Quality Assurance Parameters for Certification, Affiliation

Transcription

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.
Name
Company
Mr. Nilaya Varma
Mr.Partha Kundu
Accenture Pvt Ltd
PwC
Mr. Anil Menon
Mr.Srikantan Moorthy
Ms.Vani Bhambri Arora
Mr.Vidyut Nevalkar
Dr Sandhya Chintala
Mr.Dilip Chenoy
Mr.Vivek Nicholas Joseph
Designation
Managing Director, H&PS, India
Executive Director
Executive Director Marketing, Geo Expansion
IBM
& GB IBM Software, India/ South Asia
Infosys
Global Head HR
NABCB, QCI
Assistant Director
TCS
Deputy Head - Global Learning & Development
Executive Director SSC NASSCOM &
IT-ITeS SSC NASSCOM
VP NASSCOM
NSDC
CEO/MD
EXIN
Country Manager
Table 1: Project Board
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
TCS
NSDC
Vice President (Rtd)
Head Standards & QA
Mr Rajiv Mathur
NSDC
Principal - Standards and QA
Table 2: Advisory Board
IT-ITeS SSC NASSCOM
Page 1 of 158
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
IT-ITeS SSC NASSCOM
Page 2 of 158
TABLE OF CONTENTS
PROJECT AND ADVISORY BOARD ................................................................................................................................ 1
SCOPE OF THE DOCUMENT ......................................................................................................................................... 2
TABLE OF CONTENTS .................................................................................................................................................. 3
TABLE OF FIGURES ...................................................................................................................................................... 5
GLOSSARY................................................................................................................................................................... 6
1.
PROLOGUE .................................................................................................... ERROR! BOOKMARK NOT DEFINED.
2.
FOREWORD ......................................................................................................................................................10
3.
EXECUTIVE SUMMARY ......................................................................................................................................12
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 ......................................................................................................................... 12
IT-ITES SSC NASSCOM INITIATIVE ...................................................................................................................... 12
AUDIENCE FOR THE DOCUMENT ............................................................................................................................ 13
CERTIFICATION, AFFILIATION, AND THE ACCREDITATION ECOSYSTEM ............................................................................ 14
INTRODUCTION TO ACCREDITATION ........................................................................................................................ 15
INTRODUCTION TO AFFILIATION ............................................................................................................................. 15
INTRODUCTION TO CERTIFICATION ......................................................................................................................... 15
A COMPARATIVE VIEW OF ACCREDITATION, AFFILIATION, AND CERTIFICATION ............................................................... 16
ACCREDITATION PROCESS..................................................................................................................................... 17
AFFILIATION PROCESS .......................................................................................................................................... 20
SECTION 1: FRAMEWORKS FOR CERTIFICATION, ACCREDITATION, AND QUALITY ASSURANCE PROCESSES FOR THE
CREATION OF STANDARDS ........................................................................................................................................21
4.
GLOBAL FRAMEWORK FOR SETTING STANDARDS ............................................................................................22
4.1.1.
4.1.2.
4.1.2.1.
4.1.3.
4.1.4.
4.1.4.1.
4.1.4.2.
4.2.
5.
PRESENT INDIAN FRAMEWORK FOR CERTIFICATION AND ACCREDITATION .....................................................35
5.1.
5.1.1.
6.
ACCREDITATION MODELS ..................................................................................................................................... 23
ACCREDITATION BODIES....................................................................................................................................... 24
GLOBAL ACCREDITATION AND CERTIFICATION BODIES ........................................................................................... 24
ALIGNMENT OF ACCREDITATION MODELS AND ACCREDITING BODIES ........................................................................... 30
STANDARDS SETTING BODY – ISO ......................................................................................................................... 32
WHAT IS ISO? .............................................................................................................................................. 32
ISO STRUCTURE AND GOVERNANCE .................................................................................................................. 33
ALIGNMENT OF ISO AND ACCREDITATION BODIES: ISO AGREEMENT WITH IEEE – A CASE STUDY ..................................... 34
PRESENT INDIAN FRAMEWORK FOR AFFILIATION, CERTIFICATION, AND ACCREDITATION ................................................... 35
CURRENT ACCREDITATION BODIES ......................................................................................................................... 35
RECOMMENDATIONS: AFFILIATION, CERTIFICATION, AND ACCREDITATION STANDARDS ................................38
STANDARDS FOR STANDARD SETTING BODY: SECTOR SKILLS COUNCIL (SSC) ................................................................................ 38
6.1.
STANDARDS FOR THE STANDARDS DEVELOPMENT BODY: SSC ..................................................................................... 39
6.1.1. INTRODUCTION TO SECTOR SKILLS COUNCIL ............................................................................................................. 39
6.1.2. ROLE OF SECTOR SKILLS COUNCIL INTERNATIONALLY ................................................................................................. 39
6.1.3. SECTOR SKILLS COUNCILS IN INDIA ......................................................................................................................... 40
6.1.3.1.
ROLE OF SECTOR SKILLS COUNCIL IN INDIA .......................................................................................................... 40
6.1.4. QUALITY ASSURANCE STANDARDS FOR GOVERNANCE AND OPERATIONS OF SSC............................................................. 41
6.1.4.1.
DEVELOPMENT ORGANIZATION – SECTOR SKILLS COUNCIL..................................................................................... 41
6.1.4.1.1.
ABOUT THE STANDARD: ............................................................................................................................. 42
6.1.4.1.2.
KEY HIGHLIGHTS: ...................................................................................................................................... 43
STANDARDS–PROCESS FOR DEVELOPMENT OF OCCUPATIONAL STANDARDS (OS) & QUALIFICATION PACKS (QP) ............................... 49
6.2.
STANDARDS FOR THE DEVELOPMENT OF OCCUPATIONAL STANDARDS (OS) ................................................................... 50
IT-ITeS SSC NASSCOM
Page 3 of 158
6.2.1. WHAT ARE OCCUPATIONAL STANDARDS? ................................................................................................................ 50
6.2.2. QUALITY ASSURANCE PARAMETERS FOR THE DEVELOPMENT OF OS ............................................................................. 51
6.2.2.1.
SETTING UP OF THE PROJECT BOARD ................................................................................................................. 51
6.2.2.2.
DRAFTING A REQUEST FOR PROPOSAL (RFP) DOCUMENT:..................................................................................... 51
6.2.2.3.
VENDOR SELECTION PROCESS........................................................................................................................... 52
6.2.2.4.
DRAFTING MOU............................................................................................................................................ 54
6.2.2.5.
INCEPTION REPORT DEVELOPMENT ................................................................................................................... 54
6.2.2.6.
IDENTIFICATION OF ECO SYSTEM FOR THE VALIDATION OF OS ................................................................................ 63
6.2.2.7.
PROCESS FOR THE DEVELOPMENT OF OCCUPATIONAL STANDARD ............................................................................ 67
STANDARDS FOR PERSONNEL CERTIFICATION .......................................................................................................................... 72
STANDARDS FOR CERTIFICATIONS AND AUDITORS .................................................................................................................... 72
6.3.
STANDARDS FOR PERSONNEL CERTIFICATION............................................................................................................ 73
6.3.1. ROLE OF CERTIFICATION BODIES AND ASSESSORS ...................................................................................................... 73
6.3.2. PROCESS OF ASSESSMENT FOLLOWED BY THE CERTIFICATION BODY.............................................................................. 73
6.3.3. QUALITY ASSURANCE PARAMETERS TO BE FOLLOWED BY CERTIFICATION BODY .............................................................. 74
6.3.3.1.
ABOUT THE STANDARD - ISO17024 ................................................................................................................. 74
6.3.3.2.
KEY HIGHLIGHTS OF STANDARD – ISO17024 ..................................................................................................... 74
6.3.3.3.
REQUIREMENTS OF CERTIFICATION BODIES ......................................................................................................... 75
6.3.3.4.
REQUIREMENTS FOR PERSONS EMPLOYED OR CONTRACTED BY A CERTIFICATION BODY ............................................... 77
6.3.4. QUALITY ASSURANCE PARAMETERS FOR AUDITORS ................................................................................................... 79
6.3.4.1.
GENERIC PARAMETERS FOR AUDITORS ............................................................................................................... 79
6.3.4.2.
PARAMETERS DEFINED BY ISO 19011:2002 AND ISO 17021:2011 ..................................................................... 80
6.3.4.3.
INDUSTRY SPECIFIC PARAMETERS ...................................................................................................................... 80
6.4.
STANDARDS FOR AFFILIATION OF LICENSE TRAINING PROVIDERS (LTPS) ........................................................................ 81
6.4.1. INTRODUCTION .................................................................................................................................................. 82
6.4.2. INTRODUCTION TO AFFILIATION OF LTPS ................................................................................................................. 82
6.4.3. BENEFITS OF ACCREDITATION OF LTPS .................................................................................................................... 82
6.4.4. QUALITY ASSURANCE PARAMETERS FOR INFORMAL LTPS AS PER ISO STANDARDS 29990 ................................................ 84
6.4.4.1.
THE REQUIREMENTS FOR THE LEARNING SERVICE PROVIDERS ARE:........................................................................... 84
6.4.4.2.
MANAGEMENT OF THE LEARNING SERVICE PROVIDERS .......................................................................................... 86
6.4.5. QUALITY ASSURANCE PARAMETERS FOR FORMAL LTPS .............................................................................................. 89
6.4.6. PROCESS FOR AFFILIATION OF LTPS........................................................................................................................ 93
6.4.7. PROCESS FOR THE CERTIFICATION OF TRAINERS OF LTPS ............................................................................................ 94
STANDARDS FOR ACCREDITATION OF COURSES ....................................................................................................................... 95
6.5.
STANDARDS FOR ACCREDITATION OF COURSES W.R.T OS ........................................................................................... 96
6.5.1. INTRODUCTION .................................................................................................................................................. 96
6.5.2. QUALITY ASSURANCE PARAMETERS FOR THE INPUTS TO THE ACCREDITATION COURSE ..................................................... 96
6.5.3. PROCESS FOR THE ACCREDITATION OF COURSES ....................................................................................................... 99
STANDARDS FOR CERTIFICATION BODIES FOR CERTIFICATION OF TRAINING PROVIDERS ................................................................. 101
6.6.
STANDARDS FOR CERTIFICATION BODIES ............................................................................................................... 102
6.6.1. ROLE OF CERTIFICATION BODIES .......................................................................................................................... 102
6.6.2. QUALITY ASSURANCE PARAMETERS FOR CERTIFICATION BODIES ................................................................................ 102
6.6.3. DETAILED QUALITY ASSURANCE PARAMETERS FOR CERTIFICATION BODIES .................................................................. 103
6.6.3.1.
ABOUT THE STANDARD ISO 17021 ................................................................................................................ 103
6.6.3.2.
KEY HIGHLIGHTS OF STANDARD ISO 17021 ..................................................................................................... 104
6.6.4. CONCLUSION: .................................................................................................................................................. 106
ANNEXURE TO SECTION 1 ........................................................................................................................................107
7.
ANNEXURE TO SECTION 1 ...............................................................................................................................108
7.1.
7.2.
7.3.
7.4.
REFERENCES .................................................................................................................................................... 108
DOCUMENT CONVENTIONS................................................................................................................................. 110
RESEARCH METHODOLOGY ................................................................................................................................. 111
LANGUAGE STRATEGY ........................................................................................................................................ 112
SECTION 2: QUALITY ASSURANCE PROCEDURE FOR DEPLOYMENT OF OCCUPATIONAL STANDARDS / QUALIFICATION
PACKS ...................................................................................................................................................................... 113
IT-ITeS SSC NASSCOM
Page 4 of 158
TABLE OF FIGURES
FIGURE 1: THE ‘SECTOR SKILL COUNCIL 'CONTEXT: BRIDGING THE SKILL GAP ............................................................................................12
FIGURE 2:ITES SSC – NASSCOM INITIATIVE ..........................................................................................................................................13
FIGURE 3: AUDIENCE OF THE DOCUMENT.................................................................................................................................................13
FIGURE 4: CERTIFICATION, AFFILIATION AND ACCREDITATION ECOSYSTEM ................................................................................................14
FIGURE 5: ACCREDITATION PROCESS AS APPLICABLE TO EDUCATION..........................................................................................................17
FIGURE 6: AFFILIATION PROCESS .............................................................................................................................................................20
FIGURE 7: GLOBAL FRAMEWORK FOR SETTING STANDARDS......................................................................................................................22
FIGURE 8: GLOBAL ACCREDITATION MODELS ...........................................................................................................................................23
FIGURE 9: SPREAD OF GLOBAL ACCREDITATION AND CERTIFICATION BODIES.............................................................................................24
FIGURE 10: ACCREDITATION MODEL APPLICABILITY TREND ......................................................................................................................31
FIGURE 11: ACCREDITATION MODELS APPLICABILITY IN COUNTRIES .........................................................................................................32
FIGURE 12: ISO STRUCTURE AND GOVERNANCE ......................................................................................................................................33
FIGURE 13: INDIAN CERTIFICATION AND ACCREDITATION FRAMEWORK ....................................................................................................35
FIGURE 15: ROLE OF SECTOR SKILL COUNCIL IN INDIA ..............................................................................................................................41
FIGURE 16: STANDARDS SETTING ORGANIZATION REQUIREMENTS ...........................................................................................................42
FIGURE 17: STANDARD SETTING ORGANIZATION REQUIREMENTS REFERENCE ...........................................................................................43
FIGURE 18: STRUCTURE OF NSDC – PARENT BODY OF SECTOR SKILLS COUNCILS INDIA ............................................................................44
FIGURE 19: 32 PROPOSED SECTOR SKILL COUNCIL STRUCTURE INDIA .......................................................................................................45
FIGURE 20: RESOURCE REQUIREMENTS FOR STANDARD SETTING ORGANIZATION .....................................................................................45
FIGURE 21: IT-ITES SECTOR SKILLS COUNCIL NASSCOM STRUCTURE INDIA............................................................................................46
FIGURE 22: PROCESS TO ENSURE QUALITY IN OS DEVELOPMENT .............................................................................................................50
FIGURE 23: MOU DESCRIPTION ..............................................................................................................................................................54
FIGURE 24: PROCESS STEPS OF OS DEVELOPMENT WORKSHOP................................................................................................................56
FIGURE 25: KEY COMPONENTS OF AN OS ................................................................................................................................................57
FIGURE 26: TEMPLATE FOR PRESENTING SECTOR LEVEL FUNCTIONAL ANALYSIS. .......................................................................................60
FIGURE 27: TEMPLATE FOR SUB-SECTOR LEVEL FUNCTIONAL MAP IN EXCEL FORMAT ...............................................................................61
FIGURE 28: TEMPLATE FOR JOB ROLE LEVEL FUNCTIONAL MAP ................................................................................................................61
FIGURE 29: TEMPLATE FOR OCCUPATIONAL MAP ....................................................................................................................................62
FIGURE 30: TEMPLATE FOR OCCUPATIONAL MAP DETAILED IN EXCEL FORMAT .........................................................................................63
FIGURE 31: OS COLLECTION AND VALIDATION PROCESS ..........................................................................................................................64
FIGURE 32: VALIDATION GROUPS FOR OS ...............................................................................................................................................66
FIGURE 34: DETAILED OS DEVELOPMENT PROCESS ..................................................................................................................................69
FIGURE 35: CERTIFICATION AND CERTIFICATION PROCESS.........................................................................................................................73
FIGURE 36: REQUIREMENTS OF CERTIFICATION BODY ..............................................................................................................................75
FIGURE 37: FORMAL AND INFORMAL LTPS DEFINITION............................................................................................................................82
FIGURE 38: REQUIREMENTS FOR LEARNING SERVICE PROVIDERS ..............................................................................................................84
FIGURE 39: MANAGEMENT OF LEARNING SERVICE PROVIDERS .................................................................................................................86
FIGURE 40: ROLE OF CERTIFICATION BODY ............................................................................................................................................102
IT-ITeS SSC NASSCOM
Page 5 of 158
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).
Accreditation
Affiliation
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 to standards through review
of objective evidence.
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.
Certification
An operations certification is an examination that thoroughly examines the efficiency,
effectiveness, and economy of the operations 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.
IT-ITeS SSC NASSCOM
Page 6 of 158
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
IT-ITeS SSC NASSCOM
Page 7 of 158
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 jobrelated 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 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.
IT-ITeS SSC NASSCOM
Page 8 of 158
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 12th Five Year Plan represents the potential for real change and improvement.. Uniquely,
the 12th 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
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.
IT-ITeS SSC NASSCOM
Page 9 of 158
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 socioeconomic 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.
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”.
IT-ITeS SSC NASSCOM
Page 10 of 158
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 SSC NASSCOM
Page 11 of 158
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.
IT-ITeS SSC NASSCOM
Page 12 of 158
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
IT-ITeS SSC NASSCOM
Page 13 of 158
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
IT-ITeS SSC NASSCOM
Page 14 of 158
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.
IT-ITeS SSC NASSCOM
Page 15 of 158
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
IT-ITeS SSC NASSCOM
Page 16 of 158
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
IT-ITeS SSC NASSCOM
Page 17 of 158
ABET website, www.abet.org
IT-ITeS SSC NASSCOM
Page 18 of 158
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.
IT-ITeS SSC NASSCOM
Page 19 of 158
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.
IT-ITeS SSC NASSCOM
Page 20 of 158
SECTION 1: FRAMEWORKS FOR CERTIFICATION, ACCREDITATION, AND QUALITY
ASSURANCE PROCESSES FOR THE CREATION OF STANDARDS
IT-ITeS SSC NASSCOM
Page 21 of 158
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
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,
December 2006, Standards Council of Canada
IT-ITeS SSC NASSCOM
Page 22 of 158
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
Refer to the Appendix for more details about accreditation models.
IT-ITeS SSC NASSCOM
Page 23 of 158
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-andcore-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-Standards_2008-110511.pdf
IT-ITeS SSC NASSCOM
Page 24 of 158
5. European Network for Accreditation of Engineering Education, http://www.enaee.eu/eur-acesystem/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:
IT-ITeS SSC NASSCOM
Page 25 of 158
Sl.
No
Name of the Accreditation/
Organization Certification
Type
Americas
1
ABET
2
Higher
Learning
Commission
3
ATMAE
4
ACICS
5
ACCET
6
IEEE
Objectives
Course
Accreditation
ABET founded in 1932 in the U.S. is a non-profit, nongovernmental 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.
Institute
/ The Higher Learning Commission (HLC) is an independent
Course
corporation and one of the two commission members of the
Accreditation
North Central Association of Colleges and Schools (NCA). It
accredits
degree-granting
post-secondary
educational
institutions in the North Central region.
Course
The Association of Technology, Management, and Applied
Accreditation
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.
Course
Founded in 1912, Accrediting Council for Independent Colleges
Accreditation
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.
Course
ACCET was founded in 1974 for the purpose of improving
Accreditation
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.
Institute
IEEE is the world’s largest professional association dedicated to
Accreditation
advancing technological innovation 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.
IT-ITeS SSC NASSCOM
Page 26 of 158
Sl.
No
Type
Objectives
7
National
Certificate
Commission
Accreditation
for Certifying
Agencies, ICE
8
ANSI
Certificate
Accreditation
9
CHEA
Institute
Accreditation
10
ACCSC
Institute
Accreditation
11
NEASC
Institute
Accreditation
12
MSCHE
Institute
Accreditation
ICE’s accrediting body, the National Commission for Certifying
Agencies (NCCA), evaluates the certification organization for
compliance with the NCCA Standards for Accreditation of
Certification Programs. NCCA's Standards exceed the
requirements set forth by the American Psychological
Association and the U.S. Equal Employment Opportunity
Commission.
ANSI facilitates the development of American National
Standards (ANS) by accrediting the procedures of standards
developing organizations (SDOs).
The Council for Higher Education Accreditation (CHEA) is a
United States organization of degree-granting colleges and
universities. It identifies its purpose as providing national
advocacy for self-regulation of academic quality through
accreditation to certify the quality of higher education
accrediting organizations, including regional, faith-based,
private, career, and programmatic accrediting organizations.
The Accrediting Commission of Career Schools and Colleges
(ACCSC) is an accrediting agency recognized by the U.S.
Department of Education.
ACCSC has continually
demonstrated that it is a valid and reliable authority on the
assessment of education quality.
The New England Association of Schools and Colleges (NEASC)
provides accreditation services for more than 2000 public and
private institutions in the six state region - Pre-K through
university.
The Middle States Commission on Higher Education (MSCHE) is
the unit of the Middle States Association of Colleges and
Schools that accredits degree-granting colleges and universities
in the Middle States region.
APAC
13 Institution of Course
Engineers,
Accreditation
Singapore
IT-ITeS SSC NASSCOM
Institution of Engineers, Singapore is affiliated to the
Engineering Accreditation Board (EAB) and is made up of all
the Professional Engineering Institutions (PEIs) that are
licensed by the Engineering Council to accredit academic
programmes for both Chartered Engineer and Incorporated
Engineer status.
Page 27 of 158
Sl.
No
Type
Objectives
14
Standards
Certification
Council (SCC)
Certificate
Accreditation
15
EXIN
Course
Accreditation
Standards Certification Council Pvt. Ltd. (SCC) is an
independent Certification Body that specializes in providing
committed, cost-effective, professional, and globally
recognized assessment and registration services in compliance
with the requirements of various National and International
standards.
EXIN is a “Not for Profit”, independent knowledge organization
and accredits and certifies organizations and individuals in the
Information Technology space. It operates according to ISO
17024 and EN 45011. In the past 30 years, EXIN has certified
more than 2 million professionals and has more than 1000
accredited partners. It has customers in 125+ countries in 20
different languages.
16
EUR-ACE
Course
Accreditation
17
GABCT
Certificate
Accreditation
18
The South
African
Qualifications
Authority
Assessor
Certification
IT-ITeS SSC NASSCOM
The EUR-ACE® label is issued by national accreditation agencies
authorized by the European Network for the Accreditation of
Engineering Education (ENAEE).
Global Accreditation Body for Certification and Trainings
(GABCT) is instituted as "Not for Profit Organization" with focus
on providing Accreditation Services for the Management
System, Training, Product Testing, and Personnel Certification
services globally.
The objectives of the South African Qualification Authority is
to:
Create a single integrated national framework for learning
achievements
Facilitate access to and provide mobility and progression
within education, training, and career paths
Enhance the quality of education and training
Accelerate the redress of past unfair discrimination in
education, training, and employment opportunities
Page 28 of 158
Sl.
No
21
22
Type
Trading
Assessor
Standard
Certification
Institute
(QAA)
Quality
Assurance and
Certification
Body
Objectives
The Trading Standards Institute is a professional membership
association formed in 1881. It represents trading standards
professionals in the UK and overseas - in local authorities, the
business and consumer sectors and in central government.
It exists to promote and protect the success of a modern
vibrant economy, and to safeguard the health, safety, and
wellbeing of citizens by enhancing the professionalism of
members in support of empowering consumers, encouraging
honest business and targeting rogue traders.
QAA offers advice, guidance, and support to help UK
universities, colleges, and other institutions provide the best
possible student experience of higher education.
QAA also conducts reviews of institutions and publish reports
detailing the findings.
Table 5: Global Accreditation and Certification Bodies
Sources:
201-4.pdf
IT-ITeS SSC NASSCOM
Page 29 of 158
12.
13.
14.
15.
16.
17.
18.
19.
Engineers Australia website-http://www.engineersaustralia.org.au
NAAC website- http://www.naac.gov.in
Board of Engineers Malaysia website - www.bem.org.my
JABEE website - www.jabee.org/english
EFA Global Monitoring Report, 2005
Defining Quality in Education, UNESCO paper
TSI www.tradingstandards.gov.uk
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.
IT-ITeS SSC NASSCOM
Page 30 of 158
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:
IT-ITeS SSC NASSCOM
Page 31 of 158
Figure 11: Accreditation Models Applicability in Countries
Sources:
1. www.accreditation.org
2. Higher education accreditation - Wikipedia, the free encyclopaedia
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-theart 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.
IT-ITeS SSC NASSCOM
Page 32 of 158
4.1.4.2.
ISO Structure and Governance
Figure 12: ISO Structure and Governance
Sources:
1.
2.
3.
4.
QCI
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.
IT-ITeS SSC NASSCOM
Page 33 of 158
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 cosponsors more than 1300 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 Systems, ISO/TC 215 Health Informatics, ISO/IEC JTC 1 – Information
Technology, etc.
Refer to the Appendix for details around IEEE.
IT-ITeS SSC NASSCOM
Page 34 of 158
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:
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.
Page 35 of 158
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 NABCBaccredited certification body would be recognized worldwide. NABCB has recently secured international
equivalence for its accreditation program for 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
Page 36 of 158
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, marketoriented 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.
Page 37 of 158
6. RECOMMENDATIONS: AFFILIATION, CERTIFICATION, AND ACCREDITATION
STANDARDS
Standards for Standard
Setting Body: Sector
Skills Council (SSC)
Page 38 of 158
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
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
Page 39 of 158
SA
UK
Accreditation, Certification, and Administration
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:
Page 40 of 158
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:
Page 41 of 158
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:
Page 42 of 158
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.
Page 43 of 158
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.
Page 44 of 158
Figure 19: 32 Proposed Sector Skill Council Structure India
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
Page 45 of 158
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
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.
Page 46 of 158

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
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
Page 47 of 158
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.
Page 48 of 158
Standards–Process for Development of
Occupational Standards (OS) &
Qualification Packs (QP)
Page 49 of 158
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.
Figure 22: Process to Ensure Quality in OS Development
5. Source:
6. IT-ITeS SSC NASSCOM
Page 50 of 158
7.
6.2.2. Quality Assurance Parameters for the Development of OS
6.2.2.1.
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:
• 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.
6.2.2.2.
Drafting a Request for Proposal (RFP) Document:
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)
Page 51 of 158
• 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:

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
Page 52 of 158
proposal submitted was evaluated on two fronts – Technical evaluation and Financial/Commercial
evaluation that had 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
Weightage
Resource commitment for the project – No: of consultants,
their qualifications, and experience
20%
Past experience in similar consultancy work
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.
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
Page 53 of 158
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’/’Agreement’
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.
Page 54 of 158
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.

As in the above examples, it is essential to ensure that statements also contain context or
condition.
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

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
Page 55 of 158
•
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.


Simple words that readers are likely to understand must be used.
Techniques to break up complicated text, such as vertical lists and tables, should be
employed.
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:
Figure 24: Process Steps of OS Development Workshop
Page 56 of 158
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
Title of OS
Performance
Knowledge and
Understanding
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
Page 57 of 158
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.
Organizational
Context
(Knowledge of
the company
and its
processes)
B.
Technical
Knowledge
The user needs to know and understand:
1. Relevant legislation, standards, policies, and procedures
followed in the company
2. How to engage with both internal and external specialists for
support to resolve incidents and service requests
3. Service request procedures, tools, and techniques
1. How to receive and make phone calls, including call 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.
Writing Skills
The user needs to know and understand how to:
1. Document task lists, schedules, and workloads with co-workers
2. Prepare status/progress reports to customers
3. Record items discussed with customers notes and log entries
B.
Reading Skills
1. New products and services in organization forums such as
brochures, websites, and product information sheets
2. Comments, suggestions, and responses to frequently asked
questions posted on helpdesk
C.
Oral
1. Task lists, schedules, and workloads with co-workers
Communication
2. How to manage relationships with customers who may be
(Listening and
stressed, frustrated, confused, or angry
speaking skills)
3. How to question customers to understand the nature of
problem and form a diagnosis
4. How to give clear instructions to customers remotely
5. The importance of keeping customers informed about progress
Professional Skills
A.
Decision
1. How to make decisions pertaining to the area of work
Making
Page 58 of 158
B.
Plan
and 1. How to plan and organize service feedback files/documents
Organize
C.
Problem Solving
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
D.
Analytical
1. How to evaluate the adequacy of the existing service helpdesk
Thinking
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
• voice/telephone
• video call
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
Page 59 of 158
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
Page 60 of 158
Figure 27: Template for Sub-Sector Level Functional Map in Excel Format
Source: INSSO
Figure 28: Template for Job Role Level Functional Map
Page 61 of 158
Source: INSSO
Occupational Maps Formats
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

Develop a sector/occupation analysis – size, key trends, opportunities, etc.
Identify a representative sample of employers and other key stakeholders to develop/
review OS
Listed below are some examples of Occupational Maps:
Figure 29: Template for Occupational Map
Source: SSC NASSCOM
Page 62 of 158
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:
Page 63 of 158
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.
Page 64 of 158
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.)
Page 65 of 158
In addition
groups:
to
industry
representatives,
the
validation
team
consisted
of
the
following
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/teleconferences
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 families
1. Personal interviews
2. On-line survey
Understanding of Job-roles within 1. Personal Interviews
the organization/job families
2. Secondary research over job portals and
social networking sites
3. On-line survey
Talent Trends
1. NASSCOM and other published reports
2. Personal interviews
Table 11: Occupational Analysis Source of Information
Page 66 of 158
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 development process followed 70% of the ISO development process.
The key gaps identified are as follows:
Page 67 of 158
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:
Page 68 of 158
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
Page 69 of 158

Key trends, developments, and drivers
within the sector/ occupation

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:

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.
Page 70 of 158
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 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.
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 feedback will help to
improve the OS and develop a better and
accurate OS.

Track the impact of OS on the skilling and
employment front. This is significant
because if the OS is not serving its corepurpose, then the entire idea of hiring
based on the OS fails.
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.
Page 71 of 158
Standards for Personnel Certification
Page 72 of 158
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.
• Assess an individual’s competency based on skills, knowledge, and education w.r.t OS and ensure
QP/job readiness.
• Certify an Individual as job ready, accepted both nationally and internationally as required.
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
Page 73 of 158
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
2. Requirements of Persons Employed or Contracted by a Certification Body
Page 74 of 158
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:


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.
II. 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.
Page 75 of 158








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.
III. 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, validity, reliability, and general performance of each examination and all
identified deficiencies corrected.
Page 76 of 158

The certification body will define time intervals by which the certification scheme is reevaluated. 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:

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.
VI. 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.
VII. 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.
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.
Page 77 of 158


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.
Page 78 of 158
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%2
0for%20EAAS.pdf
Page 79 of 158
6.3.4.2.
Parameters Defined by ISO 19011:2002 and ISO 17021:2011
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.
Page 80 of 158
Standards for Affiliation of License Training
Providers (LTPs)
Page 81 of 158
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:
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.
Page 82 of 158
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 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
Page 83 of 158
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
Page 84 of 158
methods to be used, are clearly specified and communicated to relevant interested
parties.

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.
II. 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.
III. 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 that the evaluation is conducted legally and ethically.

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 all evaluation methods and means are recorded with their schedule
and rationale.
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.
Page 85 of 158

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 shall designate a member of
the management team to be responsible for the management system.
Page 86 of 158

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.

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
Page 87 of 158

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 twoway 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
Page 88 of 158
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 and
Administration
Board
The training provider must ensure smooth and streamlined management and
administration. The management must ensure the following:
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 requirements of OS.
Quality of 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:
 A clear description of academic quality it wishes to achieve;
Page 89 of 158
 Standards or policies that the licensed training provider will have processes to
determine whether quality standards are being met;
 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 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.
The training provider employs effective procedures for the regular evaluation of
faculty appointments, performance, and retention. The evaluative criteria reflect
Page 90 of 158
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
Students
The licensed training provider should make the following information available to
students:
1. Statement of vision mission and values
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
Page 91 of 158
6.
7.
8.
9.
Its policy on refunds
Policy on length of study
All residency requirements and grievance and complaint procedures
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:
201-4.pdf
Page 92 of 158
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
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
Page 93 of 158
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.
Page 94 of 158
Standards for Accreditation of Courses
Page 95 of 158
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

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


Assurance that the organization is well-run and provides good return on investment

Ongoing program/outcome evaluations providing information on effectiveness, efficiency, and client
satisfaction;
Able to expect same level of service quality across all accredited organization/programs
Benefits to the Organization being Accredited
Helps support requests for funding
Benefits to Funding Bodies
Reduction or elimination of the need for regular practice/program certifications by the funding body accreditation requires only annual audited financial statements
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.
Page 96 of 158
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
Governance, Faculty, and Institute Environment Quality
Governance,
Institutional Support,
and Financial Resources
•
•
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.
The program must possess the financial resources necessary to fulfill its
mission and program objectives.
Page 97 of 158
Facilities and Learning
Environment Mandatory
•
•
•
Course Faculty 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.
The faculty must:
• Be sufficiently staffed.
• Have the competencies to cover all of the curricular areas of the
program.
• 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.
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/Sponsor
Satisfaction
Written policies and procedures to regularly assess, document, 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 teaching-learning process and
the relevance of the curriculum content to the global market place.
Table 16: Evaluation Criteria for Accreditations of Courses
Page 98 of 158
Source: Compiled by NASSCOM/Accenture from the following:
201-4.pdf
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
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
Page 99 of 158
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.
Page 100 of 158
Standards for
Certification Bodies for
Certification of Training
Providers
Page 101 of 158
6.6. Standards for Certification Bodies
6.6.1. Role of Certification Bodies
The role of the certification body is as follows:
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
Administrative
Requirement
The certification body:
• Should be legally identifiable.
• Should have documentation that describes its functions and
technical scope of activity.
• Should have independently audited accounts.
Page 102 of 158
Independence,
Impartiality, Integrity
• 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.
Organization
Management
• 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.
and
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
Appeals
and
•
•
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.
Page 103 of 158
6.6.3.2.
Key Highlights of Standard ISO 17021
I. Administrative Requirement:
 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. Confidentiality: The certification body shall ensure confidentiality of information obtained in the
course of its certification activities.
IV. 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.
 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.
Page 104 of 158
 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 body is expected to perform the certifications it undertakes.
 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.
Page 105 of 158
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.
Page 106 of 158
ANNEXURE TO SECTION 1
Page 107 of 158
7. ANNEXURE TO SECTION 1
7.1. References
S.No
Topic Name
1
Introduction
2
3
Global Accreditation
Models
Accreditation Bodies
in India in education
sector
4
ISO Standards
5
Process of
Accreditation
6
Introduction to
Accreditation
Source(s)
1. National Board of Accreditation – Manual of AccreditationJanuary 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.
2.
3.
4.
5.
6.
1.
2.
3.
4.
21.
22.
23.
6
Accreditation
Process and
Evaluation Criteria
24.
25.
26.
NAAC website, www.naac.gov.in
Quality Council of India website http://qcin.org/nabet
ABET website, www.abet.org
EXIN website www.exin.com
Accreditation and quality assurance in vocational education and
training Selected European approaches
EXIN: www.exin.com
Higher Learning Commission http://www.ncahlc.org/Information-for-Institutions/criteria-andcore-components.html
Engineering http://www.atmae.org/accred/2009%20Accreditation%20Handb
ook%20web%20No%20Sections%201-4.pdf
Institution Of Engineers Singapore,
http://www.ies.org.sg/professional/eab/EABMan.pdf
EUR-ACE Framework Standards for the Accreditation of
Engineering Programmes, http://www.enaee.eu/wpcontent/uploads/2012/01/EUR-ACE_FrameworkStandards_2008-11-0511.pdf
European Network for Accreditation of Engineering Education,
Page 108 of 158
27.
28.
29.
30.
31.
32.
33.
7
Set Standards w.r.t
OS
8
Standards for the
Assessors and
Certifications
9
IEEE Certifications
10
Standards for
Certification Bodies
11.
Evolution of
education sector in
UK, USA, and
Australia
12.
Industry
Certifications
34.
35.
36.
37.
38.
1.
2.
3.
4.
http://www.enaee.eu/eur-ace-system/eur-ace-frameworkstandards
Accrediting Council for Continuing Education & Training (ACCET),
National Board of Accreditation – Manual of AccreditationJanuary 2013
European Quality Improvement System website
www.efmd.org/accreditation-main/equis
ABET Evaluation Criteria
ABET website-http://www.abet.org
EAB website - http://www.engab.org.uk
Engineers Australia websitehttp://www.engineersaustralia.org.au
NAAC website- http://www.naac.gov.in
Board of Engineers Malaysia website - www.bem.org.my
JABEE website - www.jabee.org/english
EFA Global Monitoring Report, 2005
Defining Quality in Education, UNESCO paper
NOS Development Approach
NOS Quality Criteria
OS Project Introduction
Conformity Assessment for Standards Writers, ISO
1. ISO 17024
1.
2.
3.
4.
IEEE Accreditation
IEEE Position Paper on Academic Accreditation in Engineering
Engineering Accreditation Challenges and Opportunities
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
1. ISO 17021
http://en.wikipedia.org/wiki/History_of_education_in_the_United_State
s
http://en.wikipedia.org/wiki/History_of_education_in_England
http://www.aussieeducator.org.au/education/other/history.html
http://en.wikipedia.org/wiki/Education_in_Australia
http://en.wikipedia.org/wiki/Capability_Maturity_Model_Integration
http://en.wikipedia.org/wiki/Six_Sigma
Page 109 of 158
13
Accreditation
Protocol Document
Affiliation Protocol
Document - Master Re
Table 18: Source of Information
7.2.
Document Conventions
The following conventions are used in this guide to distinguish various elements of text.
Sl NO Convention
Use
1
Bold
Lays emphases on the point
2
Italic
Is used for introducing new terms and for emphasis in the 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 110 of 158
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 Research
•
•
•
•
•
•
Secondary Research
•
•
•
•
Industry QA practices
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
Global accreditation models and trends
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
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-onone 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
Page 111 of 158
7.4.
Language Strategy
English is the language for the documentation of the findings and recommendations in this report.
Page 112 of 158
SECTION 2: QUALITY ASSURANCE PROCEDURE FOR DEPLOYMENT OF OCCUPATIONAL STANDARDS /
QUALIFICATION PACKS
Page 113 of 158
Table of Contents for Section 2
SECTION 2: QUALITY ASSURANCE PROCEDURE FOR DEPLOYMENT OF OCCUPATIONAL STANDARDS /
QUALIFICATION PACKS ...................................................................................................................................... 113
INTRODUCTION ................................................................................................................................................. 116
STEP 0: QP/JOB ROLES DEVELOPMENT AND THEIR AVAILABILITY ...................................................................... 119
STEP 1: DEVELOPMENT OF COURSEWARE AND COURSE CONFORMITY ............................................................. 120
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
OBJECTIVE..................................................................................................................................................120
PROCESS FOR QUALITY ASSURANCE OF COURSEWARE.........................................................................................121
GUIDELINES FOR COURSE CONFORMITY ...........................................................................................................123
ADVANTAGES OF QA GUIDELINES FOR COURSE DEVELOPMENT AND CONFORMITY...................................................124
GOVERNANCE PLAN .....................................................................................................................................124
APPLICABLE STANDARDS................................................................................................................................124
STEP 2: IDENTIFICATION AND AFFILIATION/CERTIFICATION OF RELEVANT TRAINERS AND TRAINING
INSTITUTIONS .................................................................................................................................................... 125
2.1. OBJECTIVE .........................................................................................................................................................125
2.2. PROCESS FOR QUALITY ASSURANCE OF CERTIFICATION/AFFILIATION OF TRAINERS AND TRAINING INSTITUTIONS ...................126
2.3. GUIDELINES FOR AFFILIATION/CERTIFICATION OF TRAINING PROVIDERS.........................................................................127
2.4. ADVANTAGES OF HAVING QA PROCESS FOR ACCREDITATION/CERTIFICATION OF TRAINING PROVIDERS .................................128
2.5. GOVERNANCE PLAN ............................................................................................................................................128
2.6. APPLICABLE STANDARDS .......................................................................................................................................128
STEP 3: CERTIFICATION OF ASSESORS AND THEIR PROFICIENCY REGARDING QP AND NOS ............................... 130
3.1. OBJECTIVE .........................................................................................................................................................130
3.2 PROCESS FOR QUALITY ASSURANCE OF ASSESSMENT OF PROFICIENCY ............................................................................131
3.3 GUIDELINES FOR THE ASSESSMENTS PROCESS ............................................................................................................132
3.4 ADVANTAGES OF A QA PROCESS FOR ASSESSMENTS....................................................................................................133
3.5. GOVERNANCE PLAN.............................................................................................................................................134
3.6. APPLICABLE STANDARDS .......................................................................................................................................134
STEP 4: MAINTENANCE OF INFORMATION ON SSC WEBSITE ............................................................................. 135
4.1. OBJECTIVE .........................................................................................................................................................135
4.2 PROCESS FOR QUALITY ASSURANCE FOR MAINTENANCE OF INFORMATION ON SSC WEBSITE ..............................................136
4.3. GUIDELINES FOR MAINTENANCE OF INFORMATION ON SSC WEBSITE ............................................................................137
4.4. ADVANTAGES OF MAINTENANCE OF INFORMATION ON SSC WEBSITE ...........................................................................137
4.5. GOVERNANCE PLAN.............................................................................................................................................137
4.6.
APPLICABLE STANDARDS ...............................................................................................................................137
OVERALL PROCESS FOR ACCREDITATION AND FINANCIAL MANAGEMENT ........................................................ 138
FINANCIALS........................................................................................................................................................ 139
ANNEXURE TO SECTION 2 .................................................................................................................................. 140
ANNEXURE A: CHECKLIST FOR TRAINING PROVIDERS – STAR PROGRAM ..............................................................................141
ANNEXURE B: QUALIFICATION PACKS COURSEWARE / ASSESSMENT PROVIDER ......................................................................147
ANNEXURE C: SAMPLE ASSESSMENT TEMPLATE ...............................................................................................................150
Page 114 of 158
ANNEXURE D: GLOBAL ACCREDITATION BODIES ...............................................................................................................153
Page 115 of 158
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:
Page 116 of 158
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.
Page 117 of 158
Page 118 of 158
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.
Page 119 of 158
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.
Page 120 of 158
1.2. Process for Quality Assurance of Courseware
Empanel Course Certifying
body
SSC
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
Conduct review as per
parameters laid down by
SSC
Does the course
meet criteria?
Technical Committee
No
Issue letter of nonconformity
QCI/NABCB
Yes
Issue Certificate of
Conformity
QCI/NABCB
Page 121 of 158
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
Page 122 of 158
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.
Page 123 of 158
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.
1.5. 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:
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.
Page 124 of 158
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 competencybased 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.
Page 125 of 158
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
Submits application for affiliation for
a NOS-based course to SSC
NSDC
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
Evaluate trainer as per NSDC norms
Personnel Certifying body (PCB) as
per 17201
Issue certificate of conformity and
submit to Personnel Certifying body
(PCB) as per 17201
Notify SSC of accreditation
conformity of the training provider
Send copy of affiliation of training
institute to NSDC
QCI
SSC
Page 126 of 158
QCI/NABCB
PCB
PCB
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
3. Private Training Institutions independently operating in Vocational Space
4. Training institutions set up by private companies to meet the skilled manpower requirement for inhouse needs or for the sector
5. 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
Page 127 of 158
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
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 (CB)
Evaluate the training institutes/academic institutes
Personnel Certifying
Evaluate training personnel
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
Page 128 of 158
• ISO 17204- Used by NABCB to accredit personnel certification bodies as per ISO 17024 for certifying
training providers based on ISO 29990
Page 129 of 158
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.
Page 130 of 158
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
Page 131 of 158
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.
Page 132 of 158
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
Page 133 of 158
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
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.
Page 134 of 158
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.
Page 135 of 158
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
Page 136 of 158
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
Stakeholder
SSC
Stakeholders ( Courseware
developers/Training
Providers/ Trainers/
Assessors)
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
None
Page 137 of 158
OVERALL PROCESS FOR ACCREDITATION AND FINANCIAL MANAGEMENT
Sign MoU with NABCB
SSC
Submit application to
NPBCB
Course Developer / Trainer/ Training
Provider/ Assessor
Assign CB/ PCB
NABCB
Evaluation of application as
per Standards
CB/ PCB
Issue evaluation report and
send to SSC
CB/ PCB
Does the
course/plan
meet criteria?
Re-apply if needed after
cooling off period
Stakeholder
No
Yes
Issue Certificate
NABCB
Collect payment from
Developers/ Trainers/
Training Providers
CB/PCB
Send fee per certificate to
SSC NASSCOM
CB/PCB
Issue Certificate
SSC
Page 138 of 158
FINANCIALS
Sr.
No.
Accreditation Process (Step)
Financials involved
1
SSC signs MoU with NABCB
Clarify payment terms as per standards:
• Application Fee
• Man-days
• Certification Fee
2
Course Developer / Trainer/ Training
Provider/ Assessor applies to NPBCB
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
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
Issuance of Certificate by SSC
Page 139 of 158
ANNEXURE TO SECTION 2
Page 140 of 158
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
NASSCOM
__________
__
Others
Governm
ent
_________
_____
___________
____
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
Qualification Pack(s)
IT Services (ITS)
1.
Business Process
2.
Domestic IT Helpdesk Attendant
SSC/Q0110
Domestic Voice
Page 141 of 158
Management (BPM)
3.
4.
5.
6.
SSC/Q2210
Domestic Non-Voice
SSC/Q2211
Domestic Data Entry Operator
SSC/Q2212
Domestic Biometric Data Operator
SSC/Q2213
Collections Executive
SSC/Q2214
Page 142 of 158
Documents Required by IT-ITeS SSC NASSCOM*
S. No.
1.
2.
List of Documents
Yes/No
Remarks
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)
3.
Award Number Excel Sheet (Provided to you)
4.
*Note: Please complete the Demand Side columns.
Curricula Framework – Outcomes Based Framework
(OBFs) for the identified Qualification Pack(s)
5.
6.
7.
*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 the documents being
couriered to us
*Note: Cover Letter addressed to:
Dr. Sandhya Chintala
Executive Director
4E-Vandana Building (4th Floor)
Page 143 of 158
11, Tolstoy Marg
Connaught Place
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/Section
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;
Page 144 of 158

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;
Page 145 of 158
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: ____________________
Page 146 of 158
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
E-Mail
ID
Phone Number
Number of years in existence
Annual Sales Revenue
Less than One year
Less than Two years
Less than Five years
More than Five year
Current Year (As of the Current Date)
Number of Employees
Company Website
Registered with
NSDC
NASSCOM
If NSDC, please provide the background on which
Page 147 of 158
you have become partner with NSDC:
Membership Number (NASSCOM or NSDC, or
both)
___________________
_____________________
(NASSCOM)
(NSDC)
Membership Active since:
Type of membership
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
Name of the Qualification
Pack (QP) & No:
QP Name:___________QP
NO____
_______________________
______
_______________________
______
QP Name:___________QP
NO____
NOS No w.r.t. QP:
NOS
____________________
______
____________________
_________
____________________
_________
NOS
____________________
______
2. Certification(s) available for identified
Qualification Packs QPs/Job Role(s)/
National Occupational Standards
Name of the Qualification
Pack & No
_______________________
______
_______________________
______
_______________________
______
NOS No w.r.t. QP:
____________________
_________
____________________
_________
Page 148 of 158
_______________________ Assessment Body for
Certification and
______
_______________________ Contact Details
______
_______________________
______
_______________________
______
Page 149 of 158
Annexure C: Sample Assessment template
ASSESSMENT FORM (SAMPLE)
( To be filled by Assessor for Each Trainee)
Job Role
Field Sales Executive (FSE)
Qualification
Pack
Sector Skill
Council
Trainee
Name
UID
Number
Training
Partner
Date
Telecom
Marks Allocation
Total
Mark
(500)
1. TEL/N0200
(Pre-sales
preparation)
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
100
Total
2. TEL/N0201
(Increase
customer
base and
revenue)
PC1. arrange merchandise in
retail outlets like posters,
danglers etc., to create brand
visibility
PC2. draw retailer’s attention
PC3. monitor retailer
Out Of
Theory
Skills
Practical
15
5
10
15
0
15
15
0
15
15
15
0
15
0
15
15
0
15
10
0
10
100
20
80
10
5
10
5
2
0
5
3
10
100
Page 150 of 158
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)
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
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
2
3
100
25
75
10
5
5
20
10
10
10
0
10
10
20
0
15
10
5
100
Page 151 of 158
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 walkin/interactions of customers with
data related queries
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
Page 152 of 158
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:
Page 153 of 158
Sl.
No
Name of the Accreditation
/Certification
Organization
Type
Objectives
Americas
1
ABET
Course
Accreditation
ABET, founded in 1932 in the U.S. is a non-profit, nongovernmental 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 Institute
/ The Higher Learning Commission (HLC) is an independent
Course
corporation and one of the two commission members of the
Commission
Accreditation North Central Association of Colleges and Schools (NCA). It
accredits degree-granting post-secondary educational
institutions in the North Central region.
3
ATMAE
Course
Accreditation
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
Accreditation
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
Accreditation
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.
Page 154 of 158
Sl.
No
/Certification
Organization
Type
6
IEEE
Institute
Accreditation
IEEE is the world’s largest professional association dedicated
to advancing technological innovation 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.
7
National
Certificate
Commission for Accreditation
Certifying
Agencies, ICE
ICE’s accrediting body, the National Commission for Certifying
Agencies (NCCA), evaluates the certification organization for
compliance with the NCCA Standards for the Accreditation of
Certification Programs. NCCA's Standards exceed the
requirements set forth by the American Psychological
Association and the U.S. Equal Employment Opportunity
Commission.
8
ANSI
Certificate
Accreditation
ANSI facilitates the development of American National
Standards (ANS) by accrediting the procedures of standards
developing organizations (SDOs).
9
CHEA
Institute
Accreditation
The Council for Higher Education Accreditation (CHEA) is a
United States organization of degree-granting colleges and
universities. It identifies its purpose as providing national
advocacy for self-regulation of academic quality through
accreditation to certify the quality of higher education
accrediting organizations, including regional, faith-based,
private, career, and programmatic accrediting organizations.
10
ACCSC
Institute
Accreditation
The Accrediting Commission of Career Schools and Colleges
(ACCSC) is an accrediting agency recognized by the U.S.
Department of Education, ACCSC has continually
demonstrated that it is a valid and reliable authority on the
assessment of education quality.
11
NEASC
Institute
Accreditation
The New England Association of Schools and Colleges (NEASC)
provides accreditation services for more than 2000 public and
private institutions in the six state region - Pre-K through
university.
Objectives
Page 155 of 158
Sl.
No
/Certification
Organization
Type
12
MSCHE
Objectives
Institute
Accreditation
The Middle States Commission on Higher Education (MSCHE)
is the unit of the Middle States Association of Colleges and
Schools that accredits degree-granting colleges and
universities in the Middle States region.
of Course
Accreditation
Institution of Engineers, Singapore is affiliated to the
Engineering Accreditation Board (EAB) and is made up of all
the Professional Engineering Institutions (PEIs) that are
licensed by the Engineering Council to accredit academic
programmes for both Chartered Engineer and Incorporated
Engineer status.
APAC
13
Institution
Engineers,
Singapore
14
Standards
Certification
Council (SCC)
Certificate
Accreditation
Standards Certification Council Pvt. Ltd. (SCC) is an
independent Certification Body that specializes in providing
committed, cost effective, professional and globally
recognized assessment and registration services in compliance
with the requirements of various National and International
standards.
15
EXIN
Course
Accreditation
16
EUR-ACE
Course
Accreditation
EXIN is a “not for profit”, independent knowledge
organization and accredits and certifies organizations and
individuals in the Information Technology space. It operates
according to ISO 17024 and EN 45011. In the past 30 years,
EXIN has certified more than 2 million professionals and has
more than 1000 accredited partners. It has customers in 125+
countries in 20 different languages.
The EUR-ACE® label is issued by national accreditation
agencies authorised by the European Network for the
Accreditation of Engineering Education (ENAEE).
17
GABCT
Certificate
Accreditation
Global Accreditation Body for Certification and Trainings
(GABCT) is instituted as "Not for Profit Organization" with
focus on providing Accreditation Services for the
Management System, Training, Product Testing and Personnel
Certification services globally.
Page 156 of 158
Sl.
No
/Certification
Organization
Type
Objectives
18
The South
African
Qualifications
Authority
Assessor
Certification
The objectives of the South African Qualification Authority is
to:
Create a single integrated national framework for learning
achievements
Facilitate access to and provide mobility and progression
within education, training and career paths Enhance the
quality of
education and training. Accelerate the redress of past unfair
discrimination in education, training, and employment
opportunities.
21
Trading
Standard
Institute
Assessor
Certification
The Trading Standards Institute is a professional membership
association formed in 1881. It represents trading standards
professionals in the UK and overseas - in local authorities, the
business and consumer sectors and in central government.
It exists to promote and protect the success of a modern
vibrant economy, and to safeguard the health, safety, and
wellbeing of citizens by enhancing the professionalism of
members in support of empowering consumers, encouraging
honest business and targeting rogue traders.
22
(QAA)
Quality
Assurance and
Certification
Body
QAA offers advice; guidance and support to help UK
universities, colleges and other institutions provide the best
possible student experience of higher education.
QAA also conducts reviews of institutions and publish reports
detailing the findings.
Page 157 of 158

Quality Assurance Parameters for Certification, Affiliation

Transcription

Similar documents

Bulgarian Accreditation Services CERTIFICATE OF ACCREDITATION

ISO Certificate of Environment Management System NORPACK

sistema cetys universidad - Imperial Valley Renewable Energy Summit

March 2000 Dom. Rep

Petal Recognition - International Living Future Institute

September 2003 Letter from U.S. Secretary of Education

certificate - Dietze + Schell

Various Carbuilders EC Certification in Accordance with TSI CR

SUSTAINABLE PACIFIC GROVE APRIL MEETING

Mesalands Community College Action Letter