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Competency Based Curriculum

Micro Irrigation
National Skills Qualifications Programme
NSQ Level 3

PSS Central Institute of Vocational Education (PSSCIVE), NCERT
(Under Ministry of Human Resource Development, Government of India)
Shyamla Hills, Bhopal – 462013, Madhya Pradesh, India

Competency Based Curriculum National Skills Qualifications Programme NSQ Level 3 (Class XI) Micro Irrigation Technician PSS Central Institute of Vocational Education. Bhopal (a constituent unit of NCERT. an autonomous organization under Ministry of Human Resource Development. Government of India) .

Assessment guide 11 11. equipment and materials 12 12. List of tools. Course structure 3 5. List of contributors 13 . Teacher’s qualifications 12 13.CONTENTS 1. About the sector 3 3. Objectives of the course 3 4. Units 5 AG301-NQ2014: Introduction to Micro Irrigation AG302-NQ2014: Inventory of resources and condition for sprinkler irrigation AG303-NQ2014: Classification of types and classification based on portability of sprinkler irrigation AG304-NQ2014: Components of sprinkler irrigation system AG305-NQ2014: Design of sprinkler irrigation system AG306-NQ2014: Installation and layout and evaluation of uniformity coefficient of sprinkler irrigation important considerations AG307-NQ2014: Maintenance of sprinkler irrigation system AG308-NQ2014: Communication Skills at Workplace 10. On-the-Job Training 4 8. Certification 5 9. Classroom activities 4 6. Practical activities 4 7. Introduction 2 2.

whereas technical competencies are an individual’s knowledge and expertise in the specific group task and its processes besides its rules and regulations. It also defines the learning activities that will lead to the learner to achieve mastery of the targeted learning outcome.e. of India. This connect of education to the world of work through PPP mode. Introduction The National Skills Qualifications Framework (NSQF) The MHRD. A competency based curriculum describes what learners must “know” and “be able to do” by the end of a program or study. The basis of assessment of the outcome as development of competencies is based on the set criteria in form of National Occupational Standards (NOS) which are developed by NSDC (Sector Skill Council of the sector concerned) in consultation with industry for particular job role. In 2012. The Competency Based Curriculum is broken down into coherent parts known as Units. of India in 2013. Govt. under what conditions it is done and how well it is to be done (standards). knowledge and internationally recognized qualification to gain access to decent employment and ensure India’s competitiveness in the dynamic global market. referring to the course of deeds and experiences through which children grow to become more mature adults. In view of changing scenario and corresponding demands for the world of work. disabled and other disadvantaged sections and to synergise efforts of various sectors and reform the present system with the enhanced capability to adapt to changing technologies and labour market demands.  It aims at increasing the productivity and employability of workforce (wage and self employed) both in organized and the unorganized sector. The NVEQ levels 1 and 2 are for work readiness or preparation by acquiring entry level competencies of the job role in the particular sector. It can be broadly categorized into foundational. 2 . NVEQF has been subsumed as National Skills Qualifications Framework (NSQF) under National Skill Development Agency (NSDA). Generic competencies are considered essential for a person to participate effectively in the workforce.  It seeks increased participation of youth. It identifies the competencies and sub. According to NSDA the objectives of NSQF are:  To create a workforce empowered with the necessary and continuously upgrade skills. which was launched in 1988 at senior secondary level in majority of States of the country. This led to the conceptualization of qualification framework to establish a system of set educational pathways for providing horizontal and vertical linkages to vocational education program in the country from school to university system. According to the notification of Govt. It states clearly the criteria and conditions by which performance will be assessed. Thus.PSSCIVE (AGR) . initiated the process of revamping the Centrally Sponsored Scheme of Vocationalisation of Secondary Education in 2011. Skill and Speed’. the MHRD launched NVEQF in school system as pilot project in Haryana. National Vocational Education Qualification Framework (NVEQF) was proposed to be developed. women. The Competency Based Curriculum Competency is defined in terms of what a person is required to do (performance). is a step forward towards ‘Scale. practical and reflexive competencies. This vocational qualification framework in school system has proposed four levels i. Each unit is further broken down into knowledge and skills on the basis of which evidence is to be provided by the learner and the evaluation is to be done by teacher or trainer. L1 to L4 for classes 9th to 12th respectively. India announced National Skill Development Mission for ‘Skilling India’ in 2007.2014 1.competencies each learner is expected to master. The NVEQF is modular in design and competency and outcome based skill development system. The term “curriculum” (plural: curricula or curriculums) is derived from the latin word for “race course”.

the world's major food staples. and Micro-Irrigation Technician. major spices fresh meat. including Department of Agriculture and Cooperation and Department of Animal Husbandry. India is the world's largest producer of many fresh fruits and vegetables. Fibers include cotton. you will be able to: 1. Identify components of sprinkler irrigation system 2. Objectives of the Course Upon completion of this course. wool. fishing. It is with this view the Govt. Agriculture and allied sectors.2014 2. medicinal plants. Paddy Farmer. L-3 and L-4 for job roles . animal husbandry. like tea board. silk and flax. fibers. Sugarcane Cultivator. milk. fiber. and other life forms for food. Understand field layout of different types of sprinkler systems 3 . fibers and other raw materials. 3. such as jute. teaching and training. The Ministry of Food Processing Industries is actively engaged in promotion of entrepreneurial activities in the segments of fruits and vegetables processing. L-2 Applied Agriculture. Higher education in agriculture is required for meeting the needs of human resource needed for conducting research. L-1 Basic Agriculture. Consequently. rubber board. second only to the service sector. spices and raw materials. In school system under NSQF the curriculum is required for L1 to L4 to introduce these courses from class 9th to class 12th respectively. the PSSCIVE has decided to develop curricula for four levels viz. Hatchery Production Worker. respectively. Dairying and Fisheries.. rubber. In India agriculture employs about 50% of the total workforce. It is implementing various schemes and policies for the sector through its various departments and institutions. etc. Besides. Identify different types of sprinklers and their use in different crops 3.PSSCIVE (AGR) . hemp. There exists innumerable business opportunities in the agriculture and allied sectors. There is a need to develop curricula for these job roles. About the Sector Agriculture is the cultivation of plants. fibrous crops. The major agricultural products can be broadly grouped into foods. Dairy Worker. The Ministry of Agriculture is the main authority in India for regulation and development of activities relating to agriculture.7% of the GDP (Gross Domestic Product) in 2013. Hence. Over one third of the world's workers are employed in agriculture. fish processing. fuels. etc. meat. The constitution of Agriculture Skill Council of India (ASCI) under the National Skill Development Corporation (NSDC) is a step forward for skill development initiative through formal and non-formal system of education and training under NSQF and STAR/ Ajeevika schemes respectively. job roles have been identified and National Occupational Standards have been developed by ASCI in prominent agriculture areas where there is demand for skilled human resource and/ or job opportunities for self and wage employment. medicinal plants board. fungi. It is encouraging to note that many states are coming forward to offer agriculture based vocational courses in secondary and senior secondary classes under NSQF as per job roles identified by ASCI. It also includes livestock production which provides milk and meat products. India is the second largest producer of wheat and rice. commodity boards. coffee. horticulture. of India has brought this neglected sector under the umbrella of National Skill Development Mission. like forestry and fisheries in India accounted for 13. have been set up to boost the growth of the sectors like tea. Education and training in agriculture meet the requirements of industries that employ educated personnel and also prepare people for undertaking farming and allied activities. etc. coffee board. mushroom processing. medicinal and other products used to sustain and enhance human life. Introduction of vocational courses in agriculture is seen as a strategy to create educated and productive workforce who will employ scientific methods for promoting sustainable agriculture. honey processing.

followed by discussions should be conducted by teachers. Practical Activities (i) (ii) Demo of irrigation technique by video. (iii) To draw in a chart the layout of sprinkler irrigation system. A variety of instructional strategies should be used by teachers to ensure learning of students. Course Structure This course (vocational qualification package) is a planned sequence of instructions consisting of the following 08 modules. Sl. developing communication and entrepreneurial skills etc. and posters. of Notional Learning Hours 1 AG301-NQ2014 Introduction to Micro-irrigation 10 2 AG302-NQ2014 Inventory of resources and condition for sprinkler irrigation 20 3 AG303-NQ2014 Classification of types and classification based on portability of sprinkler irrigation 20 4 AG304-NQ2014 Components of sprinkler irrigation system 20 5 AG305-NQ2014 Design of sprinkler irrigation system 20 6 AG306-NQ2014 Installation. preparation of charts and posters and organising group discussion sessions targeted to problem solving. 5. called as Units. Teachers should make lesson plan topic wise along with different strategies to be used in the class room /laboratory/workshop. Classroom Activities Classroom activities are an integral part of this programme and interactive lecture sessions.PSSCIVE (AGR) . innovative ideas in handling the job role. Visit to agriculture farms to record observations on irrigation methods used for different crops. On-the-Job Training On-the-Job Training (OJT) occurs whenever more experienced employee or supervisor teaches less experienced person on how to do one or more tasks of a job.2014 4. The class room activities may include use of multi-media packages. The training utilizes actual equipment and 4 . No. layout and evaluation of uniformity coefficient of sprinkler irrigation important considerations 20 7 AG307-NQ2014 Maintenance of sprinkler irrigation system 20 8 AG308-NQ2014 Communication Skills at Workplace 20 Total 150 Successful completion of 150 hours of theory sessions and 150 hrs of practical activities and on-the-job learning is to be done for full qualification. charts. (iv) To draw sprinkler irrigation system along with components. Unit Code Unit Title No. 6. 7. observation on layout and components of sprinkler irrigation system as given in the unit.

The trainer gives an overview of the task while explaining the constructional details and use of the tools. 1.PSSCIVE (AGR) . Field visit for knowledge of benefits in presentation on demonstration importance of labour saving labour saving micro3. Prepare a 1. understanding basics of agriculture. the trainer explains why each step is done in the way it is done. in performing the tasks. Describe the 1. 8. The trainer monitors the progress on a checklist of competencies and offers feedback and pointers where and when needed. Describe the using sprinkler irrigation and water use irrigation précised efficiently 3. A training plan that reflects tasks to be performed and competencies to be imparted should be prepared and signed by the student. Inter-active advantages of importance of presentation on lecture: micromicrowater saving in Importance of irrigation irrigation in sprinkler sprinkler 2. as sometimes it is better that simple tasks are demonstrated first to build confidence. OJT should be undertaken in a structured manner with a training plan under the supervision of an experienced trainer or supervisor.2014 materials. and supervisor at the workplace for training of the students in the organization/industry. Step 4: The trainee practices with clearly defined targets for performance standards. While demonstrating. 9. equipment. Demonstrate water saving irrigation irrigation the 2. demonstrate. Describe the presentation for 5 . one at a time. Units Unit Code: AG301-NQ2014 Location: Classroom and Field Unit 1 Title: Introduction to Micro-irrigation (Duration: 10 hours) Learning Knowledge Performance Teaching and Outcome Evaluation Evaluation Training Method 1. show. Prepare a water saving 4. Definition. Describe the 2. the State Board of Secondary Education and Agriculture Skill Council of India (ASCI) will give joint certification for acquiring and verifying competencies developed by the candidate as per NOS developed by ASCI. etc. Showing finished products at each appropriate step will help the leaner understand what is required as outcome. Certification Upon completion of this course. teacher. materials. Prepare a 2. Step 2: The Instructor or the trainer demonstrates each step in detail. and explain. In a structured OJT. while the trainee watches.e. The job role i. actually doing the steps of the task and explaining each step. Step 3: It involves direct trainee participation. the following steps should be followed: Step 1: The Instructor or the trainer tell. crop production practices and management related tasks to be undertaken at the work place during OJT may include:  Preparation of field for layout of sprinkler irrigation system  Assistance in the installation of sprinkler irrigation system  Operating control valve to maintain the proper pressure and discharge in the system  Operation of fertilizer injector under supervision  Cleaning of laterals/ nozzles  Proper fitting of couplers  Maintenance of leakage of water in main/ sub-main and nozzles The trainer should break down all the steps of the job and train the students as per the training plan. The steps may not necessarily be demonstrated in the sequence of actual operation.

sprinkler and drip irrigation) water use efficiency in sprinkler irrigation 4. physical gram. Prepare a presentation on crop yield using sprinkler irrigation 5. 4. Interactive general to obtain presentation for lecture on information of information showing the general the area in on water water source in information which source for a the area required for installation of given 2. onion. Prepare a presentation for using sprinkler irrigation in undulating area Unit 2 Title: Inventory of resources and condition for sprinkler irrigation (Duration: 20 hours) Learning Knowledge Performance Teaching and Outcome Evaluation Evaluation Training Method 1. Identify the topographic condition of the field 6 . Prepare a charts irrigation is to conditions of the soil for showing the be install 3.2014 technology 3. Describe how 1. Prepare a 1. Water supply. maize. barley. properties and irrigation sprinkler topographic characteristics 3.PSSCIVE (AGR) . Type of soil. Acquire the 1. Identify the topographic physical crops for condition properties of which including slope soil sprinkler 4. coffee. properties of the bhindi. Identify the crops suitable 2. Précised water saving technology (sprinkler and drip irrigation) 4. Prepare a sprinkler sprinkler condition presentation of irrigation irrigation is to 2. 3. Field visit of be done physical for sprinkler the area where 2. sunflower. Describe the précised water saving technology in water saving i. potato.e. wheat. Advantages of sprinkler irrigation Unit Code: AG302-NQ2014 Location: Classroom and Field advantages in crop yield 5. tea. etc. soil groundnut. Prepare the 4. Crop suitable irrigation is maps for for sprinkler suitable all different soil/ irrigation close growing types showing crops suitable texture and the viz.

sprinkler the  Couplers couplers. Interactive sprinkler types of types of lecture on sprinkler sprinkler viz. Identify the 1. Describe the rotating head sprinkler and  Perforated classification and perforated classification pipe based on pipe system based on 2. Demonstrate the installed  Mains/subpump unit. be irrigated by accessories bends. Prepare the portability of based on sprinkler presentation sprinkler portability of on 2. function of major 2. Visit of sprinkler different different field where irrigation components of components of the system sprinkler sprinkler sprinkler irrigation irrigation system irrigation  Pump unit system viz. reducer video elbows and fertilizer applicator 7 . Components of 1. pressure irrigation through gauge. Show the mains mains/ subcomponents of function of  Lateral mains. 2. Describe the 1.Types of 1. irrigation through components  Sprinkler sprinkler head/ video in the field head/ nozzles. sprinkler risers. Visit the field sprinkler classification where all the  Permanent based on system of  Semi-permanent portability sprinkler  Portable system such as (a) irrigation permanent installed system. laterals.Classification portability of 2.PSSCIVE (AGR) . types of  Rotating head 2.2014 Unit Code: AG303-NQ2014 Location: Classroom and Field Unit Code: AG304-NQ2014 Location: Classroom and Field Unit 3 Title: Classification of types and classification based on portability of sprinkler irrigation (Duration: 20 hours) Learning Outcome Knowledge Performance Teaching and Evaluation Evaluation Training Method 1. Demonstrate the nozzles accessories such crop which is to  Other as values. plugs. Enlist of 1.. Demonstrate the 1. and (c) portable system Unit 4 Title: Components of sprinkler irrigation system (Duration: 20 hours) Learning Outcome Knowledge Performance Teaching and Evaluation Evaluation Training Method 1.. other 3. (b) semi permanent system.

Application pump showing the design of rate 2. Major portion of 5. Prepare the irrigation pressure and 3. Prepare 1. Selection of application always less than irrigation nozzle rate of the the infiltration system 4. Demonstrate the 6. Prepare the 1. Prepare the evaluation of sprinkler sets installed presentation for uniformity of on the field 2. Describe the number of nozzles required to irrigate the crop 5. Design of sore type and design part mains/ subinfiltration rate understandable mains 3. Describe the design of mainline 7. Field visit for discharge mainline laid diagram of layout line 5. Design of sprinkler rate lateral according to 2. Describe the 5. Vertically of 4. Interactive pump capacity of the presentation lecture on 2. Describe the design of lateral 6. Timing of the slope through video irrigation 5. Interactive crop field where presentation of lecture on 2. Design of selection of sprinkler sprinkler/ irrigation nozzle system 4. Capacity of 1. Identify the application rate sprinkler 3.2014 Unit Code: AG305-NQ2014 Location: Classroom and Field Unit Code: AG306-NQ2014 Location: Classroom and Field Unit 5 Title: Design of sprinkler irrigation system (Duration: 20 hours) Learning Knowledge Performance Teaching and Outcome Evaluation Evaluation Training Method 1.PSSCIVE (AGR) . Optimum crop 3. Identify the 1. Describe the components fitting sprinkler laterals laid of the sprinkler head down across irrigation system 7. Identify the selection of crop sprinkler 4. Effect of down along of selected crop demonstration wind slope 4. Quality of water to be applied Unit 6 Title: Installation and layout and evaluation of uniformity coefficient of sprinkler irrigation (important considerations) (Duration: 20 hours) Learning Knowledge Performance Teaching and Outcome Evaluation Evaluation Training Method 1. Identify the 6. Demonstrate 8 . Fittings of the sprinkler topography of the installation components irrigation field and layout and 3. Describe the presentation of 2. Describe the 1. Fixing system is to be 2. Identify the 1.

Describe the atmospheric factors in sprinkler operation functioning of the sprinkler system through video 6. Describe the 2. Cleaning of system sprinkler system irrigation nozzles 2. Interactive pipeline reason of presentation for lecture on 2. Describe the cleaning of line cleaning of filter nozzles 4. Installation and layout and evaluation of uniformity for sprinkler system Unit Code: AG307-NQ2014 Location: Classroom and Field layout as per selection of nozzle and crop 6. Identify the 1. Cleaning of chocking of reason of maintenance line filter sprinkler chocking of of sprinkler 3. Cleaning of 1. Maintenance cleaning of cleaning of demonstrate of sprinkler main/ submain/sub-main/ the cleaning irrigation main/ laterals laterals of and system 3. Describe the fertilizer injector 7. Describe the sprinkler maintenance cleaning of irrigation of sprinkler line filter 3. Prepare the 1. Demonstrate the cleaning of nozzles 9 . Demonstrate the fertilizer application through injector video 7. Demonstrate the system at field 4.PSSCIVE (AGR) . Demonstrate the 2. Demonstrate the uniformity evaluation through video Unit 7 Title: Maintenance of sprinkler irrigation system (Duration: 20 hours) Learning Knowledge Performance Teaching and Outcome Evaluation Evaluation Training Method 1.2014 8. Field visit to 4.

e. team. Enlist four e. trainees? seeds and variety 4. Unit 8 Title: Communication Skills at Workplace (Duration: 20 hours) Learning Knowledge Performance Teaching and Outcome Evaluation Evaluation Training Method Understands 1. empathy. Classroom and Field 2. use related to the application of relation to the of respectful job role fertilizers and job role language (oral 5. crops. 6. What are the about skills required at workplace different types communicatio workplace Know different of n and its 2. are used to English or develop common local effective specific names communication 4. clarity n with example spraying of listening and in instructions. skills i. these in chemicals. 4. reading skills in positivity. Effectively skills) and communicatio harrowing etc. What methods names in Hindi.e. 5. communicate at ability to n at workplace where instructions workplace with resolve i. Write different communication at Understand and communication types of agriculture field respond written and communicatio during various communication entrepreneurial n skills field operations Acquired all skills i. Practice sessions including members at hatchery. shrimp 3. unskilled workplace listening. Organising video meaning.g. What and speaking Handle job technological skills for correct related skills are pronunciation of technological required at different skills workplace and implements. Explain 1. patience. dairy involved. This practice is skills in required for clear trainees instructions to us required at and semi-skilled workplace? workers at the field during farm operations 10 .e. reading labour force 3.PSSCIVE (AGR) .2014 Unit Code: AG308-NQ2014 Location: 1. Effective manure. speaking. nursery bed four linguistic listening to all linguistic skills preparation. What is 1. of each one chemicals. Showing video types of skills communication importance at shots specially required at skills including workplace taken for workplace value based 3. etc. on writing. 4. 3. field staff amongst team farm. communicatio and seed sowing. members of the required for transplantation writing. communication communicatio and interactive concept and and its n sessions on importance of importance at 2. What do you communication communication workplace? understand and technological skills at 2. how to develop equipment. agriculture to field staff are supervisors and conflicts field.

Direct Observation: Direct observation requires a considerable degree of commitment from the observer and those being observed.2014 10. It may be formative (continuous) and/or summative (final). but these should be given on the basis of the capability of the individual to perform the tasks or activities involved in the project. Employability skills evaluation listed below in the table should be evaluated through direct observation by the teacher/ trainer and appropriate records should be maintained for transparency in evaluation. Practical test 30 3. 3. Assessment Guide Assessment is a process used for determining an individual's progress or level of mastery/competence in an occupational area. 2.) of practical experience in the workplace or the community and photographs of the products prepared by the candidates related to the units of competency should be included in the portfolio.No. 1. Portfolio 10 5. 2. Audio or video recording can be done at the time of oral test or viva voce. It is a process of collecting evidence and making judgement about the extent to which a person demonstrates the knowledge and skills set out in the standards or learning outcomes of a unit of competency. etc. Oral test/ viva voce: It allows candidates to demonstrate communication skills and content knowledge. Appropriate evidence is to be collected from activities that can be clearly related to the Units of Competency.PSSCIVE (AGR) . Employability Skill Area Communication Sl. Written test 30 2. Project: Projects (individual or group projects) are a great way to assess the practice skills on a deadline. Oral test/viva voce 10 4. Competencies and Performance Standards Questions appropriately Writes clearly and legibly Demonstrates good listening and responding skills Informs about the absence and reasons of absence Organizes work Competent Not Yet Competent 11 . Documents (including photo’s. Project 10 6. 5. Responsibility 5. Method of Assessments Weightage (Max. 4. Sl. 4. Assessment should be done on the basis of information or evidence about the individual’s ability against clearly stated objectives or standards. Projects should be discussed in the class and the teacher should periodically monitor the progress of the project and provide feedback for improvement and innovation. Direct Observation 10 100 # Assessors will be certified by the State Education Board. newspaper articles. reports. It should cover all the elements and performance criteria/indicators in the competency standards. 3. Evaluator Teacher Certified Assessor # Teacher/ External Examiner Teacher Teacher/ Trainer Teacher/ Trainer Written test: It allows candidates to demonstrate that they have the knowledge and understanding of a given topic. marks) 1. No. Practical test: It allows candidates to demonstrate application of skills in simulated or real work conditions against competency standards (skill and academic standards). A diversity of assessment methods is required to achieve the multiple purposes and to satisfy the requirements of competency based assessment. 1. Student’s achievements should be assessed by using the following methods of assessment. Portfolio: It is a compilation of documents that supports the candidate’s claim of competence that was acquired from prior learning and experience.

Competent = 0. Innovation and Creativity 19. 1. equipment and accessories should be procured by the Institution so that the routine tasks can be performed by the students regularly for practice and acquiring adequate practical experience. 12. 8. Pump Unit 2. 1. 7. rules. plugs. Only basic tools. Health and Safety 14. Interpersonal relationship 13.5 marks 2. Teacher’s Qualifications Qualification. Laterals 4. Mains/ sub-mains 3. Not yet competent = 0 11. 16. 9. 12 . Line filter 12. 10. 11. Effective communication skills (oral and written) Basic computing skills. 18. Water meter 10. Pressure gauge 9. riser 8. 20. bends. Nozzles 6. Manages time effectively and efficiently Complete assignments timely Displays care for tools and equipment Accepts responsibility pleasantly Exhibits patience Demonstrates pride in work Displays friendly and cooperative attitude Demonstrates tactfulness in difficult situations Accepts constructive criticism Exhibits positive attitude Practices good personal hygiene regularly Maintains good personal health Dresses well and in appropriate manner Give reasons and make judgments objectively Share ideas and thoughts with others List of Tools.PSSCIVE (AGR) . Ed. 17. Valves. Couplers 5. Equipment and Materials The list given below is suggestive and an exhaustive list should be prepared by the teacher. 18-40 years (as on Jan. 15. competencies and other requirements for Graduate Teacher on contractual basis are as follows: Essential Qualification Desirable Qualification Age Limit Graduate in Agriculture with minimum 55% marks from a recognized university/institution with 2 years experience in teaching or work experience in Agriculture related industry OR Masters degree in Agriculture related discipline from a recognized university/ institution with minimum 55% B.2014 6. Fertilizer injector 7. 01 (year)) Age relaxation to be provided as per Govt.

Department of Genetics and Plant Breeding. Principal Scientist. 2014: 1 Dr. Bhopal (Project Coordinator) 13 . Department of Extension Education. Professor and Head.B. Additional deputy Director. Bhopal 4 Dr. Principal Scientist (Agronomy). C. Sehore 15 Dr. Kailash Nath Pathak. Sehore 10 Dr. Jail Road. Lecturer. RAK College of Agriculture. PSSCIVE.). Bhopal 17 Dr. Satya Singh Kushwah. RAK College of Agriculture. R. RAK College of Agriculture. RAK College of Agriculture. Department of Genetics and Plant Breeding. Asfa M. RAK College of Agriculture. V. Bhopal – 462 003 7 Mr. CIFE. Chaudhari. Bajpai. Mohammad Yasin. SRF. Indira Gandhi Krishi Vishwavidyala. Sehore 9 Dr. College of Agriculture. (Deemed University) ICAR. Professor. Sehore from 19 to 23 August. Scientist (Agro). CEDC & NSQF Cell. Post Graduate Department of Zoology. Centre Powerkheda. Assistant Professor. Department of Agronomy. Prabha R. Sandeep Sharma. List of Contributors The valuable contribution of the following experts is gratefully acknowledged who participated in the Workshop for Development of Competency Based Modular Curricula in the area of Agriculture Sector for NSQF Levels 1 to 4 held at RAK College of Agriculture. Priyanka Joshi. Raipur – 492 012 3 Dr. Sehore 12 Dr. Meenakshi Sharma. Maharajpur. District Hoshangabad 6 Dr. Subhashnagar. Professor. Chief Technical Officer. Professor and Dean (Rtd. Sehore 11 Dr.D. AICRP on Chickpea. Artificial Insemination Training Institute. Principal Scientist. Ravindra Kumar Upadhyay. Jabalpur – 482 004 2 Dr. Praveen Tamot. Govt. Sehore 14 Dr. Shyamla Hills. Hoshangabad 5 Dr. Sehore – 466 001 8 Dr. Sehore 13 Er. Powerkheda. Principal Scientist. Zonal Agricultural Research Station. M. Indira Gandhi Krishi Vishwa Vidyalaya. Professor and Head. Professor I/c Sugarcane Project.2014 marks and 1 year experience in teaching or work experience in Agriculture related industry 13. Greeshma Kumar Nema. Jahangirabad. Singh. Senior Scientist (Entomology). Senior Scientist (SWE). Deep Singh Rathore. RVSK Vishwa Vidyalay. Shyamla Hills.PSSCIVE (AGR) . Raipur – 492 012 16 Dr.S. HIG 60. Vyas. Centre for International Relationship. Govt. Excellence Higher Secondary School. Mehrotra. Motilal Vigyan Mahavidyalaya. RAK College of Agriculture. Deepak Sharma. PSSCIVE. Yasin. RAK College of Agriculture.P.