National Competency Standards for Tailoring and Dress Making · Bangladesh Technical Education...

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Government of the People’s Republic of Bangladesh

Skills Development Project

Qualification Title: National Skills Certificate-I in Tailoring and Dress

Making (Informal Sector) Qualification Code: INFTDM100112

Bangladesh Technical Education Board

July 2013

National Competency Standards for Tailoring and Dress Making


National Skills Certificate-I in Tailoring and Dress Making (Informal Sector) 1

Copyright

The National Competency Standard for (NSC-I) is a referral document for the development of curricula, teaching and learning materials, and assessment tools. It also serves as the base document for providing trainings consistent with existing quality assurance systems. This document is owned by the Government of the People’s Republic of Bangladesh. All Bangladesh national public and private institutions may use the information in without restriction for activities benefitting Bangladesh. Other interested parties must obtain permission from the owner of this document for reproduction of information in any manner in whole or in part of this Skills Standard, in English or other languages. This document is available on a cost recovery basis at: Bangladesh Technical Education Board (BTEB) Agargoan, Sher-E-Bangla Nagar Dhaka -1207, Bangladesh Telephone: +88 02 81 2056 Fax: +88 02 8113345 email: [email protected] www.bteb.gov.bd

mailto:[email protected]�

http://www.bteb.gov.bd/�



Approval Sheet The National Competency Standards for National Skills Certificate-I in Tailoring and Dress Making (Informal Sector) Qualification is a document developed by the Technical Sub Committee for Tailoring and Dress Making under the Skills Development Project ADB Loan 2425 – BAN (SF).

It was approved by the Bangladesh Technical Education Board (BTEB) upon the

Endorsement of the Industry Skills Council at a meeting held on 09 April 2012 at the

office of the Industry Skills Council.

The standard also approved by Standard and Curriculum Development Committee (SCDC) on 19.06.2013, meeting held at BTEB - CBT Cell.

Honorable Members of SCDC Committee: Sl. No

Name Position

1

Ms. Sabina Yasmin Project Manager, Skills Development and Training Program, Dhaka Ahsania Mission House # 19, Road #12(new) Dhanmondi R/A, Dhaka Phone-02-90008919 Ex-116, 8119-521-22,

Cell-01716917542

Chairperson

2 Ms. Kohinor Yeasmin Chief Executive, Tarango, 282/5, 1st Colony Mazar Road, Mirpur-1, Dhaka-1216 Phone-88-02-8014-341, 8031247, Cell-01715024110

Member

3 Mrs. Rahima Khatun Senior Program Organizer Zander Division, CMES, Dhaka Cell-01765376068

Member

4 Mrs. Nazma Akter Beautician, CMES Gruate, CMES Kayet para Unit, Sherpur, Gazipur Cell-01743132177

Member

5 M. Lutfur Rahman Assistant Director, Directorate of Technical Education, Dhaka

01711186082 Member

6

Chandan Lal Ghosh Deputy Director(Training), Bureau of Manpower Employment & Training Phone-02-8350109 Cell-01916572047, 01552403962

Member

7 Mr. Raju Mohammed Shahidul Islam Deputy Director(Research), Bangladesh Technical Education Board, Dhaka Cell-01556622655

Member

8

Khandakar Salina Akther Instructor, Ahasania Mission Sayed Shahadat Ali Memorial Education and Vocation Training Center, Mohammadpur, Dhaka Cell-01818581602

Member



Developed by: Dr. Mr. Alauddin Khalifa Chairman Technical Sub Committee Endorsed by: Dr. Mohammad Ibrahim Co Chairman

Informal Sector Industry Skills Council Kazi Rafiqul Alam Co Chairman

Informal Sector Industry Skills Council Under the guidance of: Chowdury Mufad Ahmed Project Director

Skills Development Project Approved by: Prof. Md. Abul Kashem Chairman Bangladesh Technical Education Board



Preface

The TVET system has a large role to play in economic growth and social development as workforce provider to the labor market and as provider of skills to those who are looking for employment. In the case of Bangladesh, the TVET sector needs major reforms to ensure that issues of quality and capacity, relevance, and access are properly addressed. The Directorate of Technical Education (DTE) with funding from the Asian Development Bank (ADB), Swiss Agency Development for Cooperation SDC and the Government of Bangladesh (GoB) is implementing a project known as Skills Development Project (SDP). The main target of the Skills Development Project (SDP) is to improve the relevance of TVET in labor market by introducing competency-based training system: a system that proceeds from the development of a qualifications framework, competency standards, curriculum, training delivery, assessment, and quality assurance mechanisms in order to develop a competitive workforce. The development of competency standards is regarded as the heart of a competency-based training regime. Each standard defines sets of knowledge, skills and attitudes (KSAs) that a Bangladeshi trainee should be able to demonstrate at a recognized level of competence. It provides a common framework of outcomes between the labor and education sectors, as well as among workers, trainers and trainees. In the process of development, Industry Skills Council (ISCs) was organized to determine competencies expected of an occupation in Bangladesh. The ISC, whose membership come from “top performers” in the industry, performed occupational, competency and unit analyses based on their rich experiences in the field, existing documents, and on the advice of national and international experts. Competency standards of Sri Lanka, Philippines, Australia, Korea, Malaysia, Maldives and other countries were examined. A series of workshops – development, review and finalization - were conducted to ensure a workable National Competency Standards for the occupation. Further, a validation instrument was developed and administered to other top industry performers to verify and confirm the draft being developed. It is hoped that this document reflects the real needs of the industry thereby providing a concrete basis for the curriculum development and assessment. In such a way, the development of relevant and competent workforce is not farfetched.

Chowdury Mufad Ahmed Project Director

Skills Development Project

Prof. Md. Abul Kashem Chairman, Bangladesh Technical Education Board



Contents

Approval Sheet ........................................................................................................ 2

Preface .................................................................................................................... 4

Contents ................................................................................................................. 5

Acronyms ................................................................................................................ 6

Section 1: The Qualification ..................................................................................... 7

Section -2: National Competency Standards ............................................................. 8

Section 2: The Summary of Units of Competencies.................................................. 10

Section 3. The Generic Competencies ..................................................................... 11

Communicate in the Workplace ............................................................................. 11

Work in a Team Environment ................................................................................ 15

Practice Workplace Cleanliness .............................................................................. 18

Practice Occupational Health and Safety (OHS) ...................................................... 21

Section 4. The Sector Specific Competencies ........................................................... 25

Work in the Informal (Garment) Sector ................................................................... 25

Perform Measurement and Calculations in Informal (Garment) Sector ..................... 29

Use Hand Tools and Power Tools ............................................................................ 33

Make Easer Pant ................................................................................................... 37

Make Petticoat....................................................................................................... 42

Make Kamiz ......................................................................................................... 47

Make Shallower .................................................................................................... 52

Prepare Nightwear for ladies. ................................................................................. 57

Annexer ..................................................................... Error! Bookmark not defined. Annex 1. Competency Map for Dressmaker........................................................... 62

Annex 2. Bangladesh National Qualifications Framework ........................................ 63

Annex 3. Qualification Level Descriptors ................................................................ 64

Annex 4. Key for Coding ........................................................................................ 65

Acknowledgments .................................................................................................. 66



Acronyms

MoE Ministry of Education DG Director General DTE Directorate of Technical Education SDP Skills Development Project PD Project Director PIU Project Implementation Unit GOB Government of Bangladesh ADB Asian Development Bank SC Swiss contact ANTA Australian National Training Authority APEC Asia Pacific Economic Cooperation ASEAN Association of Southeast Asian Nations BMET Bureau of Manpower Employment and Training NTVQ National Technical Vocational Qualification NTVQF National Technical Vocational Qualification Framework BTEB Bangladesh Technical Education Board CBT Competency Based Training CS Competency Standard HSC (Voc) Higher Secondary Certificate (Vocational) KSA Knowledge, Skills, Attitude MOLE Ministry of Labor and Employment OHS Occupational Health and Safety PSC Project Steering Committee INF Informal Sector RPL Recognition of Prior Learning SSC (Voc) Secondary School Certificate (Vocational) STEP Skills and Training Enhancement project (WB) ISC Industry Skills Council TESDA Technical Education and Skills Development Authority TL Team Leader TSC Technical Sub Committee TVET Technical and Vocational Education and Training WB World Bank DACUM Development of a Curriculum CBLM Competency based learning Materials TDM Tailoring and Dress Making



Section 1: The Qualification

1. Title of Qualification: National Skills Certificate-1 in Tailoring and Dress Making(Informal Sector)

2. Qualification code: 3. Endorsement date:

INFTDM100112 13 June 2013

4. Purpose of the qualification

The NSC-I in Tailoring and Dress Making Qualification consists of a set of competencies that a person must achieve in order to work competently in the Informal Sector as a Dress Maker.

In particular, he/she should be able to:

1. Make Easer Pant

2. Make Petticoat

3. Make Kamiz

4. Make Shalwar

5. Make Nightwear for Ladies

6. Regulatory Arrangements

The holder of this qualification should have been assessed by a BTEB certified assessor and found to be competent in the units listed in Section 2.

7. Accreditation requirements

The qualifications shall be offered in compliance with the accreditation requirements set by BTEB.

8. Transition arrangements

In the absence of certified assessors, the BTEB shall appoint trainers who have undergone assessment trainings.

9. Contact for comments

Chairperson Bangladesh Technical Education Board (BTEB) Agargaon, Sheer-E-Bangla Nagar, Dhaka-1207.



Section -2: National Competency Standards for

National Skills Certificates in Tailoring and Dress Making

Generic Competencies;

Code Unit of Competency Level No. of Hrs

.

GN100112A Communicate in the Workplace 1 36

GN100212A Work in a Team Environment 1 18

GN100312A Practice workplace cleanliness 1 18

GN100412A Practice Occupational Health and Safety (OHS)

1 30

GN100512A Lead Small Team 3 18

GN100612A Demonstrate work values 3 18

GN100712A Practice negotiation skills 3 24

Total 162 hours

Sector Specific Competencies; Code Unit of Competency Level No. of

Hrs.

INF100112A Work in the Informal (INF) Sector 1 24

INF100212A Perform Measurement and Calculations for the Informal sector

1 48

INF100312A Use Hand Tools and Power Tools for the Informal Sector

1 30

INF200412A Interpret Drawings and Specifications in Manuals for the Garments Sector

2 36

INF200512A Apply Quality Standards 2 42

Total 180



Occupation Specific Competencies;

Code Unit of Competency Level No. of Hrs.

INFTDM100112A Make Easer Pant 1 30

INFTDM100212A Make Petticoat 1 30

INFTDM100312A Make Kamiz 1 36

INFTDM100412A Make Shallower 1 30

INFTDM100512A Make Nightwear for Ladies 1 30

INFTDM200612A Make Baby Frock 2 42

INFTDM200712A Make Blouse 2 48

INFTDM200812A Make Fatua 2 36

INFTDM200912A Make Pajama 2 30

INFTDM2001012A Make Skirt 2 36

INFTDM3001112A Make Panjabi 3 48

INFTDM3001212A Make Shirt 3 54

INFTDM3001312A Make Pant 3 60

INFTDM3001412A Make Sleeping Suit 3 48

Total 558 hrs.

Grand Total 900 hrs.



Section 2: The Summary of Units of Competencies

The units of competencies this qualification are summarized as follows:

Generic Competency;


GN100112A Communicate in the workplace 1 36

GN100212A Work in a team environment 1 18

GN100312A Practice workplace cleanliness 1 18

GN100412A Practice occupational health and safety (OHS)

1 30

Total 102

Sector Specific Competency;


INF100112A Work in the Informal (Garments) Sector 1 24

INF100212A Perform Measurement and Calculations for the Informal sector

1 48

INF100312A Use Hand Tools and Power Tools for the Informal Sector

1 30

Total 102

Occupation Specific competency;


INFTDM100112A Make Easer Pant 1 30

INFTDM100212A Make Petticoat 1 30

INFTDM100312A Make Kamiz 1 36

INFTDM100412A Make Shalwar 1 30

INFTDM100512A Make Nightwear for Ladies 1 30

Total 156 hrs.

Grand Total 360 hrs.



Section 3. The Generic Competencies

Unit of Competency: Communicate in the Workplace Unit Code: GN100112A

Unit Descriptor: This unit covers the knowledge, skills and attitudes (KSAs) required in communicating with others in the workplace environment.

It includes the use of receiving verbal instructions, interpreting verbal and written information and Conveying instructions using verbal and written forms of communication.

Nominal Hours: 36 hours

Elements of Competency

Performance Criteria

Bold italicized words are detailed in the Range of Variables

1. Receive verbal instructions.

1.1 Instructions are accessed and interpreted.

1.2 Questions are asked to clarify understanding or gain more information.

1.3 Information/instruction is recorded.

2. Interpret verbal and written information/

instruction

2.1 Written instructions are interpreted correctly in accordance with workplace guidelines.

2.2 Work signage is responded.

2.3 Routine written instructions are followed in sequence.

2.4 Feedback is given to workplace supervisor.

3. Convey instructions

using verbal and written forms of communication

3.1 Relevant communication methods are used.

3.2 Appropriate non-verbal communication is used.

3.3 Channels of communication are identified and followed.

3.4 Communication tools and equipment are operated, and faults are identified and reported.

3.5 Information is conveyed using appropriate forms.

4. Complete written documentation

4.1 All required documentation are completed

4.2 Workplace data is recorded.

4.3 Written information/instruction is passed.

5. Participate in work place meetings and discussions

5.1 Meetings are attended regularly and on time following well-disseminated agenda.

5.2 Meeting inputs are consistent with the meeting purpose and established protocols.

5.3 Opinions are expressed without interruption.

5.4 Meeting outputs are processed implemented.



Range of Variables

Variable Range (Include but not limited to):

1. Written instructions

1.1Supervisor’s/Manager’s Instructions

1.2 Memoranda

1.3 Rules and Regulations

1.4 Signage

1.5 Approved Work Plan

1.6 External communications

2. Workplace guidelines

2.1 Labor Policies and Guidelines

2.2 Written Instructions

2.3 Operations Manual

2.4 Organizational Manuals

2.5 Quality Assurance Handbook

3. Signage 3.1 On-site direction signs

3.2 Common site warnings

3.3 Location signs

3.4 Traffic signs

4. Communication 4.1 Verbal instructions

4.2 Written instructions

4.3 Online communication

5. Tools and machinery

5.1 Telephone

5.2 Mobile Phone

5.3 Fax machines

5.4 Two-way radio

5.5 Computers

5.6 Forms

5.7 Memo

5.8 Two-way radio

6. Forms 6.1 Memorandum

6.2 Requisitioning Form

6.3 Personnel Form

6.4 Safety Report Form

7. Documentation 7.1 Reports (Monthly, Quarterly, Half-Yearly, Annual)

7.2 Plans (Strategic Plan, Operational Plan, Monthly Schedule)

7.3 Monitoring and Evaluation Report

7.4 Minutes of Meetings



Evidence Guide

1. Critical Aspects of competency

1.1 Demonstrated knowledge of workplace procedures in receiving, interpreting and conveying verbal & written communication.

1.2 Satisfied the requirements mentioned in the Performance Criteria and Range of Variables

2. Underpinning knowledge

2.1 Workplace Communication Policies, Standards and Procedures

2.2 Verbal and Non-verbal communication

2.3 Modes of Communication

2.4 Communication Equipment: Types, Uses and Faults

2.5 Channels of Communication

3. Underpinning Skills

3.1 Receiving verbal instructions.

3.2 Interpreting verbal and written information/instruction

3.3 Conveying instructions using verbal and written forms of communication

3.4 Completing written documentation

3.5 Participating in work place meetings and discussions

4. Underpinning Attitudes

4.1 Commitment to occupational health and safety

4.2 Environmental concerns

4.3 Eagerness to learn

4.4 Tidiness and timeliness

4.5 Respect for rights of peers and seniors in workplace

4.6 Communication with peers and seniors in workplace 5. Resource

Implication 5.1 Pens

5.2 Telephone

5.3 Computer

5.5 Writing materials

5.6 Online communication

6. Methods of Assessment

Competency should be assessed through:

6.1 Direct observation

6.2 Demonstration

6.3 Written Exam.

6.4 Oral questioning

6.5 Portfolio

7. Context for Assessment

For certification competency should be assessed individually in the actual work place or simulated environment after completion of the module.

Accreditation Requirements Training providers must be accredited by Bangladesh Technical Education Board

(BTEB) , the national quality assurance body, or a body with delegated authority for quality assurance to conduct training and assessment against this unit of



competency for credit towards the award of any national qualification.

Accredited providers assessing against this unit of competency must meet the quality assurance requirements set by BTEB.



Unit of Competency: Work in a Team Environment Unit Code: GN100212A

Unit Descriptor: This unit covers the knowledge, skills and attitudes (KSAs) required in working in a team environment.

It includes the following: identify OHS policies and procedures, follow personal safety measures, report hazards and risks, respond to emergencies, and maintain personal well-being.





1. Define team role and scope

1.1 Role and objectives of the team are defined from available sources of information.

1.2 Team structure, responsibilities and reporting relations are identified from team discussions and other external sources.

2. Identify individual role and responsibility

2.1 Individual roles and responsibilities of team members are identified

2.2 Reporting relationships among team members are defined and clarified.

2.3 Reporting relationships external to the team are defined and clarified.

3. Participate in team discussions

3.1 Ideas related to team plans are contributed

3.2 Recommendations for improving team work are put forward.

4. Work as a team member

4.1 Effective forms of communication are used to interact with team members in discussing team activities and objectives based on workplace context.

4.2 Communication channels are followed.

4.3 OHS practices are followed.

Range of Variables

Variable Range (Include but not limited to):

1. Sources of

information

1.1 Standard Operating Procedures

1.2 Job Description

1.3 Operations Manual

1.4 Organizational Structure

2. Team Members Include but not limited to:

2.1 Coach/mentor

2.2 Supervisor/Manager

2.3 Peers/Colleagues

2.4 Employee representative



3. Workplace context 3.1 National Laws and Statutes

3.2 Standard Operating Procedures

3.3 Workplace Rules and Regulations

Evidence Guide

1. Critical aspects of competency

1.1. Demonstrated knowledge in working in a team environment.

1.2. Satisfied the requirements mentioned in the Performance Criteria and Range of Variables


2.1. Team structure, role and responsibility

2.2. Individual Members’ Roles and Responsibilities

2.3. Communication Flow and Reporting Structures

2.4. Team Planning

2.5. Interpersonal Communication Skills

2.6. Team Meeting Procedures

2.7. OHS Practices


3.1. Identifying the role and responsibility of the team

3.2. Identifying roles and responsibilities of individual members

3.3. Participating in team discussions

3.4. Working as a team member







4.7 Communication with peers and seniors in workplace 5 Resource

Implication The following resources must be made available:

5.1 Appropriate workplace

5.2 Relevant materials and equipment

5.3 Relevant specifications or work instructions




6.2 Demonstration

6.3 Written Exam.

6.4 Oral Test.

6.5 Portfolio

7. Context for Assessment




Accreditation Requirements

Training providers must be accredited by Bangladesh Technical Education Board

(BTEB) , the national quality assurance body, or a body with delegated authority for quality assurance to conduct training and assessment against this unit of competency for credit towards the award of any national qualification.




Unit of Competency: Practice Workplace Cleanliness Unit Code: GN100312A

Unit Descriptor: This unit covers the knowledge, skills and attitudes (KSAs)

required to Practice Workplace Cleanliness .

It includes five steps, namely 5S: sorting, systematize, sweep, standardize, and sustain activities.


Elements of

Competency Performance Criteria


1. Sort to dispose unnecessary items

1.1. Items in the workplace are identified and differentiated into necessary and unnecessary.

1.2. Unnecessary items are removed and disposed.

1.3. Inventory of necessary items are updated and maintained.

2. Systematize the workplace

2.1. Necessary items are supplied with identification marks and arranged in order based 5S procedures.

2.2. The best location to place the necessary items is identified.

2.3. Necessary items are regularly checked in their assigned location.

3. Sweep the workplace

3.1. Workplace is kept neat, clean and tidy before, during and after work hours.

3.2. Tools and equipment are kept clean according to housekeeping procedures.

3.3. Minor repairs are done to tools and equipment, when necessary.

3.4. Defective tools and equipment are reported to proper authority.

4. Standardize activities

4.1. Workplace activities are done based on standard operating procedures.

4.2. Workplace decorum is maintained.

4.3. Accidents are reported to proper authority immediately.

4.4. Work is performed according to OHS procedures.

5. Sustain housekeeping activities

5.1. 5S procedure is implemented.

5.2. Bottlenecks are identified, improvements are recommended, and actions are taken.



Range of Variables

Variable Range (Included but not limited to):

1. Unnecessary Items

1.1. Waste materials

1.2. Papers and other printed materials not related to work activities

1.3. Damaged tools and equipment

1.4. Non-recyclable materials

2. Minor repairs May include but not limited to:

2.1. Sharpening of tools

2.2. Tightening of nuts, bolts and screws

2.3. Replacing of parts

2.4. Application of oil and lubricants

3. Decorum 3.1. Workplace rules and regulations

3.2. Workplace Code of Ethics

4. 5S A system of work developed in Japan for housekeeping purposes. It consists of:

4.1. Sorting

4.2. Systematize

4.3. Sweep

4.4. Standardize

4.5. Sustain

Evidence Guide:


1.1. Evidence of routine practice of 5S in the workplace.

1.2. Satisfying the requirements mentioned in the Performance Criteria and Range of Variables


2.1. Meaning and Application of 5S

2.2. Purposes of 5S

2.3. Methods of Identifying Weaknesses and Recommending Improvements

2.4. Principles of Efficient Workplace


3.1. Communicating

3.2. Planning

3.3. Organizing

3.4. Prioritizing

3.5. Recording

3.6. Problem Solving









4.6 Communication with peers and seniors in workplace

5. Resource Implication

5.1 Work place facility

5.2 Materials, tools and equipment necessary for the activity.




6.2 Demonstration

6.3 Written Exam.

6.4 Oral Test.

6.5 Portfolio

7. Context of Assessment



Training providers must be accredited by Bangladesh Technical Education Board (BTEB), the national quality assurance body, or a body with delegated authority for quality assurance to conduct training and assessment against this unit of competency for credit towards the award of any national qualification.




Unit of Competency: Practice Occupational Health and Safety (OHS) Unit Code: GN100412A

Unit Descriptor: This unit covers the knowledge, skills and attitudes (KSAs) required in carrying out occupational and safety practices in the workplace.

It includes the following: identify OHS policies and procedures, follow personal safety measures, report hazards and risks, respond to emergencies, and maintain personal well-being.





1. Identify OHS policies and procedures.

1.1. OHS policies and safe operating procedures are accessed, clarified if necessary and followed.

1.2. Safety signs and symbols are identified and followed.

1.3. Emergency response, evacuation procedures and other contingency measures are determined.

1.4. Workplace safety conditions are regularly reported to authority.

2. Apply personal health and safety practices

2.1. Personal protective equipment (PPE) and appropriate clothing are worn correctly and stored after use.

2.2. A clear and tidy workplace is maintained.

2.3. OHS equipment are maintained to keep them operational and compliant with OHS regulations

3. Report hazards and risks.

3.1. Hazards and risks are identified, assessed and controlled.

3.2. Terms of tolerable limits are identified.

3.3. Incidents arising from hazards and risks are reported to authority.

3.4. Details of incidents are recorded and informed.

4. Respond to emergencies

4.1. Alarms and warning devices are responded to emergencies.

4.2. Workplace emergency procedures are followed.

4.3. Emergency response plans and procedures are implemented.

5. Maintain personal well-being

5.1. OHS policies and procedures are adhered to activity.

5.2. OHS awareness programs are participated in as per workplace guidelines and procedures.

5.3. Corrective actions are implemented to correct unsafe condition in the workplace

5.4. “Fit to work” records are updated and maintained.



Range of Variables

Variable Range (Included but not limited to):

1. OHS Policies and Procedures

1.1. Bangladesh standards for OHS

1.2. Building Code

1.3. Fire Safety Rules and Regulations

1.4. Code of Practice

1.5. Industry Guidelines

2. Safe Operating Procedures

May include but not limited to:

2.1. Orientation on emergency exits, fire extinguishers, fire escape, etc.

2.2. Emergency procedures

2.3. First Aid procedures

2.4. Tagging procedures

2.5. Use of PPE

2.6. Safety procedures for hazardous substances

3. Safety Signs and symbols

3.1. Direction signs (exit, emergency exit, etc.)

3.2. First aid signs

3.3. Danger Tags

3.4. Hazard signs

3.5. Safety tags

3.6. Warning signs

4. Personal Protective Equipment (PPE)

4.1. Gas Mask

4.2. Gloves

4.3. Safety boots

4.4. Helmet

4.5. Face mask

4.6. Overalls

4.7. Goggles and safety glasses

4.8. Ear plugs

4.9. Sun block

4.10. Chemical/Gas detectors

5. Hazards 5.1. Chemical hazards

5.2. Biological hazards

5.3. Physical Hazards

6. Emergency Procedures

6.1. Fire fighting

6.2. Medical and first aid

6.3. evacuation

7. “Fit to Work” records

7.1. Medical Certificate every year



7.2. Accident reports, if any

Evidence Guide


1.1. Demonstrated knowledge in practicing occupational health and safety in the workplace.



2.1. OHS Workplace Policies and Procedures 2.2. Work Safety Procedures 2.3. Emergency Procedures 2.4. Types of Hazards (Biological, Chemical and Physical)

and Their Effects 2.5. PPE types and uses 2.6. Personal Hygiene Practices 2.7. OHS Awareness


3.1. Identifying OHS policies and procedures 3.2. Following personal work safety practices 3.3. Reporting hazards and risks 3.4. Responding to emergency procedures 3.5. Maintaining physical well-being in the workplace







4.6 Communication with peers and seniors in workplace

5. Resource Implication

The following resources must be provided: 5.1. Workplace 5.2. Equipment and outfits appropriate in applying safety

measures 5.3. Tools, materials and documentation required 5.4. OHS Policies and Procedures




6.2 Demonstration

6.3 Written Exam.

6.4 Oral Test

6.5 Portfolio






Training providers must be accredited by Bangladesh Technical Education Board (BTEB), the national quality assurance body, or a body with delegated authority for quality assurance to conduct training and assessment against this unit of competency for credit towards the award of any national qualification.




Section 4. The Sector Specific Competencies

Unit of Competency : Work in the Informal (Garment) Sector Unit Code : INF100112A

Unit Descriptor : This unit covers the knowledge, skills and altitude in working in the Informal (Garments) sector.

It includes describing the organizational structure of ready-made garments sector, identifying processes and procedures, identifying tools, equipment and materials, selecting workplace requirements, organizing own workload, and practice OHS.

Nominal Hours : 24 hours


Performance Criteria Bold italicized words are detailed in the Range of Variables

1. Describe the organization structure of RMG

1.1. Scope, nature and major fields of the Informal sector are determined.

1.2. Employment conditions of the Informal sector are determined.

1.3. Trends and technologies relevant to the sector (INF) are explained.

1.4. Policies and Guidelines of INF sector are identified and interpreted.

1.5. Instructions for achieving quality are obtained and clarified.

2. Identify processes and procedures

2.1. Garment production processes are identified, described and explained.

2.2. Work steps are identified.

2.3. Adjustments are interpreted.

3. Identify tools, equipment and materials

3.1. Manuals are accessed to ensure up-to-date specifications of tools, materials and equipment.

3.2. Tools, equipment and materials of INF sector are identified in case of non-availability.

3.3. Substitutes are selected.

3.4. Adjustments are interpreted.

4. Identify/Select workplace requirements

4.1. Workplace requirements are identified and selected.

4.2. Roles and responsibilities of all personnel are described.

4.3. Workplace’s practices are identified.

4.4. Problem-solving strategies are used to address bottlenecks, inconsistencies and other concerns.

5. Organize own workload

5.1. Work activities for individuals are planned.

5.2. Work progress is communicated to relevant workers.

5.3. Work activities are completed based on workplace



standards.

5.4. Difficulties and bottlenecks are identified.

5.5. Solutions of aforesaid difficulties are put forward.

5.6. Own work is monitored as per workplace standards.

5.7. Improvement is identified.

6. Practice OHS 6.1. OHS practices are identified.

6.2. OHS practices are interpreted.

6.3. OHS practices are implemented.

Range of Variables

Variables Ranges (Include but not limited to):

1. Major Fields 1.1 Tailoring

1.2 Garments

1. Employment conditions

1.1. Code of Practice

1.2. Salary/Wage System

1.3. Labor Practices

1.4. Anti-Discrimination Policy

1.5. Gender Issues

1.6. Awards

1.7. Procedures for Handling Disputes

1.8. Innovations in the Sector

2. Instructions 2.1. Specifications and requirements

2.2. Standard operating procedures

2.3. Manuals of Instruction

2.4. Operations Manual

2.5. Environmental Guidelines

2.6. Gender and Development (GAD)Guidelines

3. Manuals 3.1. Manual of Instruction

3.2. Manual of Specification

3.3. Operations Manual

3.4. Repair Manual

3.5. Quality Manual

4. Workplace requirements

4.1. Goals and objectives

4.2. Strategic and Operational Plans

4.3. Systems and Processes

4.4. Monitoring and Evaluation

4.5. Reports and Documentation

5. Tools, materials and equipment

Refers to all tools, equipment and materials appropriate to any of the RMG fields



6. Problem-solving strategies

6.1. Asking questions

6.2. Feedback and Feed forward system

6.3. Reference to Standard Operating Procedures

6.4. Accessing Information

6.5. Reviews

6.6. Brainstorming

7. OHS 7.1. Reporting hazards, risks and emergencies

7.2. Arrangement of workplaces

7.3. Standard Operating Procedure

7.4. Use of PPE

7.5. Workplace environment and safety

7.6. Safe storage of tools and equipment

Evidence Guide:


Assessment requires evidence that the candidate:

1.1 Demonstrated knowledge in working in the Garments industry.

1.2 Designed easer pant, baby Frock, nightwear and petticoat as per client’s requirements.

1.3 Set up and adjusted machines in accordance with work specifications.


2.1 Scope and Major Divisions of the Garment Industry

2.2 Policies and Guidelines Relevant to the Garment Industry

2.2 Manuals Used in the Informal Industry

2.3 Relevant Terminologies and Acronyms

2.4 Types and Uses of Garment production Tools and Materials

2.5 Workplace Practices

2.6 Occupational Health and Safety Practices

2.7 Recording and reporting practices


3.1 Describing organization structure within the Informal industry

3.2 Identifying processes and procedures

3.3 Identifying tools, equipment and materials

3.4 Identifying workplace practices

3.5 Organizing own workload

3.6 Practicing OHS










Implications The following resources must be provided

5.1 Adequate workplace

5.2 Availability of quality tools and materials required

5.3 Information on SOP, OHS, and other policies and guidelines

5.4 Relevant specifications and work instructions

6. Method of Assessment



6.2 Demonstration

6.3 Written Exam.

Oral Test

6.5 Portfolio




Training providers must be accredited by Bangladesh Technical Education Board(BTEB) , the national quality assurance body, or a body with delegated authority for quality assurance to conduct training and assessment against this unit of competency for credit towards the award of any national qualification.




Unit of Competency : Perform Measurement and Calculations in Informal

Sector Unit Code : INF100212A

Unit Descriptor : This unit covers the knowledge skills and attitudes required to perform measurements and calculations in the Informal sector.

It includes selecting measuring devices, obtaining measurements, performing simple calculations, and cleaning-up.





1. Select measuring devices

1.1. Work instructions are applied.

1.2. Materials to be measured are identified and classified.

1.3. Measuring devices are selected.

1.4. Specifications are obtained from the documents.

1.5. Tolerance and clearance limits are identified and adjusted.

1.6. PPE and other safety devices are selected.

1.7. PPE are used as per safety regulations.

2. Obtain measurements

2.1. Measurements are obtained in accordance.

2.2. Systems of measurements are identified and converted according to ISO standards.

2.3. Results are collected and recorded.

3. Perform simple calculations

3.1. Four basic operations of calculations are carried out.

3.2. Other operations are used for completion of tasks.

3.3. Appropriate formulas for calculating quantities of materials are selected.

3.4. Calculations are performed and verified for accuracy.

3.5. Quantities of materials are calculated.

3.6. Results are interpreted.

4. Clean up 4.1. Cleaning tools & materials are collected.

4.2. Measuring devices are cleaned, maintained and stored.

Ranges of Variables

Variables Ranges (Included but not limited to):

1. Materials 1.1 Pattern materials

1.2 Fabrics

1.3 Cutting Accessories



1.3 Sewing Accessories

1.4 Finishing Accessories

2. Measuring devices 2.1 Measuring Tape

2.2 Set squares

2.3 Sap curve

2.4 Steel rule

2.5 Calculator

3. PPE 3.1 Dust mask

3.2 Goggles

3.3 Aprons

4. Documents 4.1 Technical Manuals

4.2 Specifications

4.3 Sketches

4.4 Drawings

5. Measurements 5.1 Length

5.2 Chest

5.3 Waist

5.4 Hip

5.5 Neck

5.6 Solder

5.7 Arm Depth

5.8 Sleeve Length

5.9 Sleeve opening

5.10 Bottom

5.11 Tolerance

6. Four basic operations

6.1 Addition

6.2 Subtraction

6.3 Multiplication

6.4 Division

7. Other operations 7.1 Fractions

7.2 Percentages

7.3 Mixed numbers

7.4 Conversions

8. Calculations 8.1 Circumference

8.2 Clearance



Evidence Guide


1.1. Demonstrated knowledge in performing measurement and calculation.

1.2. Satisfying the requirements mentioned in the Performance Criteria and Range of Variables.


2.1. Types of Measuring Devices

2.2. Measurement and Calculation

2.3. Recording

2.4. Collection and storing materials.

2.5. Fraction and Decimals

2.6. Linear Measurement

2.7. Unit Of Conversion

2.8. Ratio And Proportion

2.9. Allowances And Tolerances

2.10. Presentation Of Data and Information

2.11. Care in the Use of Measuring Devices


3.1. Selecting measuring devices

3.2. Obtaining measurements

3.3. Performing calculations

3.4. Cleaning up









5.1 Suitable ventilated work area/shop with facilities and accessories

5.2 Easy access and scope of measurement

5.3 Availability of quality measuring and calculating devices

5.4 Information on construction materials appropriate to the relevant construction field

6 Method of Assessment



6.2 Demonstration

6.3 Written Exam.

6.4 Oral Test

6.5 Portfolio

7 Context of For certification competency should be assessed individually in



Assessment the actual work place or simulated environment after completion of the module.






Unit of Competency : Use Hand Tools and Power Tools Unit Code : INF100312A

Unit Descriptor : This unit covers the skills, knowledge and attitudes in using hand tools and power tools

It includes identifying tools, using hand tools and power tools, practice OHS, and clean up.





1. Identify tools 1.1. Tools are selected.

1.2. Applications of tools are defined.

1.3. Hand tools and power tools are prepared.

1.4. Sources of power supply for power tools recognized.

2. Use hand tools 2.1. Hand Tools are identified and collected.

2.2. Proper hand-eye coordination is applied in the use of hand tools.

2.3. Unsafe or faulty tools are identified and marked for repair.

3. Use hand-held power tools

3.1. Route for power supply established

3.2. Proper sequence of operations is applied in using and power tools to produce results.

3.3. Power tools are used safely and effectively.

4. Perform basic preventive maintenance.

4.1. Tools and equipment are cleaned according to workplace instructions.

4.2. Appropriate lubricants are identified according to types of equipment.

4.3. Tools and equipment are lubricated.

4.4. Measuring instruments are checked and calibrated.

4.5. Defective instruments, equipment and accessories are inspected and corrected/replaced.

4.6. Tools are inspected and repaired/replaced after use.

4.7. Work place is cleaned and cleared of debris materials as per OHS regulations.



5. Practice OHS 5.1. PPE are used

5.2. Hazardous materials are identified for separate handling

5.3. Waste materials are disposed according to OHS.

5.4. Devices to suppress dust are used to minimize health risk of workers.

5.5. Safety requirements are being adhered to before, during and after use.

5.6. Accidents and emergency cases are reported to authority.

6. Store tools and equipment

6.1. Inventory of tools and equipment are recorded in the stock register by using different forms.

6.2. Tools and equipment are cleaned and stored safely in appropriate location.

Range of Variables

Variables Ranges (Include but not limited to):

1. Tools 1.1. Hand Tools

1.2. Power Tools

2. Applications 2.1. Cleaning

2.2. Marking

2.3. Cutting

2.4. Sewing

2.5. Iron

2.6. Packing

3. Hand tools 3.1 Brush

3.2 Trashing wheel

3.3 Scissors

3.4 Hammer

3.5 Measuring Tap

3.6 Scale

3.7 Shape Curve

3.8 Set Square

3.9 French curve

3.10 Twizer

4. Power Tools 4.1. Screw Drivers

4.2. Sewing machine

4.3. Threading machine

4.4. Motor

4.5. Cutting Machine

4.6. Iron

4.7. Vacuum Cleaning machine



5. Instructions 5.1. Manufacturer’s Specifications and Instructions for specific tools/equipment

5.2. Workplace orders and instructions

5.3. Work schedule documentation

5.4. Procedures

6. PPE 6.1. Dust mask

6.2. Goggles

6.3. Aprons

7. Forms 7.1. Maintenance schedule forms

7.2. Requisition slip

7.3. Borrower’s Slip

7.4. Inventory Form

7.5. Inspection Forms

7.6. Procedures

Evidence Guide


1.1. Demonstrated knowledge in using hand tools and hand-held power tools



2.1. Types of Tools

2.1.1. Hand Tools

2.1.2. Power Tools

2.2. Technical Application of Tools

2.3. Procedures in the Use of Hand Tools and Hand-Held Power Tools

2.4. Policies and procedures for Occupational health and Safety

2.4.1. Use of PPE

2.4.2. Handling of Tools and Equipment

2.4.3. Reporting and Documentation

2.5. Preventive Maintenance

2.5.1. Methods and Techniques

2.5.2. Quality Procedures

2.6. Storage Procedures


3.1. Identifying Appropriate Tools

3.2. Using Hand Tools Correctly

3.3. Performing Preventive Maintenance

3.4. Practicing OHS

3.5. Storing tools and equipment











5.1. Adequate workplace

5.2. All tools, equipment and materials required

5.3. Information and documentation

5.4. Product specifications

5.5. Manual, Codes, Standards and reference materials

6. Method of Assessment


6.1Direct observation

6.2 Demonstration

6.3 Written Exam.

6.4 Oral Test.

6.5 Portfolio




Training providers must be accredited by Bangladesh Technical Education Board





Section 5. The Occupation Specific Competencies;

Unit of competency : Make Easer Pant

Unit code : INFTDM 100112A

Unit descriptor :

This unit covers the knowledge, skill and attitude required to make Easer Pant.

It includes the requirements for planning of pant design, taking body measurement, drafting pattern, cutting, sewing and finishing the work.

Nominal Hour : 30 hours

ELEMENTS OF COMPETENCY

PERFORMANCE CRITERIA

Bold italicized terms are detailed in the Range of Variables

1. Plan for making Easer Pant.

1.1 Customer’s Requirements are determined.

1.2 Garments design is prepared.

1.3 Fabrics are selected.

1.4 Special needs of the client are incorporated with design

2. Take body measurements

2.1 Measuring tools are prepared.

2.2 Body measurements of client are taken.

2.3 Body measurements are recorded in line.

3. Draft pattern 3.1 Pattern tools are selected.

3.2 Pattern is drafted using equipments.

4.Prepare and cut Fabrics

4.1 PPE is collected and used.

4.2 Fabrics are collected.

4.3 Fabrics are prepared.

4.4 Fabric is checked for quality.

4.5 Patterns are laid and pinned on the fabric in accordance with fabric grain line.

4.6 Fabrics are cut as per pattern.

4.7 Cut patterns are checked.

5. Set Machine

5.1 Sewing machine is cleaned.

5.2 Driving belt is installed.

5.3 The tension of the belt is adjusted.

5.4 Proper needle is identified.

5.5 Needle is fitted.

5.6 Sewing machine is prepared for operation.

6. Sew Easer Pant 6.1 Cut patterns are collected.

6.2 Appropriate pattern are assembled.

6.3 Back rise is joined.



6.4 Front rise is jointed.

6.5 Side seem is sewn.

6.6 In-seam is sewn.

6.7 Waist belt top stitch, middle top stitch and closed seam are sewn.

6.8 Bottom hem is sewn.

6.9 Easer Pant is sewn.

7. Complete Finishing

7.1 Design and measurement are checked.

7.2 Loose threads, missing stitch are checked.

7.3 Excess threads is trimmed

7.4 Pressing is done.

7.5 Packed for delivery

8. Clean the work place

8.1 Cleaning tools and materials are collected.

8.2 Waste materials are collected and disposed in proper place.

8.3 Cleaning is completed.

RANGE OF VARIABLES

1. Customer’s requirements

Include but not limited to :

1.1 Plain Easer pant

1.2 Easer pant with gather 1.3 Easer pant with Coli

1.4 Easer pant without Coli

2. Fabric 2.1 Polyester 2.2 Cotton

2.3 Poplin

2.4 Voile

2.5 Twill

2.6 TC/PC ( 65/35)

2.7 Plain fabric

3. Special needs 3.1 Pocket 3.2 Bottom Layer

3.3 Elastic

3.4 Flap

3.5 Rip/ Band

3.6 Facing

3.7 Lace



4. Measuring tools 4.1 Measuring Tape 4.2 Scale

4.3 Shape Curve

4.4 Marking Chalk / Pencil 5. PPE 5.1 Finger guard

5.2 Apron

5.3 Scarf

6. Pattern tools 6.1 Pattern Paper

6.2 Pencil

6.3 Eraser

6.4 Sharpener

6.5 Notch Marker

6.6 Shape Curve

7. Cutting tools 7.1 Cutting table

7.2 Scissor 7.3 Thread Cutter

7.4 Stitch Opener

8. Accessories 8.1 Thread 8.2 Elastic

9. Sewing machine

9.1 Domestic Plain machine

9.2 Single needle lock stitch machine (Plain Stitch)

10. Sewing 10. 1 Sewing slow run

10.2 Sewing straight Line

10.3 Sewing curve Line

10.4 Sewing different types of angle

10. Finishing 11.1 Trimming

11.2 Fanning

11.3 Ironing

11.4 Packing

11. Faults 12.1 Loose stitch

12.2 Puckering

12.3 Broken stitch

12.5 Floating stitch

12.5 Skipping stitch

12.6 Uneven stitch

12.7 Grease / oil spot



EVIDENCE GUIDE



1.1 Prepared design in accordance with client’s requirements.

1.2 Taken client’s body measurements

1.3 Drafted and cut pattern with seam allowance

1.4 Checked fabric and cutting quality 1.5 Trimmed access thread of Easer Pant

2.Underpinning Knowledge

2.1. Types of measuring, drafting and cutting tools, and finishing tools and their uses.

2.2. Sequence and position in taking body measurement

2.3. Pattern making procedure

2.4. Pattern cutting procedure

2.5. Fabric sewing procedure

2.6. Characteristics of fabrics, threads and other materials used in the garment

2.7. Finishing procedure 3. Underpinning

skills 3.1 Taking body measurement 3.2 Drafting and cutting pattern

3.3 Operations of Sewing machine

3.4 Threading procedures

3.5 Cutting of fabric

3.6 Ironing operation

3.7 Hand/machine sewing of accessories and accents

3.8 Packing finished garments 4. Underpinning

Attitudes

4.1 Use of occupational health and safety





Implications The following resources must be provided: 5.1 Access to relevant work place where assessment can take

place

5.2 Materials, Tools and equipment relevant to the task 6. Method of

assessment Competency should be assessed through:


6.2 Demonstration

6.3 Written Exam.


6.5 Portfolio



7. Context of assessment


Accreditation Requirements Training providers must be accredited by Bangladesh Technical Education Board





Unit of competency : Make Petticoat Unit code : INFTDM100212A

Unit descriptor : This unit covers the knowledge, skill and attitude required to make Petticoat.

It includes the requirements for planning design, taking body measurement, drafting pattern, cutting, sewing and finishing.



PERFORMANCE CRITERIA Italicized terms are detailed in the Range of Variables

1. Plan for making Petticoat




1.4 Special needs of the client are incorporated with design.















5. Set Machine






5.6 Sewing machine is ready for operation.



6. Sew Petticoat

6.1 Cutting patterns are collected.


6.3 Middle part and side part are joined.

6.4 Waist belt is prepared.

6.5 Joined part and waist belt are assembled.

6.6 Top stitch on waist belt.


6.8 Petticoat is sewn in conformance with sewing standard











RANGE OF VARIABLES

Variables Range (Included but not limited to; )


1.1 Two part Petticoat

1.2 Six Part Petticoat 1.3 Petticoat with Placket

1.4 Petticoat without Placket

2. Fabric 2.1 Poplin

2.2 Voile

3. Special needs 3.1 Waist Band

3.2 Placket 4. Measuring tools 4.1 Measuring Tape

4.2 Scale

4.3 Shape Curve

4.4 Marking Chalk / Pencil 5. Pattern tools 5.1 Pattern Paper

5.2 Pencil



6.4 Eraser

5.4 Sharpener

5.5 Notch Marker 6. PPE 6.1 Finger guard

6.2 Apron

6.3 Scarf

7. Cutting tools 7.1 Cutting table

7.2 Scissor 7.3 Anti Cutter

7.4 Thread Cutter

7.5 Stitch Opener 8. Accessories 8.1 Thread

8.2 Lace

8.4 Hook Set 9. Sewing machine 10.1 Domestic Plain machine


10. Sewing 10.1Sewing slow run




11.Finishing 11.1 Trimming

11.2 Fanning

11.3 Ironing

11.4 Packing


12.2 Puckering

12.3 Broken stitch


12.5 Uneven stitch


EVIDENCE GUIDE

1.Critical aspects of competency


1.1Prepared design in accordance with client’s requirements

1.2 Taken client’s body measurements properly.

1.3 Drafted and cut pattern with seam allowance.

1.4 Checked fabric and cutting quality 1.5 Trimmed access thread

2.Underpinning 2.1 Types of measuring, drafting and cutting tools, and



Knowledge finishing tools and their uses. 2.2 Sequence and position in taking body measurement

2.3 Pattern making procedure

2.4 Pattern cutting procedure

2.5 Fabric sewing procedure

2.6 Characteristics of fabrics, threads and other materials used in the garment

2.7 Finishing procedure 3. Underpinning







3.8 Packing finished garments 4.Underpinning Attitudes





4.5 Communication with peers and seniors in workplace 5.Resource Implications

The following resources must be provided: 5.1 Access to relevant work place where assessment can take

place

5.2 Materials, Tools and equipment relevant to the task 6. Method of assessment




6.3 Written Exam.

6.4 Demonstration

6.5 Portfolio


For certification competency should be assessed individually in the actual work place or in a simulated workplace in the institutions after completion of the activity.



Unit of competency Make Kamiz

Unit code; INFTDM 200312A

Unit descriptor

This unit covers the outcomes required in drafting and cutting sewing and finishing Kamiz. It includes the requirements for planning design, taking body measurement, drafting pattern, cutting, sewing and finishing.




Italicized terms are detailed in the Range of Variables

1. Plan for making Kamiz.




1.4 Special needs of the client are incorporated with design.






3.2 Pattern is drafted using appropriate equipments.









5. Set Machine









6. Sew Kamiz 6.1 Cut patterns are collected.


6.3 Shoulders are joined.

6.4 Neck facing is attached.

6.5 Neck facing is sewn.

6.6 Sleeve hems are sewn.

6.7 Sleeves are attached.

6.8 Side seams are sewn.

6.9 Over lock is done.

6.10 Side slits are sewn.


6.12 Kamiz is sewn in conformance with sewing standard










8.3 Cleaning is completed properly.

RANGE OF VARIABLES



1.1 Two part Kamiz

1.2 Six part Kamiz

1.1 Kolider Kamiz

1.4 Umbrella shape kamiz

1.5 A- line shape kamiz

1.6 Kamiz with sleeve

1.7 Kamiz without sleeve

1.8 Kamiz with collar

1.9 Kamiz without collar

2. Fabrics 2.1 Voil

2.2 Poplin



2.3 Silk

2.4 Jorjet

2.5 TC/PC ( 65/35)

2.6 Andi

2.7 Linen

2.8 Chiffon

3. Special needs 3.1 Bottom Layer

3.2 Sleeve

3.3 Interlining

3.4 False fabric

3.5 Placket

3.6 Collar

3.7 Yoke

3.8 Piping

3.9 Lace

3.10 Stone

3.11 Putty

3.12 Antes

3.13 Chumky

4. Measuring tools 4.1 Measuring Tape

4.2 Scale

4.3 Shape Curve

4.4 French Curve

4.5 Marking Chalk / Pencil

5. PPE 5.1 Finger guard

5.2 Apron

5.3 Scarf

5.4 Insulated Shoe


6.2 Pencil

6.3 Eraser

6.4 Sharpener

6.5 French Curve

7. Cutting tools 7.1 Scissor

7.2 Anti Cutter

7.3 Thread Cutter

7.4 Stitch Opener

8. Accessories 8.1 Thread



8.2 Elastic

8.3 Interlining

8.4 Hook Set

8.5 Label

8.6 Zipper

8.7 Button

8.8 Falls Fabric

9. Sewing machine 9.1 Domestic Plain machine


9.3 Three Thread Over Lock Machine

10. Sewing 10.1 Sewing slow run





11.2 Fanning

11.3 Ironing

11.4 Packing


12.2 Puckering

12.3 Broken stitch


12.5 Uneven stitch


EVIDENCE GUIDE



1.2 Prepared design in accordance with client’s requirements.

1.2 Taken client’s body measurements.

1.3 Drafted and cut pattern with seam allowance.

1.4 Checked fabric and cutting quality. 1.5 Trimmed access thread.


2.1Types of measuring, drafting and cutting tools, and finishing tools and their uses.

2.2Sequence and position in taking body measurement

2.3Pattern making procedure

2.5Pattern cutting procedure

2.6Fabric sewing procedure

2.7Characteristics of fabrics, threads and other materials used



in the garment

2.8 Finishing procedure 3. Underpinning














place


Competency should be assessed by:



6.3 Written Exam.

6.4 Demonstration

6.5 Portfolio








Unit of competency : Make Shallower Unit code : INFTDM200412A

Unit descriptor :

This unit covers the knowledge, skill and attitudes required to make Shallower.






1. Plan for making Shallower.




1.4 Special needs of the client are incorporated with design based on procedures















5. Set Machine







6. Sew Shallower 6.1 Cutting patterns are collected.


6.3 Middle part and side part are joined.

6.4 Waist belt is prepared.



6.5 Joined part and waist belt are assembled.

6.6 Top stitch on waist belt.


6.8 Petticoat is sewn in conformance with sewing standard










8.3 Cleaning is completed properly.

RANGE OF VARIABLES



1.1 Shallower with Hip part

1.2 Shallower without Hip part

1.3 Dhuti Shallower

1.4 Kubli Shallower

1.5 Alif liala Shallower

2. Fabric 2.1 Polyester

2.2 Poplin

2.3 Silk

2.4 TC/PC ( 65/35)

2.5 Andi

2.6 Voile

2.7 Linen

3. Special needs 3.1 Pocket

3.2 Bottom Layer

3.3 Waist Band

3.4 Pocket Bag

3.5 Lace

4. Measuring tools 4.1 Measuring Tape

4.2 Scale

4.3 Shape Curve





5.2 Apron

5.3 Scarf

5.4 Insulated Shoe


6.2 Pencil

6.3 Eraser

6.4 Sharpener

6.5 French Curve


7.2 Anti Cutter

7.3 Thread Cutter

7.4 Stitch Opener


8.2 Elastic

8.3 Interlining

8.4 Hook Set

8.75 Button



10. Sewing 10.1 Sewing slow run





11.2 Fanning

11.3 Ironing

11.4 Packing


12.2 Puckering

12.3 Broken stitch


12.5 Uneven stitch


EVIDENCE GUIDE















2.6Characteristics of fabrics, threads and other materials used in the garment

2.7Finishing procedure 3. Underpinning














place

5.2Materials, Tools and equipment relevant to the task 6. Method of assessment




6.3 Written Exam.

6.4 Demonstration

6.5 Portfolio





Unit of competency : Prepare Nightwear for ladies. Unit code : INFTDM 100512A

Unit descriptor :

This unit covers the knowledge, skill and attitude required to prepare Nightwear for ladies.






1. Plan for making Nightwear for ladies.




1.4 Special needs of the client are incorporated with design based on procedures






3.2 Pattern is drafted using equipment.









5. Set Machine

5.1 Sewing machine is cleaned. 5.2 Driving belt is installed. 5.3 The tension of the belt is adjusted. 5.4 Proper needle is identified. 5.5 Needle is fitted. 5.6 Sewing machine is ready for operation.

6. Sew Nightwear. 6.1 Nightwear (ladies) parts are assembled. 6.2 Placket is prepared (lower and upper). 6.3 Upper part and lower part are jointed with gathering

fabric. 6.4 Front part and back part are jointed. 6.5 Sleeve is prepared, Body part and sleeve are jointed,



6.6 Bottom hem line is prepared. 6.7 Bottom hem line are sewn according with the given stitch

/seam specification 6.8 Final fitting is conducted to ensure client’s satisfaction.











RANGE OF VARIABLES



10.5 Two part Nightwear

10.6 Six part Nightwear

1.3 Nightwear with round yoke 1.4 Nightwear with collar

1.5 Nightwear without collar

1.6 Nightwear with sleeve

1.7 Nightwear without sleeve 2. Fabric 2.1 Poplin

2.2 Andi

2.3 Flalin

2.4 Voil

2.5 Linen 3. Special needs 3.1 Pocket

3.2 Bottom Layer

3.3 Waist Band

3.4 Pocket Bag

3.5 Waist belt

3.6 Neck belt

3.7 Placket

3.8 Collar

3.9 Yoke



3.10 Piping 4. Measuring tools 4.1 Measuring Tape

4.2 Scale

4.3 Shape Curve



5.2 Apron

5.3 Scarf

5.4 Insulated Shoe


6.2 Pencil

6.3 Eraser

6.4 Sharpener

6.5 French Curve


7.2 Anti Cutter

7.3 Thread Cutter

7.4 Stitch Opener


8.2 Elastic

8.3 Interlining

8.4 Hook Set

8.75 Button



9.3 Three Thread Over Lock Machine

10. Sewing 10.1Sewing slow run





11.2 Fanning

11.3 Ironing

11.4 Packing

12. Fault’s 12.1 Loose stitch

12.2 Puckering

12.3 Broken stitch




12.5 Uneven stitch


EVIDENCE GUIDE













2.6Characteristics of fabrics, threads and other materials used in the garment

2.7Finishing procedure 3. Underpinning

skills 3.1 Taking body measurement

3.2 Drafting and cutting pattern









4.3Tidiness and timeliness




place







6.3 Written Exam.

6.4 Demonstration

6.5 Portfolio






62

Annexure Annex 1. Competency Map for Tailoring & Dressmaking

OC

CU

PAT

ION

SPE

CIF

IC

CO

MPE

TE

NC

IES

Top Garment

s

Make baby Frock

Make Night wear for ladies

Produce Kamiz Produce

Fatua Produce Shirt Produce

Blouse Make Panjabi

2 1 1 2 3 2 3

Sleeping

Suit

3

Bottom Garment

s

Make Easer Pant Make

Petticoat Produce

Pajama Produce Pant Produce

Selwar Produce Skirt

1 1 2 3 1 2

ECTO

R S

PECI

FIC

COMP

ETEN

CIES

Work in the Informal sector

Interpret specifications and drawings in

manuals for Informal sector

Perform measurement and

calculation for Informal sector

Use hand tools & power tools for the

Informal sector

1 2 1 1

Apply quality standard

2 2 2 3 3

GENE

RIC

CO

MPET

ENCI

ES

Communicate in the workplace

Work in a team environment Practice workplace

cleanliness Practice occupational health and safety

1 1 1 1

Lead small teams Demonstrate work values Practice negotiation skills

3 3 3

63

Annex 2. Bangladesh National Qualifications Framework

TVQF Level

Education Type Current Qualification

Structure

Job Classification Pre-Voc VE TE

TVQF 6 Diploma 4-year Diploma Supervisor/Middle Manager/Sub-Assistant Engineer

TVQF 5 **NSC-V NSS Master Highly-Skilled

Worker/Supervisor

TVQF 4 **NSC-IV NSS 1/HSC

(Voc) Year 11/12

Skilled Worker

TVQF 3 **NSC-III NSS 2/SSC (Voc) Year 10

Semi-Skilled Worker

TVQF 2 **NSC-II NSS 3/SSC (Voc) Year 9

Basic Skilled Worker

TVQF 1 **NSC-I NSS Basic/ Basic Trade Course

Basic Worker

Pre-Voc 2

*NPVC 2 None Pre-Vocational Trainee

Pre-Voc

1 *NPVC 1 None Pre-Vocational

Trainee

*NPVC – National Pre-Vocational Certificate **NSC – National Skill Certificate



Annex 3. Qualification Level Descriptors BTVQF Level

Knowledge Skill Responsibility Job Class

6 Comprehensive actual and theoretical knowledge within a specific study area with an awareness of the limits of that knowledge.

Specialised and restricted range of cognitive and practical skills required to provide leadership in the development of creative solutions to defined problems

Manage a team or teams in workplace activities where there is unpredictable change Identify and design learning programs to develop performance of team members S

upe

rvis

or/M

iddl

e-Le

vel

Man

ager

/Su

b A

ssis

tan

t

5 Very broad knowledge of the underlying, concepts, principles, and processes in a specific study area

Very broad range of cognitive and practical skills required to generate solutions to specific problems in one or more study areas.

Take overall responsibility for completion of tasks in work or study Apply past experiences in solving similar problems

Hig

hly

Ski

lled

Wor

ker/

S

upe

rvis

or

4 Broad knowledge of the underlying, concepts, principles, and processes in a specific study area

Range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying the full range of methods, tools, materials and information

Take responsibility, within reason, for completion of tasks in work or study Apply past experiences in solving similar problems S

kille

d W

orke

r

3 Moderately broad knowledge in a specific study area.

Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools

Work or study under supervision with some autonomy

Sem

i Ski

lled

wor

ker

2 Basic underpinning knowledge in a specific study area.

Basic skills required to carry out simple tasks

Work or study under indirect supervision in a structured context

Med

ium

S

kille

d W

orke

r

1 Elementary understanding of the underpinning knowledge in a specific study area.

Limited range of skills required to carry out simple tasks

Work or study under direct supervision in a structured context

Bas

ic S

kille

d W

orke

r

Pre-Voc 2

Limited general knowledge

Very limited range of skills and use of tools required to carry out simple tasks

Work or study under direct supervision in a well-defined, structured context.

e-V

ocat

ion

Tr

ain

ee

(NPV

C 2

)

Pre-Voc 1

Extremely limited general knowledge

Minimal range of skills required to carry out simple tasks

Simple work or study exercises, under direct supervision in a clear, well defined structured context

re-V

ocat

ion

Tr

ain

ee

(NPV

C 1



Annex 4. Key for Coding

Code Description

Occupational Sector:

INF Informal Sector

RMG Ready-Made Garments

LEG Light Engineering

CON Construction [ Competencies:

GC Generic Competencies

SSC Sector Specific Competencies

OSC Occupation Specific Competencies

Occupation:

DRM Dress Maker



Acknowledgments

The Bangladesh Technical Education Board (BTEB) wishes to extend heartfelt thanks and

appreciation to the business and industry, academic community and other government agencies who shared their precious time and expertise to the conceptualization, development, validation and finalization of this National Competency Standards.

The Technical Sub Committee

Md. Alauddin Khalifa Curriculum specialist Bangladesh Technical Education Board Agargaon, Dhaka

Md. Maniul Hasan Instructor(dress making) Technical School and college Pirojpur.

Jasmin Sultana Instructor (dress making) Technical School and college Chandpur

Md. Tohidullah Khan Instructor(dress making) Technical School and college Gopalgong

Md. Ashraful Alam Program Organizer & Coordinator(GPM), Center for Mass Education in Science House#828, Road NO.# 19 ( old) Dhanmondi R/A,Dhaka-1209

Sayeda Nilufar Begum Senior Instructor(Garments)

BangladeshGermanTechnical Training Center, Mirpur, Dhaka

Syed Farid Ahmed Instructor(dress making) Technical School and college Meherpur

Md. Rubel Hasan Technical Officer NITTRAD, Nayar Hat Savar,Dhaka.

Engr. Haripada Sarker Industry Coordinator Skills Development project

Sakath Ara Technical Expert ( Garment) Center for Mass Education in Science Gobratala, Chapai.Nabab Gange Rajshahi.

A S M Nayeem Chief Instructor (dress making) Technical School and college Netrakona.



Standard and Curriculum Development Committee:

Honorable Members of SCDC Committee: Sl. No

Name Position

1

Ms. Sabina Yasmin Project Manager, Skills Development and Training

Program, Dhaka Ahsania Mission House # 19, Road #12(new) Dhanmondi R/A, Dhaka Phone-02-90008919 Ex-116, 8119-521-22, Cell-

01716917542

Chairperson

2 Ms. Kohinor Yeasmin Chief Executive, Tarango, 282/5, 1st Colony Mazar

Road, Mirpur-1, Dhaka-1216 Phone-88-02-8014-341, 8031247, Cell-01715024110

Member

3 Mrs. Rahima Khatun Senior Program Organizer Zender Division, CMES, Dhaka Cell-01765376068

Member

4 Mrs. Nazma Akter Beautician, CMES Gruate, CMES Kayet para Unit,

Sherpur, Sazipur Cell-01743132177

Member

5 M. Lutfur Rahman Assistant Director, Directorate of Technical Education,

Dhaka 01711186082

Member

6

Chandan Lal Ghosh Deputy Director(Training), Bureau of Manpower

Employment & Training Phone-02-8350109 Cell-01916572047, 01552403962

Member

7 Mr. Raju Mohammed Shahidul Islam Deputy Director(Research), Bangladesh Technical

Education Board, Dhaka Cell-01556622655

Member

8

Khandakar Salina Akther Instructor, Ahasania Mission Sayed Shahadat Ali

Memorial Education and Vocation Training Center, Mohammadpur, Dhaka Cell-01818581602

Member



The Review and Editing Team

Md. Manzurul Alam Additional Project Director Skills Development Project

Engr. Ruhul Amin Deputy Director (M &E) Skills Development Project

Md. Allauddin Khalifa Curriculum Specialist Bangladesh Technical Education Board

Md. Zohurul Islam Chief Instructor (Poultry ) Gazipur Technical School and College

Ms. Anowara Begum Instructor (Block Batik and Screen Printing) Dhaka Ahsania Mission

Haripada Sarker Industry Coordinator Skills Development Project

Engr. Nigar Sultana Training Coordinator Skills Development Project

Md. Maniul Hasan Instructor (Dress Making), Technical School and College, Pirojpur

The Skills Development Project Advisory Team

Chowdury Mufad Ahmed Project Director

Dr. Jeoung Keun Lee Team Leader

Prof. Md. Abul Bashar Deputy Team Leader

Dr. Ligaya Valmonte Curriculum Specialist

Dr. Mohammad Ali

Teachers Training Specialist

National Competency Standards for Tailoring and Dress Making · Bangladesh Technical Education...

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