Domestic Data

Entry Operator
(Job Role)
Qualification Pack: Ref. Id. SSC/Q2212
Sector: Information Technology and Information
Technology enabled Services (IT–ITeS)

Textbook for Class IX

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 ISBN 978-93-5292-095-2

First Edition ALL RIGHTS RESERVED

September 2018 Bhadrapada 1940  No part of this publication may be reproduced, stored in a
retrieval system or transmitted, in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise
without the prior permission of the publisher.
PD 5T BS  This book is sold subject to the condition that it shall not,
by way of trade, be lent, re-sold, hired out or otherwise
disposed off without the publisher’s consent, in any form of
© National Council of Educational binding or cover other than that in which it is published.
Research and Training, 2018  The correct price of this publication is the price printed on
this page. Any revised price indicated by a rubber stamp or
by a sticker or by any other means is incorrect and should
be unacceptable.

OFFICES OF THE PUBLICATION

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 Foreword

The National Curriculum Framework–2005 (NCF–2005) recommends

bringing work and education into the domain of the curricular,
infusing it in all areas of learning while giving it an identity of its
own at relevant stages. It explains that work transforms knowledge
into experience and generates important personal and social values
such as self-reliance, creativity and cooperation. Through work one
learns to find one’s place in the society. It is an educational activity
with an inherent potential for inclusion. Therefore, an experience
of involvement in productive work in an educational setting will
make one appreciate the worth of social life and what is valued and
appreciated in society. Work involves interaction with material or
other people (mostly both), thus creating a deeper comprehension
and increased practical knowledge of natural substances and social
relationships.
Through work and education, school knowledge can be easily
linked to learners’ life outside the school. This also makes a departure
from the legacy of bookish learning and bridges the gap between
the school, home, community and the workplace. The NCF–2005
also emphasises on Vocational Education and Training (VET) for
all those children who wish to acquire additional skills and/or seek
livelihood through vocational education after either discontinuing
or completing their school education. VET is expected to provide a
‘preferred and dignified’ choice rather than a terminal or ‘last-resort’
option.
As a follow-up of this, NCERT has attempted to infuse work
across the subject areas and also contributed in the development
of the National Skill Qualification Framework (NSQF) for the
country, which was notified on 27 December 2013. It is a quality
assurance framework that organises all qualifications according
to levels of knowledge, skills and attitude. These levels, graded
from one to ten, are defined in terms of learning outcomes, which

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 the learner must possess regardless of whether they are obtained
through formal, non-formal or informal learning. The NSQF sets
common principles and guidelines for a nationally recognised
qualification system covering Schools, Vocational Education and
Training Institutions, Technical Education Institutions, Colleges
and Universities.
It is under this backdrop that Pandit Sunderlal Sharma Central
Institute of Vocational Education (PSSCIVE), Bhopal, a constituent
of NCERT has developed learning outcomes based modular
curricula for the vocational subjects from Classes IX to XII. This
has been developed under the Centrally Sponsored Scheme of
Vocationalisation of Secondary and Higher Secondary Education of
the Ministry of Human Resource Development.
This textbook has been developed as per the learning outcomes
based curriculum, keeping in view the National Occupational
Standards (NOS) for the job role and to promote experiential learning
related to the vocation. This will enable the students to acquire
necessary skills, knowledge and attitude.
I acknowledge the contribution of the development team, reviewers
and all the institutions and organisations, which have supported in
the development of this textbook.
NCERT would welcome suggestions from students, teachers and
parents, which would help us to further improve the quality of the
material in subsequent editions.

Hrushikesh Senapaty
Director
New Delhi National Council of Educational
June 2018 Research and Training

(iv)

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 About the Textbook

The IT–ITeS sector is growing at a fast pace and is a very important

industry in India and abroad. In the growing business opportunities
in various domains around the globe, there is a huge transfer of
information from one place to another. Large amount of data are
churned thus creating a need for proper management of the data
that are collected. The companies also have to concentrate on their
core activities and resort to outsourcing the data entry process. The
rapid growth in the IT industry along with the entry of many small
and large outsourcing companies in this area, has led to a huge
demand for trained personnel for various job roles, such as Data
Entry Operator.
Domestic Data Entry Operators in the IT-ITeS Industry are also
known as a Data Entry Operators. These individuals are responsible
for providing daily work reports and work on hourly basis. They
are also responsible for electronic entry of data from the client site
on to the office site or vice-versa. Individual tasks vary depending
on the size and structure of the organisation. This job requires the
individual to have thorough knowledge of various technology trends
and processes as well as have updated knowledge about database
management systems and IT initiatives. The individual should know
fast and accurate typing or data encoding. This job involves working
on a computer, and appropriate software to enter accurate data
regarding different issues like retrieving data from a computer or to
a computer.
The textbook for the job role of “Domestic Data Entry Operator”
has been developed to impart knowledge and skills through
hands‑on learning experience, which forms a part of the experiential
learning. Experiential learning focuses on the learning process for
the individual. Therefore, the learning activities are student-centered
rather than teacher-centered.
The textbook has been developed with the contribution of the
expertise from the subject and industry experts and academicians

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 for making it a useful and inspiring teaching-learning resource
material for the vocational students. Adequate care has been taken
to align the content of the textbook with the National Occupational
Standards (NOSs) for the job role so that the students acquire
necessary knowledge and skills as per the performance criteria
mentioned in the respective NOSs of the Qualification Pack (QP).
The textbook has been reviewed by experts so as to make sure that
the content is not only aligned with the NOSs, but is also of high
quality. The NOSs for the job role of Domestic Data Entry Operator
covered through this textbook are as follows:
1. SSC/N3022 – Undertaking data entry services
2. SSC/N9001 – Managing work to meet requirements
3. SSC/N9003 – Maintaining a healthy, safe and secure working
environment
Unit 1 of the textbook explains the various career opportunities
within the IT–ITeS sector. It then details the various IT enabled
services. Maintaining the work area as well as the health and safety
aspects within the IT service sector are also covered in the first
unit. Unit 2 will help students to learn typing skills using a typing
tutor. It also covers the ergonomics and sitting posture, to put the
student on a firm footing in terms of health aspects associated with
computer systems. Unit 3 deals with basic Word Processing skills
so that students can learn to enter and edit the text to prepare the
document. Unit 4 deals with basic spreadsheet skills to prepare
a worksheet so that students can learn to create and manipulate
the data in the spreadsheet. Unit 5 covers the basic presentation
skills to prepare a slide presentation so that students can learn
to create presentations.

Dipak D. Shudhalwar
Associate Professor (CSE) and Head
Department of Engineering and Technology
PSSCIVE, NCERT, Bhopal

(vi)

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 ACKNOWLEDGEMENT

The National Council of Educational Research and Training (NCERT)

expresses its gratitude to all members of the Project Approval Board
(PAB) and officials of the Ministry of Human Resource Development
(MHRD), Government of India, for their cooperation in the development
of this textbook. The Council also extends gratitude to all the
contributors for sharing their expertise and valuable time by positively
responding to the request for the development of this textbook.
The Council expresses it gratitude towards Rajesh Khambayat, Joint
Director, PSS Central Institute of Vocational Education (PSSCIVE),
Bhopal, for providing support and guidance in the development of
this textbook. We are thankful to the course coordinator Dipak D.
Shudhalwar, Associate Professor (CSE) and Head, Department of
Engineering and Technology, PSSCIVE, NCERT, Bhopal, for his
untiring efforts towards solely developing the content for this textbook
and also providing software related photographs used in the textbook.
The images used other than these are under Creative Commons
License. Ganesh Kumar Dixit and Jayant Mishra, Consultants in
IT–ITeS, Department of Engineering and Technology, PSSCIVE, Bhopal,
are also duly acnowledged for their untiring efforts and contribution in
the development of this textbook for vocational skills.
The Council is grateful to Saroj Yadav, Professor and Dean (A), NCERT,
and Ranjana Arora, Professor and Head, Department of Curriculum
Studies, and Mamur Ali, Assistant Professor, CIET, NCERT, New Delhi,
for carefully evaluating and giving suggestions for the improvement of
this book and its finalisation. The Council acknowledges the copy editing
and valuable contribution of Shilpa Mohan, Assistant Editor (Contractual)
and Sanjeev Kumar, Copy Holder in shaping this book. The efforts of
Pawan Kumar Barriar, DTP Operator, and Haridarshan Lodhi, DTP
Operator (Contractual), Publication Division, NCERT, for flawless
layout design are also acknowledged.
The Council is grateful to the Ministry of Human Resource
Development for the financial support and cooperation in realising
the objective of providing a quality textbook for the Indian
vocational students.

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 Contents

Foreword iii
About the Textbook v
Unit 1 : Introduction to IT–ITeS Industry 1
Unit 2 : Data Entry and Keyboarding Skills 15
Unit 3 : Digital Documentation 45
Unit 4 : Electronic Spreadsheet 98
Unit 5 : Digital Presentation 137
Answer Key 175
List of Credits 177

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