Detailed Contents - Technical Education Board

By Tim King,2014-05-19 17:01
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Need for quality control; Quality Assurance; Quality Standard; Benefits of qualityIntroduction to Quality Control concepts (14 hrs)



    L T P

    - - 6


The students are supposed to perform the jobs of pattern maker when engaged in garment

    manufacturing. After going through this subject, students will be able to manipulate

    different darts and increase or decrease any pattern proportions



1. Women’s Shirts

     - Drafting Women’s shirt

    - Adaptation of the women’s shirt to various styles

    - Developing patterns of the various styles (3 styles)

    2. Drafting of kalidar kurta and churidar pyjami 3. Developing patterns for Women’s

    - Skirts

    - Tops

    - Nightwear

4. Women’s Trousers

    - Drafting of Women’s trousers

    - Adaptation of Women’s trousers to various styles

    - Developing patterns of the various styles (3 styles)

5. Drafting of Men’s Shirt


1. Pattern Making for Fashion design by Helen Joseph Armstrong

2. The ABC’s of Grading by Murray Sacheir

3. Pattern Making for Fashion design by Armstrong

4. Basic Pattern Skills for Fashion Design by Bernard Zamkoft

5. Design Apparel Through the Flat Pattern by Ernestine Kopp



    L T P

    - - 6


The diploma holders in garment technology are supposed to fabricate the garments so it is

    very essential that they should be able to fabricate various garments as per the layouts and

    specifications. Hence this subject has been included in the curriculum in order to develop

    such competencies.


Practical Exercises

     Construction of women’s:

1. Salwar kameez

2. Kalidar kurta and churdiar pyjami

3. Saree blouse

4. Lehnga choli

5. Night wear (in Knits)


1. Pattern Making for Fashion design by Armstrong

2. Clothing Construction by Doongaji; Raj Parkashan, Delhi

3. System of Cutting by Zarapkar

4. Clothing Construction by Evelyn A Mansfield, Hougutan Miffin Co., Boston

5. Creative Sewing by Allynie Bane; McGraw Hill Book Co., Inc., New York

6. How You Look and Dress by Byrta Carson; McGraw Hill Book Co., Inc., New


7. Complete Guide to Sewing by Reader’s Digest



    L T P

    - - 8


The term CAD has found its way into all major disciplines that have got anything to do

    with designing or drafting techniques. The major objective of this course is to expose the

    students to different softwares available in the field of garment technology, so that they

    are able to use those software in the design and construction of various garments



1. Knowledge and operation of CAD package for pattern making, digitizing, grading

    and marker making

    The software can be any one from the following:

    a) Lectra

    b) Tuka Tech. Inc. U.S.A.

    c) Gerber Garment Technology (GGT)

    d) Any other pattern making package available in markets (latest version)


The students should be allowed to use and operate any one software for development of

    patterns, grading and marker making of different garment items. The teacher may arrange

    expert lectures/demonstration on CAD exercises by inviting professionals from the

    garment industry.



    L T P

    3 - 2


Diploma holders in garment technology are required to monitor the quality of the

    garments on the shop floor. They are also required to inspect the garments during their




1. What is Quality (04 hrs)

    - Need for quality control

    - Quality Assurance

    - Quality Standard

    - Benefits of quality

2. What is Inspection (10 hrs)

    - Meaning

    - Different types of inspection

    - Raw material inspection

    - Fabric (4 point system/10 point system)

    - In process inspection

    - Final inspection

    - Role of inspector in inspection

    3. ISO 9001-2000 (10 hrs)

    - Introduction to ISO 9001-2000 system

    - Details of ISO and related quality serials

    - Benefits of ISO 9001-2000

4. Introduction to Quality Control concepts (14 hrs)

    - How to start quality control systems

    - Accepted quality level (AQL)

    - Statistical Quality Control

    - Total quality management (TQM)

    - Cost of quality

    - Customer return

    - Tools of quality

    - Report making (inspection reports)


5. Testing of fabrics: (10 hrs.)

    ? Pre-requisites for testing, atmospheric conditions for testing

    ? Strength properties of Fabrics

    ? Bow and Skewness

    ? Yarn distribution in woven fabrics

    ? Color fastness testing


1. Analyzing test reports as per given specification of the buyer

2. Demonstration of basic fabric defects

3. Demonstration of sewing, finishing and packaging defects through a visit to an

    garment industrial house

4. Care label

    a) Collection of wash care labels

    b) Sketching and understanding of symbols


The teacher should take students to garment industries to show them maintenance of

    quality of garments in the industry


1. Managing Quality by SK Bhardwaj and PV Mehta; New Age Publisher, Delhi

2. ISO 9000 Textile Committee Manual

3. Textile Testing by J.E. Booth


    Topic No. Time Allotted (Hrs) Marks Allotted (%)

    1 4 8

    2 10 20

    3 10 20

    4 14 32

    5 10 20

    Total 48 100



    L T P

    3 - -


Generic Skills and Entrepreneurship Development is one of the courses from “Human

    Science” subject area. Generic skills have emerged as an important component of

    employability skills, which enable an individual to become and remain employable over

    lifetime and to lead happy and prosperous life. Entrepreneurship development aim at

    developing conceptual understanding for setting-up one’s own business venture/enterprise.

    This aspect of Human Resource Development has become equally important in the era,

    when wage employment prospects have become meager.

Both the subject areas are supplementary to each other and soft skills are required to be

    developed in diploma passouts for enhancing their employability and self confidence.


1. Introduction to Generic Skills (4 hrs)

    1.1 Importance of Generic Skill Development (GSD)

    1.2 Global and Local Scenario of GSD

    1.3 Life Long Learning (LLL) and associated importance of GSD.

2. Managing Self (8 hrs)

    2.1 Knowing Self for Self Development

     Self-concept, personality, traits, multiple intelligence such as language

    intelligence, numerical intelligence, psychological intelligence etc.

    2.2 Managing Self - Physical

     Personal grooming, Health, Hygiene, Time Management

    2.3 Managing Self Intellectual development

    ? Information Search: Sources of information

    ? Reading: Purpose of reading, different styles of reading, techniques of

    systematic reading.

    ? Note Taking: Importance of note taking, techniques of note taking

    ? Writing: Writing a rough draft, review and final draft.

    2.4 Managing Self Psychological

    ? Stress, Emotions, Anxiety-concepts and significance

    ? Techniques to manage the above


3. Managing in Team (6 hrs)

    3.1 Team - definition, hierarchy, team dynamics

    3.2 Team related skills- sympathy, empathy, co-operation, concern, lead and

    negotiate, work well with people from culturally diverse background

    3.3 Communication in group - conversation and listening skills

     4 Task Management (3 hrs)

    4.1 Task Initiation, Task Planning, Task execution, Task close out

    4.2 Exercises/case studies on task planning towards development of skills for

    task management

5. Problem Solving (5 hrs)

    5.1 Prerequisites of problem solving- meaningful learning, ability to apply

    knowledge in problem solving

    5.2 Different approaches for problem solving.

    5.3 Steps followed in problem solving.

    5.4 Exercises/case studies on problem solving.

     6. Entrepreneurship

    6.1 Introduction (22 hrs)

    ? Concept/Meaning and its need

    ? Competencies/qualities of an entrepreneur

    ? Entrepreneurial Support System e.g., District Industry Centres (DICs),

    Commercial Banks, State Financial Corporations, Small Industries

    Service Institute (SISIs), Small Industries Development Bank of India

    (SIDBI), National Bank of Agriculture and Rural Development

    (NABARD), National Small Industries Corporation (NSIC) and other

    relevant institutions/organizations at State/National level.

     6.2 Market Survey and Opportunity Identification (Business Planning)

    ? How to start a small scale industry

    ? Procedures for registration of small-scale industry

    ? List of items reserved for exclusive manufacture in small-scale


    ? Assessment of demand and supply in potential areas of growth.

    ? Understanding business opportunity

    ? Considerations in product selection

    ? Data collection for setting up small ventures.

     6.3 Project Report Preparation

    ? Preliminary Project Report

    ? Techno-Economic Feasibility Report

    ? Exercises regarding “Project Report Writing” for small projects



This subject will require a blend of different teaching and learning methods beginning

    with lecture method. Some of the topics may be taught using question answer, assignment,

    case studies or seminar. In addition, expert lectures may be arranged from within the

    institution or from management organizations. Conceptual understanding of

    Entrepreneurship, inputs by teachers and outside experts will expose the students so as to

    facilitate in starting ones own business venture/enterprise. The teacher will discuss

    success stories and case studies with students, which in turn, will develop managerial

    qualities in the students. There may be guest lectures by successful diploma holding

    entrepreneurs and field visits also. The students may also be provided relevant text

    material and handouts.


1. Generic skill Development Manual, MSBTE, Mumbai.

    2. Lifelong learning, Policy Brief (www.oecd.orf)

    3. Lifelong learning in Global Knowledge Economy, Challenge for Developing

    Countries World Bank Publication

    4. Towards Knowledge Society, UNESCO Paris Publication

    5. Your Personal Pinnacle of Success by DD Sharma, Sultan Chand and Sons, New


    6. Human Learning, Ormrod

    7. A Handbook of Entrepreneurship, Edited by BS Rathore and Dr JS Saini; Aapga

    Publications, Panchkula (Haryana)

    8. Entrepreneurship Development by CB Gupta and P Srinivasan, Sultan Chand and

    Sons, New Delhi

    9. Handbook of Small Scale Industry by PM Bhandari


    Topic No. Time Allotted Marks Allotted

    (hrs) (%)

    1. 4 5

    2. 8 15

    3. 6 10

    4. 3 10

    5. 5 10

    6. 22 50

    Total 48 100



     (Industry Oriented)

    L T P

    - - 8


    Realizing the great importance of students’ exposure to world of work for his professional growth, two spells of industry oriented projects-minor and major have been included in

    the curriculum. It is necessary that teachers play a pro-active role in planning and

    guidance of individual student for optimizing the benefits of the activity in stipulated time.

Minor project work aims at exposing the students to industrial/field practices so as to have

    an appreciation of size, scale and type of operations; and work culture in the industries.

    Also the students will be able to correlate concepts, principles and practices taught in the

    classroom with their application in solving field/industrial problems. The work done in

    minor project work will also prepare them in taking up problem solving at later stage

    under major project work.

Depending upon the interests of the students and location of the organization, the students

    may be asked to develop following design portfolio: (This is only suggestive, however other

    problems may also be identified depending of local industries)

Design portfolio to be created

1. Market Study

a) Selecting a brand / Retail outlet

    b) Introduction

    c) History and growth

    d) Market performance

    e) Promotional techniques


    A viva voce examination shall be conducted at the end of the project for assessing

    the work of the student. The examination committee for this purpose shall consist

    of a professional and teacher who have guided the project.

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