CBSE | DEPARTMENT OF SKILL EDUCATION

CURRICULUM FOR SESSION 2025-2026

ARTIFICIAL INTELLIGENCE (SUB. CODE 417)
CLASS – X

OBJECTIVES OF THE COURSE:

The objective of this module/curriculum - which combines both Inspire and Acquire modules is to
develop a readiness for understanding and appreciating Artificial Intelligence and its application in our
lives. This module/curriculum focuses on:

1. Helping learners understand the world of Artificial Intelligence and its applications through
games, activities and multi-sensorial learning to become AI-Ready.
2. Introducing the learners to three domains of AI in an age-appropriate manner.
3. Allowing the learners to construct the meaning of AI through interactive participation and
engaging hands-on activities.
4. Introducing the learners to the AI Project Cycle.
5. Introducing the learners to programming skills - Basic python coding language.
6. To equip students with the skills to develop AI solutions addressing societal challenges.

LEARNING OUTCOMES:

Learners will be able to

1. Identify and appreciate Artificial Intelligence and describe its applications in daily life.
2. Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the
three domains of AI: Data, Computer Vision and Natural Language Processing and Undergo
assessment for analysing their progress towards acquired AI-Readiness skills.
3. Imagine, examine and reflect on the skills required for futuristic job opportunities.
4. Unleash their imagination towards smart homes and build an interactive story around it.
5. Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop
responsible citizenship.
6. Research and develop awareness of skills required for jobs of the future.
7. Gain awareness about AI bias and AI access and describe the potential ethical considerations
of AI.
8. Develop effective communication and collaborative work skills.
9. Get familiar and motivated towards Artificial Intelligence and Identify the AI Project Cycle
framework.
10. Learn problem scoping and ways to set goals for an AI project and understand the iterative
nature of problem scoping in the AI project cycle.
11. Brainstorm on the ethical issues involved around the problem selected.

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 12. Foresee the kind of data required and the kind of analysis to be done, identify data requirements
and find reliable sources to obtain relevant data.
13. Use various types of graphs to visualize acquired data.
14. Understand, create and implement the concept of Decision Trees.
15. Understand and visualize the computer's ability to identify alphabets and handwriting.
16. Understand and appreciate the concept of domains through gamification and learn basic
programming skills through gamified platforms.
17. Acquire introductory Python programming skills in a very user-friendly format.
18. Empower students to create positive change through AI-driven social impact projects.

SKILLS TO BE DEVELOPED:

SCHEME OF STUDIES:

This course is a planned sequence of instructions consisting of units meant for developing employability
and vocational competencies of students of Class X opting for skill subjects along with other education
subjects.

The unit-wise distribution of hours and marks for class X is as follows:

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 CBSE | DEPARTMENT OF SKILL EDUCATION
ARTIFICIAL INTELLIGENCE (SUBJECT CODE 417) CLASS – X
(SESSION 2025-2026)
Total Marks: 100 (Theory-50 + Practical-50)
NO. OF HOURS MAX. MARKS for
UNITS for Theory and Theory and
Practical Practical
Employability Skills
Unit 1: Communication Skills-II 10 2
PART A

Unit 2: Self-Management Skills-II 10 2

Unit 3: ICT Skills-II 10 2
Unit 4: Entrepreneurial Skills-II 10 2
Unit 5: Green Skills-II 10 2
Total 50 10
Theory Practical
Subject Specific Skills (hours) (hours) Marks
Unit 1: Revisiting AI Project Cycle & Ethical
11 4 7
Frameworks for AI
Unit 2: Advanced Concepts of Modeling in
18 7 11
AI
PART B

Unit 3: Evaluating Models

21 4 10

Unit 4: Statistical Data – 28 –

Unit 5: Computer Vision 10 20 4
Unit 6: Natural Language Processing 20 7 8
Unit 7: Advance Python 10 –
Total 160 40
Practical & Project Work: Marks
Practical File with minimum 15 Programs 15
Practical Examination
● Unit 4: Statistical Data
● Unit 5: Computer Vision 15
PART C

● Unit 6: Natural Language Processing

● Unit 7: Advance Python
Viva Voce 5
Project Work / Field Visit / Student Portfolio
(Anyone to be done) 10

Viva Voce (related to project work) 5

Total 50

GRAND TOTAL 210 100

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 DETAILED CURRICULUM/TOPICS FOR CLASS X
Part-A: EMPLOYABILITY SKILLS

S. No. Units Duration in Hours

1. Unit 1: Communication Skills-II 10

2. Unit 2: Self-management Skills-II 10

3. Unit 3: Information and Communication Technology Skills-II 10

4. Unit 4: Entrepreneurial Skills-II 10

5. Unit 5: Green Skills-II 10

TOTAL 50

Note: The detailed curriculum/ topics to be covered under Part A: Employability Skills
can be downloaded from CBSE website

Part-B – SUBJECT SPECIFIC SKILLS

❖ Unit 1: Revisiting AI Project Cycle & Ethical Frameworks for AI

❖ Unit 2: Advanced Concepts of Modeling in AI
❖ Unit 3: Evaluating Models
❖ Unit 4: Statistical Data
❖ Unit 5: Computer Vision
❖ Unit 6: Natural Language Processing
❖ Unit 7: Advance Python
UNIT 1: Revisiting AI Project Cycle & Ethical Frameworks for AI

SUB-UNIT LEARNING OUTCOMES ACTIVITY/ PRACTICAL

AI Project Cycle Understand the stages of the AI

Project Cycle.
Session: Revisiting AI Project Cycle

Introduction to AI Understand the concept of

Domains Artificial Intelligence (AI)
domains and the illustrations
of practical applications within
Session: The three domains of AI and their
each AI domain.
applications.

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 SUB-UNIT LEARNING OUTCOMES ACTIVITY/ PRACTICAL
Ethical Learn about the ethical Session: Frameworks, Ethical Framework and
Frameworks of AI framework for AI and its need of Ethical Frameworks for AI.
category. Explore Bioethics, a Activity: My Goodness
popular framework that is https://www.my-goodness.net/
used in the healthcare
industry. Session: Types of Ethical Frameworks.

Session: Bioethics and a case study in bioethics.

UNIT 2: Advance Concepts of Modeling in AI

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Understand AI, ML and DL Session: Differentiate between AI, ML, and DL
Revisiting AI, ML,
DL Session: Common terminologies used with
data
Modeling ● Familiarize with supervised,
unsupervised and Session: Types of AI Models: Rule Based
reinforcement learning based Approach, Learning Based Approach
approach
● Understand subcategories of Session: Categories of Machine learning based
Supervised, Unsupervised models: Supervised Learning
and deep learning models (https://teachablemachine.withgoogle.com/),
Unsupervised Learning
(https://experiments.withgoogle.com/ai/drum-
machine/view/), Reinforcement Learning

Session: Subcategories of Supervised Learning

Model: Classification Model, Regression Model

Session: Subcategories of Unsupervised Learning

Model: Clustering, Association

Session: Subcategories of Deep Learning:

Artificial Neural networks (ANN), Convolutional
Neural Network (CNN)
Artificial Neural ● Understand Neural Networks Session: What is Neural Network?
Networks ● Understand how AI makes a
decision Session: How does AI make a Decision?

Activity: Human Neural Network – The Game

Suggested Neural Network Activity:

https://playground.tensorflow.org/

UNIT 3: Evaluating Models

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Understand the role of
Importance of evaluation in the development Session: What is evaluation?
Model and implementation of AI
Evaluation systems. Session: Need of model evaluation

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 Splitting the
training set data Understand Train-test split
for Evaluation method for evaluating the Session: Train-test split
performance of a machine
learning algorithm
Accuracy and Understand Accuracy and Error Session: Accuracy
Error for effectively evaluating and Session: Error
improving AI models Activity: Find the accuracy of the AI model
Evaluation Learn about the different types
metrics for of evaluation techniques in AI, Session: What is Classification?
classification such as Accuracy, Precision,
Recall and F1 Score, and their Session: Classification metrics
significance.
Activity: Build the confusion matrix from scratch

Activity: Calculate the accuracy of the classifier

model

Activity: Decide the appropriate metric to

evaluate the AI model
Ethical concerns Understand ethical concerns
around model around model evaluation Session: Bias, Transparency, Accuracy
evaluation

UNIT 4: Statistical Data (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction & Define the concept of
Session: No code AI tool
Statistical Data and
• Introduction to Data Science & its applications
No code AI tool understand its applications in •Meaning of No-Code AI
various fields.
• No-Code and Low-Code.
Define No-Code and Low-
• Some no-code tools
Code AI.
Orange Data Mining Tool:
Identify the differences
https://orangedatamining.com/download/
between Code and No-Code
AI concerning Statistical Data.
Statistical Data: Relate AI project stages to the Session
Use Case Walk stages of No-Code AI projects • Important concepts in Statistics.
through Able to use no-code tool • Orange data mining
Orange Data mining. • AI project cycle in Orange data mining (Palmer
To perform data exploration, penguins case study)
modeling and evaluation with Activity: MS Excel for Statistical Analysis.
Orange data mining. Link:https://docs.google.com/spreadsheets/d/1f5
G-
JXyP7EV2fy1hax47YVaH5gyq8KZy/edit?usp=dri
ve_link&ouid=109928090180926267402&rtpof=tr
ue&sd=true

Case study using Orange data mining (Palmer

Penguins).
Link:
https://drive.google.com/drive/u/0/folders/1fmcRVb-
ilTyUhmUv4DWT1BFsaCoQ2BmF

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 UNIT 5: Computer Vision (To be assessed through Theory)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Define the concept of Computer Session: Introduction to Computer Vision
Vision and understand its
applications in various fields. Session: Applications of CV
Concepts of Understand the basic concepts Session: Understanding CV Concepts
Computer Vision of image representation, feature
extraction, object detection, and ● Computer Vision Tasks
segmentation. ● Basics of Images-Pixel, Resolution, Pixel
value
● Grayscale and RGB images
Activities:
● Game- Emoji Scavenger Hunt
https://emojiscavengerhunt.withgoogle.com/
● RGB Calculator:
https://www.w3schools.com/colors/colors_r
gb.asp
● Create your own pixel art:
www.piskelapp.com
● Create your own convolutions:
http://setosa.io/ev/image-kernels/

UNIT 5: Computer Vision (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

No-Code AI To demonstrate proficiency in Introduction to Lobe: https://www.lobe.ai/
Tools using no-code AI tools for
computer vision projects. To Teachable Machine:
deploy models, fine-tune https://teachablemachine.withgoogle.com/
parameters, and interpret ● Activity: Build a Smart Sorter
results. Skills acquired include
data preprocessing, model Orange Data Mining Tool:
selection, and project https://orangedatamining.com/download/
deployment. ● Activity: Build a real-world Classification
Model: Coral Bleaching (Use Case
Walkthrough)
● Link to the steps involved in project
development and dataset:
https://drive.google.com/drive/folders/1ppJ
4d-
8yOFJ2G22rHHpjNrK0ejdIAe5Q?usp=shar
ing
Image Features Apply the convolution operator to Session: Understanding Convolution operator
& Convolution process images and extract
Operator useful features. Activity: Convolution Operator
Convolution Understand the basic Session: Introduction to CNN
Neural Network architecture of a CNN and its
applications in computer vision Session: Understanding CNN
and image recognition. ● Kernel
● Layers of CNN
Activity: Testing CNN

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 UNIT 6: Natural Language Processing (To be assessed through Theory)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Introduction Comprehend the complexities of
natural languages.
and elaborate on the need for
Session: Features of natural languages.
NLP techniques for machines to
Session: Introduction to Natural Language
understand various natural
Processing
languages effectively.
Applications of Explore the various applications Session: Various real-life applications of NLP
Natural of NLP in everyday life, such as
Language , voice assistants, auto Activity: Keyword Extraction
Processing generated captions, language https://cloud.google.com/natural-language
translation, sentiment analysis,
text classification and keyword
extraction.
Stages of Natural Understand the concepts like Session: Explore the various stages of NLP that
Language lexicon, syntax, semantics, and involve in understanding and processing human
Processing (NLP) logical analysis of input text. language.
Chatbots Understand the concept of Activity: Play with chatbots
chatbot and the differences Elizabot - https://www.masswerk.at/elizabot/
between smartbots and script Mitsuki - https://www.kuki.ai/
bots. Cleverbot - https://www.cleverbot.com/
Singtel - https://www.singtel.com/personal/support

Session: Script Bot V/s Smart Bot

Concepts of Learn about the Text Session: Text Processing
Natural Normalization technique used in ● Text Normalisation
Language NLP and the popular NLP model ● Bag of Words
Processing: Text - Bag-of-Words
Processing Hands-on: Text processing
● Data Processing
● Bag of Words
● TFIDF

UNIT 6: Natural Language Processing (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Natural Explore the sentiment analysis Session: Examples of Code and No-code NLP
Language process using real-life datasets Tools
Processing: with the Orange Data Mining
Use Case tool. Session: Applications of NLP-
Walkthrough Introduction to Sentiment Analysis

Hands-on: Case Walkthrough – Steps involved in

project development
Link to steps and dataset:
https://drive.google.com/drive/u/2/folders/1geFLXx
V5890kfcakMfEg_KsH1LPcS_Iz

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 UNIT 7: ADVANCE PYTHON (To be assessed through Practicals)

SUB-UNIT LEARNING OUTCOMES SESSION/ ACTIVITY/ PRACTICAL

Recap Understand to work with Session: Jupyter Notebook
Jupyter Notebook, creating
virtual environments,
installing Python Packages.
Able to write basic Python Session: Introduction to Python
programs using fundamental
concepts such as variables,
data types, operators, and
control structures.
Able to use Python built-in Session: Python Basics
functions and libraries.

PART-C: PRACTICAL & PROJECT WORK

Practical Work:

Suggested ● Write a program to add the elements of the two lists.

Programs List ● Write a program to calculate mean, median and mode using Numpy
● Write a program to display line chart from (2,5) to (9,10).
● Write a program to display a scatter chart for the following points (2,5),
(9,10),(8,3),(5,7),(6,18).
● Read the csv file saved in your system and display 10 rows.
● Read csv file saved in your system and display its information
● Write a program to read an image and display using Python
● Write a program to read an image and identify its shape using Python

Important Link to AI Activities & steps to AI project development considering real life
Links problem statement along with the required dataset
https://docs.google.com/spreadsheets/d/1ZQCTT8RM-l7QfeTzH0n-
5wJLBAoiXu7TFM0Pcp31cX0/edit?usp=sharing

Project Work / Field Visit / Student Portfolio

* relate it to Sustainable Development Goals
Suggested Projects/ Field Visit / Portfolio (any one activity to be one)

Sample AI Project Development Using

Projects 1. Statistical Data for AI: Prediction of palmer penguin species
2. Computer Vision: Early detection of coral bleaching
3. Natural Language Processing: Sentiment Analysis

Field Work Students’ participation in the following-

● AI for Youth Bootcamp
● AI Fests/ Exhibition
● Participation in any AI training sessions
● Virtual tours of companies using AI to get acquainted with real-life usage

Student ● Maintaining a record of all AI activities

Portfolio (to be ● Hackathons
continued from ● Competitions (CBSE/Inter School)
class IX)
Note: Portfolio should contain minimum 5 activities

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 LIST OF ITEMS/ EQUIPMENT’S (MINIMUM REQUIREMENTS):

The equipment / materials listed below are required to conduct effective hands-on learning sessions
while delivering the AI curriculum to class 10 students. The list below consists of minimal configuration
required to execute the AI curriculum for class 10 and create social impact real time solutions/ projects.
The quantities mentioned here are recommended for a batch of 20 students keeping the human-
machine ratio as 2:1. An exhaustive list may be compiled by the teacher(s) teaching the subject.

S. NO. ITEM NAME, DESCRIPTION & SPECIFICATION

A SYSTEM SPECIFICATIONS
Processor: Intel® Core™ i5-7300U Processor or equivalent with minimum SYSmark®
1
2018 Rating of 750 or higher
2 Graphic Card: Integrated graphics
Form Factor: - USFF (Ultra Small Form factor) System chassis volume less than One
3
Litre
4 RAM: 8GB DDR4 – 2400MHz or above
5 Storage: 500 GB HDD – 7200 rpm
6 Display: 18.5” LED Monitor with HDMI, in-built-speaker,
7 Keyboard: Keyboard with numerical keypad (recommended)
8 Mouse: Optical Mouse
9 Webcam: Full HD Camera
10 Headphones with Mic
11 Dual Band Wireless Connectivity Min 800 Mbps
12 Bluetooth V4.2 or Higher
Ports: 4 USB 3.0 ports, dual high-definition display ports (HDMI 2.0/DP/thunderbolt 3.0
13
ports), High definition 8-channel audio through HDMI interface or through audio jack.
VPU: - Integrated or support for VPU - vision processing unit to accelerate AI machine
14
vision applications.
B SOFTWARE SPECIFICATIONS
1 Operating System: Any
2 Anti-Virus Activated
3 Internet Browser: Google Chrome
4 Productivity Suite: Any (Google+ Suite recommended)
5 Anaconda Navigator Distribution (https://bit.ly/AI-installation-guide)
6 Conceptual installations (https://bit.ly/AI-installation-guide)
7 Intel Open VINO tools
8 Python

NOTE: In keeping with the spirit of Recycle, Upcycle and Reuse, it is recommended to make use of
any equipment/ devices/ accessories from the existing inventory in school.

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 TEACHER’S/ TRAINER’S QUALIFICATIONS:

Qualification and other requirements for appointment of teachers/trainers for teaching this subject, on
contractual basis should be decided by the State/ UT. The suggestive qualifications and minimum
competencies for the teacher should be as follows:

Qualification Minimum Competencies Age Limit

Diploma in Computer Science/ Information
Technology ● The candidate should have ● 18-37 years
OR a minimum of 1 year of (as on Jan.
Bachelor’s Degree in Computer work experience in the 01 (year))
Applications/Science/Information same job role.
Technology (BCA, B.Sc. Computer Science/ ● Age
Information Technology) ● S/He should be able to relaxation to
OR communicate in English be provided
Graduate with PGDCA and local language. as per Govt.
OR rules
DOEACC A Level Certificate. ● S/He should have
knowledge of equipment,
The suggested qualification is the minimum tools, material, Safety,
criteria. However higher qualifications will Health & Hygiene.
also be acceptable.

Teachers/Trainers form the backbone of Skill (Vocational) Education being imparted as an integral
part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved in teaching of Skill
(vocational) subjects and also serve as a link between the industry and the schools for arranging
industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging quality
Teachers/Trainers in the schools. Various parameters that need to be looked into while engaging the
Vocational Teachers/Trainers are mode and procedure of selection of Teachers/ Trainers,
Educational Qualifications, Industry Experience, and Certification/ Accreditation.
The State may engage Teachers/Trainers in schools approved under the component of scheme of
Vocationalisation of Secondary and Higher Secondary Education under RMSA in following ways:
(i) Directly as per the prescribed qualifications and industry experience suggested by the PSS
Central Institute of Vocational Education (PSSCIVE), NCERT or the respective Sector Skill
Council (SSC).
OR
(ii) Through accredited Vocational Training Providers accredited under the National Quality
Assurance Framework (NQAF*) approved by the National Skill Qualification Committee on
21.07.2016. If the State is engaging Vocational Teachers/Trainers through the Vocational
Training Provider (VTP), it should ensure that VTP should have been accredited at NQAF Level
2 or higher.

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 * The National Quality Assurance Framework (NQAF) provides the benchmarks or
quality criteria which the different organizations involved in education and training
must meet in order to be accredited by competent bodies to provide government-
funded education and training/skills activities. This is applicable to all organizations
offering NSQF-compliant qualifications.

The educational qualifications required for being a Teacher/Trainer for a particular job role are clearly
mentioned in the curriculum for the particular NSQF compliant job role. The State should ensure that
teachers/ trainers deployed in the schools have relevant technical competencies for the NSQF
qualification being delivered. Teachers/Trainers preferably should be certified by the concerned
Sector Skill Council for the particular Qualification Pack/Job role which he will be teaching. Copies of
relevant certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.
To ensure the quality of the Teachers/Trainers, the State should ensure that a standardized procedure
for selection of (Vocational) Teachers/Trainers is followed. The selection procedure should consist of
the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel of
experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.

In case of appointment through VTPs, the selection may be done based on the above procedure by
a committee having representatives of both the State Government and the VTP.
The State should ensure that the Teachers/ Trainers who are recruited should undergo induction
training of 20 days for understanding the scheme, NSQF framework and Vocational Pedagogy before
being deployed in the schools.

The State should ensure that the existing trainers undergo in-service training of 5 days every year to
make them aware of the relevant and new techniques/approaches in their sector and understand the
latest trends and policy reforms in vocational education.
The Headmaster/Principal of the school where the scheme is being implemented should facilitate and
ensure that the (Vocational) Teachers/Trainers:

● Prepare session plans and deliver sessions which have a clear and relevant purpose, and
which engage the students;
● Deliver education and training activities to students, based on the curriculum to achieve the
learning outcomes;
● Make effective use of learning aids and ICT tools during the classroom sessions;
● Engage students in learning activities, which include a mix of different methodologies, such as
project-based work, teamwork, practical and simulation-based learning experiences;
● Work with the institution’s management to organise skill demonstrations, site visits, on-job
trainings, and presentations for students in cooperation with industry, enterprises and other
workplaces;
● Identify the weaknesses of students and assist them in up-gradation of competency;
● Cater to different learning styles and level of ability of students;
● Assess the learning needs and abilities, when working with students with different abilities
● Identify any additional support the student may need and help to make special arrangements
for that support;
● Provide placement assistance
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 Assessment and evaluation of (Vocational) Teachers/Trainers is very critical for making them aware
of their performance and for suggesting corrective actions. The States/UTs should ensure that the
performance of the (Vocational) Teachers/Trainers is appraised annually. Performance based
appraisal in relation to certain pre-established criteria and objectives should be done periodically to
ensure the quality of the (Vocational) Teachers/Trainers.
Following parameters may be considered during the appraisal process:
● Participation in guidance and counseling activities conducted at Institutional, District and State
level;
● Adoption of innovative teaching and training methods;
● Improvement in result of vocational students of Class X or Class XII;
● Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
● Membership of professional society at District, State, Regional, National and International
level;
● Development of teaching-learning materials in the subject area;
● Efforts made in developing linkages with the Industry/Establishments;
● Efforts made towards involving the local community in Vocational Education
● Publication of papers in National and International Journals;
● Organisation of activities for promotion of vocational subjects;
● Involvement in placement of students/student support services.

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