EMPLOYABILITY SKILLS

Instructor / Facilitator Guide

 REQUEST FOR FEEDBACK
Request for feedback

How do you like this Student Workbook? What was your experience of

MODULE 1
reading it? How can we improve this Student Workbook?

Your views and opinions are very important to us. Please share your
valuable feedback.

Please write to: esfeedback@nimi.co.in

1
 Employability Skills
Instructor / Facilitator Guide
CONTENT INDEX

Topics Page No.

MODULE 2

1. Request for feedback 1

2. Content Index 2

3. A Note to Facilitator 3

4. How to use this Guide 4

5. Becoming a 21st Century Facilitator 5

6. The 21st Century Classroom 15

7. Why learn Employability Skills 22

8. Teaching the new Employability Skills (ES) 31

curriculum

9. Designing a Classroom Session 40

10. Sample Session Plans 44

11. Professional Development as 56

a 21st Century Facilitator

12. Resources 62

13. Last word 67

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 NOTE TO FACILITATOR
Dear Facilitator,

MODULE 3
Welcome to this exciting journey of exploring
Employability Skills!

In order to create an enriching teaching-learning experience,

this guide would surely come in handy!

This guide focuses on:

• Helping you build a clear understanding of core 21st-century
learning concepts like Blended Learning, Facilitation & Self
Learning
• Shaping your mindsets to respond to the emergent economy and
the changing job market through concepts like Career Mindset,
Future of work & learning & Knowledge-Economy
• Supporting you, build engaging classrooms by providing sample
session plans and related templates as your toolkit
• And finally, propelling your passion through reflection sheets and
inspiring stories of facilitator like you.

This guide is written in simple, easy-to-understand language with

minimal jargon (do check the footnotes in case you come across any)
with an equal blend of text and infographic to keep your interest
alive. Each section focuses on how a session can be effectively
designed and the critical aspects that every session should ideally
have.

We invite you to engage deeply with this guide and use it as a

starting point in introducing yourself and your learners to the world
of Employability Skills.

Our best wishes for this journey, as you nurture India’s workforce
and prepare them for the 21st century.

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 How to use this Guide?
The role of a teacher is to facilitate learning
-Sir Ken Robinson
HOW TO USE
THIS GUIDE

Welcome to your guide!

MODULE 4

This guide is designed to support you as you creatively teach the Employability Skills curriculum,
nurture you and fuel your passion as an facilitator

We believe that a well-informed teacher can do wonders in a classroom! In this guide you will find
concepts that you can learn, ideas that you can adopt, tips that you can use and questions that you can
think about well-informed facilitator

Making the best use of this guide is completely up to you. However, we assure you that this book will
guide not just your own learning, but help you to explore ways to effectively support the learning
journey of your students.

This guide can be used as:

A source to explore the curriculum:
• There are 12 modules in the Employability Skills curriculum
• The modules contains lessons of 1 hour duration
• Each lesson is designed to enable active-learning - through activities, reflective exercises and share
outs

A direction for learning and professional development:

• Extend your learning from the directions provided here
• Reflective sheets provided, support self evaluation and
introspection
• Inspirational stories of alike facilitator, to fuel your passion
• Use the internet to search for topics to learn further
• Talk to peers/colleagues to share your own understanding

A support mechanism to help in your work

• Revise concepts when needed
• Use the direction provided to plan classroom sessions
• Apply concepts in class and create enriching learning experiences
• Use the space provided to make notes, write questions etc.

We wish you all success!

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Becoming a
21st Century Facilitator

BECOMING A 21ST
To effectively support your students’ development into 21st

CENTURY
Century professionals, you need to understand, redefine and
update your own knowledge, skills and attitude.

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In this module, you will understand:

1. Who is a 21st Century Facilitator

2. The journey from a facilitator to
facilitator
3. The skills of a facilitator

Let’s start with some questions that

you should be asking as a facilitator!
• How do I create engagement, excitement, joy and confidence
among my students?
• How can I support their learning in this rapidly changing job
market?
• How can I use technology as a tool for learning?
• How do I upskill myself to stay relevant in my profession?

To discover the answers to these questions, let’s understand how the process of teaching and learning has
changed in this 21st Century

5 5
 Look at these pictures! What do you understand about the role of the Teacher/
Facilitator and Student/Learner1?
CENTURY FACILITATOR
BECOMING A 21ST

Facilitator Directed Learner Directed

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Write down your 3 observations here:

1.

2.

3.

Student is used as a common term. Learner also refers to a student. But as per learning theories, the concept of a student and a learner
6
1

are different. Search online to understand the difference!

The Teaching-Learning experience today has moved from being directed by
the facilitator to being directed by your learner’s needs, that is, learner-
oriented.

BECOMING A 21ST
What does this mean? Let’s look at the 5 differences between them!

CENTURY
Facilitator Directed Learner/Student Directed

Traditional approach Modern approach

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Focus is on the Facilitator Focus is on the learners and their learning
process

Facilitator talks, students remain silent and listen Both teacher and students communicate and
work together to make learning possible

Facilitator is the only source of knowledge Students learn from the teacher, from other
students and also from different sources

There is limited or no use of technology A blended approach is taken to learning using

activity based, experiential learning, modern
teaching practices and new forms of
Technology (digital lessons, internet, social
media)

Add your ideas here

Add your ideas here

Add your ideas here

7
 5.1 Who is a
CENTURY FACILITATOR

21st Century Facilitator?

BECOMING A 21ST

Let’s look at the many roles or avatars of the 21st Century Facilitator!
MODULE 5

Learner-centered
Guide

Story teller

Innovator

Facilitator

Reflective
Self-Learner Practitioner

Facilitators encourage and support learners to take more control of their learningprocess. They
create the environment of support so that learners actively participate, understand each other’s
views and share responsibility. They make space for everybody to learn on their own, and also
learn from their students!

A facilitator enables:
• Learner independence
• Collaboration
• Self assessment
• Safe and inclusive spaces
• Developing 21st century skills

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Guide takes the learning journey along with the learners,
as a co-traveller. It is said that a 21st century facilitator is

BECOMING A 21ST
not a “Sage on the Stage”, but rather “A Guide on the Side”.
The most important skill needed for a guide is to
understand the learners - their needs, aspirations, fears

CENTURY
etc. A guide leads with compassion and walks the path of
learning along with the learners.

A Guide:

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• Takes times to understand the learners
• Solves problems keeping the learner’s needs in mind
• Uses their power to influence, not rule
• Enables students to learn from each other

Reflective Practitioners self-reflect on how they engage with their learners. They
look back at the work done and find ways to make it better. This helps to improve
their skills in the classroom. Their main objective is to improve the learning
experience and outcomes for their learners. They also seek feedback from learners
to help their classes become better.

A Reflective Practitioner:
• Learns from mistakes and failures
• Assesses gaps in their own understanding and skills
• Asks good questions
• Seeks feedback for self
• Is aware of their own mindset and bias

Self-learners take responsibility for their own learning. They find opportunities
to learn by themselves. They choose what, why, where, when and how they want to
learn, and find the resources for this. They see continuous learning as a way to grow
in their professional and personal life. They are role models and encourage their
students to do the same.

A Self-learner engages in:

• Continuous learning
• Learning networks
• Role modeling self-learning for others
• Taking risks for learning

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CENTURY FACILITATOR

Learning Designers understand students’ needs and

develop training plans accordingly. They work with
BECOMING A 21ST

students and other facilitator to develop effective ways

of learning. They use creativity and innovation to make
their classroom activities interesting. They use modern
technology and the internet creatively, as learning tools.

A Learning Designer:
• Is creative and innovative
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• Creates content as per students’ need

• Makes learning a complete experience
• Guides and prepares students to plan for the future

10
 5.2 Teacher to Facilitator

BECOMING A 21ST
The most important quality of a 21st century educator is -

CENTURY
being a facilitator.

Facilitation is the art of encouraging learners to take more

control of their learning process by organising the resources

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necessary for learning to take place. A facilitator therefore helps
learners to work towards getting the best possible results.

Tip
With this understanding, let’s now look at Please use the last column “What
the top 5 differences between teaching will I change in my classroom
to make this possible?” to write
and facilitation. down your views and opinions.

What will I change in my

Teacher Facilitator classroom to make this
possible?

The teacher is the main Learning happens everywhere.

source of knowledge. The facilitator is one of the many
sources of knowledge. Learners
can learn in many ways, includ-
ing through self-learning.

Teacher is responsible for Facilitators encourage learners

the students’ learning. to become responsible for their
own learning.

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CENTURY FACILITATOR

Teacher thinks of Facilitator encourages the use of

technology as a distraction technology as a learning tool.
BECOMING A 21ST

Facilitator motivates learners to

Teacher talk, students listen. share their views, opinions and
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feelings. Learners can disagree

with the facilitator and help each
other learn.

Teacher use a set teaching Facilitator designs new and inno-

process - Students vative ways to create innovative
experience the same things learning experiences.
every year.

To summarize, the main role of a facilitator is to

make learning easy and to create innovative learning
experiences in a classroom.

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5.3 Skills of a Facilitator

BECOMING A 21ST
Now, let’s understand the skills required
to be a Facilitator.

CENTURY
MODULE 5
Observe these images carefully. What are the differences
you notice ? Write down your thoughts below.

A Sage on the Stage refers to a teacher in A Guide on the Side refers to a facilitator in
a traditional classroom. the 21st century.

1. The Teacher is the primary source of 1. Facilitator brings the class together to explore
information and has the maximum power. and learn. Learning experience has maximum
2. The teacher provides instructions and power.
students follow. 2. Facilitator supports the learners through
3. There is limited space for exploration, different mediums; activities, internet, books.
self-learning, group-learning & 3. Practical exploration, group learning, self-
experimentation. learning are tools of learning.

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 Here are some very effective tips that you
CENTURY FACILITATOR

can use to improve your facilitation skills!

BECOMING A 21ST

• Be a Good Role Model: Allow mistakes! Learners should not feel

scared of making a mistake, they should be made to feel confi-
dent to try.

• Time to Experiment: While helping learners, show them how you

MODULE 5

also learn by trial & error.

• Create a Safe Space: Learners need to be appreciated for their

work. No one should be put down or made fun of for not doing
things in ‘a particular’ way. Even if corrections have to be made,
do it gently. The classroom should be a space where students can
express themselves without fear of feeling judged.

• Encourage Learners: An important way to encourage learners is

by making them feel important. Bring out ideas from the learners,
allow for innovations, give them the space to speak and let them
work on their ideas.

• Be a Good Listener: Facilitator needs to be humble to accept

that he/she might not know everything. It is great to learn from
learners too! Learners are not blank slates - when we respect their
views, then they will have a lot to contribute and share.

Continue your learning

journey as a 21st Century.
Facilitator!

All the best!

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 THE 21ST CENTURY
CLASSROOM
The 21st Century Classroom

MODULE 6
Your role as a 21st Century Facilitator comes alive when you
carefully design your learning space as a 21st Century
Classroom. Many exciting, yet simple elements make up this
type of classroom.

In this module, you will understand:

1. The five key elements of a 21st Century Classroom

2. What is a Flipped Classroom
3. Blended Learning and Self-learning

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 6.1 The five key elements of a
21st Century Classroom
THE 21ST CENTURY
CLASSROOM

Let’s start with a simple activity!

MODULE 6

Close your eyes and recall your classroom during your school or college days.

• How did your classroom look?

• What kind of seating arrangement did it have?
• What was the environment or culture in your classroom - was it friendly, strict, playful, or scary…
• What were your sources of learning - your own books, other books, library, teacher’s notes, posters,
videos…
• Finally, how did you FEEL in your classroom - were you safe, confident, afraid, anxious, ashamed, curi-
ous or happy…

Note down your memories and responses here!

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 A classroom is like a second home to learners. After their own homes, they spend
maximum time there. It is not merely a room built with bricks and cement, but a space
that enables learning.

THE 21ST CENTURY

As a 21st Century Facilitator, you have the opportunity to create unforgettable learning
experiences for yourself and your learners!

CLASSROOM
The five elements of a 21st Century Classroom
5. Curriculum
Is simple, future 4. Classroom Space

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focussed, compatible Filled with Posters is
to digital learning clean & comfortable

1. Facilitator
Facilitates learning,
is learner-focussed

3. Learning Culture
Safe space, open to
communication,
innovative, joyful.

2. Learner
Self-learners who
actively engage with
their own learning

Technology is an important part of a 21st Century Classroom. It is used to enhance the

overall learning experience. This way, learners can explore the positive uses of technology
and engage with it as a source for continuous learning.

Additionally, try innovative methods such as paired learning, project-based learning,

recognition, and role-modeling in your classrooms.1

Tip: Join the FacilitatorTribe group on Facebook to get many new ideas, tips and
suggestions to build a 21st century classroom.

1
The Resources section has further information on these techniques.
17
 6.2 Flipped Classroom
THE 21ST CENTURY
CLASSROOM

The Flipped Classroom is an exciting, new way to teach and learn!

Flipped Classroom is a teaching strategy which engages learners both inside and
outside the classroom. In this method, learners are required to come prepared to class
(by preparing at home), and during class hours share their learnings through activities
and exercises.
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A learning session in a flipped classroom is divided into 3 parts:

Before the class In the class After the class

Learners read the workbook, Learners participate in Learners practice the extension
watch digital lessons, learn activities, read the topics activities such as Market Scan,
about the topic online through again with the help of the Online Research etc. They also
self-learning. facilitator clarify doubts, prepare for the next class. They
answer assessment questions, can also deepen the learning
and help each other on the completed topic through
understand the topic. self-learning.

The role of the facilitator in the Flipped Classroom is to:

• Ensure the learners have resources to learn before the class.
• Ensure learners come prepared to the class.
• Get learners to share what they have learnt beforehand and reward them for their efforts.
• Make the classroom activities interesting, involving all learners.
• Explain the core concepts well and clear the doubts.
• Provide interesting triggers & challenges for learners to continue learning after the class.

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6.3 Blended Learning

THE 21ST CENTURY

and Self-learning

CLASSROOM
The success of the Flipped Classroom depends on two methods of learning: Blended
Learning and Self-learning.

MODULE 6
Blended Learning is a method where different means of learning are combined to
achieve the best results. For e.g., if a learner wants to learn the topic Interview Skills,
they can combine:

• Reading about it in a book

• Watching videos, digital lessons
• Doing a mock-interview role play
• Talking to HR, seniors or working professionals
• Reflecting on their skills and improving themselves

You will notice that while learning about Interview Skills, the learner combines digital
learning, face-to-face learning and self-learning methods. This kind of smart
combination of learning methods can be used to learn any topic. Depending upon the
topic, the combination or blend of learning methods can be used.

Blended Learning is also a mix of learning together and self-learning!

Self
Learning

Learning
Together +

Isn’t it an exciting and creative way to teach and learn?!

What are the advantages of blended learning?

• It is flexible, innovative and interesting. Any space can be turned into a learning space!
• The responsibility for learning is with both facilitator and learners.
• It encourages and trains students to become self-learners; and also learn from each
other.
• It empowers facilitator and learners to maximize learning.

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 Self-learning is the process by which a person learns on their own using multiple
resources - it could be books, videos, audio, digital lessons, through experimentation,
online courses, practical exercises, conversations, social media posts… The list for
THE 21ST CENTURY

learning resources is truly endless.

What makes a person a self-learner is the attitude and habit of learning. Many believe
CLASSROOM

that learning happens only in a classroom.

But, in reality learning happens everyday - in our personal and professional life.
MODULE 6

Why is self-learning important?

It is estimated that 65% of children starting school today will hold jobs that do not exist
yet2. The techniques, technology and tools which a learner uses in an training institute
today, will be redundant (outdated) in the next 5 to 10 years. This means, the only way
to grow in one’s career is to keep learning new skills. Once self-learning becomes a
habit, career growth is almost guaranteed!

How does self-learning happen?

In order to be a self-learner, one has to believe that they can learn, grow and improve by
learning consciously, collaboratively and continuously.

Self-learning happens when:

20 2
(World Economic Forum. (2018), Future Of Jobs Report 2018, Center for the New Economy and Society).
How to enable blended learning and self-
learning as a 21st century Facilitator?

THE 21ST CENTURY

Here are a few ideas. Based on your teaching experience, please add
more points…

CLASSROOM
Be innovative - Create different blended learning experiences based on the topic
you are teaching.

Be a role model for self-learning.

MODULE 6
Share different types of resources - create a whatsapp group or Facebook group to
share digital resources.

Create your own learning resources - make videos in your own language to explain
difficult concepts to your learners.

Have different fun elements in your classroom - posters, monthly recognition or

awards, role plays, songs.

Come well prepared for the class.

Continue your own learning to know

more about these concepts.

Enjoy the process of building a

21st Century Classroom!

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 Why learn Employability Skills?
In a training institute, learners acquire both trade-based hard skills
and Employability Skills (ES). An effective combination of both these
skills help a learner get employed in the 21st century.

In this module, you will understand:

1. What are Employability Skills?
2. The Future of Work - Changing job market & expectations
3. Preparing for the future of work

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7.1 What are

EMPLOYABILITY SKILLS
Employability Skills?

WHY LEARN
Employability Skills are a combination of skills required for almost every job. These are
skills which help a person use their trade skills to the best of their abilities. Without
Employability Skills, an employee can be demotivated, undesirable and not even suitable
for working in a team.

MODULE 7
Let’s look closely at a breakdown of the term
Employability Skills:

Employ Ability Skill

To be in a job or To have the right The ability to Employability

work for salary + skills, knowledge + not only know =
Skills
required to do something, but
something also do it in action

Employability Skills are a set of skills needed by a person seeking employment and career growth.

23
EMPLOYABILITY SKILLS

Activity
Let’s understand the impact of Employability Skills!
WHY LEARN

Listed below are some common skills that are required in a 21st century
workplace. Put a in the column as per their relevance for your learners.

Impact of Skills Duration of Impact

Employability Skill
Personal Professional Short term Long term
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• Knowledge of computers
and use of the internet

• Developing a career
mindset

• Effective critical thinking

and problem solving skills

• Identifying one’s strengths

and weaknesses

• Communicating effectively

• Making one’s resume and

looking for jobs

• Understanding and
managing one’s finances

• Exploring the internet

for Learning and Career
Growth

• Developing entrepreneurial
skills

• Learning retail and

customer service skills

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7.2 The Future of Work -

EMPLOYABILITY SKILLS
Changing job market

WHY LEARN
& expectations
The 21st century is the era of new technologies, advanced data analytics and social media
networks. These have a huge impact on how people communicate, collaborate and

MODULE 7
work. Workplaces have adapted technology and people work more efficiently due to
technological innovations. Several traditional careers/ job roles may soon be a thing of
the past. Several job roles, which we have not yet imagined, may get developed!

Activity
Let’s explore the Future of Work!

Listed below are some insights on the Past, Present and Future of work.
Add your own inputs by observing your surroundings.

Jobs common in the

past, not so common Skills needed for the job
now

STD booth Repair phone cable, Maintain accounts,

Customer service

Photo studio Using roll-camera, Processing film roll, Lighting

Audio cassette/ CD recording Recording CDs, Categorizing cassettes, CD etc

Postman or Postwoman Sorting mail, hand-delivering mails and post

Share your thoughts here

Share your thoughts here

Focus: Technical skills to do the job + Communication skills

25
EMPLOYABILITY SKILLS
WHY LEARN

New jobs emerging in Skills needed for the job

the last 5-10 years

Ola/Uber driving Using the apps, Handle digital payments,

Customer service, Driving
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Swiggy delivery Using the apps, Handle digital payments,

Customer service, Driving

Mobile repair Technical repair skills, Marketing skills,

Continuous update on mobile technology

Online teachers Designing presentations, Online research, Use of

online teaching platform, online facilitation skills,
update on new tools for online engagement

Share your thoughts here

Share your thoughts here

Focus: Technical skills + Digital literacy + Communication Skills + Marketing and Net-
working Skills + Continuous learning + Self learning…

What new jobs will emerge in What will be the skills and
the future? knowledge required by
employees for future jobs?

Share your thoughts here Share your thoughts here

26
The Era of the Industry 4.0

EMPLOYABILITY SKILLS
Throughout history, people have been dependent on technology in one form or another. Depending on
the technology used, industries also change. Over the years, many types of Industrial revolutions have
taken place, impacting how people work and learn.

WHY LEARN
MODULE 7
Started in 18th Started in 19th Started in 20th Started in 21th
century. century. century. century.

Things Things developed: Things developed: Things developed:

developed: Electricity, mass Computers, In- Robots for human
Cotton mills, production of ternet, machines jobs, Internet
steam engines clothes, cars & for simple human based jobs, Entire
trains other goods jobs like ATM world connected
through internet
and techology

4th Industrial
revolution
(also called
1st Industrial 2nd Industrial 3rd Industrial Industry 4.0)
revolution revolution revolution

We all are here

Influence of Industry 4.0 on job market

While the COVID-19 pandemic brought the world to a temporary halt,
it also led to a lot of innovation as part of Industry 4.0. Now, as the
world is slowly recovering from the pandemic, there are new trends in
the job market - in India and around the world:

1. Automation of jobs:
Many jobs are getting digitised. Machines and humans are replacing
human beings in the workplace. For example, robots are being used
to serve food instead of waiters in restaurants in Mumbai, Bangalore
and Ahmedabad.

2. Remote Working Opportunities:

Many offices have closed down because staff are working from home.
Big IT companies are making working from home the new working
policy.

27
 3. Hiring from a wider pool of candidates:
EMPLOYABILITY SKILLS

Because people can work from anywhere, companies are willing to

hire candidates from all over the country. For example, if an office is
based in Bangalore, candidates from all over India can apply and work
from their own home. This has increased the competition for good
WHY LEARN

jobs.

4. Advanced Digital Skills:

It has become very important to have basic digital skills. Everyone
from vegetable vendors, big supermarkets to small shops now use
digital currency.
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5. Platform Economy Jobs:

These jobs use a digital platform that works like a marketplace where
buyers and sellers connect, share resources or sell products. They are
highly dependent on technology and require excellent digital, risk-
taking and financial management skills.
Some examples are: Cab aggregator platforms (Uber & Ola), Food
delivery platforms (Swiggy & Zomato), Household services platform
(Urban Company)

6. Green Jobs:
Jobs that help to preserve or restore the environment. People who
hold these jobs are called green-collar employees. Their duties include
making decisions and policies to improve environmental issues that
relate to water, pollution and recycling.
Some examples are: Environmental Technician, Solar Installer,
Recycling Worker.

7. Gig Jobs
These are short-term, temporary or one-time jobs. Gig workers are
independent contractors who get paid to complete a one-time project
called a “gig”. They work in industries like technology, marketing,
writing etc.
Some examples: Teachers in online education and training, drivers in
transportation services and caterers in the food industry.

8. Care Jobs:
Care workers are people who offer paid services to help others who
need assistance. This could include people who are unwell or elderly,
those living alone and needing the assistance of a care worker. Their
job includes helping clients with preparing meals, buying groceries or
providing emotional support.
Some examples: People who help with elder care, child care, pet care
etc.

28
7.3 Preparing for the

EMPLOYABILITY SKILLS
Future of Work

WHY LEARN
The COVID-19 pandemic has had a lasting impact on the entire world. Millions of people lost jobs.
Many employees adjusted to working from home, as offices closed. There are new rules in the
workplaces now, such as work from home, health safety rules, increased work pressure etc due
to the pandemic.

MODULE 7
Since the world started moving back to normalcy, many organisations shifted to a permanent
work from home model or hybrid working policies. There was also a major change in the
expectations of employers across industries, employees are now expected to have digital skills,
superior communication skills and be willing to learn new skills on the job.

This emphasised the need for employees to be resilient, flexible and most importantly be a ‘self
learner’.

What Kind of Mindset Do You Have?

Growth Fixed
Mindset Mindset

Growth Fixed
Mindset Mindset

Core Belief Believes that intelligence and Believes that intelligence and
talent can be improved talent are fixed

Mindset > Embracing mistakes as > Feeling ashamed about

opportunities to learn failures and giving up easily
> Feeling empowered to learn > Unmotivated to achieve goals

• I can do this • I cannot do this

Thought • Mistakes are normal • Mistakes are unacceptable
process • I will learn from my • Mistakes are equal to
mistakes failure
• I will try again • If I fail once, I will always
• I will work hard fail
• I can learn new things • I cannot work hard
• I am happy to change • I cannot learn new things
• I am happy to accept if I am • I do not like to change
wrong • I cannot be wrong

29
 Having a growth career mindset will keep you open to opportunities, help you continue
EMPLOYABILITY SKILLS

to develop in a continuously changing world. It helps expand your current capabilities

to learn new skills. A growth mindset promotes a self-learning habit throughout your
personal and professional life.
WHY LEARN

What is Self Learning?

Self-learning is the process of believing in yourself and learning new skills on your own.
Self-learning takes place when a person sets a goal to learn, find a way to learn it and finally
assesses (or examines) how well they have learnt something. Through self-learning you can:
MODULE 7

• Create a learning path

• Learn at your own pace
• Learn what you love

Some of the benefits of initiating the self-learning process are:

• Developing new skills for your career

• Apply newly acquired knowledge on the job
• Solve problems in a better way

List 3 ways to promote self learning in your

classroom.

1.

2.

3.

Let’s enable our students to effectively gain

Employment Skills.

With them, let’s also develop a future-ready

mindset!

30
 Teaching the new

TEACHING THE NEW EMPLOYABILITY

ES Curriculum

SKILLS (ES) CURRICULUM

Teaching Employability Skills (ES) requires planning, preparation and
a clear understanding of the topics. As you know, ES cannot be learnt
inside the classroom - it requires industry visits, market exposure, re-
flection, activities and online learning. While it is important to do well in
the ES exams, it is also equally important to excel in one’s career. Hence,
teaching ES is a very critical responsibility, as your learners will benefit
from it for years to come.

MODULE 8
In this module, you will understand:
1. The core components of the new Employability Skills curriculum
2. Learning resources for Employability Skills
3. How to teach the ES curriculum (pedagogy)
4. Assessments & Exam Preparation

8.1 The Employability

Skills Curriculum:
The What and the Why
Let us start by looking at the core components of the Employability
Skills (ES) Curriculum:
• This curriculum is divided into 12 modules. Each module has multiple lessons on
related topics.
• Simple language is used in the curriculum, with short sentences and easy words.
• All lessons are in an activity-based format.
• Most importantly, the lessons are designed for self-learning - This means, the
lessons are simple enough for learners to learn on their own. Facilitator can
support the learners by providing clari ications and additional explanations.

31 31
TEACHING THE NEW EMPLOYABILITY

The 12 modules of the Employability Skills curriculum

SKILLS (ES) CURRICULUM

Module WHY is it important for

Module Name WHAT is this about?
No. students?

1. Introduction to • Importance of Learning Employability skills

Employability Skills Employability Skills will help students grow in their
• How to learn it online career and life. These skills meet
the needs of the students and
the industry requirements in the
21st century.
MODULE 8

Students will also learn how to

use digital lessons to learn by
themselves.

2. Constitutional values – • My values and ethics Ethics is an important part of

Citizenship • Principles of our being a good professional.
Constitution Students also need to know
their rights and duties as good
citizens, and play their part in
protecting the environment.

3. Becoming a Professional • My strengths Through this module, students

in the 21st Century • Understand what are will discover their strengths and
21st Century limitations and develop 21st
Employability Skills century skills and attitudes like
time management,decision-
making and problem-solving
which will help them become
better professionals.

4. Basic English • How to speak, read This module will help

Skills and write in simple students to express themselves
English in English, talk about work, life
• Learn through and environment and develop
practical, fun and easy speaking and simple writing
ways in a safe skills. It will help them build
environment confidence in using English.

5. Career Development • Introduction to the To be successful at work,

and Goal Setting world of work students need to understand
• Setting goals for the world of work, and have
career clear career goals. This
module helps students establish
a balance between their needs
and dreams and the market
demands and trends that
influence the job market.

32
6. Communication • Verbal and non-verbal Workplaces require interactions

TEACHING THE NEW EMPLOYABILITY

Skills communication, with others – fellow workers,
• teamwork and bosses, customers, suppliers
managing conflicts etc.

It is important to know how

SKILLS (ES) CURRICULUM

to effectively communicate
through spoken and written
words and body language. 90%
of employers hire candidates
who can communicate well.
This module will also help
students deal with conflicts and
work together as a team.

7. Diversity and • Understand terms like Workplaces need to be safe

MODULE 8
Inclusion Gender, Diversity and and welcoming for all, without
Inclusion in the discrimination.
workplace context
This module tells students how
to create and work in diverse
and inclusive workplaces.

8. Financial and Legal • Managing money This module will help students
Literacy • Bank accounts, Digital to manage money efficiently –
transactions earning, spending and saving,
• Salary, Savings and Be safe, smart and confident in
Loans online transactions,
• Policies related to the Know various Government
workplace policies and benefits at the
workplace

9. Essential Digital • Practical and simple Basic knowledge of computers

Skills guide to learn about and the use of internet and
computers, its uses mobile apps has become a very
and the internet. important part of work
• How to use email, nowadays.
social media and mo-
bile apps and stay safe This module will:
online Build the necessary confidence
to use computers and other
digital platforms useful for
simple tasks in life and work.
Teach how to use the computer
for positive purposes and be
safe while using the internet

10. Entrepreneurship • What is This module will:

entrepreneurship Help students understand
• How to set up a entrepreneurship in practical
business in today’s terms
world Introduce them to the skills,
knowledge and attitude needed
for entrepreneurship
Motivate them to take up
entrepreneurship as a career
option
Guide students on the process
of setting up a business

33
 11. Customer Service • How to deal with The end goal of any employee
TEACHING THE NEW EMPLOYABILITY

different customers is to provide excellent service

and their needs to the customers and ensure
that the quality of product or
service is as per the needs of the
customer.
SKILLS (ES) CURRICULUM

This module will help students:

Build key skills to interact well
with customers

Understand and address the

needs of customers

Have good relationships with

customers
MODULE 8

12 Getting ready for • How to prepare a This module will provide

Apprenticeship & resume students with the skills,
Jobs • Get ready to attend knowledge and attitude needed
interviews for entering the workplace. They
• How to apply online will have the guidance required
for jobs and appren- to prepare for their exam, get
ticeship ready for interviews and apply
• How to prepare for the for jobs and internships.
exam
• Includes Guest
lectures and Industry
visits

34
8.2 Learning Resources for

TEACHING THE NEW EMPLOYABILITY

Employability Skills

SKILLS (ES) CURRICULUM

As we discussed earlier, Employability Skills are not just developed within the classroom,
it is built through different learning resources and experiences. It is also important to
understand that all our students are not the same and don’t learn things the same way.
Therefore, one of the important roles of a 21st century facilitator is to introduce students
to a large variety of learning resources. These could include books, videos, audio, digital
lessons, online courses, practical exercises, conversations, social media posts, etc. With
digital lessons now accessible on mobile phones, learning can truly happen anytime and
anywhere!

Let’s see some of the resources on ES available to

MODULE 8
students and facilitator:

LEARN EMPLOYABILITY
SKILLS ONLINE

Student Workbook -
The Student Workbook contains activity-based
Scan to Learn!
Visit : www.bharatskills.gov.in or
www.employabilityskills.net

lessons grouped into 12 modules

Curriculum by Supported by

Digital lessons -
All the 12 modules are available on the Quest App,
Bharat Skills Portal and other Employability portals
of the Govt of India.

Classroom Sessions -
The ES facilitator facilitates group sessions in
the classroom on the topics in the curriculum.

35
 As a facilitator you have access to this facilitator’ Guide as an additional resource
to help you run the curriculum easily. You can also use the digital lessons for your
TEACHING THE NEW EMPLOYABILITY

own learning on the topics, before going to class.

SKILLS (ES) CURRICULUM

Here is how the 3 ES resources help in Blended Learning:

Students
learning on
their own

Students
MODULE 8

learning
together

36
 8.3 The Student Workbook

TEACHING THE NEW EMPLOYABILITY

- design and structure

SKILLS (ES) CURRICULUM

This is the name of the
topic. For eg. ‘My Values
and Ethics

This explain the subtopics

which needs to be covered
2.1 My Values and Ethics

MODULE 8
in the classroom session.
VALUES-CITIZENSHIP
CONSTITUTIONAL

In this lesson you will learn : Thinking box helps you

1. What are values & ethics
reflect or recall what you
already know about this
2. How ethics and values impact our behavior
topic
MODULE 2

There are six basic values of our country.

Thinking
Checkbox the one you know.
Box
Right to equality
Right to freedom
Right against exploitation

You will be introduced to

a new concept/topic here.
Let’s learn about ethics and values
This is the 1st learning
Ethics means to decide what is right and wrong for a human conduct. Ethics is necessary to have a good
society, where everyone feels safe and respected. Ethics is usually the same for the whole of society.
objective.

Let’s learn about how ethics and values impact

our behavior
Our ethics and values form the pillars of our character. These are the six main pillars of character. The
pillars of character support us just like pillars support our building and make it strong. This helps us make
You will further learn
right decisions. about a new concept or
another concept is
introduced. This covers
Activity the 2nd learning objective.
Against each action or behavior mention the category of Time!
the ‘Pillar of Character’.
(Note – some actions can be written under more than one pillar.)

This section has interesting

What I learnt today:
classroom activities which
Put a if you know this topic well. will help you apply what
1. Ethics is to decide what is right and wrong for a human you have learnt. Do these
conduct. activities with your peers.
2. Our ethics and values form the pillars of our character.
3. Personal values are your beliefs that are very dear to you.

16
This section helps you
recall the key learnings
from the lesson.

37
 8.3 Teaching Method for
TEACHING THE NEW EMPLOYABILITY

Employability Skills:
SKILLS (ES) CURRICULUM

The Flipped Classroom

Let us see how a flipped classroom works, through the topic
“Stress Management”.
MODULE 8

During the class

Before the class After the class

Before the Class:

Learners explore the topic “Stress Management” on their own before coming to class us-
ing the digital lessons and the student workbook. They can also browse the web to learn
more about the topic.

During the Class:

In class, you encourage the learners to share what they have already learnt or what they
know about the topic. This is called the Sharing Circle.

You can then take the entire class through the main content on the topic “Stress
Management”, as per the Learning Objectives outlined in the SW. Conduct the activities
and provides additional explanations and clarify any doubts. Learners work together on
the activities and help each other learn.

Before ending the class, inform the learners to continue learning more about “Stress
Management” by doing the activities outlined in the DL, and self-learn by going through
online resources and books. The learners discuss their learning in the Community Page
or WhatsApp group.

Finally, encourage the learners to come prepared for the next class.

38
 After the Class:
Learners explore the next topic on the SW and through digital lessons. They also do

TEACHING THE NEW EMPLOYABILITY

activities related to the previous topic - Stress Management.

Thus, we see that learning is happening both within the class and outside - starting
before and continuing after the class. This incorporates both self-learning (learning on

SKILLS (ES) CURRICULUM

their own) and learning together (peer learning and facilitated learning). It provides
opportunities for both theoretical understanding and practical application of the
learning through activities and discussions.

Facilitating Activities in the Classroom

As you would have noticed, there is a central activity corresponding to each topic in the
SW - under “Activity Time”. Go through the activity well before the class. Plan how to
conduct it and to prepare any materials needed.

MODULE 8
During the classroom session, you may facilitate this as a whole class activity.
First, read out the instructions for the activity and check if everybody has understood
them correctly. You may ask one of the learners to explain what they have understood,
repeating the instructions in their own words. You may clarify or give examples, if
needed.

There are different ways of conducting the activity based on the nature of activity,
time available and interest and comfort of the facilitator and learners:

• Share in pairs: For activities in the form of Questions & Answers or self-reflection,
and you can ask learners to answer them individually in their SW and share their
answers in pairs.
• Popcorn share-outs: After asking a question to the class, invite those who feel ready
to share first with the whole class. This might motivate a few more people to share
their responses too.
• Round table: Go in a circle and invite everybody to share their responses one by
one. However, this method will take a long time. An alternative will be to ask
learners to not repeat, and only add if they have any additional point.
• Small groups: For brainstorming and discussion-based activities, divide the learners
into small groups to enable deeper discussion and participation of all. They may
then come back to the larger group and report on their small group discussions.

• Invite Volunteers: For activities like role plays and mock interviews, you can invite a
couple of volunteers to come forward and perform the role play in front of the whole
class. Other learners may be assigned the responsibility of noting down
observations or offering feedback.
• Preparation Time: Some activities are designed as out-of-class activities, involving
visits or meeting people outside the classroom. In this case, provide preparation
time and support them to prepare questions, discuss with each other and plan the
visit during the class.

It’s important that you always summarize the learning at the end of the session. This
ensures everybody has understood the topic correctly.

39
 Designing a Classroom Session
TEACHING THE NEW EMPLOYABILITY
A CLASSROOM SESSION
SKILLS (ES) CURRICULUM

In this module, you will understand:

1. How to conduct any session from the Employability Skills curriculum

2. How to break-down a session plan into simple steps

DESIGNING

3. What are the key aspects to be covered in a classroom session

All the lessons in the Student Workbook are uniform

MODULE 8
MODULE 9

in structure. Observe the lesson structure below:

Here is a template or session plan which can help you plan and deliver ANY session from
the Employability Skills curriculum.

The session plan is divided into 3 parts:

In the class:
Before the class: Ending the class:
SHARE, REFLECT,
PLAN ASSESS, CLOSE
LEARN APPLY

Don't forget to read

the Tips section.
s
It gives you simple tip
and ideas to make your
g.
class more interestin
It also helps you add
d
your own creativity an
innovation!

4040
 Classroom Session Plan Template

NEW EMPLOYABILITY
SESSION
KEY:
SW= Student Workbook, DL = Digital Lessons, FG = Facilitators’ Guide

A CLASSROOM
SKILLS (ES) CURRICULUM
DESIGN DESCRIPTION SOURCE NOTES & TIPS
BLOCKS

TEACHING THE
DESIGNING
Ex: Basic English Skills
Module Student
Name Workbook

Lesson Ex: Greetings and Self-Introduction Student

Topic Workbook

MODULE 98
MODULE
Session Ex: Hi, My name is Bond. James Bond! Your creativity! Think of a creative
Ex: Naam hai, Mogambo!
title title to make this
(Optional) lesson interesting!

Your institute
Time Keeping the expected
time-table
time in mind will help
to plan it better.

Learning Learning objectives for this lesson Student Read the LOs carefully,
Objectives 1. Workbook so that you are well
(LOs) 2. prepared and clear
3. about what to cover in
the class.

BEFORE THE CLASS

Let’s get ready before entering the Write down important

classroom points or details for this
topic to make it easier
a) Student to remember when
READ: Go through the content on this
Workbook & taking class
topic from i) SW ii) DL
Digital Lesson

NOTE: Make a note of the points in the

section in the SW b) Student
Workbook

PREPARE: Prepare any materials you may

PLAN need for the class. Example: charts, chits,
handouts, other stationery material. c) Student
Workbook

41 41
TEACHING THE NEW EMPLOYABILITY
A CLASSROOM SESSION
SKILLS (ES) CURRICULUM

IN THE CLASS
DESIGNING

Sharing Circle: First question in Sharing can also be

the Student done in small groups
Welcome the learners to the class. Workbook having a mix of
Recap important points from the last class. learners– some who
Announce the topic for the day. have filled in the SW
SHARE Ask students to answer the question “What I before class and some
MODULE 98

already know about <topic>”in the SW. who have not. This will
MODULE

Invite a few learners to share their answers motivate learners to

with the class. come prepared to class
Summarise the answers shared by the and help them under-
learners for the whole class. stand the topic better.

Relevance of the topic Facilitator Share your own

Guide – personal
Ask learners to think about the question: experiences or
“Why is <this topic> important for your “Facilitating the
new ES understanding of this
life and career?” topic. This will help
Encourage learners to share their Curriculum”
REFLECT module learners see value in
responses with the whole class. what they are learn-
Explain the importance of this topic using ing.
the information given in the “Introduction
to the new ES curriculum” topic in the FG.

Student Complete all

Learning Together: exercises and
Workbook
Open the Topic in the SW. questions given in SW
Go through each learning objective (LO) to make sure all
one by one along with the corresponding learners have under-
LEARN questions / exercises. stood it well.
At the end of each LO, check if the learners
have understood the LO.
Clear any doubts that the learners may
have before moving to the next LO.

‘Activity Time’ Variations to

Activity time! conduct this activity:
section of the
• Get the class ready for the activity. a) Divide the learners
Student
into teams of two to do
• Conduct the activity given in the Workbook the activity in pairs.
‘Activity Time’ section of the SW as a b) Invite two volun-
full class activity. teers to do the activity
• Ask the learners to share their experience in front of the class,
of doing this activity using the following like a role play.
APPLY questions:
+ What do you think went well?
+ What could have been done better?
+ What did you enjoy the most?

4242
 NEW EMPLOYABILITY
SESSION
ENDING THE CLASS

A CLASSROOM
SKILLS (ES) CURRICULUM
ASSESS Summary of Learning: “What I learnt If there is time, learners
today” section in can also be asked to
Summarise the learning by reading out the the Student share their learnings
“What I learnt today” section from SW.

TEACHING THE
Workbook from this Topic. This
Encourage the learners to complete the DL
will help them learn

DESIGNING
on this topic after the class and share their Digital Lesson in from each other.
responses in the Community page/ the Quest App
WhatsApp group.

MODULE98
MODULE
CLOSE • Introduce the topic for the next class. Motivate the learners
Student to learn on their own
• Encourage the learners to go through Workbook using the SW/DL. This
the topic to learn on their own using the will help them to
SW/DL before the next class. become independent
Digital Lesson learners.
• Remind everyone to complete the
exercises in the SW and bring it to
the next class.

Hope you enjoy planning your

classroom sessions!

Best of Luck!
5
43
 Classroom Session Plan:
Sample 1
SAMPLE SESSION PLANS

Verbal Communication – Speaking

DESIGN Where to
DESCRIPTION TIPS
BLOCKS find this info

Module
Communication Skills Student Workbook
Name
MODULE 10

Lesson Verbal Communication –

Student Workbook
Name Speaking

Session Ex: Think of a creative

Title “क््यया बात है !” / title to make this
Your creativity!
(Optional) “என்்ன சொ�ொல்்ல போ�ோகிறாய்” lesson interesting.

Time Your institute The actual time you

time-table get to conduct this
class.

Learning Objectives for this lesson

Learning Student Workbook Read the LOs
Objectives carefully, so that
1. What is verbal communication
(LOs) you are well pre-
2. Difference between spoken and
pared and clear
written communication
about what to
3. Importance of good verbal
cover in the class.
communication

BEFORE THE CLASS

Let’s get ready before entering the

classroom
• READ: Go through the content on
a) Student
this topic from i) SW ii) DL
Workbook & Digital
• NOTE: Make a note of the
Lesson
summary points in the “What I
learnt today” section in the SW Write down
• Verbal communication is the use of important points or
PLAN words to share information details for this topic
• The two major forms of verbal to make it easier
communication include written and b) Student
Workbook to remember when
spoken.
• When verbal communication is taking class
simple and clear, it results in
minimal confusion.

• PREPARE: Prepare any materi-

c) Student
als you may need for the class.
Workbook
Example: charts, chits, handouts,
other stationery material.

44
 IN THE CLASS

Sharing Circle:
• Hello students! Welcome back to First question in Sharing can also

SAMPLE SESSION PLANS

the ES Class. the Student Work- be done in small
• Today, we will understand and book groups having a
practice – Verbal Communication - mix of students–
Speaking some who have
• Before we start, let’s look at “What filled in the SW
we already know about “Verbal before class and
Communication - Speaking”. some who have
• Go to the first question under this not. This will
SHARE topic in the SW and respond to the motivate students
question – How do you to come prepared
communicate most of the time? to class and help

MODULE 10
• How many of you have filled your them understand
responses before coming to class? the topic better.
Those who haven’t done it can fill
it in now and share.
• Invite a few students to share
their answers with the class.
• Summarise the answers shared by
the students.

Relevance of the topic: Employability Skills Share your own

• Ask students to think about the
Facilitator personal
Guide – experiences or
question: “Why is “Verbal
“Facilitating the understanding of
REFLECT Communication - Speaking” im-
new Employability this topic. This will
portant for your life and career?”
Skills (ES) help students see
• Encourage students to share their
Curriculum” value in what they
responses with the whole class.
module are learning.

Relevance of the topic:

• We know that good verbal
communication is very important
for both professional and personal
life.
• We will together learn more about
how to effectively communicate
verbally in today’s class.

LO 1: Let’s learn about verbal

communication Complete all
exercises and
Share the information given in the SW questions given in
with the class Student Workbook SW to make sure
all students have
LEARN Now ask the students to answer the understood it well.
question:

Q1. How do you usually communicate

with yourself? Pick options which you
use:
• Talk to myself
• Write in a daily book
• Other ways
(____________________________)

45
 LO2: Let’s learn about the
difference between written
and spoken communication
Share the information given in the SW
SAMPLE SESSION PLANS

with the class

Now ask the students to answer the

question:

What type of verbal communication

are you better at - Writing or
Speaking? How can you improve
yourself?

LO 3: Let’s learn about the

MODULE 10

importance of good verbal

communication

Share the information given in the SW

with the class

Now ask the students to answer the

question:

Give 3 tips to your friend to have

simple and clear communication.

Check if the students have understood

what was discussed. Invite them to ask
questions and clarify doubts, if any.

Activity Time!

• Create some excitement and get

the class ready for the activity.
• Call out the instructions for the
activity given in the ‘Activity Time’
section of the SW.
Variations to
You need to communicate about your
conduct this
dream job to your family. But they are
activity:
not ready to listen to you. How will you
a) Divide students
find a way to communicate with them
into teams of two
successfully? ‘Activity Time’
to do the activity
section of the
APPLY in pairs.
• Invite 3 student volunteers to take Student Workbook
b) Invite two
on the roles of the student and
volunteers to do
the parents and role play the
the activity in
conversation in front of the class.
front of the class,
• Remind them to apply what they
like a role play.
have learnt about verbal
communication.
• Ask all the other students to
observe the role play closely and
make notes of “Where the verbal
communication worked well?” and
“How the verbal communication
could have been better?”

46
 • Ask the volunteers to share their
experience of doing this activity
using the following questions:
+ What do you think went
well?
+ What could have been done

SAMPLE SESSION PLANS

better?
+ What did you enjoy the
most?
• Invite some of the other students
to share their observations and
offer feedback for improvement.

ENDING THE CLASS

MODULE 10
DESIGN Where to
DESCRIPTION TIPS
BLOCKS find this info

Summary of Learning:

• Summarise the learning by read-

“What I learnt
ing out the “What I learnt today”
today” section in
section from SW.
the Student Work-
• Verbal communication is the book If there is time,
use of words to share infor- students can also
mation be asked to share
ASSESS • The two major forms of verbal their learnings
communication include from this Topic.
written and speaking. This will help
• When verbal communication them learn from
is simple and clear, it results in each other.
minimal confusion.
• Encourage students to complete
the DL on this topic after the class
and share their responses in the Digital Lesson in
Community page/ WhatsApp the Quest App
group.

• Introduce the topic for the next Student Workbook Motivate students
class . to learn on their
CLOSE • Encourage students to go through own using the SW/
the topic to learn on their own DL. This will help
using the SW/DL before the next them to become
class. independent
• Remind everyone to complete the learners.
exercises in the SW and bring it to Digital Lesson
the next class.

47
 Classroom Session Plan:
Sample 2
SAMPLE SESSION PLANS

Job Market Research

DESIGN Where to
DESCRIPTION TIPS
BLOCKS find this info

Module Career Development and Goal Setting Student Workbook

Name
MODULE 10

Lesson Job Market Research

Student Workbook
Name

Session Ex: Think of a creative

Title Kaam-kaaj ki duniya ki khoj-been title to make this
Your creativity!
(Optional) Velai-Vaaypu ulagattin visaranai lesson interesting.

Time Your institute The actual time you

time-table get to conduct this
class.

Learning Learning Objectives for this lesson Student Workbook Read the LOs care-
Objectives fully, so that you
(LOs) 1. How to explore the world of work are well prepared
2. How to conduct a market scan and clear about
what to cover in the
class.

BEFORE THE CLASS

Let’s get ready before entering the

classroom
• READ: Go through the content on
a) Student Work-
this topic from i) SW ii) DL
book & Digital
• NOTE: Make a note of the sum-
Lesson
mary points in the “What I learnt
today” section in the SW Write down
• Market scan is helpful in un- important points or
PLAN details for this topic
derstanding the ever-changing
world of work. to make it easier
• Identifying the career path- to remember when
ways, source of information, taking class
target and timelines are crucial b) Student Work-
in market scan. book
• We must collect various data
about a career using the
internet, newspapers, career
guidance agencies and work-
ing professionals.

48
 • PREPARE: Prepare any materials c) Student
you may need for the class. Exam- Workbook
ple: charts, chits, handouts, other
stationery material.

SAMPLE SESSION PLANS

IN THE CLASS

Sharing Circle:
• Hello students! Welcome back to
the ES Class.
• Today, we will understand and
practice – Job Market Research Sharing can also
• Before we start, let’s look at “What be done in small

MODULE 10
we already know about “Job Mar- groups having a
ket Research”. First question in mix of students–
• Go to the first question under this the Student Work- some who have
topic in the SW and respond to the book filled in the SW be-
questions – fore class and some
who have not.
SHARE What do you understand by the words This will motivate
“Job Market”? students to come
How can you get information about prepared to class
the “Job Market”? and help them un-
• How many of you have filled your derstand the topic
responses before coming to class? better.
Those who haven’t done it can fill
it in now and share.
• Invite a few students to share
their answers with the class.
• Summarise the answers shared by
the students.

Relevance of the topic: Share your own

• Ask students to think about the Facilitator Guide personal experi-
question: “Why is “Job Market – “Facilitat-ing ences or under-
REFLECT Research” important for your life the new Em- standing of this
and career?” ployability Skills topic. This will
• Encourage students to share their (ES) Curriculum” help students see
responses with the whole class. module value in what they
are learning.

Learning Together: Complete all

exercises and
• We have already learned about
questions given in
the world of work and its impor- Student Workbook
SW to make sure
tance in previous lessons.
all students have
• Now let’s learn how to explore it
understood it well.
for the growth of our career.
LEARN

LO 1: Let’s learn how to ex-

plore the world of work
Share the information given in the SW
with the class

49
 Now ask the students to do the follow-
ing exercise in their SW:

With the example of the image in the

SW, think and make a list of jobs that
have disappeared and jobs that have
SAMPLE SESSION PLANS

been created in the past 30 years

Close by summarising that it is im-

portant to be aware of the changes in
the world of work in order to plan our
career pathway.

LO 2: Let’s learn how to con-

duct a market scan
MODULE 10

Share the information given in the SW

with the class

Check if the students have understood

what was discussed. Invite them to ask
questions and clarify doubts, if any.

Activity Time!
• Create some excitement and get the
class ready for the activity.
• Call out the instructions for the
activity given in the ‘Activity Time’
section of the SW.
As per the steps and sample table pro- Variations to con-
vided in the SW, conduct a market scan duct this activity:
plan to help you identify and select the a) Divide students
best career path for you. into teams of two
to do the activity
• Remind them to use all the methods in pairs.
‘Activity Time’
APPLY listed to collect information, even b) Invite two vol-
section of the Stu-
after the class. unteers to do the
dent Workbook
• Once they have filled a few details, activity in front
invite the students to form pairs and of the class, like a
share their filled career cards with role play.
each other and discuss them in the
class.
• Invite students to share their experi-
ence of doing this activity using the
following questions:
+ What do you think went well?
+ What could have been done
better?
+ What did you enjoy the most?

ENDING THE CLASS

DESIGN Where to
DESCRIPTION TIPS
BLOCKS find this info

Summary of Learning: If there is time,

students can also be
• Summarise the learning by read- “What I learnt to-
asked to share their
ing out the “What I learnt today” day” section in the
learnings from this
ASSESS section from SW. Student Workbook
Topic. This will help
them learn from
each other.

50
 • Market scan is helpful in un-
derstanding the ever-chang-
ing world of work.
• Identifying the career path-
ways, source of information,
target and timelines are cru-

SAMPLE SESSION PLANS

cial in market scan.
• We must collect various data
about a career using the
internet, newspapers, career
guidance agencies and work-
ing professionals.

• Encourage students to complete

the DL on this topic after the class Digital Lesson in
and share their responses in the the Quest App
Community page/ WhatsApp

MODULE 10
group.

• Introduce the topic for the next

Student Workbook
class . Motivate students
• Encourage students to go through to learn on their
the topic to learn on their own own using the SW/
CLOSE using the SW/DL before the next DL. This will help
class. them to become
• Remind everyone to complete the independent
exercises in the SW and bring it to learners.
Digital Lesson
the next class.

51
 Classroom Session Plan:
Sample 3
SAMPLE SESSION PLANS

Entrepreneurial Mindset

DESIGN Where to
DESCRIPTION TIPS
BLOCKS find this info

Module Entrepreneurship Student Workbook

Name
MODULE 10

Lesson Entrepreneurial
Student Workbook
Name Mindset

Session Ex: Think of a creative

Title Naukar nahin, Malik hain hum title to make this
Your creativity!
(Optional) Thozhilali alla, Mudhalali Naan lesson interesting.

Time Your institute The actual time you

time-table get to conduct this
class.

Learning Learning Objectives for this lesson Student Workbook Read the LOs care-
Objectives fully, so that you
(LOs) 1. What is Entrepreneurial Mindset? are well prepared
2. How to set up a business and clear about
what to cover in the
class.

BEFORE THE CLASS

Let’s get ready before entering the

classroom
• READ: Go through the content on
this topic from i) SW ii) DL
• NOTE: Make a note of the sum- a) Student Work-
mary points in the “What I learnt book & Digital
today” section in the SW Lesson
• A mindset is a way of thinking
Write down im-
and looking at major decisions
portant points or
PLAN in life.
details for this topic
• An entrepreneurial mindset re-
to make it easier
quires us to think like problem
to remember when
solvers and learn from failure.
taking class
• An entrepreneur should be
open to working with people b) Student Work-
of diverse skill sets and back- book
grounds.
• An entrepreneur must be a
creative problem solver, analyt-
ical thinker and a team leader.

52
 • PREPARE: Prepare any materials c) Student
you may need for the class. Exam- Workbook
ple: charts, chits, handouts, other
stationery material.

SAMPLE SESSION PLANS

IN THE CLASS

Sharing Circle:
• Hello students! Welcome back to
the ES Class.
• Today, we will understand and
practice – Entrepreneurial Mindset Sharing can also
• Before we start, let’s look at “What be done in small

MODULE 10
we already know about “Entrepre- groups having a
neurial Mindset”. First question in mix of students–
• Go to the first question under this the Student Work- some who have
topic in the SW and respond to the book filled in the SW be-
question – fore class and some
who have not.
SHARE What kind of attitude or mindset This will motivate
makes an entrepreneur successful? students to come
prepared to class
and help them un-
• How many of you have filled your derstand the topic
responses before coming to class? better.
Those who haven’t done it can fill
it in now and share.
• Invite a few students to share
their answers with the class.
• Summarise the answers shared by
the students.

Relevance of the topic: Share your own

• Ask students to think about the Facilitator Guide personal experi-
question: “Why is “Entrepreneurial – “Facilitat-ing ences or under-
REFLECT Mindset” important for your life the new Em- standing of this
and career?” ployability Skills topic. This will
• Encourage students to share their (ES) Curriculum” help students see
responses with the whole class. module value in what they
are learning.

Learning Together: Complete all

exercises and
• We know that an entrepreneur
questions given in
is a person who doesn’t just seek Student Workbook
SW to make sure
job opportunities but uses his/
all students have
her skills and ideas to CREATE job
understood it well.
opportunities!
LEARN • Now let’s train our minds to think
like an entrepreneur.

LO 1: Let’s learn about the

Entrepreneurial Mindset
Share the information given in the SW
with the class

53
 Now ask the students to do the following
exercise in their SW:

Which of the following sentences are

true about you? (Read out the options in
the SW)
SAMPLE SESSION PLANS

Why do entrepreneurs need a mindset

of ‘learning from failure’? (Read out the
options in the SW)

Invite a few students to share their

responses with the whole class.

LO 2: Let’s learn about setting

up a business
Share the information given in the SW
with the class
MODULE 10

Read out the story of Gyaan and ask the

students to answer the following
question in their SW

What is the next step Gyaan should take

to create a business plan?

Summarise the responses for the class.

Let’s learn about the story of

Goli Vada Pav
Read out the story from the SW
Check if the students have understood
what was discussed. Invite them to ask
questions and clarify doubts, if any.

Activity Time!
• Create some excitement and get the
class ready for the activity.
• Call out the instructions for the
activity given in the ‘Activity Time’
section of the SW.
Interview an entrepreneur. Speak to any
business owner near you. People who
run shops, food stalls, salons, factories, Variations to con-
etc. are all entrepreneurs. You can ask duct this activity:
them the questions given in the SW. a) Divide students
into teams of two
• If the students cannot contact an to do the activity
entrepreneur during class hours, in pairs.
‘Activity Time’
APPLY they can do so after class. b) Invite two vol-
section of the Stu-
• You can ask the students to pair up unteers to do the
dent Workbook
for doing the interviews and identify activity in front
an entrepreneur they would like to of the class, like a
interview. role play.
• Ask the pairs to prepare a list of
questions they would like to ask the
entrepreneur and discuss them in
the class.
• Invite students to share their experi-
ence of doing this activity using the
following questions:
+ What do you think went well?
+ What could have been done bet-
ter?
+ What did you enjoy the most?

54
 ENDING THE CLASS

DESIGN Where to
DESCRIPTION TIPS
BLOCKS find this info

SAMPLE SESSION PLANS

Summary of Learning: If there is time,
students can also be
• Summarise the learning by read- “What I learnt to-
asked to share their
ing out the “What I learnt today” day” section in the
learnings from this
ASSESS section from SW. Student Workbook
Topic. This will help
them learn from
• A mindset is a way of thinking each other.
and looking at major deci-
sions in life.
• An entrepreneurial mindset
requires us to think like prob-

MODULE 10
lem solvers and learn from
failure.
• An entrepreneur should be
open to working with people
of diverse skill sets and back-
grounds.
• An entrepreneur must be
a creative problem solver,
analytical thinker and a team
leader.

• Encourage students to complete

the DL on this topic after the class Digital Lesson in
and share their responses in the the Quest App
Community page/ WhatsApp
group.

• Introduce the topic for the next

Student Workbook
class . Motivate students
• Encourage students to go through to learn on their
the topic to learn on their own own using the SW/
CLOSE using the SW/DL before the next DL. This will help
class. them to become
• Remind everyone to complete the independent
exercises in the SW and bring it to learners.
Digital Lesson
the next class.

55
 Professional Development
as a 21st Century Facilitator
As an Employability Skills facilitator your primary role is to enable learners to
become effective 21st century professionals. For that, you too need to sharpen
your skills continuously.

Updating your own knowledge, improving teaching methods, building your own
digital skills, adapting to the changing external world, and your learners’
changing needs are all part of your professional development as a 21st Century
Facilitator

In this module, you will understand:

1. Self-learning for an
Facilitator
2. How to build a digital profile
3. Your self-learning action
plan

56 To know more read Quest Alliance’s publication “Self-learning: Concepts, Principles & Strategies”
1
 PROFESSIONAL DEVELOPMENT AS AN
FACILITATOR
MODULE 11
Step 1: PLAN: Identifying what to learn is a critical Step 2: DO: Once you have planned what, how and
first step to becoming a self-learner. Set a learning by when you would like to learn, you’re ready to get
goal for yourself, preferably with a time-frame by started. Learn the concept at your own pace and in
when to achieve it. Also identify how you would like your preferred style. Access multiple resources for a
to self-learn - enrolling in an online course, holistic perspective and complete learning. Practice
attending a skill development workshop, and revise what you have learnt. It also helps to have
experimenting by oneself, reading books etc. - a ‘learning buddy’ – working with a friend or col-
there are many ways. You need to find the mode(s) league, helping each other keep up your motivation
of learning that best suits your learning style. and commitment to self-learning.

Step 3: REFLECT: Self-reflection and assessment Step 4: APPLY: One of the best ways of
are important for any learner. It is useful to pause at consolidating your learning is by applying it in your
intervals to look back and assess how far you have classroom! Try it out! Create a project on the new
achieved your learning goals and plan the course concept or experiment with your new learning in the
ahead. Think about your learning experience. What class. Seek out feedback from peers or learners on
are you doing well and what can you improve? You what worked and what you can do differently the
may do this by yourself or have your buddy assess next time. You get better at it each time you practise
your learning. it!

Step 5: SHARE: Learning grows when shared!

Document your learning journey. You can main-
tain a learning log or blog to self-reflect and share. Once you have successfully achieved the goal you
Share your experience with your peer group set, it’s time to plan for new learning! Learning is an
through WhatsApp groups and Facilitator exciting, ongoing process!
Community pages. Learn from each other, inspire
and get inspired!

57
PROFESSIONAL DEVELOPMENT AS AN

PEER STORY: SELF-LEARNING HELPS THIS FACILITATOR

STAY RELEVANT
Let us see how Anjan Sharma, ES facilitator at ITI Majuli, Assam practices
and encourages self-learning:
FACILITATOR
MODULE 11

Anjan Sharma had loved the profession of teaching and wanted to serve
society by becoming a teacher. As an ITI facilitator in Guwahati, enjoyed
teaching the subjects of entrepreneurship and English Literacy. But as the ES
curric-ulum changed, Mr. Sharma had to learn new topics himself before he
could teach the learners. He would also make notes for himself, which he
would share with his learners too. During the lockdown, he faced a huge
problem because of his lack of digital skills. He felt he couldn’t teach learners
as he would have in normal classes. However, Anjan Sharma being a big
believer in self-learning, is trying to overcome this gap. He learnt how to
conduct classes online, by trial and error method of self-learning. On
occasions when he isn’t available, he motivates them to use the internet to try
and explore concepts of Employability Skills on their own. Thus, he continues
his journey of self- learning and encourages his learners to do the same.

58
How to build a digital profile?

PROFESSIONAL DEVELOPMENT AS AN
In this 21st century techno world, digital skills are a must-have for career development.
Research shows that digital literacy is among the top key skills sought by employers.
The COVID-19 pandemic forced the world to go online. Today, everything has moved
online: from shopping, eating, and meeting to studying and working. Facilitator,
learners and employers now recognize the benefits of digital literacy.

It is important for ES facilitator to be digitally savvy. Further, with ES lessons now

available as digital lessons, facilitator need to access them to build a flipped classroom.

FACILITATOR
It has also become an important skill for facilitator - for self-learning, upskilling and
networking. There are many online platforms and ‘communities of practice’ that allow
facilitator to come together to learn, exchange ideas and experiences and help each
other to grow. Here is one such example: Facilitator Tribe.

MODULE 11
Facilitator Tribe:
Facilitator Tribe is an online community of 21st century facilitator started by Quest
Alliance - A community of facilitator for facilitator by facilitator.

What you will get:

• Free resources, reading material and content related to 21st-century facilitation skills
• Updates on latest training industry news and research
• Opportunity to attend MasterClasses facilitated by industry experts
• Get to know about upskilling opportunities like workshops, events, conferences around
the country
• Field stories and learning resources shared by the community members
• Build your social capital by building peer networks
• Ongoing support to facilitator to better their practice and enrich their engagement
with toolkits & curriculum

Why should you join?

• To be a part of the community of 3000+ Facilitator from across all ecosystems from over
30 countries
• To find motivation and support to grow as a 21st century Facilitator
• Be an active member of facilitator Tribe and get recognized as Star of the Month.

How to access Facilitator Tribe?

1. Visit www.facebook.com/trainertribeindia
2. Click on the “Join” button
3. Read the group rules & tick the box to submit your answers.
4. Facilitator Tribe team will review and approve your request.
5. Congrats! Now you are part of facilitator Tribe!

You can also check out other teacher groups like

• Teach Thought - Instagram, Facebook, Twitter
• Edutopia - Instagram, Facebook, Twitter
• Training Professionals Network - Linkedin

Find more such communities and platforms in the “Resources” section!

59
PROFESSIONAL DEVELOPMENT AS AN

PEER STORY: LEVERAGING TECHNOLOGY FOR LEARNING

Let us see how Karthikeyan.A from Govt. ITI – Pudukkottai, Tamil Nadu used
the digital skills to take their teaching to the next level.
FACILITATOR
MODULE 11

Karthikeyan, ITI Facilitator at Govt. ITI, Pudukottai, has impacted learners, not
only in Tamil Nadu, but across India, by creating his own website (www.iti50.
com). Through a series of articles every month on the website, he provides
learners information about the ITI ecosystem. Karthikeyan initially started
with a blog in 2017. “I would write short blog posts related to the concepts I
taught in class. So learners who eventually got tech savvy through the classes
could visit my blog and get short summaries of my classes,” he says. But those
days, technology was not welcomed inside classrooms and learners were not
allowed to use smartphones. Karthikeyan then took HTML courses from on-
line learning platforms and converted his blog into a website in 2018, building
it from scratch. He leveraged Google tools to bring 400 individual viewers for
his website per day, most of the visitors being from Assam, Meghalaya and
Jharkhand. It was humbling for him to know that his small experiment for his
learners was helping learners all over the country. Today, ES facilitator across
Tamil Nadu use the website to provide additional support to their learners.
Karthikeyan writes five articles per month despite his hectic schedule to
ensure that ITI learners continue to learn. In response to the pandemic, he

60
started a YouTube channel titled ‘ITI Courses & Subjects’. Karthikeyan
currently has over 500 subscribers and uses PPTs to make short trade specific

PROFESSIONAL DEVELOPMENT AS AN
videos in Tamil. He again undertook online courses to develop video-making
skills. Karthikeyan is a strong advocate of self-learning and encourages his
learners too, to use online resources to develop skills.

Your self-learning action plan

FACILITATOR
A good plan guarantees success!

So, here is a way to build an action-plan for your self-learning journey. Fill all the

MODULE 11
details in the box given below.

All the best!

Plan Do Reflect Apply Share

(Learning goal) What am I How was my learn- How will I practise How will I
What I want to learning? ing experience? my learning? document my
learn is… learning
experience?

How I want to How am I What did I do well? Project to apply How/ where will I
learn it… learning? my learning is… share my
Feedback and learning?

When do I want Other resources How can I improve? learning from

to learn… and support I practical applica- New ideas and
have for tion innovations from
learning sharing
(buddy, learn-
ing communi-
ties etc.)

Learning is a continuous process.

Remember to celebrate your failures and wins

equally!

61
 RESOURCES
RESOURCES

Dear Facilitator

In this section, you will find resources to help you in your daily
classroom practice.
MODULE 12

From tips, tricks to links to further learning - this section is meant to be

a starting point or inspiration for your onward journey as a 21st
century facilitator

Happy discovery!

Some Techniques For Your

Classroom

Paired Learning
• This is a simple system where you create pairs or
buddys of 2 or 3 members.
• Students can share their ideas, views, clarify
doubts, do activities in this small group or pair
• Make sure you pair different types of learners -
different learning capacity, different social groups
• Ensure the pairs come together for 3 months and
then change the pairing

Project-based or Activity-based Learning

• This method to encourages students to learn by
applying the knowledge and skills the have built
by doing small projects or activities
• Almost all lessons in the student workbook require
students to do small projects or activities
• Encourage students to complete all projects or
activities in pairs or small groups
• Students need to share what they learnt through
the activities with rest of the class
• The ‘practicals’ part of the Employability Skills
curriculum can be experienced through projects
and activities

62
Recognition
• Recognizing and rewarding good work by students
is the best way to encourage good, positive behav-
ior
• Have a monthly recognition system in your class
for various categories - promising pair, awesome
communicator, digital lesson champion, workbook

RESOURCES
warrior, super team etc
• Make sure you do not discriminate or create a
sense of unhealthy competition due to recognition
• Invite the learners to nominate themselves and
their friends for these categories

MODULE 12
Role-modeling
• Being a role model is a highly responsible task of an
facilitator
• Uphold all the important values you wish to see in
your classroom - clear communication, friendliness,
politeness, encouraging others, being open, hard-
working etc
• Seek feedback from your students so that you can
keep improving
• Be a self-learner - If you do not know something
that students ask, tell them you will learn and then
explain to them.

Some Tips On Facilitation

Small Group Facilitation
Many activities in the student workbook require the
learners to work in small groups of 2, 3 or 5 people.
When creating small groups, keep in mind:

• Make sure there is diversity in the small group

(male + female/ talkative + less talkative learners)
• Ensure different groups are made each time so the
class bonds with each other
• Do not encourage groupism
• Invite all the learners to speak & share their views
• Explain that whatever is shared in the group, re-
mains in the group

63
 Large Group Facilitation

Large group facilitation happens when many learners

in the class need to share their views. Some tips are:

• Ask thought provoking questions and allowing

RESOURCES

time for the group to think about the question. The

‘Thinking Box’ section in the student workbook has
many questions for the whole class.
• Invite different learners to share ideas or responses
• Request the learners to keep their responses short
& quick
• Rephrasing a group member’s response to ensure
MODULE 12

the group understands what was said

• Use examples to help learners understand the
concept

Good Practices for Good Practices for

Facilitating a Discussion Telling a Story

Discussions are the central part of any Storytelling is a great skill for a facilitator to have.
activity. Some tips are: Some tips are:

• Create a safe environment for the • Make the participants sit comfortably. A semicir-
participants to share their thoughts and cle is a good seating arrangement for a storytell-
feelings ing activity
• Prepare your questions for discussion in • Ensure that your voice is clear, loud and filled
advance with energy
• Ask short, clear questions • Maintain an eye contact with all the learners
• Invite the participants to discuss freely • Modulate your voice to convey the drama behind
- For many topics in the Employability the story
Skills curriculum, there are no right or • Begin by stating the main objectives of the story
wrong answers! and what is expected out of the partici-pants
• Ensure that no small group or an indi- • Ensure you prepare in advance to tell the story
vidual monopolizes the discussion • Ask the learners to reflect on what they learnt
• Maintain a tight watch on the time allot- from the story
ted for discussions • Finally, remember to not give any “gyan”. Invite
• After the discussions are over connect the learners to understand the story in their own
them to the main topic way.
• Summarize the main points of the dis-
cussion

64
Leads For Your Self-Learning
Self-learning is the best skill you can develop as an facilitator in this fast changing
world. Learning can come from many sources - social media, books, movies, fellow-
educators, blogs, articles, videos etc.

Keywords for online search:

RESOURCES
MODULE 12
Watch these videos on YouTube:

Some useful websites:

https://www.experiential.institute/
https://www.partnersforyouth.org/
http://www.evoluersolutions.com/
https://playforpeace.org/
https://chiji.com/
https://www.firstaidarts.org/
https://www.brainpickings.org/
https://partnersforyouth.org/

65
 Some books to read:

• The Happy Child: Changing the Heart of Education (Steven

Harrison)
• The Journey Toward the Caring Classroom (Laurie Frank)
• Catch the Fire (Peggy Taylor & Charlie Murphy)
• Tuesdays with Morrie (Mitch Albom)
• The Innovator’s Mindset: Empower Learning, Unleash
Talent, and Lead a Culture of Creativity (George Couros)
RESOURCES
MODULE 12

Some movies to watch:

• Stand and Deliver - English

• Stanley ka Dabba - Hindi
• Dead Poets Society - English
• Taare Zameen Par - Hindi
• Vaagai Sooda Vaa - Tamil
• Sattai - Tamil
• Kung Fu Panda - English
• Teacher of the Year - Gujarati
• Invictus - English
• Hami - Bengali

Some social-media communities or

handles to follow:
• Facilitator Tribe - Facebook
• Teach Thought - Instagram, Facebook, Twitter
• Edutopia - Instagram, Facebook, Twitter
• Training Professionals Network - Linkedin
• Like Skills facilitator and Professionals -
Facebook
• Association of facilitator - Facebook
• Training and Development - Linkedin

Finally, the most magical way to keep on learning and

growing is to educate others!

Create your own videos, write articles or share your

ideas online for other facilitator to follow.

Become a leader in your Facilitator community!

66
Dear Facilitator

Thank you for undertaking this

learning journey!

We eagerly look forward to hearing about your experience of:

• Creating enriching learning experiences with the Employability Skills

curriculum
• Building safe and happy classrooms for yourself and your learners
• Weaving in the elements of 21st-century learning in your classrooms
• Enabling self-learners
• Equipping your learners to be the future workforce of the country

All the very best!

67
YOU CAN LEARN Scan to start
learning

EMPLOYABILITY SKILLS
ON THE
BHARAT SKILLS PORTAL

Visit: www.employabilityskills.net

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