURE
ANNEXURE
ANNEXURE
ANNEXURE
A: CHECKLIST FOR TRAINING PROVIDERS – STAR PROGRAM.........................................149
B: QUALIFICATION PACKS COURSEWARE / ASSESSMENT PROVIDER .................................154
C: SAMPLE ASSESSMENT TEMPLATE..........................................................................156
D: GLOBAL ACCREDITATION BODIES..........................................................................159
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TABLE OF FIGURES
FIGURE 1: THE ‘SECTOR SKILL COUNCIL 'CONTEXT: BRIDGING THE SKILL GAP.........17
FIGURE 2:ITES SSC – NASSCOM INITIATIVE............................................................18
FIGURE 3: AUDIENCE OF THE DOCUMENT..............................................................18
FIGURE 4: CERTIFICATION, AFFILIATION AND ACCREDITATION ECOSYSTEM.............19
FIGURE 5: ACCREDITATION PROCESS AS APPLICABLE TO EDUCATION......................22
FIGURE 6: AFFILIATION PROCESS..........................................................................25
FIGURE 7: GLOBAL FRAMEWORK FOR SETTING STANDARDS...................................27
FIGURE 8: GLOBAL ACCREDITATION MODELS.........................................................28
FIGURE 9: SPREAD OF GLOBAL ACCREDITATION AND CERTIFICATION BODIES..........31
FIGURE 10: ACCREDITATION MODEL APPLICABILITY TREND....................................34
FIGURE 11: ACCREDITATION MODELS APPLICABILITY IN COUNTRIES.......................35
FIGURE 12: ISO STRUCTURE AND GOVERNANCE.....................................................39
SOURCES:............................................................................................................ 39
4.ISO AND CONFORMITY ASSESSMENT, ISO...........................................................39
FIGURE 13: INDIAN CERTIFICATION AND ACCREDITATION FRAMEWORK...................43
SOURCES: ........................................................................................................... 43
........................................................................................................................... 49
FIGURE 15: ROLE OF SECTOR SKILL COUNCIL IN INDIA...........................................49
FIGURE 16: STANDARDS SETTING ORGANIZATION REQUIREMENTS .........................50
FIGURE 17: STANDARD SETTING ORGANIZATION REQUIREMENTS REFERENCE.........51
FIGURE 18: STRUCTURE OF NSDC – PARENT BODY OF SECTOR SKILLS COUNCILS
INDIA.................................................................................................................. 52
FIGURE 19: 32 PROPOSED SECTOR SKILL COUNCIL STRUCTURE INDIA.....................52
FIGURE 20: RESOURCE REQUIREMENTS FOR STANDARD SETTING ORGANIZATION....53
FIGURE 21: IT-ITES SECTOR SKILLS COUNCIL NASSCOM STRUCTURE INDIA..............53
FIGURE 22: PROCESS TO ENSURE QUALITY IN OS DEVELOPMENT............................58
FIGURE 23: MOU DESCRIPTION.............................................................................62
FIGURE 24: PROCESS STEPS OF OS DEVELOPMENT WORKSHOP..............................65
FIGURE 25: KEY COMPONENTS OF AN OS...............................................................65
FIGURE 26: TEMPLATE FOR PRESENTING SECTOR LEVEL FUNCTIONAL ANALYSIS.....68
FIGURE 27: TEMPLATE FOR SUB-SECTOR LEVEL FUNCTIONAL MAP IN EXCEL FORMAT
........................................................................................................................... 69
FIGURE 28: TEMPLATE FOR JOB ROLE LEVEL FUNCTIONAL MAP...............................69
FIGURE 29: TEMPLATE FOR OCCUPATIONAL MAP...................................................70
SOURCE: SSC NASSCOM.......................................................................................70
FIGURE 30: TEMPLATE FOR OCCUPATIONAL MAP DETAILED IN
EXCEL FORMAT....................................................................................................71
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SOURCE: SSC NASSCOM.......................................................................................71
FIGURE 31: OS COLLECTION AND VALIDATION PROCESS.........................................72
FIGURE 32: VALIDATION GROUPS FOR OS..............................................................74
FIGURE 34: DETAILED OS DEVELOPMENT PROCESS................................................77
FIGURE 35: CERTIFICATION AND CERTIFICATION PROCESS.....................................81
FIGURE 36: REQUIREMENTS OF CERTIFICATION BODY............................................83
FIGURE 37: FORMAL AND INFORMAL LTPS DEFINITION...........................................90
FIGURE 38: REQUIREMENTS FOR LEARNING SERVICE PROVIDERS............................92
FIGURE 39: MANAGEMENT OF LEARNING SERVICE PROVIDERS................................94
THE DETAILS OF THE MANAGEMENT OF LEARNING SERVICE PROVIDERS ARE SHARED
BELOW:............................................................................................................... 94
FIGURE 40: ROLE OF CERTIFICATION BODY..........................................................111
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GLOSSARY
Term
Meaning
 Accreditation is a process in which certification of competency,
authority, or credibility is presented. It is the act of granting credit
or recognition (especially with respect to educational institutions)
that maintains suitable standards.
 Third-party attestation related to a conformity assessment body
conveying formal tasks – ISO 17000 (as applicable to conformity
assessment).
Accreditat
ion
Affiliation
Certificati
on
Accreditation Body: An external body that makes decisions on quality
standards and evaluates an educational institution and its courses
(higher education institution) with reference to the approved quality
standards (as applicable to education).
To ‘affiliate’ means to attach oneself or bring into close association or
connection. All colleges in India need to be affiliated to a University to be
able to award degrees under the brand name of that University unless
otherwise constituted.
Certification is an evaluation of a person, organization, system,
process, enterprise, project, or product. The purpose of a certification is
to provide a measurement rather than to express an opinion about the
fairness of statements or quality of performance.
Quality certifications are performed to verify conformance
standards through review of objective evidence.
to
A system of quality certifications may verify the effectiveness of a
quality management system. This is a part of certifications such as ISO
9001. Quality certifications are essential a) to verify the existence of
objective evidence showing conformance to the required processes, b)
to assess how successfully processes have been implemented, c)to
judge the effectiveness of achieving any defined target levels, d) to
provide evidence concerning reduction and, e) to eliminate problem
areas and are a hands-on management tool for achieving continual
improvement.
Quality certifications not only report non-conformance and corrective
actions but also highlight areas of good practice and provide evidence of
conformance, enhancing continual improvement.
An operations certification is an examination that thoroughly
examines the efficiency, effectiveness, and economy of the operations
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with which the management of the entity (client) is achieving its
objective.
Operational certifications cover any matters which may be commercially
unsound. The objective of operational certification is to examine ]:
•
•
•
Effectiveness – doing the right things with least wastage of
resources
Efficiency – performing work in least possible time
Economy – balance between benefits and costs to run the
operations.
OS
Occupational Standard
ISO
International Organization for Standardization
ABET
Accreditation Board for Engineering & Technology
ACQUIN
Accreditation, Certification, and Quality Assurance Institute
NBA
National Board of Accreditation
HLC
Higher Learning Commission
ATMAE
Association of Technology, Management, and Applied Engineering
IEEE
Institute of Electrical and Electronics Engineers
ACICS
Accrediting Council for Independent Colleges and Schools
IOE
Institute of Engineers
ACCET
Accrediting Council for Continuing Education & Training
EUR-ACE
Framework Standards for Accreditation of Engineering Programs
TSI
Trading Standards Institute
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1. PROLOGUE
Evolution of Sector Skills Bodies:
Occupational training and skills development play a vital role in the development of a
nation and positively impact its economic transformation. Education offers a nation
the financial capability and prosperity that helps its citizens, organizations within, and
its government at large. Developed countries like USA, UK, Australia, France, Germany
etc. have an evolved and ongoing skill development mechanism that helps position
them as the world leaders of today.
Occupational training supports employer requirements in the face of shrinking labour
markets and growing international competition. Hence, industrialised economies have
introduced and nurtured sector bodies to scale quality capacity and high performance
outcomes through benchmarked standards via specialised job-related training and
general skills development. Thus, sector bodies work to modernize vocational /
occupational education and training systems by bringing together industry and other
stakeholders, formally bridging the gap between education provision, vocational
training, and the labour market.
International Context:
Cultural and historical factors affect international perceptions regarding the role of
sector bodies.
In Australia and China, for example, sector bodies are concerned with protecting the
rights of their members, but this role in China is influenced by their remit of
undertaking Government-prescribed activities. In Canada, skills policy
within
Sector Councils is viewed within the broad context of community work - which means
that their remit may be less narrowly defined than elsewhere.
In the United States, the Occupational Information Network uses live databases of
vacancies and job seekers together with their skills profile to develop labour market
information that can be analysed nationally, regionally, locally, or w.r.t. sectors. Sector
bodies can then tailor this national information and refine it according to their own
sector, which avoids duplication and wastage, and encourages comparability. Hence,
in the coming years the role of sector bodies in collating and disseminating labour
market information will not exist. Technology is changing the way in which data is
collected and manipulated, and allows for central management of the system in
countries like USA. In certain areas, the activities of sector bodies can cross over into
the areas of other organizations, leaving them open to criticism. In Australia, for
example, interested parties have argued that Industry Skills Councils’ production of
training and assessment materials competes directly with the materials of publishers
and training providers. They argued that it is inappropriate for publicly funded
organizations. This has led the Education, Employment, and Workplace Relations
References Committee to recommend that the Industry Skills Councils that work in
qualifications oversight and strategy receives primary focus, and that this work remain
separated from the work of development and training strategy.
Of the varied roles and remits of sector bodies, Canada stands out as one of the few to
act as a bridge between companies in the same sector to help coordinate a
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collaborative and collective skills strategy. Given the wealth of literature suggesting
that collaborative sectoral working linked to employer networks, is an important driver
behind both innovation and the incidence of employee training, perhaps, this is an
ambition to which, more countries with sectoral approaches should ascribe.
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India Context – Rational to Establish SSCs
In 2006, the World Bank identified the challenges of India’s vocational education
system as ‘changing realities’ (globalisation, competitiveness, and the knowledge
economy) and ‘established realities’ (demographic pressures and financial
constraints). The key challenges was to create a skilled workforce. In the current
system, there was no clear way in which industry and education could communicate
their needs; in short, supply and demand had no mechanism through which they could
be matched.
Since then initiatives have been taken by the government of India to manage the
increasing skill gap challenges. The 12 th Five Year Plan represents the potential for real
change and improvement.. Uniquely, the 12 th Five Year Plan developed in consultation
with a number of policy and industry influencers has enabled the identification of not
only the challenges, but the solutions for skills development in India.
One of the most important initiatives taken by Government of India is to establish
NSDC – a parent body providing oversight to all Sector Skills Councils (SSC). These
SSC(s) have been created by NSDC in partnership with MHRD so that each SSC can
focus on overcoming the skill gap challenges for its own industry sector.
India Context – Need to Improve on the Vocational Education Quality:
According to the World Bank, the overall educational attainment in India is low
compared to other countries. Prospects for graduates are also inconsistent: years after
graduation, over 60% are still underemployed or unemployed. Two-thirds of
apprentices are reportedly not employed in the trade in which they qualified; reasons
for this include being trained in obsolete trades and the ongoing mismatch between
supply and demand. There are no significant differences in outcomes for private
institution graduates over public institution graduates. Lack of soft skills for graduates
is a key issue for employers.
According to NSDC, the employability of graduates is a serious issue. Moreover, with
no participation in international benchmarking or quality assurance processes, there is
no reliable way with which the quality level of India’s educational output can be
assessed.
Hence, IT-ITeS Sector Skills Council NASSCOM has initiated the
establishment and implementation of quality assurance parameters by way
of certification and accreditation w.r.t global best practices and ISO
standards in the following areas:
• Standards for Standard Setting Organizations like Sector Skills Councils (SSC )
• Standards for the Development of Occupational Standards (OS) and Qualification
Packs (QP)
• Standards for Personal Certification Bodies for certification of professionals w.r.t.
OS and QP
• Standards for Affiliation of Licensed Training Providers(LTPs)
• Standards for Certification Bodies for certifying Training Organizations
• Standards for endorsement of conformity of courses w.r.t to OS and QP
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Refer to the appendix for details about the Evolution of SSC in other
countries, vision, and mission of SSC NASSCOM, and the detailed purpose
and objective of this document.
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2. FOREWORD
Skills and knowledge are the driving forces of economic growth and social
development in any country. Countries with higher and better levels of skills adjust
more effectively to the challenges and opportunities of globalization. Shortages in
skills, with reference to the requisite quality mapped to global industry norms, have
already emerged in a number of sectors in our country. This constitutes a major
impediment to growth. However, as India develops as a knowledge-centric country
and competes internationally, it is faced with the realization that our base of skill and
knowledge workers is commoditized and has much to learn. To address the emerging
knowledge economy, various measures have to be developed and executed in
parallel.
An effective education ecosystem espousing global quality standards is a key
prerequisite for the socio-economic development of this country. For a national vision
towards educational programmes that encompass functional literacy, a globally
employable workforce, and world class infrastructure to become a global hub of
knowledge creation, it is essential to set standards for a value based learner-centric
education. For such a scenario to become a reality, an independent accreditation
system with consequences for non-performance to identified outcomes gains
importance, and is the need of the hour for shaping the future of the Indian
educational ecosystem.
This document “Quality Assurance Parameters on Certification, Affiliation, and
Accreditation” addresses the Higher and Vocational Education system and describes
the existing as well as the required trends in certification, affiliation, and accreditation
of education in India in conjunction with practices around the globe. It focuses on the
development of a comprehensive quality assurance strategy so as to enable both
external and internal stakeholders, such as government, industry, and society at large;
to participate in outcomes-based education programmes and the continuous total
quality management of the same.
To bridge the industry ready skill gap, this document also recommends the
development of standards for the following:
• Standard Setting Organization – Sector Skills Council (SSC)
• Development of Occupational Standards (OS)
• Standards for Certification Bodies for Training Providers/Organizations
•
•
•
Certification of professionals, Personnel Certification Bodies and Assessors
Affiliation of Licensed Training Providers (LTPs)
Endorsement of Courses w.r.t to OS-Course Conformity to OS
However, as a way forward, it is critical to address the concept of ‘Systems to Scale”
with speed and efficiency and without compromising on the requisite quality. This will
enable us to be successful in the implementation of the recommendations stated in
this document.
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I take this opportunity to compliment the members of the Project Board and the
Advisory Board members for contributing towards the development of this
recommendations document, “Quality Assurance Parameters for Certification,
Affiliation and Accreditation”.
I must place on record my sincere gratitude for the methodical research and
documentation of the proposed framework by Ms Pooja Wadhwani and Mr. Ritesh
Arora from Accenture.
I am confident that the recommendations will be adopted in its full spirit thus helping
the Indian Education &Vocational System to be dynamic and respond to the changing
domestic and international requirements; going beyond attaining global standards by
setting a new benchmark for others to follow.
Dr Sandhya Chintala
Executive Director
IT-ITeS Sector Skills Council NASSCOM
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3. EXECUTIVE SUMMARY
3.1. Bridging the Skill Gap in India
To bridge the skill gaps, the Ministry of Human Resource Development (MHRD) along
with NSDC have taken the initiative to establish Sector Skills Council (SSC).The role of
an SSC is to bring together all the stakeholders, Industry, labour, government, and
academia for the common purpose of workforce development of various key industry
sectors. This collaborative and structured capacity development effort aims to create a
genre of individuals with the requisite skills towards an employable talent pool within
and across sectors.
Figure 1: The ‘Sector Skill Council 'Context: Bridging the Skill Gap
3.2. IT-ITeS SSC NASSCOM Initiative
In continuation to the National Skills Development Corporation (NSDC) initiative,
IT-ITeS Sector Skills Council NASSCOM (SSC NASSCOM) has established a mission to
develop a QA recommendations document on certification, affiliation, and
accreditation norms and processes for OS, courses, training institutions, faculty,
assessors, certifications, and SSC Governance. This document will set standards to
enable the creation of a sustainable program of action to ensure an industry-ready
and job-ready talent pipeline.
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Figure 2:ITeS SSC – NASSCOM Initiative
3.3. Audience for the Document
The following figure outlines the audience for this document. Please refer to the
‘Appendix’ for the research methodology.
Figure 3: Audience of the Document
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3.4. Certification, Affiliation, and the Accreditation Ecosystem
As a first step towards setting the quality assurance standards for the industry,
NASSCOM in its role as the IT-ITeS SSC NASSCOM is establishing recommendations on:
•
•
•
•
•
•
Common Standards for Standard Setting Organizations.
Standardised Process for the Development of Occupational Standards (OS)
Standards for Personnel Certification Bodies
Standards for Affiliation of Licensed Training Providers(LTPs)
Standards for Endorsement of Courses w.r.t to OS
Standards for Certification Bodies for Training Providers
Global accreditation models and bodies are studied for input parameters. Relevant ISO
standards are leveraged. The existing accreditation framework in India will also play
an important role in determining the future state. With these recommendations IT-ITeS
SSC NASSCOM can provide direction and insight into the development of Occupational
Standards for this industry along with quality parameters for the entire value chain
from development of standards to delivery of training w.r.t. to the OS and final
bridging of the demand supply gap.
The figure given below illustrates the ecosystem of certification, affiliation, and
accreditation for India, with inputs from global models and bodies.
Figure 4: Certification, Affiliation and Accreditation Ecosystem
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3.5.
Introduction to Accreditation
Accreditation is a process in which the certification of competency or credibility is
presented. It is also the act of granting credit or recognition (especially with respect to
educational institutions) that maintains suitable standards.
Accreditation is perceived as a decision of quality standard and evaluation of an
educational institution and its courses (higher education institution) by external
agencies – often known as Accreditation Bodies. In this revised vocational education
system in India, institutions of higher education, and their courses are accredited by
these ‘Accreditation Bodies’
Accreditation, as a mark of quality is not awarded forever but as a best practice; it
must be reviewed and renewed in a continuous cycle with an average time span of
about two to three years. This time span may change based on the policies of the
accreditation body and the level of maturity of the educational sector.
However, in relation to conformity assessment, ISO has defined accreditation as
Third-party attestation related to a conformity assessment body conveying formal
demonstration of its competence to carry out specific conformity assessment tasks
(source ISO 17000) as applicable to conformity assessment.
3.6.
Introduction to Affiliation
To ‘affiliate’ means to attach one-self or bring into close association or connection.
Colleges in India need to be affiliated to a University to be able to award degrees
under the brand name of that University. In the present scenario, University
“Affiliation” is mandatory to offer any degree programme. This means that colleges
affiliated to a particular University will follow a prescribed curricula and assessment
system that complies with the University’s standards. Individual affiliated colleges do
not have the power to modernize the curricula or make it locally relevant.
The affiliating system of colleges was originally designed when their number in
relation to a university was small and manageable. The university could then
effectively oversee the working of the colleges, act as a norm setter and an examining
body, and award degrees on their behalf. The system has now become unwieldy and it
is becoming increasingly difficult for a university to attend to the varied and changing
needs of individual colleges under its care.
3.7. Introduction to Certification
The general definition of a certification is an evaluation of a person, organization,
system, process, enterprise, project, or product.
The purpose of a certification is to provide a measurement to ensure conformance
rather than to express an opinion about the fairness of statements or quality of
performance. Quality certifications are performed to verify conformance to standards
through review of objective evidence.
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3.8. A Comparative View of Accreditation, Affiliation, and Certification
Table 4: Comparison: Accreditation, Affiliation, and Certification
Sources:
http://en.wikipedia.org/wiki/Accreditation
http://www.accreditation.org/benefits.php
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3.9.
Accreditation Process
Accreditation is a continuous process. It broadly consists of the following steps:
Figure 5: Accreditation Process as applicable to education
Source:
NBA website, www.nbaind.org
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ABET website, www.abet.org
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Illustrative Checklist for Site Visit Used for Accreditation
Some common factors that can be assessed during an on-site visit are listed below:
 Outcome of the education provided
 Quality assurance processes, including internal reviews and grievance handling
 Complaints and escalation procedures
 Assessment
 Activities and work of the students
 Entry standards and selection for admission of students
 Motivation and enthusiasm of faculty
 Qualifications and activities of faculty members
 Infrastructure facilities
 Laboratory facilities
 Library facilities
 Industry participation
 Organization
 Marketing and Promotional material used and fulfilling of those promises
Renewal (Ongoing) Process for Accreditation of Course
Some key points that need to be considered are:
• If the accreditation of a programme is about to expire, by default, it is assumed
that the institute will continue the accreditation. If the institute does not want to
continue the accreditation, it has to notify the accreditation bodies at least 5
months before the expiry of the current accreditation. The institute will then
undergo further full exercise as applicable for obtaining first accreditation as
described above.
•
The Institutions not awarded highest statuses are expected to follow the
recommendations and directions of the accrediting agency within the stipulated
time and re-apply for accreditation.
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3.10.Affiliation Process
The affiliation process broadly consists of the following steps:
Figure 6: Affiliation Process
Source:
1. www.ugc.ac.in
Note: The process of certification will be covered in later in this document.
In the next section, let’s understand the Global Accreditation Framework that has
been applied for making recommendations.
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SECTION 1: FRAMEWORKS FOR CERTIFICATION,
ACCREDITATION, AND QUALITY ASSURANCE PROCESSES FOR
THE CREATION OF STANDARDS
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4. GLOBAL FRAMEWORK FOR SETTING STANDARDS
There are three main elements in the Global Framework for Setting Standards:
1. Global Accreditation Models
These models are developed by academicians and are followed by different
accreditation bodies. Some examples of these models are minimal model, peer review
model, and regulatory model.
2. Global Accreditation Bodies
These are bodies that provide accreditation to different courses, institutes, and
certificates. Some examples of accreditation bodies include ABET, ACQUIN, NBA, EXIN,
and EUR-ACE.
3. Standard Setting Body
International Organization for Standardization (ISO) is a global standards setting body.
ISO differentiates between accreditation and certification and decides the standards
which need to be followed by accreditation and certification bodies while awarding the
accreditation or certification concerned. ISO has also published standards for
standards setting bodies although there is no global accreditation system for the
same. Some countries like USA and Canada do have a system of accreditation of
standards development organizations (SDOs).
The diagram given below depicts the three main elements of the Global Framework for
Setting Standards.
Figure 7: Global Framework for Setting Standards
Source:
www.accreditation.org
NAAC website, www.naac.gov.in
NBA website, www.nbaind.org
Quality Council of India website http://qcin.org/
ISO website, www.iso.org
Joining In Manual, ISO
ISO and Conformity Assessment, ISO
Quality Council of India has developed accreditation criteria for standards
development organization based on the following requirements:
a. WTO Agreement on Technical Barriers to Trade (TBT Agreement) Annex 3
"Code of good practice for the preparation, adoption, and application of Standards".
b. ISO/IEC Guide 59 "Code of good practice for standardization"
c. ISO/IEC Guide 2:2004 “Standardization and related activities- General Vocabulary”
d. Accreditation of Standards Development Organizations CAN-P-1E,
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December 2006, Standards Council of Canada
The recommendations herein are based on the Global Framework for Setting
Standards. The best practices from global accreditation bodies and the ISO standards
are the inputs to our recommendations.
The next section explains each element of the Global Framework for Setting
Standards.
4.1.1.Accreditation Models
Accreditation models are the foundation for the whole accreditation
process. These models were devised by renowned academicians and
are followed by global accreditation bodies.
These models help the accreditation bodies decide the approach that
needs to be followed based on the maturity of the education sector in
the country under consideration. After selecting the correct model to
be followed, the accreditation body can verify and start the process of granting
accreditation.
Figure 8: Global Accreditation Models
Source:
www.accreditation.org
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Sl Name of
.
the
N
Organizat
o
ion
Americas
1
ABET
2
3
4
5
6
Sl
.
N
o
7
Accreditati
on/Certific
ation Type
Objectives
Course
Accreditatio
n
ABET founded in 1932 in the U.S. is a non-profit,
non-governmental organization that accredits
college and university programs in the disciplines
of applied science, computing, engineering, and
engineering technology. ABET accredits over 3,100
programs at more than 670 colleges and
universities in 24 countries.
Higher
Institute
/ The Higher Learning Commission (HLC) is an
Learning
Course
independent corporation and one of the two
Commissio Accreditatio commission members of the North Central
n
n
Association of Colleges and Schools (NCA). It
accredits
degree-granting
post-secondary
educational institutions in the North Central region.
ATMAE
Course
The Association of Technology, Management, and
Accreditatio Applied Engineering (ATMAE) sets standards for
n
academic
program
accreditation,
personal
certification, and professional development for
educators and industry professionals involved in
integrating technology, leadership, and design.
ACICS
Course
Founded in 1912, Accrediting Council for
Accreditatio Independent Colleges and Schools (ACICS) is the
n
largest national accrediting organization of
degree-granting
institutions. ACICS
accredits
professional, technical, and occupational programs,
and is one of the two national accreditors
recognized by both the U.S. Department of
Education and the Council for Higher Education
Accreditation.
ACCET
Course
ACCET was founded in 1974 for the purpose of
Accreditatio improving continuing education and training. In
n
1998, ACCET became the only recognized
accrediting agency to be certified as an ISO
9001:2008-Quality Management System, under the
international
standards
established
by
the
International Organization for Standardization, and
continues to hold that unique status.
IEEE
Institute
IEEE is the world’s largest professional association
Accreditatio dedicated to advancing technological innovation
n
and excellence for the benefit of humanity. IEEE
and its members inspire a global community
through its highly cited publications, conferences,
technology standards, and professional and
educational activities.
Name of Accreditati Objectives
the
on/Certific
Organizat ation Type
ion
National
Certificate
Commissio Accreditatio
IT-ITeS
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Certifying
Agencies,
ICE’s accrediting body, the National Commission for
Certifying
Agencies
(NCCA),
evaluates
the
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certification organization for compliance with the
NCCA Standards for Accreditation of Certification
Programs.
NCCA's
Standards
exceed
the
Refer to the Appendix for more details about accreditation models.
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Another model available in the country is accreditation of conformity assessment
bodies by NABCB which is a part of an international system of accreditation under the
aegis of the International Accreditation Forum and facilitates equivalence of
accreditations and certifications. Under the system, any organization or person
certified in India can claim international equivalence under a defined set of conditions.
4.1.2.Accreditation Bodies
Organizations that issue accreditation or certify third parties
against official standards of accreditation are known as
"accreditation bodies".
These accreditation bodies ensure that their accreditation practices
are globally acceptable. This typically means that they are
competent to test and certify third parties, behave ethically, and
employ suitable quality assurance practices.
4.1.2.1.
Global Accreditation and Certification Bodies
Figure 9: Spread of Global Accreditation and Certification Bodies
Sources: Compiled from the following:
1. Higher Learning Commission http://www.ncahlc.org/Information-for-Institutions/criteria-and-core-components.
html
2. The Association of Technology, Management, and Applied Engineering http://www.atmae.org/accred/2009%20Accreditation%20Handbook%20web
%20No%20Sections%201-4.pdf
3. Institution Of Engineers Singapore,
http://www.ies.org.sg/professional/eab/EABMan.pdf
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4. EUR-ACE Framework Standards for the Accreditation of Engineering
Programmes,
http://www.enaee.eu/wp-content/uploads/2012/01/EUR-ACE_Framework-Standar
ds_2008-11-0511.pdf
5. European Network for Accreditation of Engineering Education,
http://www.enaee.eu/eur-ace-system/eur-ace-framework-standards
6. Accrediting Council for Continuing Education & Training (ACCET),
http://docs.accet.org/downloads/docs/doc2.pdf
7. National Board of Accreditation – Manual of Accreditation- January 2013
8. European Quality Improvement System website
www.efmd.org/accreditation-main/equis
9. ABET Evaluation Criteria
10. ABET website-http://www.abet.org
11. EAB website - http://www.engab.org.uk
12. Engineers Australia website-http://www.engineersaustralia.org.au
13. NAAC website- http://www.naac.gov.in
14. Board of Engineers Malaysia website - www.bem.org.my
15. JABEE website - www.jabee.org/english
16.EFA Global Monitoring Report, 2005
17.Defining Quality in Education, UNESCO paper
18.TSI www.tradingstandards.gov.uk
19.www.qaa.ac.uk
The following table provides an introduction to the global Accreditation and
Certification bodies referred to in our recommendations:
Table 5: Global Accreditation and Certification Bodies
Sources:
1. Higher Learning Commission http://www.ncahlc.org/Information-for-Institutions/criteria-and-core-components.
html
2. The Association of Technology, Management, and Applied Engineering http://www.atmae.org/accred/2009%20Accreditation%20Handbook%20web
%20No%20Sections%201-4.pdf
3. Institution Of Engineers Singapore,
http://www.ies.org.sg/professional/eab/EABMan.pdf
4. EUR-ACE Framework Standards for the Accreditation of Engineering
Programmes,
http://www.enaee.eu/wp-content/uploads/2012/01/EUR-ACE_Framework-Standar
ds_2008-11-0511.pdf
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5. European Network for Accreditation of Engineering Education,
http://www.enaee.eu/eur-ace-system/eur-ace-framework-standards
6. Accrediting Council for Continuing Education & Training (ACCET),
http://docs.accet.org/downloads/docs/doc2.pdf
7. National Board of Accreditation – Manual of Accreditation- January 2013
8. European Quality Improvement System website
www.efmd.org/accreditation-main/equis
9. ABET Evaluation Criteria
10. ABET website-http://www.abet.org
11. EAB website - http://www.engab.org.uk
12. Engineers Australia website-http://www.engineersaustralia.org.au
13. NAAC website- http://www.naac.gov.in
14. Board of Engineers Malaysia website - www.bem.org.my
15. JABEE website - www.jabee.org/english
16.EFA Global Monitoring Report, 2005
17.Defining Quality in Education, UNESCO paper
18.TSI www.tradingstandards.gov.uk
19.www.qaa.ac.uk/
Refer to the ‘Appendix’ for details about International Accreditation
and Certification Bodies, their objectives, and the source of
information for each body.
4.1.3. Alignment of Accreditation Models and Accrediting Bodies
One of the prime activities of an accreditation body is to develop effective and
well-structured evaluation criteria for accrediting institutes, courses, and/or
certificates. Development of the evaluation criteria by accreditation bodies is based on
global accreditation models. Global accreditation bodies follow one or more of these
models to provide recommendations and standards to be followed while granting the
accreditation. The choice of model taken by an accreditation body depends on the
maturity of the education sector, national priorities of the country, and the overall
requirements of the industry. The graph given below depicts the trend of global
accreditation model applied by global accreditation bodies.
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Figure 10: Accreditation Model Applicability Trend
The effectiveness of each approach depends on the overall maturity and the readiness
of the education system of the country as shown in the figure given below:
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Figure 11: Accreditation Models Applicability in Countries
Sources:
1. www.accreditation.org
2. Higher education accreditation - Wikipedia, the free encyclopaedia
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Overall, the global trend has been to follow a combination of regulatory and
outcome-based accreditation approach. In an outcome-based model, a fair amount of
flexibility is provided to the institution/program to customize the ‘inputs’ to get to the
desired outcomes. However, a mixed approach is best-suited for a country like India.
4.1.4.
Standards Setting Body – ISO
4.1.4.1.
What is ISO?
ISO
(International
Organization
for
Standardization)
is
the
world’s
largest
developer of voluntary International Standards.
International Standards provide state-of-the-art
specifications for products, services, and best
practices to make the industry more efficient
and effective. Developed through global consensus, it helps to break down barriers to
international trade. ISO develops International Standards. Founded in 1947, ISO has
published more than 19000 International Standards covering almost all aspects of
technology and business.
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4.1.4.2. ISO Structure and Governance
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Figure 12: ISO Structure and Governance
Sources:
1. QCI
2. ISO website, www.iso.org
3. Joining In Manual, ISO
4. ISO and Conformity Assessment, ISO
Note: Text in blue signifies participation of India.
Refer to the Appendix for more details about ISO member bodies and the
process of ‘Standard’ development. The Appendix also includes the
sources from which the information is compiled.
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4.2. Alignment
of
ISO
and
Accreditation
Bodies:
ISO
Agreement with IEEE – A Case
Study
IAF / ILAC has signed an MoU with ISO
for use of the standards.
The Institute
of
Electrical
and
Electronics Engineers (IEEE) is a
professional association incorporated
under the Not-for-Profit Corporation Law
of the state of New York in the United
States. IEEE is the largest of the 30
professional societies that comprise
ABET, Inc., the accrediting agency for
engineering, computing, technology,
and applied science degree programs in
the United States. It is one of the
world’s
biggest
organizations
for
engineers having a worldwide network
with more than 4000,000 members in
160 countries.
Purpose:
It is a scientific and educational
organization directed towards the
advancement of the theory and practice
of
Electrical,
Electronics,
Communications,
and
Computer
Engineering, as well as Computer
Science,
the
allied
branches
of
engineering, and its related arts and
sciences.
IEEE Activities:
•
A major publisher of scientific
journals, IEEE releases about 30% of
the world’s technical literature in
electrical engineering, computer
science, and electronics.
•
An Organizer of conferences,
workshops, and symposia (many of
which have associated published
proceedings), IEEE sponsors or
co-sponsors
more
than
1300
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conferences each year with over
100,000
technical
professionals
attending these conferences. A
leading
standards
development
organization for the development of
industrial standards in a broad range of
disciplines, including electric power and
energy, biomedical technology and
healthcare, information technology,
information
assurance,
telecommunications,
consumer
electronics, transportation, aerospace,
and nanotechnology. IEEE Standards
Association (IEEE SA) is in charge of the
standardization activities of IEEE and
has a portfolio of more than 1,500
standards
and
projects under
development.
•
IEEE
accredits
academic
programs in institutes of higher
learning.
•
IEEE
provides
technical
certifications
to
industry
professionals and students.
•
IEEE recognizes contributions
that advance the fields of its interest
through its Awards Program, such as
IEEE Biomedical Engineering Award,
IEEE Robert N. Noyce Medal (for
microelectronics), etc.
IEEE and ISO Partnership:
ISO and IEEE have an agreement in
place to increase their cooperation in
developing international standards. The
ISO/IEEE
Partner
Standards
Development Organization (PSDO)
Cooperation Agreement facilitates
processes for the joint development of
standards and for the adoption of
standards. The agreement currently
focuses on technical areas, such as
ISO/TC 204 - Intelligent Transportation
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Systems,
ISO/TC
215
Health
Informatics, ISO/IEC JTC 1 – Information
Technology, etc.
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Refer to the Appendix for details around IEEE.
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5. PRESENT INDIAN FRAMEWORK FOR CERTIFICATION AND
ACCREDITATION
5.1. Present Indian Framework for Affiliation, Certification, and Accreditation
5.1.1.
Current Accreditation Bodies
Figure 13: Indian Certification and Accreditation Framework
Sources:
1. NAAC website- http://www.naac.gov.in
2. NBA
3. QCI
Presently, there are only a few bodies in India that work towards ensuring high quality
in education. It is important to understand the history, objectives, and scope of work of
each of these bodies:
National Assessment and Accreditation Council (NAAC): NAAC is an autonomous
body established by the University Grants Commission (UGC) of India to assess and
accredit institutions of higher education in the country. It is an outcome of the
recommendations of the National Policy in Education (1986) that laid special emphasis
on upholding the quality of higher education in India. Guided by its vision and striving
to achieve its mission, NAAC primarily assesses the quality of institutions of higher
education that volunteer for the process through an internationally accepted
methodology.
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National Board of Accreditation (NBA): NBA came into existence as an
autonomous body with effect from 7th January 2010, under the aegis of AICTE. The
key objective of NBA is assurance of quality and relevance of education, especially in
technical disciplines, such as Engineering and Technology, Management, Architecture,
Pharmacy, Hospitality and Mass Communication, through the mechanism of
accreditation of programs offered by technical institutions.
Indian Board of Accreditation (IBA): IBA is a new agency that will be set up under
AICTE that will accredit institutions in the fields of engineering, architecture,
pharmacy, hotel management, applied arts and craft. This agency will function parallel
to the existing system. The way of functioning will be fully online.
National Accreditation Board for Education and Training (NABET) : The
National Accreditation Board for Education and Training (NABET) is responsible
for registration of consulting organizations and educational institutions like schools
and ITIs and training programmes as per its own standards. It provides registration
schemes for consulting organizations, educational institutions, and training courses
for Quality, Environment, Food safety, Information security, Environment Impact
Assessment, Occupational Health & Safety Management Systems, and Laboratory
quality management systems among others.
National Accreditation Board for Certification Bodies (NABCB):
The National Accreditation Board for Certification Bodies (NABCB) under QCI is
responsible for providing national accreditation system for conformity assessment
bodies (CABs) like Certification Bodies (CBs) and Inspection Bodies (IBs) in the
country. Such accreditation is based on international standards like ISO/IEC 17021 for
Quality/Environment Management Systems (ISO 9001/14001) Certification Bodies,
ISO/IEC Guide 65 (now ISO 17065) for Product certification bodies, and ISO/IEC 17020
for Inspection bodies. NABCB has been operating accreditation for ISO 9001 and ISO
14001 Certification bodies since Mar 2000, Inspection Bodies since Jan 2006, Food
Safety Management Systems Certification Bodies since May 2006 Product Certification
Bodies since June 2006 and Occupational Health & Safety Management Systems
certification and Information Security Management Systems certification as per ISO
27001 since Nov 2010. It proposes to introduce accreditation for Personnel
certification bodies, Energy Management Systems certification bodies, and GHG
validation and verification bodies for keeping pace with developments around the
world soon.
__________________________________________________________________________________
NABCB represents India in the International Accreditation Forum (IAF), the
International Association of Accreditation bodies, and the Pacific Accreditation
Cooperation (PAC), a regional body of APEC economies.
NABCB is a signatory to the IAF and Pacific Accreditation Cooperation (PAC)
Multilateral Mutual Recognition Arrangements (MLA) for ISO 9000 and ISO
14000 certifications which gives international acceptability to NABCB’s
accreditations and ISO 9000/ISO 14000 certificates issued by any
NABCB-accredited certification body would be recognized worldwide. NABCB
has recently secured international equivalence for its accreditation program for
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Product certification bodies and has already applied for equivalence of its Inspection
Bodies and Food safety management systems certification bodies. NABCB is also
helping regulators like the Petroleum and Natural Gas Regulatory Board and Food
Safety and Standards Authority of India in developing frameworks and/or providing
accreditation support for checking compliance to their regulations.
Directorate General of Employment & Training (DGE&T): Ministry of Labor is the
apex organization for development and coordination at the National level for
vocational training programs including Women's Vocational Training and Employment
Services. Employment service is operated through a countrywide network of
Employment Exchanges. Industrial Training Institutes are under the administrative and
financial control of State Governments or Union Territory Administrations. DGE&T also
operates Vocational Training Schemes e.g. NCVT and SCVT in some of the specialized
areas through field institutes under its direct control. Development of these programs
at national level, particularly in the area concerning common policies, common
standards and a procedure, training of instructors and trade testing is the
responsibility of the DGE&T. However, day-to-day administration of employment
Exchanges and Industrial Training Institutes rests with the State Governments/ Union
Territories Administrations. Distribution of responsibilities between Central Govt., State
Govts and Industry has been shown in the table Tasks and Responsibilities.
The National Council of Vocational Training: This aims at creating opportunities
for low cost, market- oriented professional training with maximum practical exposure.
The following are the highlights of the project:
1. Central government recognized certificate courses
2. Monetary support from central and state government
3. Franchising with NGOs all over the state to impart training to unprivileged youth
State Council for Technical Education & Vocational Training: This runs
diplomas in colleges in the state that include polytechnic, Diploma institutes, and ITI
institutes, prevailing under this board, which produces skilled laborers and
techno-entrepreneurial workforces for State SMEs industry.
Refer to Appendix to know the objectives of these bodies.
Since all of the above mentioned organizations are contributing in the area of
accreditation of various institutes, certifications, courses, assessors, and Certification
bodies in India, we have looked at the accreditation/certification process being
followed by each of these organizations. This exercise has helped us to gauge the
maturity of the process and best practices being followed by these organizations in
the Indian certification and accreditation eco system.
While arriving at our recommendations in different areas, we have referred to the
existing processes followed by these organizations and have capitalized on the best
practices and standards.
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6. RECOMMENDATIONS: AFFILIATION, CERTIFICATION, AND
ACCREDITATION STANDARDS
Standards for
Standard Setting
Body: Sector Skills
Council (SSC)
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6.1.
Standards for the Standards Development Body: SSC
6.1.1.Introduction to Sector Skills Council
Sector bodies work to modernize vocational education and training systems by
bringing together industry representatives with other stakeholders, formally bridging
the gap between education provision, vocational training, and the labour market’.
Sector bodies can be ‘national consensus-based partnerships’ between business and
education stakeholders in economic sectors that serve the following outcomes:
− identify and address human resource and skills issues in a collective,
−
collaborative, and sustained manner,
have responsibility for setting national skills standards,
− providing information and advice, arranging for the delivery of training and the
−
assessment of trainees and quality assurance
oversee the development of relevant qualifications;
− and, ‘create the conditions’ for increased employer investment in skills which
will drive enterprise and create jobs and sustained economic growth.
6.1.2.Role of Sector Skills Council Internationally
The role of sector bodies is to foster skills development and workforce development
within different industry sectors; a more recent concern in some sectoral systems has
been economic development. They are known as Sector Skills Councils in the United
Kingdom, Knowledge Centres in the Netherlands, Industry Skills Councils in Australia,
Sector Education and Training Authorities in South Africa, Industry Training
Organizations in New Zealand, and Sector Councils in Canada. The exact role of sector
bodies varies by country and in many cases varies by the individual body. The table
below outlines some of the main activities of different countries sector bodies.
Comparative Analysis of Sector Skill Council Responsibilities in Different
Countries
Activity
AU
CA
NL
NZ
SA
UK
Research
Gathering labour market information (LMI)
Identification of skill gaps
Skills forecasting
Survey
Guidance
Development of Occupational/Competency
Standards
Development of Qualifications
Curriculum development
Communication of careers and training advise to
learners
Training advice to employers
Strategic advice to the government
Strategic advice to the industry
Accreditation, Certification, and
Administration
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Accreditation of qualifications and competency
standards
Award of qualifications and competency
standards
Accreditation of Training providers/employers
offering training
Designation of Training places
Arranging training for employers
Funding
Direct training funding
AU – Australia, CA – Canada, NL – Netherlands, NZ- New Zealand, SA – South Africa,
UK- United Kingdom
Source:
A global study to get India world Ready - Building sector skills bodies for India
6.1.3.Sector Skills Councils in India
6.1.3.1.
Role of Sector Skills Council in India
In India, the concept of sector skill bodies is new. The Government of India has
launched a coordinated action for skill development which is envisioned to be a major
initiative for inclusive growth and development. It consists of a conglomeration of
programs and appropriate structures, of which National Skill Development Corporation
(NSDC) is an important part. Government and Indian industry bodies like CII, FICCI,
ASSOCHAM, and NASSCOM have teamed together as the industry partners to set up
NSDC. Indian industry holds 51% stake and Indian Government holds 49% stake.
NSDC has been mandated by the Indian Government to “catalyse” (advocate, create,
fund, facilitate, and incentivize) skill development in India. Forums evaluate how
industry could participate in skill development initiatives. NSDC has SSCs to
complement the existing vocational education system for the Indian Industry Sector in
meeting the entire value chain’s requirements of appropriately trained manpower in
quantity and quality across all levels on a sustained and evolving basis. Sector Skill
Councils are national partnership organizations that bring together all the stakeholders
– industry, labour, and the academia. SSCs will operate as an autonomous body. It
could be registered as a Sec 25 Co., or Public Limited Co. Funding is initially done by
the Government of India. As it evolves, SSCs need to become self-funded, for-profit
organizations.
A similar initiative has already been adopted by a few leading economies, such as
Canada, UK, Australia, New Zealand, Netherlands and South Africa. In consequence,
these countries have been successful in addressing their country’s human resource
development needs.
Indian SSCs will aim to strive and complement the existing vocational education
system for the Indian Industry Sector in meeting the entire value chain’s requirements
of appropriately trained manpower in quantity and quality across all levels on a
sustained and evolving basis. Thus, SSCs of every Industry sector must have the
active support of all the major players of that sectorto be successful in its role.
SSCs propose to complement the existing vocational education system and address
the skill gaps through the following activities:
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Figure 15: Role of Sector Skill Council in India
Source:
NSDC website
6.1.4.Quality Assurance Standards for Governance and Operations of
SSC
6.1.4.1.
Development Organization – Sector Skills Council
It has been recognized that Sector Skills council is an occupational standards setting
organization. Quality Council of India also defines the following requirements for a
standards development organization based on international norms:
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Figure 16: Standards Setting Organization Requirements
Sources: Information from QCI and the following sources:
• WTO Agreement on Technical Barriers to Trade (TBT Agreement
• ISO/IEC Guide 59
•
•
Accreditation of Standards Development Organizations. Quality Council of India
has developed accreditation criteria for accreditation of standards development
organizations.
ISO/IEC Guide 2:2004
6.1.4.1.1.
About the Standard:
SSO requirements are detailed later in the document in consideration of the following
references:
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Figure 17: Standard Setting Organization Requirements Reference
Source:
Compiled information from QCI
6.1.4.1.2.
Key Highlights:
I.
General Requirements
 The Standards Development Organization (SDO) shall be a legal entity in India.
This can also be a transnational company with a legal entity in India.
 The SDO shall be so constituted to provide a reasonable assurance of continuity
of operation in the production and maintenance of standards.
 The SDO shall be national in character with relevance on a broad geographical
basis.
 The
SDO shall identify the manner in which national interests are reflected in
arriving at decisions throughout the stages in the evolution of a standard,
ranging from the decision to prepare the standard to the decision for its
approval and promulgation.
 The
SDO shall afford sympathetic consideration to and provide adequate
opportunity for consultation regarding representations made with respect to
compliance to this document by other SDOs who have accepted this document.
II.
Structure and Governance Requirements for Standards Setting Body
i.e., SSCs in India
The figure below shows the high-level structure of NSDC – A parent organization for
SSC in India.
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Figure 18: Structure of NSDC – Parent Body of Sector Skills Councils
India
Source: NSDC website
Under NSDC, there are 32 SSC(s) proposed for each industry. The current status of
SSC is depicted below in the diagram.
Figure 19: 32 Proposed Sector Skill Council Structure India
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Source:
NSDC website
Quality Council of India defines the following requirements related to the structure and
resource for a Standards Setting Organization (SSO).
a. Structural Requirements: Standards setting and development organizations
should make available to those concerned, their organizational structure, and
their established procedures that concern the development of standards.
National interest and international benchmarks shall be considered at all
stages of development of the standards.
b. Resource Requirements: The standards development organization shall
have staff knowledgeable about standardization, including related matters of
philosophy, policies, and techniques together with appropriate facilities for the
development of standards. The standards development organization shall:
Figure 20: Resource Requirements for Standard Setting Organization
Sources:
Compiled information from QCI
The standards development organization shall have the ability to provide adequate
secretarial support. The standards development organization shall describe the
current or proposed capability for providing secretarial support, identifying
administrative and technical expertise.
For the purpose of this document, the governance structure of IT-ITeS SSC NASSCOM
in India is shown below as an example. This governance structure can be used as an
example to create or replicate governance structure for other SSCs.
Figure 21: IT-ITeS Sector Skills Council NASSCOM Structure India
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Source:
IT-ITeS SSC NASSCOM
III.
Process Requirements
 SDO shall have well-defined procedures for preparation, review, publication, and
distribution of standards including user notification procedures when a standard
is withdrawn, abandoned, or significantly altered. This procedure shall identify
at least one level of review and approval beyond the technical development
level.
 Technical Committees: SDO shall constitute a committee of experts to oversee
the standards development work, howsoever named.
 For the purpose of formulation of standards within any technical area, technical
committees of experts may be constituted which may include sub-committees
and panels and ad hoc expert groups, howsoever named. The formally
constituted committees shall be reconstituted once every three years while the
ad hoc groups may have tenure as decided by the committees that set them up.
 Committees shall have a defined scope of work.
 Committees shall have a lead/chairman besides
members representing all
interested parties. It shall be ensured that balance of interest is maintained and
no single interest predominates. Committees may co-opt experts to assist them
in their work.
 SDO
shall ensure that membership on voluntary standards preparation
committees will be open to all concerned interests, subject to maintenance of a
reasonable balance and size of committee and shall identify the organization's
procedures which support this criterion.
 SDO
shall be prepared, and shall confirm willingness to make provision for
public examination of all relevant documents and rosters etc. on request.
IV.
Complaints
Authorities Responsible to Manage Complaints:
1. An established committee structure, when it exists in a viable form; or
2. An ad hoc group of experts convened by the top management of SDO.
Requirements for Making a Complaint:
1. At the time of making a complaint, the complainant shall be provided with a
copy of the particular SDO’s procedures for the development of standards.
2. SDO shall keep records of all complaints received as well as their handling and
disposition.
Complaint Responding and Closure Timelines
1. The time to respond to a complaint shall not exceed 60 calendar days for any
step.
2. An SDO officer shall attempt to resolve the complaint within 15 calendar days
through discussions with concerned parties.
3. Failing resolution as above, the SDO shall render a written decision within a
further 15 calendar days.
Appeal of Decision
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1. This decision may be appealed against to the SDO’s highest standards
governance body within one month.
2. SDO shall provide a final written decision within 60 days of the appeal.
3. Any decision on a technical matter may be appealed against to the next higher
committee level.
4. Complaints concerning the procedures used to prepare a standard shall be
made to an SDO officer involved with the administration of the SDO's highest
committee.
5. SDO shall apprise the complainants of any further avenues of appeal.
Table 7: Recommendations: Compliant Management Process for Standard
Development Organization
1.
2. Source:
3. Quality Council of India
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4.
V.
Coordination and Information
SDO shall make every effort to avoid duplication of, or overlap with the work of other
SDOs in India or with the work of relevant international or regional standardizing
bodies. They shall also make every effort to achieve a national consensus on the
‘Standards’ they develop.
Refer to the ‘Appendix’ for more details about the standards for
Standard Development Organization related to documentation,
records, process, and advancement of trade.
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Standards–Process for
Development of Occupational
Standards (OS) &
Qualification Packs (QP)
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
6.2.
Standards for the Development of Occupational Standards (OS)
6.2.1.
What are Occupational Standards?
Occupational Standards (OS) are statements of the standards of performance
individuals must achieve when carrying out functions in the workplace, together with
specifications of the underpinning knowledge and understanding. Occupational
Standards (OS) describe what an individual needs to do, know, and understand to
carry out a particular task related to a job role or function.
As discussed above, occupational standards are an essential part of the functions of
SSCs which have been developed to change the scheme of things for skilling the
human resources necessary for the industry in the country. SSCs are mandated to
develop the OS for their respective sectors with financial support from NSDC. The OS
development process is shown in the figure below.
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Figure 22: Process to Ensure Quality in OS Development
5. Source:
6. IT-ITeS SSC NASSCOM
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7.
6.2.2.
Quality Assurance Parameters for the Development of OS
Setting Up of the Project Board
The Project Board is a body responsible for providing guidance and for verifying that
the standards developed are representative of the entire industry. Small, medium, and
large players should be included in the Project Board. The contribution of the Project
Board will be crucial in the following areas:
6.2.2.1.
•
•
•
•
Approve all the necessary steps and processes undertaken in developing the
OS & QP in Figure 22
Identification of industry players and input providers
Verification of standards
Promotion and market awareness of the final occupational standards
Case in Point: IT-ITeS SSC NASSCOM has set up a Project Board with 70%
representation from the IT-ITeS industry to ensure the quality and acceptance of
OS&QP across the industry. This Project Board ensured:
•
Quality assurance in every step of the development and validation of OS& QPs
•
Expertise and industry knowledge to ensure that the work being done is in line
with industry norms, market forces, and catered to the overall requirement.
Multiple reviews with the Project Board owing to diversity of reviewers brings in an
additional layer of checks and balances which is very important for such national level
projects.
With this in view, the quality assurance parameters for setting up the Project Board
are summarized below:
Quality Assurance Parameters
The Project Board members should be selected carefully to ensure 70% to
100% participation.
The invitation to be become a Project Board member must be authorized
by the ultimate authority such as the Governing Council (GC) of the SSC.
The selected Project Board member should be allowed to send in a
nominee as his/her representation as SME (Subject Matter Expert) when
required.
Active participation and support must be the criterion for maintaining the Project
6.2.2.2. Drafting a Request for Proposal (RFP) Document:
Board Member status.
Another quality parameter in this area is to ensure that the RFP document contains all
the essential information requested for and it helps bring forth the strengths of each
vendor. The document must ascertain a definite level of standardization in the key
information needed to make the necessary comparisons across vendors. From a
vendor perspective, stating clear terms and conditions helps set the benchmark for
performance, timelines, and client expectations in terms of deliverables. An effective
RFP should have the following information:
• Definitions and explanations of key terms
• Code of conduct guidelines
• Pre-qualification criteria (if any)
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• Guidelines for preparing the proposal
• Process of submission and evaluation
• Negotiation details
• Project deliverables, payment terms, and schedule
• Additional forms, formats, and templates
Case in Point: IT ITeS SSC NASSCOM (SSC NASSCOM) had set terms and conditions
to ensure standard responses to RFPs concerned. There were also defined guidelines
provided to submit the proposal in a standard format. Therefore, SSC NASSCOM
ensured that it set the standards for expected performance, overall project approach,
and timelines.
The invitation for the development of occupational standards through an open tender
provided the managing body or SSC NASSCOM with adequate choices to make a wise
and informed vendor selection decision. A limited tender alone may not result in the
selection of the best vendor. There are chances of biases creeping in, which might
affect the final output.
With this in view, the quality assurance parameters drafting a Request for Proposal
(RFP) are summarized below:
Quality Assurance Parameters
The RFP should be crisp and clear.
A concept note must accompany the RFP so as to minimize the
interpretations of deliverables.
The selection process must be identified as a process and indicated in the
RFP.
Clarity must be provided in the RFP regarding the weightage for the
Technical and the Financial component of the RFP for purpose of
evaluation.
Templates for recording the information from the vendor RFPs and the
process for formally evaluating the same must be readily available.
All the relevant documents must be documented and available when
require
6.2.2.3. Vendor Selection Process
Vendor selection process is defined as the process of evaluating the proposals of all
the interested parties against the pre-released request for proposal and request for
quotation documents.
Based on the outcome of the evaluation exercise, the contract negotiation happens
and the final contract is awarded to the selected vendor.
Case in Point: IT-ITeS SSC NASSCOM has set the level of objectivity and transparency
in the vendor selection process; thereby, giving each vendor an equal chance to
participate in the selection process. The proposal submitted was evaluated on two
fronts – Technical evaluation and Financial/Commercial evaluation that had
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weightages of 70:30 respectively. The financial evaluation was based on a pre-defined
formula.
Technical evaluation was done on the basis of the content of the documentary
evidence in the proposal submitted by the vendors and a formal
presentation/discussion. An example of the same is shared below:
Criterion
Resource commitment for the project – No: of
consultants, their qualifications, and
experience
Past experience in similar consultancy work
Weighta
ge
20%
30%
Proposed approach suggested for
implementation of the solution
30%
Commitment of the head of the organization
20%
Table 8: Vendor Evaluation Criteria
Source: IT-ITeS SSC NASSCOM
With this in view, the quality assurance parameters for Vendor Selection are
summarized as given below.
Quality Assurance Parameters
The process of vendor selection should be rigorous with multiple rounds of presentations/discussions
with the Project Board. Some of the possible vendor selection criteria can be:
Specific experience of the vendor relevant to the assignment
Adequacy and quality of the proposed methodology
Existing clients in the relevant industry
Skills and experience of the proposed team for the project
.
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6.2.2.4. Drafting MoU
A Memorandum of Understanding (MOU) is a signed obligating and legally binding
document between alliance members. It describes the following points:
Figure 23: MoU Description
Case in Point: IT-ITeS SSC NASSCOM established the following key areas covered as
part of the MoU between its vendor. IT-ITeS SSC NASSCOM includes the following:
•
•
•
•
•
•
Objectives
of
Agreement
Engagement
of
‘Service
Agreement’/’Agreem
ent’
Scope
Delivery Formats and
Outputs
Period
of
‘Agreement’
Responsibility of
NASSCOM / SSC
NASSCOM
•
•
•
•
•
Responsibility of
Vendor
Trademark
Intellectual
Proprietary rights in
NASSCOM/ SSC
NASSCOM material
Existing Materials
Ownership of Work
Product and Data
Collected
•
•
•
•
•
•
•
•
Use of Contract
Documents and
Information
General Terms
Severability
Liability Limitation
Compliance and
Indemnity
Escalation Procedure
Jurisdiction
Arbitration
Termination
Table 9: Contents of MoU
Source: NASSCOM/Accenture MoU Document
6.2.2.5. Inception Report Development
The Inception Report for the Occupational Standards development project elaborates
the approach, methodology, and workplan to be deployed to deliver the project. The
report clearly explainsthe tasks within each phase, the information that is needed, the
providers of the information and its utilization, and the validation process for each
phase of the project.
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Case in Point: IT-ITeS SSC NASSCOM established the following key areas covered as
part of the inception report:
•
•
•
•
•
•
•
•
Stakeholders identified and their respective roles
Detailed Project Plan highlighting activities under each deliverable phase and
timelines
Detailed communication plan
List of companies for primary research
Demand side questionnaire
Templates to capture data, meeting minutes, sign-offs etc.
Support required from NASSCOM
Potential risks and mitigation plans
The inception report specifies forms and formats for data capture and presentation
during each stage of the project in addition to clearly spelling out language guidelines
that need to be followed while writing OS.
1. Language Guidelines
Using the right language achieves a fit-for-purpose OS. OS are real products that
employers, practitioners, awarding organizations, or training providers use, making it
imperative that the final product must be readable and unambiguous.
It is important to keep the following tips in mind while writing:
a. Functional Analysis
 Statements should be short but descriptive of what the person is able to do.
 Each statement should begin with a verb and should also contain one or
more objects for the verb. Some good examples are
 Communicate information regularly to meet aspirations of the
customer
 Lead efforts towards development of SOPs
 Assess and provide advice on the energy performance of
buildings
 As
in the above examples, it is essential to
contain context or condition.
ensure that statements also
 Avoid using qualifiers (adverbs) that describe how a verb is carried out. E.g.
“effectively”, “promptly”, etc.
b. Occupational Standards
• Check for the following mandatory components that every OS must have:
 Unique Reference Number
 Title
 Overview
 Performance Criteria
 Knowledge and Understanding
 Technical Data
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•
Some SSCs and other standards-setting organizations may add some other
components which are considered important by employers in their sector.
These will vary according to the sector concerned , but may include:
 Elements
 Scope/Range
 Behaviours
 Values
 Glossary
 Links to Other NOS / External Links
•
Language Guidelines to write OS
 Sentences should not exceed 15 – 20 words on average.
 Techniques to break up complicated text, such as vertical
lists and
tables, should be employed.
 Simple words that readers are likely to understand must be used.
 Language must be consistent across the document; synonyms should
be avoided when describing key stakeholders/ behaviours.
 Abbreviations
and acronyms should be avoided unless listed clearly in
the Appendix section.
Refer to the ‘Appendix ‘<NOS-quality-guide-for-developers Pg: 55>
for more tips on OS writing.
2. Forms and Workshops
OS are developed in consensus with all key stakeholders to ensure that the standards
meet the needs of employers, businesses, employees, and individuals within the
sector. This can be done through OS development workshops to identify the tasks and
standards of performance required at entry-level roles in each specialist domain. For
entry level roles, the inputs are sought from skip level supervisors (Managers with
8-10 years of experience). The following is the generic process followed in OS
development
workshops:
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Figure 24:
Workshop
Process
Steps
of
OS
Development
Source:
INSSO
The output of the group work is captured, analyzed, and aligned to match the
structure of the OS as shown in the schematic below. Each component is described in
the following pages.
Scope
Scope
Title of OS
Performance
Criteria
Knowledge
Knowledge and
and
Understanding
Understanding
Skills
Skills
Figure 25: Key Components of an OS
Source:
INSSO
a. Title of OS
OS title should describe (in one sentence only) an activity in the workplace
that leads to an outcome that is useful to the employer. It should be an
accurate description of the OS content.
Example: ‘Deal remotely with basic IT service requests and incidents’
b. Performance Criteria
This sets the standard of performance. Performance Criteria should give
someone who knows about the task a way to decide whether the person’s
performance is “good enough‟ or “not yet good enough‟.
It is important to note that Performance Criteria focus on what the person
does and what is essential to meet the standard.
An example of Performance Criteria is listed below.
To be competent, the user must be able to:
1. Confirm to the customer that he/she has received the service
request/incident report, empathizing with the difficulties caused
2. Obtain sufficient information from the customer to understand the nature of
the problem and make an initial diagnosis
3. Support the customer remotely to test potential solutions
4. Provide the customer with a reasonable estimate of resolution time, if any
c. Knowledge and Understanding and Skills
Knowledge and Understanding and Skills within the OS usually cover three
main areas:
Facts: For example, different types of equipment, different types of
customer needs
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Principles/ Rationale: For example, the reasons why personal information
must be kept confidential; why helpdesks need to be promptly responsive
Methods: For example, how to organize employee data, how to analyze
feedback
An example of this component in an OS is listed below.
Knowledge and Understanding
A.
The user needs to know and understand:
Organizatio 1. Relevant legislation, standards, policies, and
nal
procedures followed in the company
Context
2. How to engage with both internal and external
(Knowledge
specialists for support to resolve incidents and
of the
service requests
company
3. Service request procedures, tools, and techniques
and its
processes)
B.
The user needs to know and understand:
Technical
1. How to receive and make phone calls, including call
Knowledge
forwarding, call hold, and call mute
2. How to send and receive e-mails
3. Typical problems raised by customers and their
solutions, including workaround solutions
4. Typical response times and service times for
problems
5. Help desk systems and procedures
Generic Skills
A.
The user needs to know and understand how to:
Writing
1. Document task lists, schedules, and workloads with
Skills
co-workers
2. Prepare status/progress reports to customers
3. Record items discussed with customers notes and
log entries
B.
The user needs to know and understand:
Reading
1. New products and services in organization forums
Skills
such as brochures, websites, and product
information sheets
2. Comments, suggestions, and responses to
frequently asked questions posted on helpdesk
C.
The user needs to know and understand:
Oral
1.
Task lists, schedules, and workloads with
Communicat
co-workers
ion
2.
How to manage relationships with customers
(Listening
who may be stressed, frustrated, confused, or
and
angry
speaking
3.
How to question customers to understand the
skills)
nature of problem and form a diagnosis
4.
How to give clear instructions to customers
remotely
5.
The importance of keeping customers informed
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about progress
Professional Skills
A.
The user needs to know and understand:
Decision
1. How to make decisions pertaining to the area of
Making
work
B.
The user needs to know and understand:
Plan
and 1. How to plan and organize service
Organize
files/documents
C.
Problem
Solving
D.
Analytical
Thinking
feedback
The user needs to know and understand:
1. How to think through the problem, evaluate
possible solutions, and suggest optimum solution
2.
How to encounter clients lacking the technical
background needed to understand commonly-used
acronyms and information technology jargon
3.
How to identify solutions to resolve delays and
establish new timelines
The user needs to know and understand:
1. How to evaluate the adequacy of the existing
service helpdesk feedback systems and suggest
improvements
Table 10: OS Component Example
Source: INSSO
d. Scope
Scope takes into account the fact that the real world contains many
variables that OS should cover these. In doing so, it helps to broaden the
individual’s understanding of the task at hand.
OS example ‘Scope’ it can be presented the following format:
Service requests and incidents reported via:
• Voice call
•
•
E-mail
The Internet
Customers (which parties reach out to the service desk- internal/external or both):
• Internal
• External
Specialists (subject matter experts):
• Internal
• External
Problems about:
• networking/connectivity
• operating system/software
• account maintenance/access rights
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Source:
INSSO
3. Format and Templates
OS are derived from several levels of inputs and analysis on the data
concerned. OS can be presented in any number of visual models. Some
examples of formats used to create OS are shown below:
Functional Analysis Formats
Functional analysis is used to define the nature of an occupational sector and
the functions performed within it. Besides its primary use, a detailed functional
analysis also allowed us to:
 Establish
the unique contribution of each occupational area w.r.t
both primary and secondary functions.
 Detail
specific activities that in turn help define occupational
competencies from Occupational Standards.
Listed below are some examples of the different ways in which functional
analysis can be represented:
Figure 26: Template for Presenting Sector Level Functional Analysis.
Source:
INSSO
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Figure 27: Template for Sub-Sector Level Functional Map in Excel Format
Source: INSSO
Figure 28: Template for Job Role Level Functional Map
Source: INSSO
Occupational Maps Formats
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An Occupational Map describes the key characteristics of a sector and
sub-sector highlighting the types of occupations, unique job roles, and career
paths.
This analysis provides a solid research base and helps OS developers to:
 Develop
an internal or external business case for OS development
and/or review
 Identify
a representative sample
stakeholders to develop/ review OS
 Develop
of
employers
and
other
key
a sector/occupation analysis – size, key trends, opportunities,
etc.
Listed below are some examples of Occupational Maps:
Figure 29: Template for Occupational Map
Source: SSC NASSCOM
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Figure 30: Template for Occupational Map Detailed in
Excel Format
Source: SSC NASSCOM
6.2.2.6. Identification of Eco System for the Validation of OS
Once developed, the draft of an OS must be reviewed and validated by a broad group
of representative stakeholders. To ensure that this exercise is meaningful, it is
important to select the relevant stakeholders and an appropriate method to obtain
feedback (E.g. focus groups, surveys, meetings, written feedback, etc.) and provide
stakeholders with enough time to review and respond.
Case in Point: IT-ITeS SSC NASSCOM used a multi-pronged validation methodology
where exercises were conducted through various media including in-person meetings,
teleconferencing, online meetings, and online inputs. These inputs were received from
~100 SMEs across over 50 leading organizations in the Indian IT-ITeS Industry.
The following process (as shown in the figure below) was used to gather relevant
information from the industry stakeholders and validate the Occupational Maps:
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1
2
3
4
5
Figure 31: OS Collection and Validation Process
Source: SSC NASSCOM
Step 1: Identification of organizations to be researched so as to have a fair
representation of the respective sub-sectors
With an aim to create an efficient and effective process of validation, the project team
applied the Pareto Principle to identify the number of organizations that would
together form a fair representation of the industry.
A set of companies was identified for the primary research. The selection of companies
was based on the following criteria:
•
•
•
Operation in the four sub-sectors
Presence in industry forum/councils
Representation of around 80 % of the total annual hiring for the IT-ITeS Industry
The sample has been chosen basis the illustrative sampling plan as shown below. The
formula assumes a sample population with a 95% confidence level.
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With N= 5000 (As per latest report from The Economic Times, there are 5000 IT-ITeS
companies in India, which form the universe size for the Occupational Mapping research)
P= 70% (A variance assumption among various companies)
Z= 1.96 (For 95% confidence level)
R= 1 (Assuming we will get responses from each of the companies we approach)
A= 10% (Standard precision rate for most exercises)
Substituting these given values in the formula, we get:
Having thus established a sample size of 80, inputs were received from different
categories (Multi-National, Small and Medium Enterprises, Global in-house centres),
different cities, and through several media (online, face to face, etc.)
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In addition to industry representatives, the validation team consisted of the following
groups:
Figure 32: Validation Groups for OS
Source:
NASSCOM
Considering the multi-pronged validation inputs throughout the Occupational Mapping
exercise, there has been feedback from ~100 SMEs across over 50 leading
organizations in the Indian IT-ITeS Industry.
Inputs for the Occupational Analysis have been received from over 300 organizations
over an on-line survey and in-person meetings/workshops.
Step 2: Establish contact with the Organizations/Subject Matter Experts and
introduce the project
A two-pronged approach was followed to contact the companies in the IT-ITeS
industry:
• All companies in the IT-ITeS industry who are members of NASSCOM On-line
survey shared with NASSCOM and non-NASSCOM members
• Large companies representing 90 percent of the IT-ITeS workforce Interviews
over meetings/tele-conferences
The companies reached out to, represented all NASSCOM members and more than
500 non-NASSCOM members.
Step 3: Gather Information for Occupational Analysis
The following is a summary of the key information needed for Occupational Analysis
and the sources for the same:
Information Needed
Sources Utilized to Obtain the
Information
Understanding
of
Job 1. Personal interviews
families
2. On-line survey
Understanding of Job-roles 1. Personal Interviews
within the organization/job 2. Secondary research over job portals
families
and social networking sites
3. On-line survey
Talent Trends
1. NASSCOM and other published
reports
2. Personal interviews
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Table 11: Occupational Analysis Source of Information
Source: SSC NASSCOM/Accenture
Critical inputs helped identify the typical job roles at the entry, middle, and leadership
levels and the possible vertical and horizontal career paths within the specified
sub-sector or occupation.
A questionnaire was used to conduct all meetings and ensure that the relevant
information is collected from the SMEs.
Step 4: Process information collected –Create Occupational Maps and Career
Paths
Based on the discussions with the industry, a matrix for all sub-sectors that captures
the occupations (horizontals) and industry verticals was created.
Subsequently, critical inputs were used to identify the typical job roles at the entry,
middle, and leadership levels roles in different occupations. These inputs were collated
and analyzed, and the draft Occupational maps were revised.
Step 5: Validate Occupational Maps
The prepared Occupational Maps were sent for validation to the respective companies,
which had provided inputs.
Validation inputs were received in-person and over e-mail from all stakeholders who
provided us inputs and members of the sub-sector councils.
Nearly 100 SMEs across ~50 organizations validated the Occupational Maps for the
four sub-sectors.
6.2.2.7. Process for the Development of Occupational Standard
The approach for the development of occupational standards should be holistic
wherein continuous improvement is the focus. While developing standards, it is very
important that the output is acceptable by all stakeholders. To achieve the desirable
output, certain steps must be followed. As a benchmark, the ISO Standards
development process should be kept in mind while developing OS.
ISO standards are developed using a structured process involving all members.
Typically, a standard is proposed by a committee, which is shared with ISO members
across the world for their inputs. A voting exercise is carried out, which decides the
fate of the standard. The key points from the entire ISO standards development
process (For details, refer to the section on ISO Standards) include:
•
Technical expertise and research is the foundation for the first draft backed by a
clear need (business or otherwise) for the standard.
•
Multiple inputs are the best way to validate a standard and ensure global
recognition.
•
Review and approval of the standard should be done at various stages – internal
(Committee Stage) and external (Enquiry Stage).
Every attempt should be made to align the OS development process with the ISO
standards development process. This will serve as the quality parameter and ensure
symmetry in the way any OS is developed. Based on the below analysis, the OS
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development process followed 70% of the ISO development process. The key gaps
identified are as follows:
Figure 33: ISO Standard Development Process vs. OS Development Process
Source: Information compiled and analysed by Accenture
ISO asks its participating members to vote on the standards under consideration. The
outcome of the voting is the most important checkpoint for the standard at each
stage. ISO process clearly states that unless the standard gets two-third majority at
each voting stage, it cannot move to the next stage of evaluation. The reason behind
this is that unless two-third of the participating members agree to the outcome of the
step, the standard cannot be accepted as a globally accepted industry standard.
The process of creation of Occupational Standard by IT-ITeS SSC NASSCOM follows the
similar process of creation of ISO standards nationally. However, it does not involve
any international voting from the concerned stakeholders including industry
representatives, academic representatives, and the government.
Thus, the absence of international voting in the OS creation process is the major gap
area between the process of creation of ISO standards and Occupational Standards by
SSC NASSCOM.
Refer to the ‘Appendix’ for detailed ISO standard development
process.
A deep dive into the OS development process followed by SSC NASSCOM describes the
necessary quality assurance parameters followed for each step:
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Figure 34: Detailed OS Development Process
Source:
Information compiled by SSC NASSCOM and Accenture from INSSO, NSDC
Each step in the OS development
process has a quality assurance
parameter. The checklist below
describes the quality assurance
parameters at each stage:
Step 1: Occupational Analysis and
Mapping
The OS development process starts
with research/analysis and hence, our
recommendation is to ensure that the
data collection process is dynamic and
efficient so that the research/analysis
process at any stage can represent a
true picture of the requirements of the
industry and the modifications in the OS
at a later stage depict the correct
industry requirements.
Refer to the following checklist to
complete the research and collection of
data:
 The size and profile of its
sector/occupation, sub-sectors
and geographical location of
organizations and workers
 The link between the
sector/occupation and other
sectors/occupations
 Key trends, developments, and
drivers within the sector/
occupation
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 The types of occupations within
the sector and anticipated
changes in employment patterns
 Opportunities for progression and
typical career routes
 Learning opportunities and
qualifications within the
sector/occupation
Step 2: Identification of Job Roles
and Mobility at all Levels
The jobs and roles across sectors are
identified. These roles are identified at
the entry level and then their career
path is established and hence the
mobility across jobs and sectors is
defined. Each role is valuated and then
accepted by the Project Board before
moving to next step.
Step 3: Functional Analysis
In functional analysis, the key task for a
particular occupation is identified and it
is broken into various functions and
sub-functions and tasks. The possible
OS for a task belonging to a function
are defined at this stage itself. The
requisite competencies (both technical
and generic) are also listed. This is also
validated by the Project Board before
moving to the next step.
Step 4: Identification of Existing OS
The whole process of OS development
is lengthy and requires a lot of time and
research from the project team. It is
always advisable to capitalize on the
information on the existing OS.
Hence, our recommendations are as
follows:
 Search for any existing OS before
the fresh OS development
process begins.
 Use the existing information to
modify or improve it to create
the new OS.
Step 5: Development of OS
Developing OS is a crucial task. It is
important to ensure that the language
standards are maintained while writing
OS. The way an OS is written is the key
to its acceptability across sectors and
geographies. The language should be
easy, unambiguous, and objective. Use
of relative terms should be avoided.
Example:
Skill required by an IT Helpdesk
Attendant – Communication
Bad Example: The incumbent should
be able to communicate effectively.
Good Example: The incumbent should
be able to read, write, and speak in
English and Hindi.
The ultimate aim of a ‘standard’ is its
overall acceptability so that there is
standardization and objectivity in the
related area. Therefore, it is crucial to
ensure that the way a standard is
interpreted is the same across all
geographies, industries, or markets. If
the standard is liable to have different
connotations to different sets of people,
the purpose of a ‘standard’ is defeated.
Hence, our recommendation is to
 Standardize the use of language
in the development of OS so that
similar set of words are used by
different people to convey the
same message.
 Provide all the details about OS
in its description in a clear,
concise, and precise way.
Step 6: Approval of OS
Approval of an OS by industry,
job-seekers, and training institutions is
useful since it indicates that the
particular OS meets its objective of
increasing employability. Therefore, the
process of approval becomes a quality
parameter. The approval should come
from credible persons/bodies that will
benefit from the development of the
OS.
Hence, our recommendation is to:
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stamp to certify that the OS
captures all the information
applicable for the role and it does
not leave out any details required
by industry.
 Get the developed OS verified by
the participating members before
publishing it.
The verification by the participating
members will act as an approval that
the developed OS clearly states their
requirement and it does not leave out
any critical data point or information.
Step 7: Maintain Relevance and
Currency of OS
The Indian business industry is
continuously evolving. There are always
new ways of working, technological
innovations, technology platforms, or
machines. With the evolution of these,
the industry requirements w.r.t. a job
role will also change. A job role
applicable today might not exist
tomorrow or a specification of a role
today will drastically change tomorrow.
If OS is not updated continuously to
reflect the current industry trends and
requirements, it will be void to the
participating members.
Hence, our recommendations are as
follows:
 Compulsory review of all the
developed OS should be
conducted every 2-3 years. This
review will ensure that OS, which
are not applicable anymore, are
scrapped.
 Each modification in the old OS,
small or large, or new OS should
be verified by an approval
committee for correctness and
completeness. This will ensure
that the changes are accurate
and reflect the new available
information.
 Each OS modification, small or
large, or new OS shall be
approved by the participating
members. This approval will
again act as a quality assurance
Step 8: Promotion and Support for
OS
One of the objectives of the OS is to
make it applicable across the industry.
OS needs to be used by as many
stakeholders as possible.
Our recommendation is as follows:

Promote OS to as many
stakeholders as possible.
All the participating members will use
OS for their hiring but other Sectors
Skills Council, sectors, non-participants,
and non-members shall also start using
OS to make it an industry wide success.
If OS becomes one of the most
important and used criteria for hiring,
then the content developers, training
and certification providers, and
curriculum designers will also start
using it for their business.
Step 9: Evaluation of OS
What cannot be measured cannot be
managed. Hence, an important quality
parameter is the measurement or a
basic analysis on the usage pattern of
OS, its impact on up-skilling /
employment, and feedback from
industry/training institutions.
Our recommendations are as follows:
 Gather all information related to
the utilization of OS and the
purpose for the same. This will
help to track the usage of OS
given that OS becomes more
successful when it is adopted by
as many stakeholders as
possible.
 Garner feedback from all the
stakeholders who are using the
OS for their usage. Their
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Standards for
Certifications
and This
Auditors
feedback will help to improve the
is significant because if the
OS and develop a better and
accurate OS.
 Track the impact of OS on the
OS is not serving its corepurpose, then the entire idea of
hiring based on the OS fails.
skilling and employment front.
Standards for Personnel Certification
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6.3. Standards for Personnel Certification
6.3.1.Role of Certification Bodies and Assessors
The role of certification bodies and assessors is to:
•
•
Conduct secure competency/skill based assessments w.r.t to OS leading to QPs.
•
Certify an Individual as job ready, accepted both nationally and internationally
as required.
Assess an individual’s competency based on skills, knowledge, and education
w.r.t OS and ensure QP/job readiness.
6.3.2.Process of Assessment Followed by the Certification Body
The flow chart details out the process:
Figure 35: Certification and Certification Process
Source:
Information has been created based on an interview with QCI
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The certification process followed is explained as follows:
Application:
The certification body shall provide on request a current detailed description of the
certification process including the syllabus and the evaluation mechanism, appropriate
to each certification scheme (including fees).
Evaluation:

The certification body shall examine competence, based on requirements of the
scheme, by written, oral, practical, observable, or other means.

The certification body shall adopt reporting procedures that ensure performance
and results of the evaluation are documented in an appropriate and
comprehensible manner, including the performance and results of
examinations.
The mode of evaluation, which is communicated during the application process,
can be online or practical and would depend on the skill requirement of the job.
Decision on Certification:


The decision on certification of a candidate shall be made solely by the
certification body on the basis of information gathered during the certification
process.
The certification body shall provide a digital certificate to all certified persons.
Surveillance and Recertification:



The certification body shall define a proactive surveillance process to monitor
certificates for compliance with relevant provisions of the certification scheme,
wherever relevant.
The certification body shall define recertification requirements according to the
competence standard and other relevant documents.
6.3.3.Quality Assurance Parameters to be Followed by Certification
Body
These Quality Assurance Parameters are based on the Standard ISO17024 –
Conformity Assessment – General Requirements for Bodies Operating
Certification of Persons.
6.3.3.1.
About the Standard - ISO17024
This Standard was adopted by the Bureau of Indian Standards (BIS) on the
recommendations of the National Mirror Committee of CASCO and approval of the
Director General, BIS. This Standard specifies the requirement of a body certifying
persons against specific requirements. Certification of persons is one way of providing
assurance that a certified person meets the requirements of the certification scheme.
Confidence in the respective certification process is achieved by means of a globally
accepted process of assessment, subsequent surveillance, and periodic
re-assessments of the competence of the certified persons. It is to be implemented by
any organization desirous to be a Personnel Certification Body and used by NABCB as
basis for its accreditation.
6.3.3.2.
Key Highlights of Standard – ISO17024
The standards can be categorized into two:
1. Requirements of Certification Bodies
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2. Requirements of Persons Employed or Contracted by a Certification Body
6.3.3.3. Requirements of Certification Bodies
The key requirements defined for certification bodies are under the following
headings:
Figure 36: Requirements of Certification Body
Source: ISO:17024
I.
Certification Body:


II.
The policies and procedures of the certification body and their
administration shall be related to the criteria in which certification is
sought and shall be fair and equitable among all candidates.
The certification body shall confine its requirements, evaluation, and
decision on certification to those matters specifically related to the
scope of the desired certification.
Organizational Structure:

The certification body shall be structured in a way that it is impartial and
independent in relation to its applicants, candidates, and certified
persons.
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







III.
The certification body shall identify the management group which will
have the responsibility of evaluation, certification, and surveillance as
defined in the Standard.
The certification body shall have documents establishing it as a legal
entity or part of a legal entity.
The certification body shall appoint a scheme committee, which shall be
responsible for the development and maintenance of the certification
scheme. This will include the scheme of exams, exam development, and
quality assurance of exams and prevention of frauds.
The certification body shall have the financial resources necessary for
the operation of a certification system.
The certification body shall not offer or provide training or aid others in
the preparation of such services. However, the certification body can
conduct “Train the Trainer” sessions and awareness campaigns to make
aware of its standards to its partners.
The certification body shall employ or contract enough people with the
necessary education, training, technical knowledge, and experience to
perform certification functions.
The certification body shall define policies and procedures for the
resolution of appeals and complaints received from applicants,
candidates, certified persons, their employers, and other parties.
The certification body shall accredit partners and provide the necessary
means and support to take the certifications to all parts of the country.
Development and Maintenance of a Certification Scheme:




The certification body shall define the methods and mechanisms to be
used to evaluate the competence of candidates.
The criteria against which the competence of a person is evaluated shall
be those defined by the certification body in accordance with this
Standard and other relevant documents.
Certification shall not be restricted on the grounds of undue financial or
limiting conditions, such as membership of an association or a group.
The certification body shall evaluate the methods of examination of
candidates. Examinations shall be fair, reliable, valid, and appropriate
for the qualification in question. Appropriate methodology and
procedures shall be defined to reaffirm, at least annually, the fairness,
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validity, reliability, and general performance of each examination and all
identified deficiencies corrected.

The certification body will define time intervals by which the certification
scheme is re-evaluated. The certification body will also define the time
intervals for updating and upgrading the certifications based on
technological progress.
IV.
Management System: The certification body shall have document control
and internal audit and management review systems, including provisions for
continual improvement, complaint handling, escalation mechanisms, fraud
detection, and corrective and preventive actions.
V.
Sub-contracting:

VI.
VII.
When a certification body decides to sub-contract work related to
certification to an external body, a properly documented agreement
covering the arrangement, including confidentiality and prevention of a
conflict of interest, shall be drafted.
Records: The certification body shall maintain a record system appropriate
to its particular circumstances and to comply with regulations. The
certification body shall also have a record retention policy for all documents,
especially the certifications results.
Confidentiality and Security:



The certification body shall maintain confidentiality of all information
obtained in the process of its activities through legally enforceable
commitments.
All examinations and related items shall be maintained in a secure
environment by the certification body and will be made accessible only
to authorized individuals and organizations.
The integrity of the documents and the certificates are guaranteed by
the certifying body.
Privacy:
The certification body shall have a clearly defined privacy policy and
shall share user data based on the agreement other than where it is
required by law.
6.3.3.4. Requirements for Persons Employed or Contracted by a
Certification Body

The certification process shall define the competence requirements for
employed or contracted persons involved in the certification process.
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



Clearly documented instructions shall be available to the employed or
contracted persons describing their duties and responsibilities along
with non-disclosure agreements.
The certification body shall establish and maintain current
documentation on the relevant qualifications of each individual.
Examiners shall meet the requirements of the certification body based
on applicable competence standards and other relevant documents.
Examiners shall undergo periodic evaluation and shall constantly
upgrade their knowledge to be relevant.
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6.3.4.Quality Assurance Parameters for Auditors
Quality assurance parameters can be divided into three:
1. Generic Parameters
2.
Parameters defined by ISO 19011:2002 and ISO 17021:2011
3. Industry Specific Parameters
6.3.4.1.
Generic Parameters for Auditors
Generic Parameters
Description
Relevant Education
The assessor should have completed formal education. He/she
should have specialized in the area of assessment by undergoing
special training programs or graduate/undergraduate studies.
The assessor should have worked extensively in the area of
assessment; the assessor should know all the new and global
best practices in the assessment area. The auditor should also
have a fair amount of knowledge in the other relevant areas.
The auditor should produce all the relevant work experience
certificates, details of contact person for the work experience
verification.
Assessor should undergo the specialized training program of
assessment area by the accreditation provider to follow the
standards while assessing the respective areas.
After completing the classroom training program and hand on
exercise, the audit should undergo the assessment carried out by
the accreditation provider. Once the assessor completes the
assessment, he/she should be awarded the accreditation
certificate. The audit can be in the form of an interview, a written
test to evaluate the subject knowledge and verification of
credentials. It can also be a combination of all of the above.
Auditor should understand the OS and how it can be applied in
audit.
Work Experience
Work Experience
Verification
Training Classroom
and Hands on
Audit
Understanding of OS
Table 1: Requirements of Auditors/Evaluators
Source: http://www.dofe.org/media/viewfile.ashx?
filetype=4&filepath=resourcezone/Training/Process%20maps%20for%20EAAS.pdf
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Parameters Defined by ISO 19011:2002 and ISO
17021:2011
6.3.4.2.
Auditors/Evaluators should be:










Be open minded and mature and willing to consider alternative ideas or
points of view.
Possess sound judgment, analytical skills, and tenacity.
Have the ability to perceive situations in a realistic way to understand
complex operations from a broad perspective and to understand the
role of individual units within an organization.
Be able to distinguish crucial or essential points from less important
ones.
Be ethical – fair, truthful, sincere, honest and discreet.
Be diplomatic – tactful in dealing with people.
Be observant – actively aware of physical surroundings and activities
and habits.
Be tenacious – persistent, focused on achieving objectives.
Be decisive – reaches timely conclusions based on logical reasoning and
analysis.
Be self-reliant – acts and functions independently while interacting
effectively with others.
6.3.4.3. Industry Specific Parameters
Industry specific parameters will depend on the type of functional skills required for
assessment e.g. C++ skills vs plumbing skills. This is currently kept out of scope for
this document.
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Standards for Affiliation of License
Training Providers (LTPs)
6.4.
6.4.
6.4.
6.4.
6.4.
6.4.
6.4.
Standards for Affiliation of License Training Providers (LTPs)
6.4.1. Introduction
Licensed Training Provider (LTP) is a company or individual that is an independent
business, certified by the relevant national supervisory authority to provide training
courses to outside companies, organizations, or individuals.
For our research, we have divided the licensed training provider into two categories:
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Figure 37: Formal and Informal LTPs Definition
Source: NASSCOM
6.4.2.Introduction to Affiliation of LTPs
Affiliation can be done by the scheme owner directly if LTP applies to them or through
the process described in this chapter.
Affiliation is a method of quality assurance used by LTPs of all types serving all ages of
students. Affiliation to recognized body is seen as the finishing touch of the quality
assurance system that engages the academic community in meeting high quality
standards, implementing a continuous improvement process and engaging in quality
assurance through internal and external review.
6.4.3.Benefits of Accreditation of LTPs
Accreditation of LTPs is a necessary step that brings with it several benefits. Some key
benefits of accreditation are listed below.
Risk Reduction
 The achievement of excellence via competence reduces the likelihood of risk
Confidence in the Marketplace
 Training Participants, Students, employers and members of the public have greater
confidence in an institution and course which have been accredited against
international standards of quality.
Due Diligence
 Using an established accrediting body to carry out an independent evaluation helps
demonstrate due diligence.
Reputation of Continuous Improvement
 As a process, accreditation reflects the fact that in achieving recognition by the
accrediting body, the institution is committed to self-examination and external
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review. It seeks not only to meet standards but seeks ways in which to enhance the
quality of education and training provided on a continuous basis.
Advice and Development
 The accrediting body is a superb source of impartial advice and knowledge transfer
which may, in turn, lead to development opportunities and promotion of best
practices in training provision.
Table 13: Benefits of LTPs
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6.4.4.Quality Assurance Parameters for informal LTPs as per ISO
Standards 29990
6.4.4.1. The requirements for the Learning Service Providers are:
Figure 38: Requirements for Learning Service Providers
Source
ISO 29990
The details of the requirements of the learning services providers are shared below:
I.
Determining Learning Needs
 Prior to offering learning services, in order to orientate these effectively,
the learning service providers (LSPs) shall ensure that a learning needs
analysis is conducted.
 In
terms of a qualification analysis, information is obtained about
learner’s relevant education and training history and prior learning,
including qualifications and credentials awarded to them, and that this
information is obtained and used with legitimate consent.
 An agreement is reached and recorded with the sponsor on the learning
service to be provided.
 The learning methods and materials to be used are appropriate, accurate
in terms of their content, and sufficient to meet the stated goals.
 The learning content and process take into account learning outcomes.
I.
Design of the Learning Services

The LSP shall ensure that the scope, specific aims, and planned
outcomes of the learning service that is selected to meet the needs of
interested parties, as well as the learning methods to be used, are
clearly specified and communicated to relevant interested parties.
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II.
III.

The LSP shall consider relevant interested parties when determining and
planning the ways in which learning will be facilitated and supported so
as to ensure that the transfer of learning is assessed, monitored,
evaluated, and documented appropriately. The accrediting body shall
provide guidelines and evaluate the effectiveness of transferring this
knowledge and the methods used.

The LSP shall develop and document a curriculum and means of
evaluation that reflect and are appropriate to the aims and learning
outcomes specified.
Provision of the Learning Services

Commencing with, or prior to, delivery of the learning service, the LSP
shall notify the learners and the sponsors and when appropriate check
their understanding of format and content of the learning service being
provided,
learners’
commitments
and
responsibilities,
LSP’s
commitments and responsibilities to the learner, procedures in case of
disagreement, support for learning, methods, and schedule for
evaluation, any prerequisites technical or otherwise.

The LSP shall ensure all resources as defined in the curriculum are
available and these resources are accessible to the learners.

If the LSP is responsible for providing or selecting the learning
environment, the LSP shall ensure that it is conducive to learning. If the
LSP does not have control over the learning environment, the LSP shall
specify the minimum requirements for it.
Monitoring the Delivery of the Learning Services

The LSP shall ensure that feedback is requested from learners on the
methods and resources used, as well as their effectiveness in achieving the
agreed learning outcomes.
IV.
Evaluation Carried Out by Learning Service Providers

The LSP shall describe general and specific goals and the assumed scope
of the evaluation.

The LSP shall ensure all evaluation methods and means are recorded
with their schedule and rationale.

The LSP shall ensure that the evaluation is conducted legally and
ethically.

The LSP shall ensure that the access to results of the LSP evaluation is
given only to those with established legitimate consent to view the
information and that individual learners with difficulties can be referred
to experts in the relevant field.
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
The LSP shall ensure that the interested parties involved, or affected by,
the evaluation are identified and the persons conducting the evaluation
are competent and objective.

The LSP shall ensure that the evaluation reports are transparent and the
context in which the learning service is provided is examined in detail to
enable likely influences on the learning service to be provided.
6.4.4.2. Management of the Learning Service Providers
Figure 39: Management of Learning Service Providers
Source
ISO Standards 29990
The details of the management of Learning Service Providers are shared below:
I.
General Management Requirements
A
commitment to this International Standard shall be demonstrated at
the highest level of leadership within the LSP.
 The LSP shall establish and document a management system and ensure
that it is understood, implemented, maintained, and reviewed. The LSP
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shall designate a member of the management team to be responsible for
the management system.
 The
LSP shall establish procedures for retaining records for a period
consistent with contractual and legal obligations. Access to these records
shall be consistent with the confidentiality arrangements established by
the LSP.
II.
Strategy and Business Management
 In
implementing the International Standard, the LSP shall draw up and
document a business plan in accordance with generally accepted
business planning practices. The business plan shall include a strategy
and business objectives as well as a description of management
structures, key processes and the LSP’s quality policy.
III.
Management Review
 The LSP shall establish procedures to review its management system at
planned intervals to ensure its continuing suitability, adequacy, and
effectiveness including the stated policies and objectives related to the
fulfillment of the International Standard. Those reviews shall be
conducted at intervals appropriate to the context.
IV.
Preventive Actions and Corrective Actions
 The
LSP shall establish procedures for identifying and managing
non-conformities in the management system, e.g. the Plan-Do-Check-Act
(PDCA) cycle. The LSP shall also, where necessary, take actions to
eliminate the causes of non-conformities to prevent recurrence.
Preventive actions shall be sufficient to eliminate the causes of potential
nonconformities. Corrective actions shall be appropriate to the impact of
the problems encountered.
V.
Financial Management and Risk Management
 The LSP shall have in place and shall document the appropriate financial
management system and a system for identifying, assessing, and
managing risk to ensure business continuity.
VI.
Human Resource Management
 The
LSP shall ensure that any staff and associates have the core
competencies needed to carry out the processes and LSP shall provide
the job descriptions that refer to the core competencies, which shall be
reviewed at regular intervals.
 The
LSP shall ensure that each member of the staff or associate are
assessed or reviewed in relation to their job description and that systems
are developed to appraise and provide feedback on the performance of
the staff.
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 The LSP shall ensure that the evaluation procedures are reliable and valid
and all the processes are consistent with the relevant legislation.
VII.
Communication Management
 The
LSP shall where appropriate implement procedures to inform and
consult with staff and associates on issues which may have a direct
impact on them, and shall facilitate two-way communication.
 The LSP shall provide opportunities for communication amongst staff and
associates.
VIII.
Allocation of Resources
 The LSP shall ensure that the necessary staff and associates and learning
resources are selected and deployed, taking into account any specific
needs and the learning resources are maintained.
IX.
Internal Audits
 The
LSP shall establish procedures for internal audits to verify that it
complies with this International Standard and that the management
system is effectively implemented and maintained.
 An audit programme shall be planned and it shall cover all the processes
over, at most, a period of 36 months.
X.
Feedback from Interested Parties
 The
LSP shall have in place and shall utilize systems for gathering
feedback from interested parties on the learning services provided, and
for analyzing, responding to, and where appropriate acting upon it.
 The
LSP shall have in place a system for handling complaints and
appeals, and shall make this known to its interested parties.
The Affiliation protocol document in Appendix 1 can shed more light in
the areas of requirements for LTPs
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6.4.5.Quality Assurance Parameters for Formal LTPs
A licensed training provider who is looking to accredit a training program needs to
consider various parameters to ensure that the affiliation of the training institute will
ultimately support the common objective of quality excellence in higher education.
Standards for Formal LTPs
Area
Details
Management and Compliance
Legal Status
1. The formal or non-formal institution has all the legal approval,
certificates and proof of incorporation mandated by the state
and central governments.
2. The institution shall also be legally authorized in each of the
states, or jurisdictions in which it operates to:
a. Award Degrees/ diplomas
b. Offer educational programs
c. Conduct activities as a licensed training provider
Management
The training provider must ensure smooth and streamlined
and
management and administration. The management must ensure
Administration the following:
Board
1. Facilitate the accomplishment of its mission and purposes and
support institute’s effectiveness and integrity.
2. Create and sustain an environment that encourages teaching,
learning, service, scholarship, and where appropriate research
and creative activity.
3. Assure the provision of support adequate for the appropriate
functioning of each organizational component
4. Have sufficient number of managers and administrative
employees to support the school’s operations, student services,
and educational programs; and appropriate administrative and
operational policies and procedures to which the school adheres
to and reviews and updates as needed.
The members of school management and administrative employees
must participate in on-going development and training activities
that support their particular roles in the school. The continuity of
management and administrative capacity shall be ensured through
the reasonable retention of management and administrative staff.
Quality of Education and Faculty
Educational
To impart quality education, the training provider must have:
Programs and
1. Appropriate educational programs matching the
Quality of
requirements of OS.
Education
2. Each course must employ effective teaching processes.
3. Mode of teaching must be appropriate for the OS and should
be designed and implemented so as to facilitate and
encourage learning.
4. Practical skills must be developed through lab work.
To be recognized, the accrediting organization provides evidence
that it has:
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

A clear description of academic quality it wishes to achieve;

Standards or policies that focus on educational quality while
respecting the institution’s responsibility to set priorities and
to control how the institution or program is structured and
operates, and incorporate an awareness of how programs
function within the broader purposes of the institution; and
Standards or policies that the licensed training provider will
have processes to determine whether quality standards are
being met;

Standards or policies designed to foster desired or needed
student achievement and that refer to resources only to the
extent required for students to emerge from institutions or
programs application.
The educational programs and quality of education requirements
might differ for formal and non-formal training providers depending
on the accreditation body.
Learning
Resources
Faculty and
Other
Academic
Personnel
The training provider must provide resources for learning to the
students. Among these are:
1. Secured access to the learning sources and support services
necessary to support the learning expected of its students
(e.g. research laboratories, libraries, performance spaces,
clinical practice sites, museum collections, etc.).
2. Practical training facilities under the supervision of guides
and instructors wherever necessary.
3. Instructional and information technology sufficient to support
its teaching and learning environment.
4. Appropriate training and support to faculty, staff, and
students to make effective use of library and information
resources, and instructional and information technology
5. Appropriate access to library and information resources and
services for all students regardless of program location or
mode of delivery and students use information resources and
technology as an integral part of their education, attaining
levels of proficiency appropriate to their degree and subject
or professional field of study.
The training provider’s instructional, research, and service
programs should be devised, developed, monitored, and supported
by qualified professionals. Faculty categories (e.g., full-time,
part-time, adjunct) are clearly defined by the training provider as is
the role of each category in fulfilling the training provider's mission
and purposes. The preparation and qualifications of all faculties
should be appropriate to the field and level of their assignments.
Qualifications should be measured by advanced degrees held,
evidence of scholarship, advanced study, creative activities,
teaching abilities, and relevant professional experience, training,
and credentials.
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The training provider employs effective procedures for the regular
evaluation of faculty appointments, performance, and retention.
The evaluative criteria reflect the mission and purposes of the
training provider and the importance it attaches to the various
responsibilities of faculty, e.g., teaching, advising, assessment,
scholarship, creative activities, research, and professional and
community service. Faculty members accept the responsibility for
ensuring that the content and methods of instruction meet
generally accepted academic and professional standards and
expectations, and that considerations of program improvement are
informed by a shared understanding of what and how students are
learning in the program.
Educational Administration
The training provider must have sufficient educational
administration to support the program(s) it offers. The key roles for
this are:
1. Director of Education: The provider must have at least one
on-site person at the campus with appropriate educational
administration experience. His/her educational requirements
are as below:
a. Non-Formal: Degree equal to or exceeding the
maximum credential offered by the training provider.
b. Formal: Degree at least one level higher than the
highest degree offered by the training provider.
2. Program Head: Each occupational area that leads to an
occupational or academic degree must have a program head
on-site. He/she must possess:
a. An educational background equal to or exceeding the
maximum credential offered in that program area.
b. The requisite qualifications for teaching in a degree
program.
c. An ability to administer the occupational components
of the program.
For training providers that only offer a program or group of
programs in one distinct occupational area, a single individual may
fulfil both the director of education and the program head
requirements as long as the individual possesses the requisite
qualifications for each position. Faculty requirements will also be
different for formal and non-formal licensed training providers
depending on the qualification criteria set by the accreditation
body.
Student Satisfaction
Information to The licensed training provider should make the following
the Students
information available to students:
1. Statement of vision mission and values
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2. Full descriptions of its program requirements
3. Its requirements for admission to the institution and the
particular courses
4. Its policies on acceptance of transfer credit and how it is
applied to degree requirements
5. Clear and accurate information on tuition costs, fees, and
other incidentals and the availability of financial aid
6. Its policy on refunds
7. Policy on length of study
8. All residency requirements and grievance and complaint
procedures
9. Its accreditation status with accreditation agencies including
a clear distinction between Candidate and Accredited status
or an intention to seek status.
Further, a licensed training provider should keep in mind the
following:
1. Advertising and promotional materials should be truthful and
accurate and should not leave any false or exaggerated
impressions with respect to the training provider, its location,
name, personnel, training, services, or accredited status.
2. The information published on its website should be sufficient
to allow students and prospective students to make informed
decisions about their education.
3. The training provider should inform public of the information
available about itself and how inquiries can be addressed.
4. The training provider should publish the list of its current
faculty, indicating departmental or program affiliation,
distinguishing between those who have full- and part-time
status, showing degrees held and the training providers
granting them.
5. The names and positions of administrative officers and the
names and affiliations of the governing board should be
published.
The qualification criteria for formal and non-formal training
providers will differ based on the requirements of accreditation
body. For example: a formal training provider shall be mandated to
provide its mission, vision, values, details about its faculty and
administrative staff, residential requirement but the non-formal
training provider might be required to provide basic information
only.
Table 14: Evaluation Criteria for Affiliation of LTPs
Source: Compiled by NASSCOM/Accenture from the following:
1. Higher Learning Commission http://www.ncahlc.org/Information-for-Institutions/criteria-and-core-components.
html
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2. The Association of Technology, Management, and Applied Engineering http://www.atmae.org/accred/2009%20Accreditation%20Handbook%20web
%20No%20Sections%201-4.pdf
3. Institution Of Engineers Singapore,
http://www.ies.org.sg/professional/eab/EABMan.pdf
4. EUR-ACE Framework Standards for the Accreditation of Engineering
Programmes,
http://www.enaee.eu/wp-content/uploads/2012/01/EUR-ACE_Framework-Standar
ds_2008-11-0511.pdf
5. European Network for Accreditation of Engineering Education,
http://www.enaee.eu/eur-ace-system/eur-ace-framework-standards
6. Accrediting Council for Continuing Education & Training (ACCET),
http://docs.accet.org/downloads/docs/doc2.pdf
7. National Board of Accreditation – Manual of Accreditation- January 2013
8. European Quality Improvement System website
www.efmd.org/accreditation-main/equis
9. ABET Evaluation Criteria
10. ABET website-http://www.abet.org
11. EAB website - http://www.engab.org.uk
12. Engineers Australia website-http://www.engineersaustralia.org.au
13. NAAC website- http://www.naac.gov.in
14. Board of Engineers Malaysia website - www.bem.org.my
15. JABEE website - www.jabee.org/english
16.EFA Global Monitoring Report, 2005
17.Defining Quality in Education, UNESCO paper
18.TSI www.tradingstandards.gov.uk
19. www.qaa.ac.uk/
20. www.exin.com
6.4.6.Process for Affiliation of LTPs
The process followed to affiliate LTPs is probably the most important element in the
entire scheme of quality assurance for certification and accreditation. The process
should be at par with international standards, publicly available for review and should
ensure a thorough evaluation. Refer to the process of affiliation in section 4.4.
The selection of an accreditation body and carrying out an on-going certification of an
accreditation body is a critical process. This can either be done by an external
certification body or internal center of experts within NSDC or a group with both
internal and/or external experts constituted by NSDC. Refer to section 7.6 for the
standards of Certification Body.
Accreditation of LTPs should involve the following, at the minimum after they make
their initial application and evaluation of their own systems:
1) Evaluation of the Quality Management Standards of the organization
2) All aspects that are involved in the functioning of the LTPs on a day-to-day basis
3) Grievance redressal mechanism and continuous improvement
4) Advertising and Marketing modes and samples so that the students get the
right picture about the organization, its affiliations and accreditations
5) Course development and improvements
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6) Process for “Train the Trainer” to ensure the availability of skilled trainers
7) Process of evaluating and acquiring facilities for training
8) Necessary
Infrastructure
(Building/Equipment/hardware/software/AV
facilities/People)
9) Process of selecting individuals that take care of the “CIA”
(Confidentiality/Integrity and Availability)” of required information
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6.4.7.Process for the Certification of Trainers of LTPs
Certification of Trainers of an LTP should involve the following, at the minimum:
1) The trainers should be an expert in the area in which they are teaching. They
should have a few years of practical experience (not mandatory) in the area
they are teaching.
2) The trainers should have already completed the certification for which they are
teaching, preferably a couple of layers higher than the level they teach.
3) The trainer should provide his/her resume along with all the necessary
certifications and two references.
4) An expert(s) will interview the trainer to evaluate his/her technical skills and soft
skills along with his ability to communicate and convey the knowledge to the
students, effectively.
5) The expert(s) will also verify all the documents provided by the trainer for
authenticity.
6) A trainer will be awarded the accredited trainer certificate once he/she clears all
the above conditions satisfactorily.
7) The accreditation will be reviewed on a regular basis when there is change in
the syllabus of the OS and any other technological advance.
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Standards for Accreditation of
Courses
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6.5. Standards for Accreditation of Courses w.r.t OS
6.5.1.
Introduction
Accreditation is the formal recognition of a course by the accrediting body in line with
government and industry standards. It means a course is recognised and that a
licensed training provider can issue a recognized qualification or Statement of
Attainment to its students following its completion. Besides offering formal
recognition, accreditation also helps identify areas in need of improvement and
provides suggestions on how those improvements could be made, thereby offering
benefits to various stakeholders. The key benefits are highlighted below:
Benefits to Students and Community
 Assurance that service quality meets or exceeds international standards
 Able to expect same level of service quality across all
accredited
organization/programs
Benefits to the Organization being Accredited
 Opportunity to improve validation of the work of the organization through feedback
from objective, informed, and skilled peers
 Improves
culture in the organization, improves staff morale, and contributes to
good staff-management relations
 Improved efficiency and accountability
 Helps support requests for funding
Benefits to Funding Bodies
 Assurance that the organization is well-run and provides good return on investment
 Reduction or elimination of the need for regular practice/program certifications by
the funding body - accreditation requires only annual audited financial statements
 Ongoing
program/outcome evaluations providing information on effectiveness,
efficiency, and client satisfaction;
Table 15: Benefits of Accreditation of Courses
6.5.2.Quality Assurance Parameters for the Inputs to the Accreditation
Course
An organization that is looking to accredit any course/program needs to take into
account multiple factors to ensure that the accreditation will ultimately support the
common objective of quality excellence in higher education.
While the general array of inputs remains the same, a few quality checks will need to
be considered by the accreditation agency during the overall accreditation process.
These parameters are described below.
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Quality
Parameter
Quality Parameter Details
Course Quality
Applicability of
Course to OS
The course should align to the OS so that the student is job
ready after completion of the course.
Course
Objectives
Published program educational objectives that are consistent
with the vision and mission of the institution exist.
Course
Curriculum
Each course:
•
•
•
Should cover general and specialized professional content of
adequate breadth and depth must employ effective
teaching-learning processes.
Should emphasize practical aspects of learning and
implementation
Should be relevant and applicable for the audience in
question
Course Outcomes This aspect measures during the evaluation process by the
accrediting agency. Outcomes can be general or specific to a
program. While every accreditation body has a list of student
outcomes, the basic one is that every program should aim to
develop the following in the students:
• An ability to apply the acquired knowledge
• An ability to function on multidisciplinary teams
• An understanding of professional and ethical
responsibility
• An ability to communicate effectively
• A recognition of the need for, and an ability to engage in
life-long learning
• An ability to use the techniques, skills, and modern tools
necessary for their field of work
Evaluation/
Assessment
The course utilizes appropriate methods of evaluation to ensure
that outcomes are consistent with the mission and goals. The
institution maintains all required documentation.
The details of the evaluation type and methodology should also
be published.
Sample exams should be provided to the candidates.
Quality
Parameter
Quality Parameter Details
Governance, Faculty, and Institute Environment Quality
Governance,
Institutional
Support, and
Financial
•
The governance structure of the program must clearly
assign authority and responsibility for the formulation and
implementation of policies that enable the program to fulfill
its mission.
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Resources
•
The program must possess the financial resources necessary
to fulfill its mission and program objectives.
Facilities and
Learning
Environment Mandatory
•
Classrooms, offices, laboratories, and associated equipment
must be adequate to support attainment of the student
outcomes and to provide an atmosphere conducive to
learning.
•
Classrooms and other teaching facilities are furnished
adequately to fulfill the program objectives.
Computing and information technology support systems are
in place to support the scholarly activities of both faculty and
students.
•
Course Faculty Mandatory
The faculty must:
•
•
Be sufficiently staffed.
•
Be able to accommodate adequate levels of student-faculty
interaction, counseling, professional development, and
interactions with industrial and professional practitioners.
•
The faculty can be freelance trainers who are accredited and
have the necessary qualifications.
Have the competencies to cover all of the curricular areas of
the program.
Quality of Feedback Mechanism and Continuous Improvement
Student
Satisfaction
•
An open communication to participants and demonstrate
responsiveness to student issues must exist.
•
Written policies and procedures to regularly assess,
document, and validate student satisfaction w.r.t the quality
of education and training offered and student services.
•
Interim evaluations and a final evaluation upon completion
of the term of enrollment are specified components of
determining participant satisfaction.
Employer/Sponso Written policies and procedures to regularly assess, document,
r Satisfaction
and validate student satisfaction w.r.t to the quality of the
education and training services provided.
Placements and
Interaction
between
Educational
Institution and
Industry Optional
•
•
The institute ensures adequate industry participation in the
development of the curriculum to ensure it is relevant,
updated, and meets the needs of the industry.
The program provides students the opportunity to acquire
industrial experience via internships or design projects
conducted by professional engineers and faculty members
with industrial experience. There exists a form of
communication channel between the educational institution
and the industry, especially so that the industry could give
feedback to the faculty concerning the quality of the
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teaching-learning process and the relevance of the
curriculum content to the global market place.
Table 16: Evaluation Criteria for Accreditations of Courses
Source: Compiled by NASSCOM/Accenture from the following:
1. Higher Learning Commission http://www.ncahlc.org/Information-for-Institutions/criteria-and-core-components.
html
2. The Association of Technology, Management, and Applied Engineering http://www.atmae.org/accred/2009%20Accreditation%20Handbook%20web
%20No%20Sections%201-4.pdf
3. Institution Of Engineers Singapore,
http://www.ies.org.sg/professional/eab/EABMan.pdf
4. EUR-ACE Framework Standards for the Accreditation of Engineering
Programmes,
http://www.enaee.eu/wp-content/uploads/2012/01/EUR-ACE_Framework-Standar
ds_2008-11-0511.pdf
5. European Network for Accreditation of Engineering Education,
http://www.enaee.eu/eur-ace-system/eur-ace-framework-standards
6. Accrediting Council for Continuing Education & Training (ACCET),
http://docs.accet.org/downloads/docs/doc2.pdf
7. National Board of Accreditation – Manual of Accreditation- January 2013
8. European Quality Improvement System website
www.efmd.org/accreditation-main/equis
9. ABET Evaluation Criteria
10. ABET website-http://www.abet.org
11. EAB website - http://www.engab.org.uk
12. Engineers Australia website-http://www.engineersaustralia.org.au
13. NAAC website- http://www.naac.gov.in
14. Board of Engineers Malaysia website - www.bem.org.my
15. JABEE website - www.jabee.org/english
16.EFA Global Monitoring Report, 2005
17.Defining Quality in Education, UNESCO paper
18.TSI www.tradingstandards.gov.uk
19.www.qaa.ac.uk/
6.5.3.
Process for the Accreditation of Courses
The process followed to accredit a program is probably the most important element in
the entire scheme of quality assurance for certification and accreditation. The process
should be at par with international standards, publicly available for review, and ensure
a thorough evaluation (Refer to the process of accreditation in section 4.4).
Accreditation of courses should involve the following, at the minimum:
1) Evaluation of the courseware that is relevant to the OS
2) Evaluation of the training methodologies
3) Evaluation of the trainers
4) Evaluation of the study material that is provided to the candidates
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5) Evaluation of the preparation guide/syllabus with weightage of each topic that is
given to the candidate
6) Evaluation of the sample exams that go with courseware
7) “Train the Trainer” process to ensure the availability of skilled trainers
8) The entire Quality Management Standards of the organization that helps in
delivering the OS course
The selection of an accreditation body and performing an on-going certification of an
accreditation body is a critical process. This can either be done by an external
certification body or an internal center of experts within NSDC or a combination of
internal and/or external experts constituted by the NSDC. Refer to section 7.6 for the
standards of Certification Body.
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Standards for
Certification Bodies
for Certification of
Training Providers
6.6. Standards for Certification Bodies
6.6.1.Role of Certification Bodies
The role of the certification body is as follows:
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Figure 40: Role of Certification Body
Source:
NASSCOM
6.6.2.Quality Assurance Parameters for Certification Bodies
On-going audit of certification, accreditation, and affiliation body is a critical process.
This can either be done by an external certification body or an internal center of
experts within NSDC or a collaboration of internal and/or external expert teams from
NSDC and the external world. The Certification bodies should have history of good
auditing and accreditation standards in the areas of operation. The following is the
detailed list of parameters that are the critical evaluation criteria for selection of a
certification body:
Quality
Parameter
Quality Parameter Details
Administrative
Requirement
The certification body:
Independence,
Impartiality,
Integrity
•
•
Should be legally identifiable.
•
Should have independently audited accounts.
Should have documentation that describes its functions
and technical scope of activity.
The certification body:
•
Is free from commercial, financial and other pressures
that might affect its judgment.
•
Should ensure confidentiality of information obtained in
the course of its certification activities.
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Organization
and
Management
The certification body:
•
Has an organization that enables it to maintain the
capability
to
perform
its
technical
functional
satisfactorily.
•
Defines and documents the responsibilities and reporting
structure of the organization.
Quality System
The quality system needs to be thoroughly documented in a
Quality Manual that contains the information required by the
standards defined for the entity, including procedures for
feedback and corrective action.
Personnel
•
There should be sufficient number of personnel with the
range of expertise to carry out the functions of the
certification body.
•
A documented training system should exist to ensure the
training of the certification personnel.
Facilities
Equipment
Adequate facilities and equipment are available to permit all
activities associated with the certification and are maintained in
accordance with properly documented procedures and
instructions.
Documentation
The accreditation body maintains a record system of sufficient
information to permit satisfactory evaluation in a safe and
secure manner.
Complaints and •
Appeals
Documented procedures for dealing with complaints
received from clients about the certifications carried out
exist.
•
Records are maintained for all complaints and appeals and
of actions taken by the certification body.
Table 17: Quality Assurance Parameters for Certification Bodies
6.6.3.Detailed Quality Assurance Parameters for Certification Bodies
The above quality parameter is based on the standard: ISO17021 – Requirements
of bodies providing certifications and certification of management system.
The details of the standard are as follows:
6.6.3.1.
About the Standard ISO 17021
This is a European Standard that has been adopted by the Bureau of Indian Standards
(BIS) on the recommendations of the Quality Management Sectional Committee and
approval of the Management and Systems Division Council. This Standard specifies the
general criteria for the competence of impartial bodies performing certification
irrespective of the sector involved.
6.6.3.2.
I.
Key Highlights of Standard ISO 17021
Administrative Requirement:
Page 112
of 161
 The certification body, or the organization of which it forms a part, shall be
legally identifiable.
 The certification body shall have documentation that describes its functions
and the technical scope of activity for which it is competent.
II.
Independence, Impartiality, and Integrity:
 The personnel of the certification body shall be free from any commercial,
financial, and other pressures which might affect its judgment.
 The certification body shall be categorized into a Type A, Type B, or Type C
body depending on the conditions detailed out in the Standards document.
III.
IV.
Confidentiality: The certification body shall ensure confidentiality
information obtained in the course of its certification activities.
of
Organization and Management:
 The certification body shall define and document the responsibilities and
reporting structure of the organization.
 The certification body shall have a technical manager who is qualified and
experienced in the operation of the certification body.
 Each position category affecting the quality of the certification services shall
be described.
V.
Quality System:
 The quality system shall be fully documented and there shall be a Quality
Manual.
 The certification body shall carry out a system of planned and documented
internal quality certifications to verify compliance with the criteria of this
Standard.
 The
certification body shall designate a person who shall have defined
authority and responsibility for quality assurance within the certification
body.
VI.
Personnel:
 The staff responsible for certification shall have appropriate qualifications,
training, experience, and satisfactory knowledge of certifications to be
carried out.
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 They shall understand the significance of deviations found with regard to
the normal use of the products or processes concerned.
 The certification body shall establish a documented training system for its
personnel.
 Records of academic or other qualifications, training, and experience shall
be maintained by the certification body.
 The remuneration of persons engaged in certification activities shall not
directly depend on the number of certifications carried out and shall not
depend on the results of the certification.
VII.
Facilities and Equipment:
 The certification body shall have the availability of suitable and adequate
facilities and equipment to permit all activities with the certification services
to be carried out.
 The certification body shall have clear rules for the access to and the use of
specified facilities and equipment.

VIII.
Certification Methods and Procedures:
 The
certification body shall use the methods and procedures that are
defined in the requirements against which conformity is to be determined.
 All calculations and data transfers shall be subject to appropriate checks.
IX.
Records, Certification Reports, and Certification Certificates:
 The certification body shall maintain a record system to suit its particular
circumstances and to comply with applicable regulations.
 All records shall be safely stored for a specified period, held secure and in
confidence to the client, unless otherwise required by law.
 Certification
reports and certificates shall be signed by authorized staff
members only.
X.
Sub-contracting:
 The
certification
undertakes.
body is expected
to perform the
certifications
it
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 When sub-contracting occurs,
the certification body shall ensure and be
able to demonstrate that its sub-contractor is competent enough to perform
the certification.
XI.
Complaints and Appeals: The certification body shall have documented
procedures for dealing with complaints received from clients or other parties.
XII.
Cooperation: The certification body is expected to participate in an exchange
of experience with other certification bodies and in the standardization
processes as appropriate.
6.6.4.Conclusion:
In cases of on-going certifications, it is important to understand that:
1. The certification body has established procedures and plans for carrying out
periodic surveillance on-site assessments, or other related activities at
sufficiently close intervals.
2. The interval between on-site assessments depends on the proven stability that
the entity in questions has reached.
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ANNEXURE TO SECTION 1
Page 116
of 161
7. ANNEXURE TO SECTION 1
7.1. References
S.N
o
1
2
3
Topic Name
Introduction
Global
Accreditation
Models
Accreditation
Bodies in India
in education
sector
Source(s)
1. National Board of Accreditation – Manual of
Accreditation- January 2013
2. Planning Commission Sub-Committee on
Improvement in Accreditation and Certification
Systems, 2009
3. Accreditation and the Global Higher Education
Market, Paper by International Institute for
Educational Planning
4. Skilling India, The Billion People Challenge, Nov
2010, CRISIL Report
5. Accenture Internal Research
1. www.accreditation.org
1. NAAC website, www.naac.gov.in
2. NBA website, www.nbaind.org
3. Quality Council of India website http://qcin.org/nabet
4. ISO website, www.iso.org
4
ISO Standards
5
Process of
Accreditation
6
Introduction to
Accreditation
6
Accreditation
Process and
Evaluation
Criteria
5. Joining In Manual, ISO
6. ISO and Conformity Assessment, ISO
1. NBA website, www.nbaind.org
2. ABET website, www.abet.org
3. EXIN website www.exin.com
4. Accreditation and quality assurance in vocational
education and training Selected European
approaches
21. EXIN: www.exin.com
22. Higher Learning Commission http://www.ncahlc.org/Information-for-Institutions/cri
teria-and-core-components.html
25. EUR-ACE Framework Standards for the Accreditation
of Engineering Programmes,
http://www.enaee.eu/wp-content/uploads/2012/01/E
UR-ACE_Framework-Standards_2008-11-0511.pdf
26. European Network for Accreditation of Engineering
Education,
http://www.enaee.eu/eur-ace-system/eur-ace-frame
work-standards
27. Accrediting Council for Continuing Education &
Training (ACCET),
http://docs.accet.org/downloads/docs/doc2.pdf
28.National Board of Accreditation – Manual of
Page 117
of 161
Accreditation- January 2013
29. European Quality Improvement System website
www.efmd.org/accreditation-main/equis
30.ABET Evaluation Criteria
31. ABET website-http://www.abet.org
32. EAB website - http://www.engab.org.uk
33. Engineers Australia
website-http://www.engineersaustralia.org.au
34. NAAC website- http://www.naac.gov.in
35. Board of Engineers Malaysia website www.bem.org.my
36. JABEE website - www.jabee.org/english
37.EFA Global Monitoring Report, 2005
38.Defining Quality in Education, UNESCO paper
1. NOS Development Approach
2. NOS Quality Criteria
3. OS Project Introduction
4. Conformity Assessment for Standards Writers, ISO
7
Set Standards
w.r.t OS
8
Standards for
the Assessors
and
Certifications
1. ISO 17024
9
IEEE
Certifications
1. IEEE Accreditation
2. IEEE Position Paper on Academic Accreditation in
Engineering
3. Engineering Accreditation Challenges and
Opportunities
4. cacet_accreditation_manual_Nov_2009_v9 IEEE’s
Approach and Experience in Global Accreditation
5. IEEE Position Paper on the Role of Technical
Standards in the Curriculum of Academic Programs
In Engineering, Technology And Computing
10
Standards for
Certification
Bodies
1. ISO 17021
11.
Evolution of
education sector
in UK, USA, and
Australia
12.
Industry
Certifications
13
Accreditation
Protocol
Document
http://en.wikipedia.org/wiki/History_of_education_in_the_Un
ited_States
http://en.wikipedia.org/wiki/History_of_education_in_Englan
d
http://www.aussieeducator.org.au/education/other/history.h
tml
http://en.wikipedia.org/wiki/Education_in_Australia
http://en.wikipedia.org/wiki/Capability_Maturity_Model_Inte
gration
http://en.wikipedia.org/wiki/Six_Sigma
Affiliation Protocol
Document - Master Release Version 1 0 25-04-2013.doc
Page 118
of 161
7.2.
Table 18: Source of Information
Document Conventions
The following conventions are used in this guide to distinguish various elements of
text.
Sl
Convention
Use
NO
1
Bold
Lays emphases on the point
2
Is used for introducing new terms and for emphasis in the
Italic
text.
3
ALL CAPITALS
Indicates the names of keys, key sequences, and key
combinations
5
Represents extra information available in appendix
6
Indicates the important points
Table 19: Document Conventions
Page 119
of 161
7.3.
Research Methodology
The research methodology for this report can be classified under two headings:
1. Primary Research: This includes one-on-one interview with heads of
accreditation bodies in India (e.g. NBA, QCI), Industry experts (e.g. TCS), and
Academics (e.g. NAAC, UGC, BITES, and AICTE).
2. Secondary Research: This includes study and fact findings through
Internet, other published papers in the field of Certification and Accreditation,
reaching out to international bodies (e.g. ISO, ABET, ACQUIN, Institution of
Engineers etc...) for documentations on accreditations.
The table below describes the focus of the research:
Method
Focus
Primary
• Industry QA practices
Research
• Current accreditation practices and models being followed
• Current challenges in the education and skilling sector
• Quality parameters for accreditation
• Governance mechanism
• Best practices of EXIN from www.exin.com
Secondary
• Global accreditation models and trends
Research
• Working model of standard setting bodies such as ISO
• Certification models and trends
• Evaluation criteria for accreditation
Table 2: Focus of Research
The methodology that was adopted for the development of this point of view is
summarized below:
Design
7.4.
Data Collation
Recommendations
Validation and
Finalization
2 weeks
3 weeks
4 weeks
3 weeks
• Define and agree
with the scope of
work
• Set up meetings
with key
stakeholders
• Create and
manage project
plan
• Define and agree
the template
• Develop
questionnaire for
interview with key
stakeholders
• Conduct
one-on-one
interviews with key
stakeholders
• Conduct secondary
research
• Collate and analyze
information
• Suggest
recommendations in
identified areas
• Review draft
recommendations
with key
stakeholders
• Collate inputs from
stakeholders and
update research
document
• Coordinate with
Marketing team for
last mile plan
• Publish and launch
research paper
formally
Language Strategy
English is the language for the documentation of the findings and recommendations
in this report.
SECTION 2: QUALITY ASSURANCE PROCEDURE FOR DEPLOYMENT OF
OCCUPATIONAL STANDARDS / QUALIFICATION PACKS
Table of Contents for Section 2
PROJECT AND ADVISORY BOARD......................................................................2
SCOPE OF THE DOCUMENT..............................................................................3
TABLE OF CONTENTS......................................................................................4
TABLE OF FIGURES.........................................................................................7
GLOSSARY..................................................................................................... 9
1.
PROLOGUE ...............................................................................................11
2.
FOREWORD............................................................................................... 15
3.
EXECUTIVE SUMMARY ...............................................................................17
3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
3.7.
3.8.
3.9.
3.10.
BRIDGING THE SKILL GAP IN INDIA...................................................................................17
IT-ITES SSC NASSCOM INITIATIVE ...............................................................................17
AUDIENCE FOR THE DOCUMENT .....................................................................................18
CERTIFICATION, AFFILIATION, AND THE ACCREDITATION ECOSYSTEM.......................................19
INTRODUCTION TO ACCREDITATION..................................................................................20
INTRODUCTION TO AFFILIATION.......................................................................................20
INTRODUCTION TO CERTIFICATION....................................................................................20
A COMPARATIVE VIEW OF ACCREDITATION, AFFILIATION, AND CERTIFICATION...........................21
ACCREDITATION PROCESS ........................................................................................... 22
AFFILIATION PROCESS ................................................................................................ 25
SECTION 1: FRAMEWORKS FOR CERTIFICATION, ACCREDITATION, AND QUALITY
ASSURANCE PROCESSES FOR THE CREATION OF STANDARDS.............................26
4.
GLOBAL FRAMEWORK FOR SETTING STANDARDS.........................................27
4.1.1. ACCREDITATION MODELS............................................................................................ 28
4.1.2. ACCREDITATION BODIES.............................................................................................31
4.1.2.1. GLOBAL ACCREDITATION AND CERTIFICATION BODIES....................................................31
4.1.3.
ALIGNMENT OF ACCREDITATION MODELS AND ACCREDITING BODIES .................................33
4.1.4. STANDARDS SETTING BODY – ISO................................................................................36
4.1.4.1. WHAT IS ISO?....................................................................................................... 36
4.1.4.2. ISO STRUCTURE AND GOVERNANCE ..........................................................................37
4.2. ALIGNMENT OF ISO AND ACCREDITATION BODIES: ISO AGREEMENT WITH IEEE – A CASE STUDY
.......................................................................................................................................... 40
5.
PRESENT INDIAN FRAMEWORK FOR CERTIFICATION AND ACCREDITATION ....43
5.1. PRESENT INDIAN FRAMEWORK FOR AFFILIATION, CERTIFICATION, AND ACCREDITATION...............43
5.1.1. CURRENT ACCREDITATION BODIES................................................................................43
6. RECOMMENDATIONS: AFFILIATION, CERTIFICATION, AND ACCREDITATION
STANDARDS..................................................................................................... 46
STANDARDS FOR STANDARD SETTING BODY: SECTOR SKILLS COUNCIL (SSC)...............................46
6.1. STANDARDS FOR THE STANDARDS DEVELOPMENT BODY: SSC .............................................47
6.1.1. INTRODUCTION TO SECTOR SKILLS COUNCIL...................................................................47
6.1.2. ROLE OF SECTOR SKILLS COUNCIL INTERNATIONALLY ......................................................47
6.1.3. SECTOR SKILLS COUNCILS IN INDIA...............................................................................48
6.1.3.1. ROLE OF SECTOR SKILLS COUNCIL IN INDIA.................................................................48
6.1.4. QUALITY ASSURANCE STANDARDS FOR GOVERNANCE AND OPERATIONS OF SSC ..................49
6.1.4.1. DEVELOPMENT ORGANIZATION – SECTOR SKILLS COUNCIL.............................................49
6.1.4.1.1. ABOUT THE STANDARD:........................................................................................ 50
6.1.4.1.2. KEY HIGHLIGHTS:................................................................................................ 51
STANDARDS–PROCESS FOR DEVELOPMENT OF OCCUPATIONAL STANDARDS (OS) & QUALIFICATION
PACKS (QP).......................................................................................................................... 57
6.2. STANDARDS FOR THE DEVELOPMENT OF OCCUPATIONAL STANDARDS (OS).............................57
6.2.1. WHAT ARE OCCUPATIONAL STANDARDS?.......................................................................57
6.2.2. QUALITY ASSURANCE PARAMETERS FOR THE DEVELOPMENT OF OS.....................................59
6.2.2.1. SETTING UP OF THE PROJECT BOARD.........................................................................59
6.2.2.2. DRAFTING A REQUEST FOR PROPOSAL (RFP) DOCUMENT: .............................................59
6.2.2.3. VENDOR SELECTION PROCESS..................................................................................60
6.2.2.4. DRAFTING MOU..................................................................................................... 62
6.2.2.5. INCEPTION REPORT DEVELOPMENT ............................................................................62
6.2.2.6. IDENTIFICATION OF ECO SYSTEM FOR THE VALIDATION OF OS.........................................71
6.2.2.7. PROCESS FOR THE DEVELOPMENT OF OCCUPATIONAL STANDARD.....................................75
STANDARDS FOR PERSONNEL CERTIFICATION...........................................................................80
STANDARDS FOR CERTIFICATIONS AND AUDITORS.....................................................................80
6.3. STANDARDS FOR PERSONNEL CERTIFICATION ....................................................................81
6.3.1. ROLE OF CERTIFICATION BODIES AND ASSESSORS...........................................................81
6.3.2. PROCESS OF ASSESSMENT FOLLOWED BY THE CERTIFICATION BODY....................................81
6.3.3. QUALITY ASSURANCE PARAMETERS TO BE FOLLOWED BY CERTIFICATION BODY.....................82
6.3.3.1. ABOUT THE STANDARD - ISO17024.........................................................................82
6.3.3.2. KEY HIGHLIGHTS OF STANDARD – ISO17024.............................................................82
6.3.3.3. REQUIREMENTS OF CERTIFICATION BODIES..................................................................83
6.3.3.4. REQUIREMENTS FOR PERSONS EMPLOYED OR CONTRACTED BY A CERTIFICATION BODY........85
6.3.4. QUALITY ASSURANCE PARAMETERS FOR AUDITORS..........................................................87
6.3.4.1. GENERIC PARAMETERS FOR AUDITORS........................................................................87
6.3.4.2. PARAMETERS DEFINED BY ISO 19011:2002 AND ISO 17021:2011.............................88
6.3.4.3. INDUSTRY SPECIFIC PARAMETERS...............................................................................88
6.4. STANDARDS FOR AFFILIATION OF LICENSE TRAINING PROVIDERS (LTPS) ................................89
6.4.1.
INTRODUCTION......................................................................................................... 89
6.4.2. INTRODUCTION TO AFFILIATION OF LTPS........................................................................90
6.4.3. BENEFITS OF ACCREDITATION OF LTPS..........................................................................90
6.4.4. QUALITY ASSURANCE PARAMETERS FOR INFORMAL LTPS AS PER ISO STANDARDS 29990......92
6.4.4.1. THE REQUIREMENTS FOR THE LEARNING SERVICE PROVIDERS ARE:...................................92
6.4.4.2. MANAGEMENT OF THE LEARNING SERVICE PROVIDERS...................................................94
6.4.5. QUALITY ASSURANCE PARAMETERS FOR FORMAL LTPS.....................................................97
6.4.6. PROCESS FOR AFFILIATION OF LTPS............................................................................101
6.4.7. PROCESS FOR THE CERTIFICATION OF TRAINERS OF LTPS................................................103
STANDARDS FOR ACCREDITATION OF COURSES......................................................................104
6.5. STANDARDS FOR ACCREDITATION OF COURSES W.R.T OS..................................................105
6.5.1. INTRODUCTION........................................................................................................ 105
6.5.2. QUALITY ASSURANCE PARAMETERS FOR THE INPUTS TO THE ACCREDITATION COURSE..........105
6.5.3. PROCESS FOR THE ACCREDITATION OF COURSES...........................................................108
STANDARDS FOR CERTIFICATION BODIES FOR CERTIFICATION OF TRAINING PROVIDERS..................110
6.6. STANDARDS FOR CERTIFICATION BODIES.........................................................................110
6.6.1. ROLE OF CERTIFICATION BODIES................................................................................110
6.6.2. QUALITY ASSURANCE PARAMETERS FOR CERTIFICATION BODIES.......................................111
6.6.3. DETAILED QUALITY ASSURANCE PARAMETERS FOR CERTIFICATION BODIES..........................112
6.6.3.1. ABOUT THE STANDARD ISO 17021........................................................................112
6.6.3.2. KEY HIGHLIGHTS OF STANDARD ISO 17021.............................................................112
6.6.4. CONCLUSION:......................................................................................................... 115
ANNEXURE TO SECTION 1............................................................................116
7.
ANNEXURE TO SECTION 1.........................................................................117
7.1.
REFERENCES............................................................................................................. 117
7.2.
7.3.
7.4.
DOCUMENT CONVENTIONS...........................................................................................119
RESEARCH METHODOLOGY .......................................................................................... 120
LANGUAGE STRATEGY................................................................................................. 120
SECTION 2: QUALITY ASSURANCE PROCEDURE FOR DEPLOYMENT OF
OCCUPATIONAL STANDARDS / QUALIFICATION PACKS......................................121
INTRODUCTION........................................................................................... 125
STEP 0: QP/JOB ROLES DEVELOPMENT AND THEIR AVAILABILITY...................128
STEP 1: DEVELOPMENT OF COURSEWARE AND COURSE CONFORMITY............129
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
OBJECTIVE................................................................................................................ 129
PROCESS FOR QUALITY ASSURANCE OF COURSEWARE.......................................................130
GUIDELINES FOR COURSE CONFORMITY..........................................................................132
ADVANTAGES OF QA GUIDELINES FOR COURSE DEVELOPMENT AND CONFORMITY...................133
GOVERNANCE PLAN.................................................................................................... 133
APPLICABLE STANDARDS.............................................................................................. 133
STEP 2: IDENTIFICATION AND AFFILIATION/CERTIFICATION OF RELEVANT
TRAINERS AND TRAINING INSTITUTIONS.........................................................134
2.1. OBJECTIVE............................................................................................................... 134
2.2. PROCESS FOR QUALITY ASSURANCE OF CERTIFICATION/AFFILIATION OF TRAINERS AND TRAINING
INSTITUTIONS...................................................................................................................... 135
2.3. GUIDELINES FOR AFFILIATION/CERTIFICATION OF TRAINING PROVIDERS ...............................136
2.4. ADVANTAGES OF HAVING QA PROCESS FOR ACCREDITATION/CERTIFICATION OF TRAINING
PROVIDERS.......................................................................................................................... 137
2.5. GOVERNANCE PLAN.................................................................................................... 137
2.6. APPLICABLE STANDARDS.............................................................................................137
STEP 3: CERTIFICATION OF ASSESORS AND THEIR PROFICIENCY REGARDING QP
AND NOS....................................................................................................... 138
3.1. OBJECTIVE............................................................................................................... 138
3.2 PROCESS FOR QUALITY ASSURANCE OF ASSESSMENT OF PROFICIENCY..................................139
3.3 GUIDELINES FOR THE ASSESSMENTS PROCESS.................................................................140
3.4 ADVANTAGES OF A QA PROCESS FOR ASSESSMENTS.........................................................141
3.5. GOVERNANCE PLAN................................................................................................... 142
3.6. APPLICABLE STANDARDS.............................................................................................142
STEP 4: MAINTENANCE OF INFORMATION ON SSC WEBSITE...........................143
4.1. OBJECTIVE............................................................................................................... 143
4.2 PROCESS FOR QUALITY ASSURANCE FOR MAINTENANCE OF INFORMATION ON SSC WEBSITE.....144
4.3. GUIDELINES FOR MAINTENANCE OF INFORMATION ON SSC WEBSITE...................................145
4.4. ADVANTAGES OF MAINTENANCE OF INFORMATION ON SSC WEBSITE...................................145
4.5. GOVERNANCE PLAN................................................................................................... 145
4.6. APPLICABLE STANDARDS..............................................................................................145
OVERALL PROCESS FOR ACCREDITATION AND FINANCIAL MANAGEMENT.......146
FINANCIALS................................................................................................147
ANNEXURE TO SECTION 2............................................................................148
ANNEXURE
ANNEXURE
ANNEXURE
ANNEXURE
A: CHECKLIST FOR TRAINING PROVIDERS – STAR PROGRAM.....................................149
B: QUALIFICATION PACKS COURSEWARE / ASSESSMENT PROVIDER ............................154
C: SAMPLE ASSESSMENT TEMPLATE......................................................................156
D: GLOBAL ACCREDITATION BODIES.....................................................................159
INTRODUCTION
Development of NOS and Qualifications Packs is a critical exercise and the
foundation of a robust process that focuses on Skills Development and establishing
a currency for Global mobility.
To ensure that it is utilized effectively by all stakeholders – Industry, Academia,
Training Providers, and Certifying body, it is important that it is deployed effectively
as well. This outlines the need for an efficient system and process for Quality
Assurance of the downstream activities.
To summarize, QP creation follows an exhaustive process of Quality Assurance as
follows:
A similar system must be established for Deployment of QPs to ensure end-to-end
Quality Assurance process.
We define the Deployment process as the “systemic process of Quality
Assurance to ensure quality deployment of QPs”
A robust deployment process fulfils the following objectives:
It must be highlighted that none of this is expected to happen in the short term,
but in an global industry like IT, where two third of the jobs are international in
nature, there is more and more need to create standards that are robust, quality
assured, transnational, and achieve the outcome of making the workforce
employable.
This process is a step in that direction and we foresee this coming to light in the
medium term (next 2-5 yrs.)
This process is explained in the subsequent sections.
STEP 0: QP/JOB ROLES DEVELOPMENT AND THEIR AVAILABILITY
QPs are a collection of OS relevant for a specific job role. Each QP contains a set of
NOS each of which represents a task as per the job responsibilities.
OS are statements of the standards of performance individuals must achieve when
carrying out functions in the workplace, together with specifications of the
underpinning knowledge and understanding. Occupational Standards (OS) describe
what an individual needs to do, know, and understand to carry out a particular task
related to a job role or function.
As described in Section 1, QP and OS were developed using a robust process that
was validated internationally. The following is a summary of the process followed.
For the subsequent processes (1-4) to be successful, it is essential that the
developed QPs are made available and are acceptable to the industry. It is of
utmost importance that these QPs are endorsed by the as these will then form the
base for the processes of Courseware Development, Training Delivery, and
Conformity Assessments.
STEP 1: DEVELOPMENT OF COURSEWARE AND COURSE CONFORMITY
1.1.
Objective
Each QP will be associated with a set of courseware. The key objective that the
courseware development focuses on is the “Development of competency in the
individual to showcase his/her ability to perform optimally as per the Laid down QP for
the job concerned”.
The key points to note in the objective above are:
Competency – Having only courseware/training programs is not critical. The
courseware and an effective delivery must ensure development of competence for the
individual.
Perform optimally –The candidate must be able to successfully deliver as per the
expectations of the job. For this, the key is to establish linkages between the course
outcomes and the Performance Criteria identifies in each of the applicable NOS
units/QPs.
Job concerned – Each QP is mapped to a job role. Further, each task performed in the
job role has an associated NOS unit mapped to it. The courseware should be developed
per NOS unit. A combination of these “chapters” would map to the job role in totality.
1.2.
Process for Quality Assurance of Courseware
SSC
Empanel Course
Certifying body
Develop Courseware
Training
Provider/Individual/Academic
Institute
Submit courseware to
QCI (with a note to
SSC)
Training
Provider/Individual/Academic
Institute
Assign Technical
Committee to review
courseware
QCI/NABCB
Technical Committee
Conduct review as per
parameters laid down
by SSC
Does the
course meet
criteria?
No
Issue letter of
non-conformity
Yes
Issue Certificate of
Conformity
QCI/NABCB
QCI/NABCB
International Accreditation
Forum (IAF)
Pacific Accreditation
Cooperation (Regional
Body)
Quality Council of India
(QCI)
National Accreditation
Board for Certification
Bodies (NABCB)
It must be noted that QCI is a member of PAC which in turn is a member of IFA.
Thus a certificate of course conformity does not just give national but
international recognition to the courseware
1.3.
Guidelines for Course Conformity
To ensure that the developed courses are compliant and adhere to national and
international quality standards, each courseware should constitute the following:
Outcome-based Framework (OBF) – Each course should be developed and an OBF
with outcomes mapped against the Performance Criteria highlighted in the relevant NOS
units.
Time plan – The courseware should clearly articulate the time proposed to be allocated
to each module.
Teaching Methodology – Teaching methodology should be clearly highlighted as part
of the courseware. Details around whether the courseware is to be delivered as part of
CBTs, online modules, simulations, activity based is critical to ensure that the learning
outcomes are achieved.
Infrastructure requirements – In case technology is required as a medium for
delivering the courseware, the same must be annexed with details of infrastructure
required to deliver the same.
Students Handbook and Trainers manual – Each courseware must be provided with
a student handbook and trainers manual. The trainers’ manual explains the factors
described in the points above as well as additional pointers to help explain the faculty
the objectives of each course and the expected time allocation doer modules and
sub-modules. The students’ handbook should cover pre-reading material and
illustrative/practice exercises relevant to the courseware.
1.4.
Advantages of QA Guidelines for Course Development and Conformity
Different stakeholders will be involved in the development of courseware. These may
include individuals with expertise in the respective subject matter, formal and
non-formal academic institutions or the training institutes themselves. While all these
will be based on the common standard of the Qualifications Packs, it is important to
ensure that the quality of courseware from all these mediums is consistent and in-line
with quality standards expected and prescribed by NSDC and the SSC.
Secondly with consistent standards and courses, scalability will be much easier. The QPs
will be updated on a periodic basis. If the courseware is developed using a set of
consistent guidelines, refinement of such courseware will be relatively easier as and
when required.
Governance Plan
The following will be the key stakeholders responsible in ensuring quality assurance of
developed courseware. The role of each stakeholder in the quality assurance process is
summarized in the table given below:
1.5.
Stakeholder
NSDC
SSC
QCI
Technical
Committee
Instructional
Designer
Role
Issue Guidelines for Certification process and development
and delivery of courseware
Develop quality standards
Empanel Certification body
Track and ensure adherence to timelines for process steps
Prescribe standards for compliance
Establish Technical Committee
Ensure review by Technical Committee
Review the courseware as per prescribed standards
Submit feedback on the courseware to QCI
Develop courseware
Incorporate feedback, if any, from the Technical committee
1.6. Applicable standards
None.
STEP 2: IDENTIFICATION AND AFFILIATION/CERTIFICATION OF RELEVANT
TRAINERS AND TRAINING INSTITUTIONS
2.1. Objective
Affiliation
defines
a
process
of
establishing
competence
of
any
institution/individual/training provider desiring to deliver vocational training based on
QPs/NOS created by a Sector Skill Council (SSC) constituted by NSDC.
Certification defines the process of accreditation or formalizing the affiliation by means
of a document to validate/substantiate the affiliation.
In the context of Quality Assurance of the deployment process, the affiliating body is
SSC and the Certifying body is QCI/NABCB.
Any Education Body/Training provider (TP)/Individual can seek affiliation from a Sector
Skill Council to deliver the requisite elements of a NOS-based vocational training. The
affiliation process conducted by an SSC will carry out evaluation of competence and
availability of the desired infrastructure/ capability of creating the desired infrastructure
matching the needs/requirements of delivering NOS-based training.
The alignment of an SSC and a VTP/ Education Body through the process of Affiliation
will focus on learning and development of the learners so that they are easily
employable in the sector. The process is also expected to encourage VTP/Education
Body to pursue continual excellence so that they are always in tune with the
requirements of the sector. Thus, the purpose of Affiliation is to maintain high standards
of quality in delivering NOS-based vocational training.
The core objectives of an affiliation/certification process are:
•
•
•
•
To assess TP institutions/Education bodies/Individuals and their programs that
meet defined quality standards set up by the SSC in delivering NOS-based
training.
To foster excellence in TP institutions building effectiveness in delivering
NOS-based or competency-based training.
To establish a framework for continuous improvement and provide an opportunity
to benchmark with other institutions in India and abroad.
To facilitate developing the professional competency of the learners in tune with
the requirements of the sector.
2.2. Process for Quality Assurance of Certification/Affiliation of Trainers
and Training Institutions
Issue guidelines for affiliation
of training providers as per
courseware guidelines
NSDC
Submits application for
affiliation for a NOS-based
course to SSC
Training Provider
Affiliation Due-Diligence by
the SSC
SSC
SSC submits it to QCI for
evaluation of certification
SSC
Is the request for
affiliation of
individual or
institution?
Assign certification
evaluation to appropriate
Certifying body (CB) as per
17204
Evaluate training institute
as per NSDC norms
Issue certificate of
conformity and submit to
QCI
QCI/NABCB
CB
CB
QCI/NABCB
Assign certification
evaluation to appropriate
Personnel Certifying body
(PCB) as per 17201
QCI/NABCB
Evaluate trainer as per NSDC
norms
Personnel Certifying body
(PCB) as per 17201
PCB
Issue certificate of
conformity and submit to
Personnel Certifying body
(PCB) as per 17201
PCB
Notify SSC of accreditation
conformity of the training
provider
Send copy of affiliation of
training institute to NSDC
QCI
SSC
2.3. Guidelines for Affiliation/Certification of Training Providers
The core objective of Affiliation/Certification program is to set and maintain high
standards of quality in terms of the training provided and hence the level of competence
of the candidates.
Whether the training provider is an academic institute, training institute, or an individual
it must comply with the requirements laid down as part of the developed courseware for
the following areas:
•
•
•
•
•
Faculty –- The faculty must be competent as per the standards identified as part
of the courseware. It must have the faculty in the right numbers and with
appropriate competence in terms of qualifications and experience.
Hardware – Relevant equipment, apparatus, teaching aids etc. must be available
with the provider. This too should be compliant with the requirements outlined as
part of the courseware.
Support staff – If required for courseware, the requisite support staff should be
available with the training provider.
Financials – The training provider should be financially sound to bear and sustain
the training costs. Bad financials may have an impact on the quality of training
and sustainability.
Technology Infrastructure – The training provider must be able to provide the
requisite training infrastructure for multimedia lessons, courseware, simulations
etc. as required for the successful delivery of the courseware.
Who can Apply for Affiliation/Certification?
The following types of institutes/individuals can apply for and get affiliated to the SSC for
delivering trainings based on SSC accredited courseware:
1. Training Organizations/Institutions set up by NSDC funding
2. Training Institutions set up/affiliated by Government of India
a. ITIs/ITCs affiliated to NCVT
b. Institutions approved by Councils under Central Government like AICTE
c. College/ Institutes affiliated to a University set by Central or State/ UT
Government or recognized by UGC
d. Schools / Institutes approved by Central or State Boards of Secondary
Education (or equivalent) or Boards of Technical Education
e. Any other institute set up by Central or State/ UT government
2. Private Training Institutions independently operating in Vocational Space
3. Training institutions set up by private companies to meet the skilled manpower
requirement for in-house needs or for the sector
4. Company/Firm/Society/Trust - Any of the above fulfilling any of the following
criteria:
a. An organization providing training under Apprentices Act, 1961 for last one
year from the date of submission of the application
b. An organization registered in India, conducting business in the domain of
skill development and training, having Permanent Income Tax Account
Number (PAN) and Service Tax Registration Number and audited accounts
of statements at least for last one year.
2.4. Advantages of having QA process for accreditation/certification of
training providers
SSCs by way of affiliation will give access to the affiliating partners to a variety of
benefits, such as:
•
•
•
•
•
•
•
•
•
•
Alignment of training to NVEQF/NVQF/NSQF leading to equivalence with
educational degrees, diplomas, and certifications
Ratification of NOS-based curriculum
Access to Master Trainers of the SSC and certification of the trainers of the
affiliating training provider
Facilitate On-the-Job-Training (OJT) and/or Placements of the affiliating partner
trainees
Assessment of trainees on NOS-based curriculum
Industry recognized certification of the successful trainees
Participation in Government led programs at institutional and state level, aligned
to NVEQF/ NVQF/ NSQF
Access to the reports on the Sectoral Researches conducted by the SSC
Participation in the various Sector Specific Seminars
Access to International bodies available in similar space
2.5. Governance Plan
The following will be the key stakeholders responsible in ensuring quality assurance of
affiliation/certification of training providers. The role of each stakeholder in the process
is summarized in the table given below:
Stakeholder
Role
NSDC
Issue guidelines for Affiliating
SSC
Affiliating body
Due diligence and accountability
QCI
Registers CBS and PCBs
Issues the certificate of accreditation
Certifying Body
Evaluate the training institutes/academic institutes
(CB)
Personnel
Evaluate training personnel
Certifying Body
(PCB)
2.6. Applicable Standards
•
ISO 17201- Used by NABCB to accredit certification bodies as per ISO 17021 for
certifying training providers based on ISO 29990
•
ISO 17204- Used by NABCB to accredit personnel certification bodies as per ISO
17024 for certifying training providers based on ISO 29990
STEP 3: CERTIFICATION OF ASSESORS AND THEIR
PROFICIENCY REGARDING QP AND NOS
3.1. Objective
Assessment process aims at establishing clear benchmarks of learning outcomes and,
classifying and executing criteria for success against the QP.
Additionally, assessments serve the following core objectives:
• Conduct secure competency/skill based assessments w.r.t to OS leading to QPs
•
•
Assess an individual’s competency based on skills, knowledge, and education w.r.t
OSs and ensure QP/job readiness
Certify an Individual as job ready, accepted both nationally and internationally as
relevant
In the context of successful deployment of Qualifications Packs, assessments process
would include the following:
• Assessors
• Assessments procedure
• Assessments outcomes and certification of proficiency
The result of the assessment process will be the certification of a candidate to be
qualified/otherwise for a QP.
3.2 Process for Quality Assurance of Assessment of Proficiency
Issue guidelines for assessments
Create criteria for assessments for each
QP/NOS
Confirm to SSC about the commencement
of training batch
Share details of candidates enrolled with
SSC
Contact training provider for logistics and
conducts assessments as per agreed upon
guidelines in the courseware
Provide results of assessment to the
assessment agency
Consolidate and validate results and share
with SSC
Issue certificates to passed candidates for
the relevant QPs in collaboration
SSC /NSDC
SSC
Training Provider
Training Provider
Assessment
Agency/Assessor
Assessor
Assessment Agency
SSC
3.3 Guidelines for the Assessments Process
To ensure that the assessments procedure is compliant and that the certification is true
to the nature of establishing standards of competence, it must follow the following
guidelines:
•
•
•
•
•
•
•
Assessors/Assessment agency should proactively co-ordinate and liaise with
training partners to get information about commencement of training batches.
Assessment agency should ensure that certified assessors are sent to training
locations/sites within the specified date and time.
Assessment agency should ensure that all assessments conform to assessment
guidelines and that these are undertaken as per the pre-defined format and in
accordance with each of the performance criteria outlined in the respective
qualification packs.
The assessment exercise should happen within the stipulated timeline and on-site
visits should be conducted by the agency to cross-check for quality and
transparency of assessment exercises.
The Assessor should provide the results of the assessment along with the original
assessment sheet (physically and electronically) to the assessment agency within
two working days of the completion of the assessments.
Assessment agency should ensure that copies of the original assessment papers
are properly documented, collated, and filed as per SSC norms.
SSCs will validate the results of the assessment undertaken by assessors as per
the qualification packs and share the results.
3.4 Advantages of a QA process for Assessments
A well-defined Quality process serves as a benchmark for governance of training
providers. It should establish parameters for an outcomes-driven approach leading to
high quality and consistency in skill development efforts across all vendors.
Additionally, it serves as a base for effective channelling and management of
government funding and subsidies for skill development in the sector.
The following are some more advantages of having a Quality Assured Assessments
process:
Risk Reduction
 The achievement of excellence via competence reduces the likelihood of risk.
Confidence in the marketplace
 Training participants, students, employers, and members of the public have greater
confidence in an institution and course which is assessed on quality assured norms.
Due Diligence
 Using an established assessor/assessment agency to carry out an independent
evaluation helps demonstrate due diligence.
Scalability
 A Quality Assured process ensures increase in scale when required.
Unbiased mechanism
 Using a robust and well-documented process will ensure that no agency is biased
towards its own goals
3.5. Governance Plan
Stakeholder
NSDC
SSC
Assessment
Agency
Assessment
Agency/Assessor
Role
•
•
•
•
•
•
•
Issue guidelines for assessment process and affiliation
Issue guidelines for assessments for the sector
Create criteria for assessments based on the QP
Issue certificate with SSC logo and endorsement
Take accountability for assessment infrastructure
Ensure compliance to assessment guidelines
Conduct assessments as per laid down guidelines in the
courseware
3.6. Applicable Standards
These Quality Assurance Parameters for Assessments are based on the Standard
ISO17024 – Conformity Assessment – General Requirements for Bodies
Operating Certification of Persons.
This Standard was adopted by the Bureau of Indian Standards (BIS) on the
recommendations of the National Mirror Committee of CASCO and approval of the
Director General, BIS. This Standard specifies the requirement of a body certifying
persons against specific requirements. Certification of persons is one means of providing
assurance that the certified person meets the requirements of the certification scheme.
Confidence in the respective certification process is achieved by means of a globally
accepted process of assessment, subsequent surveillance, and periodic re-assessments
of the competence of certified persons. It is to be implemented by any organization
desirous to be Personnel Certification Body and used by NABCB as the basis for its
accreditation.
STEP 4: MAINTENANCE OF INFORMATION ON SSC WEBSITE
4.1. Objective
Given the scope of the program, it is estimated that the number of courseware
developers, training providers, trainers, and assessment agencies will increase year on
year. Consequently, efforts must be made to ensure that the database of these
stakeholders is updated periodically. This will serve the following objectives:
 Maintain single source of truth – An online repository of all stakeholders will
keep track and control misuse of SSC and NSDC brand name
 Track expiring licenses/empanelment – The data on the website can drive
automatic reminders to stakeholders whose licenses are expiring and needs to be
renewed.
 Performance monitoring and analysis – Single source of updated data will
enable analysis of and monitoring performance of SSC in terms of achieving
skilling targets.
 Monitor performance of stakeholders – Updated information will be used to
track performance of courseware developers, training providers, trainers, and
assessors. Data w.r.t. assessment results and scores will be used for performance
monitoring.
4.2 Process for Quality Assurance for Maintenance of Information on
SSC website
Store all data for registered/affiliated
courseware/training providers.
/assessment agencies per QP/job-role
Gather data for new courseware
certified for the months from NABCB
Gather data for registered training
providers from NSDC
Gather data for certified training
providers from NABCB
Gather data for assessment agencies
from NABCB
Consolidate data and contact all
stakeholders to refresh data on
courseware/trainings/assessment
scores etc.
Send for approvals to NSDC/NASSCOM
Publish data on the website
SSC
SSC
SSC
SSC
SSC
Stakeholders
SSC/
Stakeholders
SSC
4.3. Guidelines for Maintenance of Information on SSC Website
The stakeholders must provide the following information for maintenance on a periodic
basis:
• Financial and management details
• Details of empaneled vendors/contactors for training/assessments
• Accreditation status and recent date of renewal
• Numbers of courseware developed/trainings conducted/assessments done
• Payments accrued and realized
This data must be shared in the prescribed format duly signed/authorized by the
designated point of contact from the stakeholder.
4.4. Advantages of Maintenance of Information on SSC Website
This process is critical from the perspective of on-going data management. Information
on the website will ensure transparency and data accessibility to all key stakeholders.
Additionally, information management offers the following advantages:
1. Tracking data relevance and refreshing from time to time
2. Analysis and analytics on stored information
3. Automatic updates to training and other data if linked dynamically with provider
database
4. Getting requisite information for applying for accreditation and other processes
4.5. Governance Plan
Stakeholder
SSC
Stakeholders
( Courseware
developers/Training
Providers/ Trainers/
Assessors)
4.6.
None
Role
•
•
•
•
Own and maintain information on the website
Gather information from different stakeholders
Ensure validity of information
Provide relevant information as per defined norms
and timelines
Applicable Standards
OVERALL PROCESS FOR ACCREDITATION AND FINANCIAL MANAGEMENT
SSC
Sign MoU with NABCB
Submit application to
NPBCB
Course Developer / Trainer/
Training Provider/ Assessor
Assign CB/ PCB
NABCB
Evaluation of
application as per
Standards
CB/ PCB
CB/ PCB
Issue evaluation report
and send to SSC
Does the
course/plan
meet
criteria?
Re-apply if needed
after cooling off period
No
Yes
Issue Certificate
Collect payment from
Developers/ Trainers/
Training Providers
NABCB
CB/PCB
Send fee per
certificate to SSC
NASSCOM
CB/PCB
Issue Certificate
SSC
Stakeholde
r
FINANCIALS
Sr.
No
.
1
Accreditation Process
(Step)
Financials involved
SSC signs MoU with NABCB
2
Course Developer / Trainer/
Training Provider/ Assessor
applies to NPBCB
Clarify payment terms as per
standards:
• Application Fee
• Man-days
• Certification Fee
Payment of Application Fee to NABCB
and appropriate amount to SSC
3
NPBCB assigns CB/ PCB
4
Assessment of application as
per Application Standard
Issuance of assessment
result and send it to the SSC
Issuance of Certificate by
NPBCB
5
6
7
8
9
Collection of payments from
Developers/ Trainers/
Training Providers by CB/ PCB
Send fee per Certificate to
SSC NASSCOM
Issuance of Certificate by
SSC
CB/PCB collects payment for working
days /man-days and provides an
appropriate amount to NPBCB/ NABCB
CB/PCB collects Certification Fee
CB/PCB sends payment to SSC on a
case to case basis.
This may be consolidated monthly if
needed
ANNEXURE TO SECTION 2
Annexure A: Checklist for Training Providers – STAR Program
STAR Program - Training Provider Information Form
Name of the Training Provider
Background of Training Provider
(TP)
Address
CEO / MD / Director Name
Phone Number / Mobile Number
E-Mail ID:
Single Point of Contact Person
Name
Phone Number / Mobile Number
E-Mail ID:
Number of years in existence as
a TP
Annual Sales Revenue
Number of Employees
Company Website
Registered with
*Please mention the
Membership / Registration
Number.
Less than One year
Less than Two years
Less than Five years
More than Five year
Current Year
Previous Year
NSDC
__________
__
NASSCO
M
___________
Govern
ment
Other
s
___________
____
_________
_____
If NSDC/Government, please provide the
background based on which you have become
partner:
Membership Active since:
Qualification
Packs /Job Roles
Select the STAR
Qualification Pack(s)
that you plan to
deploy
1.
2.
Sub-sector
IT Services (ITS)
Business Process
Management (BPM)
Qualification Pack(s)
1.
2.
3.
4.
Domestic IT Helpdesk
Attendant
SSC/Q0110
Domestic Voice
SSC/Q2210
Domestic Non-Voice
SSC/Q2211
Domestic Data Entry Operator
SSC/Q2212
5.
6.
Domestic Biometric Data
Operator
SSC/Q2213
Collections Executive
SSC/Q2214
Documents Required by IT-ITeS SSC NASSCOM*
S. No.
1.
2.
4.
5.
6.
7.
8.
Yes/
No
List of Documents
STAR
Program-Training
Provider
Information Form – Identifying the
training provider and Qualification Packs
details (included in this doc Page 2)
Company Validation Form for the
validating companies for the Qualification
Pack(s) validation
a) Via E-Mails: validating the identified
Qualification Packs
b) Via Forms: validating the identified
Qualification Packs (Provided to you)
Award Number Excel Sheet (Provided to
you)
*Note: Please complete the Demand Side
columns.
Curricula Framework – Outcomes Based
Framework (OBFs) for the identified
Qualification Pack(s)
*Note: Please include the completed OBF
form(s) that was/were provided to you.
Availability of the Student Handbook and
Faculty
Guide
w.r.t
the
identified
Qualification Pack(s) (Self declaration)
Star Program Document Checklist
*Note: Please complete and include this
checklist as part of the documents being
couriered to us
Covering Letter from the appropriate
TP signatory
The Cover Letter must clearly indicate
that the training provider’s interest to
participate in the STAR program along with
the documents enclosed.
Please forward this along with
documents being couriered to us
*Note: Cover Letter addressed to:
Dr. Sandhya Chintala
Executive Director
IT-ITeS Sector Skills Council NASSCOM
4E-Vandana Building (4th Floor)
11, Tolstoy Marg
Connaught Place
the
Remarks
New Delhi – 110001, India
*Note: All documents must be sent in soft copy as well as in hard copy. All documents must be
stamped and signed by the Training Provider’s authorised signatory.
Documents required by NSDC as Part of the On-line Application Form for Affiliation
S.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
List of Documents
Yes/
No
If Yes, Please
mention
Page/Annexure/S
ection
Remarks
List of Branches/Training Centers
PAN and IT Return of the
concerned Training Provider
Registration Certificate of Trust/
Society of the Training Provider
Copy of Recognition and or
Affiliation Certificate with
Government, NSDC, or any other
agency/organization
Details of Trainer Trainings (at all
branches of the Training Provider)
Details of Grants received in last 3
years of the Training Provider
Lease Agreement (Applicable to all
branches)
Staff Particulars (Applicable to all
branches)
Drinking Water (Applicable to all
branches)
Health and Sanitary Conditions
(Applicable to all branches)
Fire Safety (Applicable to all
branches)
Bus Service details (Applicable to
all branches)
Note:
 These documents and the information within is as requested in the On-Line

Application Form for the purpose of affiliation to a Sector Skills Council for the STAR
Program, as identified by NSDC, must be complete in all aspects;
Post due diligence w.r.t. the information in the documents concerned, award of
affiliation to the SSC NASSCOM and the allocation and release of “Award Numbers” will
be at the discretion of the SSC NASSCOM;
For IT-ITeS SSC - Internal Use Only
Are all the documents in provided: Yes/No
If No, then list the missing documents:
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
Concerned Training Provider notified: Yes/No
If No, please mention reason:
_________________________________________________________________________________________
_________________________________________________________________________________________
__
If Yes, then please mention details:
Contact Person: __________________________
Date: ____________________
Verified by: _________________________
Date: ____________________
Annexure B: Qualification Packs Courseware / Assessment Provider
Expression of Interest
Company Information
Name of the Assessment Provider
Background of Assessment Provider
(Please write a brief on your
company.)
Address
Contact Person Name
Phone Number
Number of years in existence
Annual Sales Revenue
E-Mail
ID
Less than One year
Less than Two years
Less than Five years
More than Five year
Current Year (As of the Current
Date)
Las
Yea
Number of Employees
Company Website
Registered with
NSDC
NASSCOM
If NSDC, please provide the background
on which you have become partner with
NSDC:
Membership Number (NASSCOM or
NSDC, or both)
Membership Active since:
Type of membership
___________________
_____________________
(NASSCOM)
(NSDC)
Sector
Sub-sector: Choose one or more
sub-sectors for which you have the
courseware
IT-ITeS
IT Services (ITS)
Software Products (SPD)
Business Process Management (BPM)
Engineering & R&D (ERD)
Courses & Assessments Availability w.r.t Qualification Packs/Job Roles&
National Occupational Standards
1. Course(s ) available for
identified Qualification Packs
QPs/Job Role(s)/ National
Occupational Standards
2. Certification(s) available for
identified Qualification Packs
QPs/Job Role(s)/ National
Occupational Standards
Name of the
Qualification Pack (QP)
& No:
QP
Name:___________QP
NO____
_______________________
______
_______________________
______
QP
Name:___________QP
NO____
NOS No w.r.t. QP:
NOS
____________________
______
____________________
_________
____________________
_________
NOS
____________________
______
Name of the
Qualification Pack &
No
_______________________
______
_______________________
______
_______________________
______
NOS No w.r.t. QP:
____________________
_________
____________________
_________
_______________________ Assessment Body
______
for Certification
_______________________ and Contact
______
Details
_______________________
______
_______________________
______
Annexure C: Sample Assessment template
Job Role
Qualificati
on Pack
Sector
Skill
Council
ASSESSMENT FORM
(SAMPLE)
( To be filled by Assessor for Each
Trainee)
Traine
e
Field Sales Executive (FSE) Name
Traini
ng
Partn
er
2.
TEL/N0201
(Increase
customer
Date
Telecom
Total
Mark
(500)
1.
TEL/N0200
(Pre-sales
preparatio
n)
UID
Numbe
r
PC1. organize self by
organizational grooming
guidelines/standards
PC2. split monthly sales
target (revenue, new
activations etc.) into
weekly and daily sales
target
PC3. obtain and design
action plan to achieve daily
sales objective from
TSM/Area Manager
PC4. update self about
latest retailer schemes/
offers
PC5. collect merchandise
from distributor point
PC6. calculate MTD sales
achieved against monthly
target
PC7. proceed per
pre-defined Route and Beat
Plan
PC1. arrange merchandise
in retail outlets like
posters, danglers etc., to
create brand visibility
Out
Of
Marks
Allocation
Skills
Practic
Theory
al
15
5
10
15
0
15
15
0
15
15
15
0
15
0
15
15
0
15
10
100
10
0
20
5
10
80
5
100
Total
100
base and
revenue)
PC2. draw retailer’s
attention
PC3. monitor retailer
card/register for
secondary/tertiary sales
PC4. perform BHR check on
retailer’s
secondary/tertiary sales
records
PC5. observe outlet
physically, to check stock
availability
PC6. ask questions to
identify exact need of the
retailer
PC7. influence retailer by
comparing products with
competition and
demonstrate benefit to
retailers
PC8. quote high selling
retailer’s sales
achievement, to motivate
others
PC9. offer range of
products/services to
retailers
PC10. provide agreed
quantity of stock to
retailers
PC11. collect payment from
retailers against delivered
stock
PC12. educate retailers
about utility of all
products/services
PC13. organize and
execute road shows
3.
TEL/N0202
(Increase
distribution
width)
5
2
3
10
0
10
10
0
10
10
5
5
10
5
5
5
2
3
10
0
10
5
2
3
5
0
5
10
0
10
5
2
3
5
100
2
25
3
75
10
20
5
10
5
10
100
PC1. locate retail outlets
with high footfall, to
increase width of
distribution
PC2. identify decision
maker and seek permission
to discuss value
proposition
PC3. explain ROI to
retailers by highlighting
minimal investment and
high inventory turns
PC4. propose/pitch range
of products/services and
demonstrate various
associated processes
PC5. educate retailers
about enrolment
formalities
PC6. create brand visibility
at the outlet by displaying
merchandising material
PC7. provide retailer/demo
SIM card and collect
documents
4.
TEL/N0203
(Process
compliance
)
5.
TEL/N0110
(Data
expertise)
PC1. educate retailers on
mobile number activation
process, MNP, recharge
and recharge reversal, KYC
norms, TRAI guidelines etc.
PC2. validate customer
enrollment forms for any
discrepancies like use of
whitener, signature
mismatch, address
mismatch
PC3. collect and process
documents for activation of
mobile numbers
PC4. respond to retailer
issues and complaints
PC1. resolve customer’s
data related issues
PC2. reduce repeat
walk-in/interactions of
customers with data
related queries
10
0
10
10
0
10
20
15
5
20
5
15
10
100
5
30
5
70
25
15
10
25
15
10
25
15
10
25
100
20
65
5
35
100
100
50
30
20
50
30
20
100
60
40
Annexure D: Global Accreditation bodies
The following table provides an introduction to the global accreditation and Certification
bodies which have been referred to in our recommendations:
Sl
.
N
o
Name
of
the
Organizati
on
Accreditat
ion/Certifi
cation
Type
Objectives
ABET
Course
Accreditati
on
ABET, founded in 1932 in the U.S. is a non-profit,
non-governmental organization that accredits
college and university programs in the disciplines
of applied science, computing, engineering, and
engineering technology. ABET accredits over
3,100 programs at more than 670 colleges and
universities in 24 countries.
2
Higher
Learning
Commission
Institute /
Course
Accreditati
on
The Higher Learning Commission (HLC) is an
independent corporation and one of the two
commission members of the North Central
Association of Colleges and Schools (NCA). It
accredits
degree-granting
post-secondary
educational institutions in the North Central
region.
3
ATMAE
Course
Accreditati
on
The Association of Technology, Management, and
Applied Engineering (ATMAE) sets standards for
academic
program
accreditation,
personal
certification, and professional development for
educators and industry professionals involved in
integrating technology, leadership, and design.
4
ACICS
Course
Accreditati
on
Founded in 1912, Accrediting Council for
Independent Colleges and Schools (ACICS) is the
largest national accrediting organization of
degree-granting institutions. ACICS accredits
professional, technical and occupational programs,
and is one of the two national accreditors
recognized by both the U.S. Department of
Education and the Council for Higher Education
Accreditation.
5
ACCET
Course
Accreditati
on
ACCET was founded in 1974 for the purpose of
improving continuing education and training. In
1998, ACCET became the only recognized
accrediting agency to be certified as an ISO
9001:2008-Quality Management System, under
the international standards established by the
International Organization for Standardization, and
continues to hold that unique status.
Sl
.
N
o
Name
of
the
Organizati
on
Accreditat
ion/Certifi
cation
Type
Objectives
6
IEEE
Institute
Accreditati
on
IEEE is the world’s largest professional association
dedicated to advancing technological innovation
and excellence for the benefit of humanity. IEEE
Americas
1