Src Rvvayyar

INDEX

Sl. No.

Para Description Page No.

PREFACE

ACKNOWLEDGEMENTS

EXECUTIVE SUMMARY i-xxvii

CHAPTER I PERSPECTIVE AND CONTEXT

1. 1.1 Induction Training Reflects the Federal Features of the Service:

1

2. 1.2 Structure and Duration of the Induction Training 2

3. 1.3 Objectives of Professional Training at LBSNAA 3

4. 1.4 State and District Training 4

5. 1.5 The Constitution of the Syllabus Review Committee: 5

CHAPTER II METHODOLOGY

6. 2.1 Approach adopted by the Committee 8

7. 2.2 Issues Considered by the Committee 8

8. 2.3 Consultations with Experts, and Stakeholders 9

CHAPTER III

9. 3.1 Training Needs & the Current Induction Training:

A Synthesis of the Inputs Received

13

10. 3.2 Who are the trainees? 13

11. 3.3 Working environment 15

12. 3.4 Framework to Assess Training Needs and Training Gaps

20

13. 3.5 The Value Challenge 21

14 3.6 Subject/Sectoral Expertise 29

15. 3.7 What the respondents have to say about content and transaction of syllabus

32

16. 3.8 Political Concepts and Constitution, and Indian History and Culture

34

17. 3.9 Law 38

18. 3.10 Integrating Public Administrations and Management 40

19. 3.11 More Emphasis on Development Needed 42

20. 3.12 More Emphasis on Urban Governance Needed 45

21. 3.13 Training in Districts and ATIs 47

22. 3.14 More Economics 49

23. 3.15 Skills and Competencies directly related to the tasks of a SDM/Additional DM/DM.

52

24. 3.16 Language 54

25. 3.17 Questions of pedagogy

Training is too theoretical and attempts far too many things, many of which are not relevant

54

26. 3.18 Restructuring the Sandwich Pattern: Dr. Agnihotri’s Theo-Practical Model

58

CHAPTER IV FOUNDATION COURSE

27 4.1 Duration 60

28 4.2 Periodicity of Foundation Course 60

29 4.3 All Services to Give Equal Weightage to Foundation Course

61

30 4.4 Duration of a Class 62

31 4.5 Reorganization of Subjects 62

32. 4.6 Contemporary India and the Global Environment 63

33. 4.7 Governance, Ethics, and Leadership 63

34. 4.8 Public Administration and Management 64

35. 4.9 eGovernance 65

36. 4.10 Law 65

37. 4.11 Political Economy 66

38. 4.12 Evaluation 66

Foundation Course

39. Table I Contemporary India and the Global Environment Syllabus

67

40. Table II Foundation Course: Governance, Ethics & Leadership Syllabus

73

41. Table III Foundation Course: Public Administration & Management Syllabus

78

42. Table IV Foundation Course: eGovernace Syllabus 82

43. Table V Foundation Course: Law Syllabus 85

44. Table VI Foundation Course: Political Economy Syllabus 87

CHAPTER V IAS PROFESSIONAL TRAINING PART I: INTRODUCTORY

45. 5.1 Duration of Phase I, State/District and Phase II Training 89

46. 5.2 Basic Principles underlying the changes suggested to the syllabus

91

47. 5.3 Reorganization of Subjects 92

48. 5.4 Indian Administrative Service (Probationers Final Examination) to be at the end of State/District Training

93

49. 5.5 Learning Objectives during State/District Training 94

50 5.6 Structured Training Pattern 94

51. 5.7 Strengthening of ATIs 95

52. 5.8 Choice of Training District and District Collector 95

53. 5.9 Fostering Linkages Between the Training at LBSNAA and in the States/Districts

96

54. 5.10 District Assignments and Action Research 96

55. 5.11 Focus on Experience Sharing & Interactive Sessions 98

56. 5.12 Additional Modules and Seminars 98

57. 5.13 Additional Inputs on eGovernance 99

58. Table I Common Pattern of State Attachment of IAS Probationers

107

59. Table II Additional Inputs of Governance, Ethics and Leadership

108

60. Table III Additional Inputs of Administration and Management 109

61. Table IV Additional Inputs of Human and Social Development 109

62. Table V District and Regulatory Administration 112

63. Table VI Additional Inputs of eGovernance 115

64. Table VII Additional Inputs of Law 117

65. Table VIII Additional Inputs of Political Economy 120

66. Table IX Allocation of the Module Themes Currently being Transacted Among Different

122

67. Table X Illustrative List of Topics Which Need to be Covered During the State/District Training

123

68. Table XI EGovernance Training module Professional Course(Phase II)

126

69. Table XII Indian Administration Service (Probationers Final Examination) Regulation, 1955: Allocation of Marks Among Subjects

127

CHAPTER VI TRAINING OF OFFICERS PROMOTED OR APPOINTED BY SELECTION TO THE IAS

70. 6.1 Rules Regarding promotion to the IAS 128

71. 6.2 Present Pattern of Induction Training of Officers Promoted to the IAS

128

72. 6.3 Training Needs of Officers Promoted to IAS 129

CHAPTER VII SELF DEVELOPMENT AND LIFELONG LEARNING

73. 7.1 Induction Training a Preparation for Lifelong Learning 132

74. 7.2 Facilitating Learning-on-the job by Young IAS Officers 133

75. 7.3 Linkages between Induction training with Mid-career training Linking Induction/Mid-career Training with the Award of a Post Graduate Degree in Public Policy and Management

135

CHAPTER VIII SPECIAL TRAINING NEEDS OF THE NORTH EAST CADRES

76. 8.1 Introductory 138

77. 8.2 Counseling 138

78. 8.3 Special Training Needs 139

79. 8.4 Special arrangements for on the on –job training 141

80. 8.5 Institutional arrangements 141

81. 8.6 Combating stereo-types 141

CHAPTER IX INSTITUTIONAL ARRANGEMENTS FOR THE STRENGTHENING OF LBSNAA

82. 9.1 Training Activities 142

83. 9.2 LBSNAA: Hub of Networks of Training Institutions 143

84. 9.3 Research Centres Attached to LBSNAA 143

85. 9.4 Institutional Collaborations 143

86. 9.5 Faculty 144

87. 9.6 Unit for Case Development 146

88. 9.7 LBSNAA to be the National Repository of Training Material

147

89. 9.8 Reorganizing the Structure of LBSNAA 147

90. Annexure I The Indian Administration Services (Probationers’ Final Examination) Regulations, 1955

151

91. Annexure II Salient Features of the Foundation, Phase I, State and Phase II Training1

156

92. Appendix II

To Annexure

II

District Training Programme for IAS Officer-Trainees 212

93. Appendix III

To Annexure

II

Training need Analysis & Design of Training 213

94. Annexure III OFFICE MEMORANDUM 278

95. Annexure IV Dear Colleague, The Government have appointed a committee under the chairmanship of Shri RVV Ayyar, IAS [Retd.] to review the induction training of IAS officers. Your views would be very valuable for the review. I Shall be grateful if you could devote a little time for offering your views. A questionnaire is enclosed to help you to organize your thoughts.

Vashudha Mishra

280

96. Annexure V Committee for Reviewing the Induction Training of IAS Officers Questionnaire for eliciting the views of Senior IAS officers who supervise the work of IAS officers with ten years of 10 years of service or less)

287

97. Annexure VI Questionnaire for Officers Promoted from the State Civil Services/Gazetted Services

289

Report of the Committee to Review Induction Training Syllabus, June 2007

Preface It is a great privilege and pleasure to chair the IAS Induction Training Syllabus Review Committee

which was constituted by the Department of Personnel and Training on 29th March, 2005.

To use an evocative expression of V.S.Naipaul, the ongoing democratization process has transformed India into a land of mutinies. The 73rd and 74th amendments to the Constitution have altogether transformed district administration and the role of district officers. The working environment has become more demanding and complex. There is an all-pervasive demand for improved governance. The Information Technology Revolution is reconfiguring the landscape of governance. E-Governance expands the reach and grasp of governments and makes it possible to attain levels of performance that were hitherto unimaginable. The need for inculcating values in the officers for further professionalising the civil services has become all the more important. The spirit of the times calls for the IAS to reinvent itself, enhance public confidence by superb professional competence, personal commitment and professional and personal integrity.

In its work, the Committee was greatly benefited by:

� The extensive presentations made and inputs provided by the faculty of LBSNAA;

� Papers presented by officers and academics;

� An evaluation study commissioned by the Department of Personnel and Training and

undertaken by the Centre for Good Governance, Hyderabad; and

� An alternative model of Induction Training drawn up by Dr. V.K.Agnihotri, former

Secretary to Govt. of India and former Jt. Director of LBSNAA.

The Committee was also able to assess the training needs as well as changes needed in the induction training by a synthesis of the multifarious inputs received through extensive stakeholder consultations it had with the LBSNAA faculty, well known experts in the fields of Law, Management, Public Administration, Economics etc, Directors of CTIs/ATIs, IAS officers of various levels of seniority, representatives of Civil Society Organisations, Governors, Chief Ministers, State Governments and Central Government Ministries and Departments. The responses received were extremely rich in content and covered a wide range of issues that the Committee ought to consider.

It is significant that except for a couple of responses, none questioned the duration of the training or the idea underlying the present sandwich pattern of training.


In this report an attempt has been made to offer practical recommendations keeping in mind the central message emerging from the various responses that training needs to inculcate in the OTs professional competence, personal commitment and professional and personal integrity.

I hope that implementation of the recommendations contained in this report would further enhance the relevance of training and reinforce the Government’s ongoing efforts in bringing about civil service reforms and further professionalising the IAS.

I would like to express my gratitude to all those who have helped the Committee in its work, by providing substantive i nputs and participating in the deliberations of the Committee.

(R.V.Vaidyanatha Ayyar)

Chairman

19.06.2007


Acknowledgements The Committee wishes to place on record its deep sense of gratitude to all those who have contributed to the making of this report, particularly the following:

LBSNAA DoP&T Shri D.S.Mathur Shri Ajay Sawhney Shri Rudhra Gangadharan Shri Vineet Pandey Shri Padamvir Singh Ms. R.Jaya Shri L.C.Singhi Shri K.S.Saha Shri T.K.Manoj Kumar Ms Jyotsna Verma Ray Ms. Vasudha Mishra Shri Dileep Rao Ms. Ranjana Chopra Shri Arvind Pokhriyal Ms. Rajni Sibal ATIs & CTIs Shri K.K.Pathak Shri A.K.Parida Ms. Arti Ahuja Dr. Rakesh Hooja Ms. Kalpana Dube Dr. Harjit S. Anand Shri Alok Kumar Shri A.K.Choudhary Prof A.S.Khullar Shri G.S.Dutt Shri Akashdeep Chakravarti Shri Kamal Kumar Shri Rakesh Chandra Ms Shobhna Jain Shri Ashim Debnath Shri P. Dayachari Academics Shri M. Narayan Rao Prof M.Rajiv Lochan Dr. G.S. Rajagopal Dr. P.K.Mohanty Shri Ratnakar Gaekwad Prof Pranab Banerjee Ms. Meeta Rajivlochan Prof Seeta Prabhu Ms. Sujatha Saunik Dr. T.K.Oommen Others Dr. Vivek Kumar Dr. V.K.Agnihotri Civil Society Organisations Shri B.S.Baswan Dr. Rajesh Tandon, PRIA Dr.T.K.Oommen Shri Ramesh Ramanathan, Janagraha Shri Amarjeet Sinha BASIX, Hyderabad Shri R.S Pandey Shri Puran Chand Pandey, VANI Shri B.N.Goldar Shri Vithal Rajan


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Executive Summary Overarching Elements of the Induction Training 1. Induction training, that is to say training on entry into service, has been an important feature of the Indian Administrative Service ever since it was constituted in 1947. Satisfactory completion of the training has been a rite of passage, marking the transition of the recruit from a probationer to an officer. Over years, the content and process of the induction training of IAS officers recruited through competitive examinations have changed considerably. And yet, that training retains its overarching elements and focus. The induction training has three overarching elements. They are:

o Instruction at the IAS Training School, Delhi [Metcalfe House] till 1959 and at Lal Bahadur Shastri National Academy of Administration [LBSNAA], Mussoorie thereafter,

o Learning by observing and learning by doing, mainly in a district and

o Acculturation, imbibing the tradition, norms and mores of the service

Induction Training is bifocal 2. The induction training is bifocal. It seeks to instill in every trainee an all-India perspective as befits an entrant to an All-India Service; yet at the same time, it also seeks to impart knowledge of the language, laws and administrative practices of the State cadre to which the trainee is posted. This is rightly so, given the way that the IAS was conceived and has been functioning. The IAS was designed as an integral part of our federal polity, as a service common to the Centre and the States, in order to ensure that the Centre is in close touch with ground realities, and that the States get a leavening of senior officers from outside whose vision and outlook transcend local horizons. The training of IAS officers is a joint responsibility of the State and Central Governments. The quality of training is ultimately dependent upon the interest that the Central and State Governments pay to the training of the entrants to service.

Duration and Sequencing 3. The duration of the induction training is expected to be 104 weeks divided equally between LBSNAA and the State cadre to which the probationer is allotted. Since 1969, the “sandwich pattern” is in vogue. The 52 weeks of training at LBSNAA, inclusive of the Foundation Course is divided into spells: the first spell is of eight months duration and the second of four months. In between the two spells of training at LBSNAA is the training in the State cadre. The first spell of training is divided into two parts: the Foundation Course and Phase I IAS Professional Training; the second spell called Phase II IAS Professional Training is utilized to transact topics which are better comprehended after practical training in the field, for sharing by the probationers of their field experiences and for acquiring a comparative understanding of the administrative practices in different States. Phase I training includes a Winter Study Tour, of about eight weeks duration, popularly known as Bharat Darshan, a unique opportunity to savor the grandeur and rich diversity of a continental nation, discern the underlying unity in the midst of diversity. The Study tour is also utilized to get the trainees acquainted with armed services, public and private sector undertakings, media, NGOs, urban bodies, and Parliamentary practices. As of now, mainly due to logistical


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reasons, the total duration of training at LBSNAA is about forty-five weeks, of which Foundation Course is for a period of fifteen weeks, Phase I twenty six weeks and Phase II eight weeks. Or in other words, the training at LBSNAA falls short of the norm by about three weeks, and this has been impacting on the satisfactory transaction of the syllabus.

Foundation Course 4. The Foundation Course is common to all those recruited to the All-India and Central services through the common Civil Service examination. Officers of some technical services like the Indian Economic Service and the Indian Statistical Service also participate in the Foundation Course. As its name suggests, the Foundation Course provides the foundation for the subsequent professional training of the different services at Central Training Institutions [CTIs] such as LBSNAA for the IAS, the Sardar Patel National Police Academy for the Indian Police Service, The National Academy of Direct Taxes, Nagpur for Indian Revenue Service, and the Railway Staff College, Vadodara for the Indian Railway Services. The Foundation Course acts as a bridge between the academic world of college and the structured system of government. The major objectives of the Foundation Course are the following:

(i) developing an esprit de corps among the probationers of different services,

(ii) fostering the attitudes and values that every senior civil servant should possess, and

(iii) imparting a basic understanding of the environment, the machinery of the government, and of the subject competencies and skills that all these officers have to possess for discharging their duties in the initial years of service.

5. Of the 15 weeks duration, 12 weeks are devoted to course work and 3 weeks to village study and extracurricular activities like trekking and river rafting. The subjects studied are Management, Economics, Public Administration, Law, Political Concepts and Constitution of India, Indian History and Culture, Information and Communication Technology, Hindi (who have no prior proficiency) and language of the cadre. At the end of the Foundation Course, the officer-trainees (OTs) are assessed with reference to the proficiency they acquire in the subjects, the soft skills that are transacted in the Foundation Course, and the extent to which they internalize the values and attitudes that the course seeks to foster.

IAS Professional Training 6. The duration and content of the Foundation Course are an administrative arrangement. The syllabus is decided by LBSNAA in consultation with the Directors of other Central Training Institutions. In contrast to the Foundation Course, the subjects and the broad syllabus of each subject to be covered in the professional training of IAS officers are specified by statute, namely the First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation, 1955. This schedule was last revised in 1996. However, in effect the syllabus and marks specified by the First Schedule have been functioning as a broad narrative framework within which LBSNAA has been regularly updating the syllabus, and fixing the total number of marks for each subject. In recent years, training at LBSNAA has come to focus on the training needs of the positions that officers are expected to hold in the first ten years.

7. Historically, the State-specific learning has been taking place in the district. “Mentoring” by the District Collector is a hoary civil service tradition. Several States have a structured pattern of


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training, and the diaries of the OTs are reviewed and directions given not only by the Collector but officers supervising the work of Collectors such as the Member, Board of Revenue. However, in many States the training to be imparted is left to the discretion of the Collector, and it is not unusual for a Collector to consider the OT to be an extra hand for doing odd jobs. Over the last two decades, State Administrative Training Institutions [ATIs] have come up in most of the States, and the financial support of DOPT has endowed most of them with good physical infrastructure. In most States, training in ATIs has come to complement the institutional training at LBSNAA, and the training in the districts; they provide a more formal arrangement for the teaching of State laws, regulations and administrative practices. In most States, training in the State is coordinated by the State General Administration/Personnel Department, while in a very few States like Rajasthan it is the ATI which does the coordination. Annexure II is a descriptive narrative of the different aspects of training as it is now imparted, including the subjects, topics covered in each subject, sessions devoted to each topic, the pattern of training in the States/districts, and evaluation.

Background to the appointment of the Committee 8. In 1977, the sandwich pattern was reviewed by LBSNAA at the behest of the Department of Personnel and Training [DOPT]; in 1986, and again in 1996 DOPT set up Study Groups to review the induction training. These reviews as well as the suggestions of a Standing Syllabus Review Committee contributed to the revision of the syllabus. In early 2005, the Government felt that it would be desirable to undertake a comprehensive decennial review of the induction training, and appointed a Committee under the Chairmanship of Dr. R. V. Vaidyanatha Ayyar, IAS (Retd.). The Training Division, DOPT advised the Committee that instead of taking for granted the basic features of the present induction system, the review should question them, and assess their relevance, and that this would require a process of consultation with a wide range of stakeholders.

Methodology Adopted by the Committee [Chapter 2] 9. The Committee adopted the following seven-pronged approach:

(i) normatively assessing from first principles the training needs of an IAS officer during the first ten years of his service,

(ii) adopting a historical approach,

(iii) factoring in the syllabus of the new mid-career training programme of IAS officers as proposed by the Yugandhar Committee and as outlined by the DOPT in its Request For Proposals from reputed academic institutions in India and abroad,

(iv) factoring in the training being imparted to higher civil servants in countries like France and the United Kingdom,

(v) factoring in the syllabus of post graduate programmes in public policy, public administration, and public management in the various courses to which DOPT deputes IAS officers,

(vi) factoring in the training in private sector and civil society organizations, and

(vii) extensive stakeholder consultation on training. The Committee elicited the opinion of State Governments and Union Territory Administrations, Central Government ministries and departments, prominent public personalities like


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Governors and Chief Ministers, Directors of CTIs and ATIs, LBSNAA faculty, IAS officers of various vintages, industry associations, civil society organizations, academics, and well known experts in the fields of law, management, public administration, and economics. The Committee drew upon the Internet Revolution and emergence of IAS and civil society virtual networks to reach out to thousands of persons and organizations. The questionnaires were posted on the websites of DOPT, LBSNAA, and a few NGO networks. The Committee also held consultation meetings in Mussoorie, Pune, Hyderabad, Delhi, Bangalore, and Guwahati.

Questions considered by the Committee 10. The Committee examined the following questions:

o Who are the trainees?

§ What is their sociological and academic background?

§ Have the characteristics of the trainees changed significantly since the previous reviews of induction training in 1986 and 1996?

o What are the changes in the organizational and societal environment since the previous reviews?

o What are the changes since the previous reviews of the governmental and societal perceptions and expectations of the IAS officers?

o Are all these changes significant enough to warrant a change in the training design, content and transaction?

o Normatively, what are the knowledge and skills that an OT should acquire at the end of the induction training and what are the attitudes and values that he should come to possess?

o Does the induction training meet the normative standard? Does it impart the necessary knowledge and skills, and suitably mould values and attitudes?

o What are the Type I and Type II errors of the current induction training?

§ What are the knowledge, skills and Normative Values that the training ought to impart but does not?

§ Does it cover unnecessarily topics and skills, which the OTs already possess through their education, and preparation for the Civil Service Examinations?

§ Does the training impart or reinforce values and attitudes that are inappropriate for a life in public service in a democratic polity and society?

o How effective is the training? How closely do the training outcomes correspond to the training objectives?

o Can the effectiveness be improved by changes in design [duration, sequencing and methodology] of training?


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Documents prepared for the Committee 11. The Committee also drew upon an evaluation study of the induction training by the Centre for Good Governance (CGG), Hyderabad, an alternative model of induction training drawn up by Dr. V.K.Agnihotri IAS (Retd), and eleven papers prepared by experts at the behest of the Committee.

Duration needs no change; inter-se allocation of time needs change 12. It is significant that except for a couple of responses, none questioned the duration of the training or the idea underlying the sandwich training, namely that the training at LBSNAA should provide ample opportunities to OTs for reflecting on their field experiences. Given the overwhelming view of the respondents who span a wide cross-section of the society, and taking note of the fact that the overall training frame has stood the test of time, and seems to fit the unique organizing principles of the IAS, the Committee decided to retain the total duration of the training as well as the sandwich pattern; it is however necessary to alter the inter-se allocation of time between the institutional training at LBSNAA, and the State/district training, as well as the sequencing of training. The Committee, therefore, concentrated on a rigorous scrutiny of the content and process of training, keeping in mind the central message of the responses, namely that training needs to more intensely foster professional competence, personal commitment, and professional and personal integrity.

Synthesis of Inputs [Chapter 3]

OT profile 13 Chapter 3 synthesizes the responses received by the Committee. As compared to their counterparts before 1990s, as a group, today’s OTs are older and have a more diversified academic background. And more significantly, they are more representative of the Indian society, a fact that is often missed in the discourse on the IAS and governance. The 1990s witnessed the beginning of the large-scale influx of candidates with engineering, management, medical and agriculture education, several of them with degrees from the prestigious IITs and IIMs. However, in contrast to OTs with specialized professional qualifications, quite a few of the recent entrants have acquired their degrees thorough distance education, never entering the portals of a college, much less a university. Some of them were even engaged in blue-collar jobs before they joined the service. The social and regional composition of the IAS is no longer what it used be. In the past, metropolitan areas, a few states, a few select colleges and universities, and a few communities used to account for a significant share of the OTs. Happily, this is no longer so. From the point of view of training, the OTs are now more diverse, and majority of them are techno-savvy.

Metamorphosis of the working environment 14. By all accounts,

o the working environment in which officers have to work is, in comparison with the past, more demanding and complex,

o there is all-pervasive demand for improved governance,


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o a paradigm shift has occurred in the idea of governance, of what governments should do, and also how they should govern, and

o the reinforcing forces of globalization, urbanization, democratization, and IT revolution are immutably altering the practice of governance.

15. The 73rd and 74th amendments to the Constitution have altogether transformed district administration and the role of district officers. Decision-making authority, which was formally centralized in the office of the District Collector, is now substantially more decentralized and diffused. Further, as befits a democratic polity, there is an ever-increasing pressure on governments at all levels to perform better, be more responsive to citizen needs and concerns, be transparent in their functioning, and enhance the space for the participation of citizens and citizen groups in the development and implementation of policies and programs. Issues are increasingly getting politicized, political consciousness is increasing, and the marginalized are now finding their voice. With the emergence of civil society and judicial activism, and the increasing uncertainty of electoral outcomes, the accountability of governments and of civil servants is qualitatively distinct from that in the past. The enactment of the Right to Information Act, 2005, gives an imprimatur to the new paradigm of government.

16. Governments are expected to play multiple roles, not all of which are congruent. Further, perceptions about how the government should discharge a particular role [eg., creating an enabling environment for participation in a globalizing economy] vary widely; consequently governments are required to balance the competing perceptions. The very process of democratization renders governance at all levels infinitely more complex and arduous. An additional degree of complexity arises from the fact that the transition of the polity and society to a rule-bound democratic polity is not yet complete. In all, a command and control style of governance is utterly unsuitable. Dissent, and conflicts over policy, programmes and implementation are more open and sharper. Having an open mind, reconciling conflicting perceptions, interests and ideologies, and constructively engaging civil society and business groups are essential aspects of democratic governance. The process of reconciliation, and negotiating the maze of institutional checks and balances, can be long and arduous. It requires a higher level of negotiation skills than what civil servants traditionally possess, and further civil servants having an emotional temperament different from that in the past.

17. The challenge of coping with a more complex environment, which is arduous enough, is compounded by an all-pervasive cynicism and contempt of politics and administration. Part of the cynicism arises from an unrealistically idealistic view of government and politics. And further, condemning politics and government altogether carries the danger of delegitimizing democracy itself. Be that as it may, underlying the cynicism is a basic reality, namely that the governance at all levels needs vast improvement. By all accounts, India is on the trajectory of high economic growth and is poised to emerge as one of the top three economies of the world in the next three decades. The high growth makes possible eradicating the worst manifestations of deprivation, and building a more humane and inclusive society. The key to realizing this golden promise is better governance.

18. Much as it is ushering the post-Gutenberg society, the Information Technology [IT] Revolution is reconfiguring the landscape of governance, and transforming the machinery and tools of government. E-governance expands the reach and grasp of government, and makes it possible to attain levels of performance that were hitherto unimaginable. At the same time, the IT revolution has rendered some aspects of governance more complex and arduous. The 24-hour TV news channels, cell phone, and increasingly the Internet, have transformed the pace, rhythm and logic of


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public affairs in their entirety. Dispersing an unlawful crowd, or as the Kutch earthquake, Tsunami and Mumbai floods have vividly shown, handling of natural calamites are now qualitatively different. Politics, elections, waging of war and peace, diplomacy, maintenance of law and order, handling of crises and natural calamites, judicial processes, negotiations, policymaking, and programme implementation, name any aspect of governance, it is not what it used to be. A welcome feature of the media revolution is that it has enhanced the power of citizens to control their governments. However, the power and impact of TV and the Internet are not an unmixed blessing. The Internet and Media revolutions have also contributed to the formidable reach and grasp of the multinational civil society networks. These networks can now reach out to groups anywhere in the world, and extend their solidarity and resources. Consequently, the local civil society groups now have a power to influence the actions and decisions of a government that is far higher than what their domestic standing would warrant. Managing the media and civil society groups, constructively engaging them, and if need be forging partnerships with them, have come to be important aspects of governance.

Value Challenge 19. The responses of many officers have been self-critical, and echo the concerns expressed by civil society groups about the attitudes and working style of many IAS officers. What comes out is that in two or three years of service many officers lose their youthful idealism as they encounter the objective reality in the field, which is in sharp contrast to the rosy picture of district life they have in Mussoorie. Many of them, to quote a respondent, “either just take to sanyas literally, saying 'theek hai, chalta hai, kuch bhi nahin kar sakte hain' or they become a part of the whole unseemly state of things.” Many officers are genuinely concerned that quite a few of their colleagues are not behaving and performing in a manner which commands respect, that many are judgmental about people outside the service, and are unwilling to respect differences, to interact with “outsiders”, to work in a very participatory kind of a fashion., and that there are very many valid complaints of corruption, caste bias, insensitivity to the problems of the poor and under-privileged, and the poor delivery of services.

20. Many spoke of the travails of the young officer who wished “to hold his own even if he does not see this demonstrated around him,” of short and precarious tenures, of being subject multiple pressures and demands, of being caught in the cross-fire of conflicts between different officeholders (eg., chairman of the Zilla Parishad and the “district minister”), and of inadequate support from official and political superiors. It is imperative during the counseling, and in instruction to provide a realistic picture of the work environment, and to brace the OTs to face the challenges ahead. Many spoke of the need to stress the importance of officers being team players. OTs should be encouraged to internalize the fact that some occasions necessitate the officers to be in the limelight, and some being anonymous and obscure. Sometimes they need to be the face of the Government in certain situations, and faceless bureaucrats in certain other situations. Further, it is important to recognize that given the multifarious roles of governments, civil servants need to adopt the appropriate working style and persona in discharging a given role. In respect of regulation, enforcement of rule of law and conduct of elections, civil servants need to act independently without fear or favor. In respect of roles like development, empowerment, and poverty alleviation, civil servants have to act in partnership with citizens and civil society organizations, and for enhancing global competitiveness act in partnership with the private sector. Performance outcomes of the government as a whole are dependent not only upon the efforts made by governments and their functionaries but also those of citizens, civil society


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organizations and the private sector. Many emphasised the need to give more emphasis to leadership and strategic management, as IAS placed in leadership positions right from the start are expected to be change agents. Therefore they must be equipped to lead, to decide, to innovate and to facilitate transformation of the society, polity and economy.

21. From the responses received, it would appear there are three types of values and attitudes that are to be instilled during the induction training and later reinforced in mid-career training. These are the following:

o Personal values and attitudes such as integrity [Financial and intellectual], work ethic, inner strength and self-confidence to face the tough challenges and crises in life and career.

o Professional values and attitudes such as professional integrity, commitment to the Constitutional vales, and the obligation it casts on the State, and State functionaries particularly in regard to the marginalized and voiceless, principles of good governance and public life such as accountability, outcome orientation, transparency, responsiveness, rule of law, honesty, openness, and objectivity, and nation building

o Leadership and team work qualities

All the respondents appreciated some of the efforts now being made by LBSNAA to inculcate values and attitudes eg., inviting role models to address and interact with the OTs. However, they felt that more needs to be done.

22. Based on the suggestions received the Committee recommends the following:

o A proper teaching of the Constitution not so much as a legal text, but as a secular testament that should guide the OTs in their career, in understanding the nature of their service, in understanding the obligations cast on the State and State functionaries to ensure that all citizens enjoy rights [such as right to life, right to health, right to education, and due process], in coping with ethical dilemmas, and in doing their duty towards all citizens without fear or favor..

o A more rigorous teaching of ethics. LBSNAA can draw upon the seminal training programme entitled Ethical Issues in Today’s Administration, which it is offering for mid-career officers.

o Values and attitudes should be considered as a crosscutting theme that should figure in all the academic modules of Phase I, and the interactive sessions of Phase II.

o LBSNAA has already a system in place for encouraging OTs to study and review books. This activity could be streamlined and strengthened so as to cover classics and inspirational books, and to organize serious discussion of those books such that the outcomes are akin to what true liberal education would do to strengthen character and sense of purpose.

o Reinforcement of the normative values and attitudes in subsequent in-service trainings.

o Stronger inputs on leadership and strategic management.


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o Carving out a separate subject entitled Governance, Ethics and Leadership in the Foundation Course and Phase I.

Immersion Programmes: A 9-day rural immersion programme and a 5-day urban slum immersion programme during the Bharat Darshan. A distinguishing feature of these programmes would be that the OT sheds his official status, and would be just a learner. These programmes would be organized by reputed civil society organizations, and the objective is to enable the OT to acquire a perspective that complements the official perspective by looking at from the outside, the system, its actual operation, its effectiveness and responsiveness, the problems of ordinary citizens, the existential condition of the marginalized and voiceless, and how well-meaning civil society organizations are striving to improve that existential condition. Such programmes are now de rigueur for professionals of many developmental agencies as well of civil service in some developing countries.

Syllabus to move out of academic silos; to be function-related 23. The Committee received a valuable suggestion that the syllabus of induction training should not be framed as a mechanical extension of the academic disciplines with a few seasonal flavors like WTO thrown in; as far as possible, it should be inter-disciplinary and seek to intellectually equip the OTs for the tasks ahead by enhancing their understanding and helping them embed in a conceptual grid the work on hand and the challenges, and to come up with well thought out solutions. The Committee adopted this suggestion as the organizing principle of the syllabus. The Committee takes note of the welcome fact that most topics are now transacted in Phase I in inter-disciplinary modules reckons the suggestion made; it would be desirable to further strengthen this approach by strengthening inputs that facilitate better conceptual understanding of the topics.

Stakeholder opinions on the content and transaction 24. The major responses regarding the induction training are as follows:

The major responses are the following:

o Foundation Course: Directors of the Central Training Institutions as well as officers of the services participating in the Foundation Course endorsed the utility of the Foundation Corps in building esprit de corps among different services. All the young officer-respondents were highly appreciative of the extra-curricular activities like trekking and river rafting. However, almost all felt that the syllabus of the two subjects Political Concepts and Constitution, and Indian History and Culture repeats the syllabus of the General Studies papers of the Civil Services examinations, and that it has no practical relevance in the functioning of the young officer in the service that follows immediately after the induction training. Some non-IAS OTs felt that the Foundation Course was far too IAS-oriented, and that very little knowledge was imparted about the history, organization and mandate of other services. IAS respondents also desired to know more about other services.

o Almost all were appreciative of the law inputs provided in the Foundation Course, Phase I and II training. LBSNAA may periodically undertake Training Needs Analysis for Foundation Course, Phases I and II as well as Training in the State so that curriculum and its transaction continues to be in synch with the training needs. LBSNAA may associate outside expertise as may be necessary.


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o It is desirable to integrate as far as possible Public Administration and Management, for otherwise there could be a feeling among OTs that principles of management are stand alone and have no relevance in their day-to-day work.

o Induction training is far too revenue administration oriented, and more emphasis needs to be given to social sectors and urban governance,

o The coverage of economics is inadequate and not in tune with the current mainstream economic thinking,

o District training is uneven across states,

o So is training in State Administrative Training Institutions [ATIs],

o Specialized competencies like law and order management, disaster management, and building private-public partnerships should receive more emphasis,

o Language: Curricular load is uneven among OTs, as:

§ many OTs who are proficient in Hindi are not required to learn Hindi, and

§ many OTs are not required to learn the language of the cadre as they are proficient in that language.

o Training is too theoretical, out of synch with field realities,

§ The OTs are prone to a quick training fatigue. The instructor loses them as soon as he takes up a theoretical concept or method, more so if the instructor is an academic.

o The syllabus is fine but its transaction leaves much to be desired,

o Training attempts to do far too many things, and

o Special attention should be paid to OTs from North East cadres.

New Subject: Contemporary India and the Global Environment 25. The Committee feels that it is expedient to replace the two subjects of the Foundation Course, entitled Political Concepts and Constitution, and Indian History and Culture by a new subject entitled Contemporary India and the Global Environment. In keeping with the fact that the Constitution is the fountainhead of all public values, Constitution would be a part of the syllabus of the new subject suggested above, namely Governance, Ethics and Leadership. The subject Contemporary India and the Global Environment is designed to offer the OTs a nuanced understanding of the Indian history, society and economy, the forces, which are transforming different aspects of India, the global environment in which India is embedded. In view of the increasing pace of globalization and global interdependence, the course would also help the OTs acquire an understanding of the interplay of national policy and the global environment. As it is important to bring in multiple perspectives, the Committee recommends that this subject eminently deserves to be taught by a well-qualified academic.

Law 26. The law syllabus does need much of a change. However, it has been reviewed keeping in view the following basic principles:


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o An IAS officer needs to appreciate the importance of Rule of Law, and of the role of law as an instrument to bring desired change in socio-economic life of the citizens.

o The Constitution is the basic law.

o Bifurcation of Executive and Judiciary.

o International law has become very important.

o The increasing importance of Intellectual Property Rights.

o The changing nature of regulation

o Focus on quintessential legislation

o Need to instill legal and judicial skills, and help develop a judicious mind.

o Mock trials at Academy to supplement the experience of OTs as Judicial Magistrate.

Based on these principles, the syllabus has been updated.

Integration of Management and Public Administration 27. Instead of treating public administration as distinct areas, it would be useful to recognize that all organizations including government share some common basic principles and methods of management, and that in respect of some functions of government, the distinctive features of governance necessitate considerable modification of the principles and methods applied by other organizations. Government is far too complex and democratic an organization for governance to be a clone of business management. It is therefore important to equip OTs with modern principles and methods of management and at the same time instill in them the discernment to judge when these methods can straightaway be applied and when they need adaptation. The modular transaction of most topics in Phase I does indeed to some extent bring about the integration of public administration and management. It is necessary to be more explicit about this integration, extend it to the Foundation Course and deepen the integration in Phases I and II. . This would keeping in with the fact that the First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation, 1955 lists Public Administration and Management as a single subject. The much needed integration calls for far greater use of cases and simulation for teaching public administration. Presently, inputs are given mainly through lectures delivered by eminent practitioners in the field. Even though the probationers are tested on these inputs, these examinations are subjective and descriptive in nature, i.e., they answer questions set in the traditional pattern of examinations in Indian universities. Cases should be got prepared on a war footing. They should have teaching notes and be validated.

Social and Human Development 28. Many respondents also observed that, the training lays far too much attention to revenue administration to the detriment of developmental administration. In the Foundation Course, there is great merit in strengthening the conceptual underpinnings of the module in Public Administration entitled Development, Welfare and Social Administration, and to anchor the Village Visit Programme in the human development framework. The Committee feels that in the IAS Professional Training there is a vital need to carve out a separate subject entitled Social and Human Development, and to give commensurate attention to the practical aspects of social and human development in district training.


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More emphasis on urban governance and development needed 29. The Committee is in agreement with the views expressed by many that the focus of the training is still rural, that issues of urban governance, development and poverty receive more attention, as thirty per cent of the population already live in urban areas, that the urban poor are more numerous than the rural poor and that urban governance, development and delivery of basic services have features which are distinct from those in rural areas. And further within ten to fifteen years, more than half the population would live in urban areas. Now we have to look at development issues from a different perspective, not just macro level but from the point of view of decentralization. The 73rd and 74th Amendments have to be read together. It necessary to assign a greater weightage to issues of urban governance and development in all stages of the Professional training- Phase I, district and Phase II.

Training in many States cause of grave concern 30. From what one hears from young officers as well as the faculty of LBSNAA, the tradition of a sound district training complemented by institutional training in ATIs flourishes now only in some States. In many States:

o The training is unstructured, and most of the time the OTs are left to themselves as a result of which they drift and feel the stint monotonous.

o Even in States with a structured training, the training manuals are not always up-to-date.

o Though it is very well recognized that the quality of the training very much depends upon the choice of the district and, of the District Collector, OTs are posted to districts as a matter of routine without discernment.

o Far too much importance is given to attachments that would be useful to pick up the skills and competencies required of a revenue officer, and far too little to attachments that given an insight into the functioning of the Panchayat Raj institutions and municipalities, and of development departments.

o OTs are not given independent charges at all; consequently they do not have the opportunity to learn by doing, and pick up the nitty gritty of revenue and developmental administration.

o In many States OTs are not being vested with judicial powers; consequently they would have no experiential knowledge of judicial process.

o Exceptions apart, the post of Director/DG of ATI is considered to be a gulag for officers who have fallen out of favor with the government; ATIs are not funded adequately and the faculty resources poor, and they have little interaction with the universities and other institutions of learning in the State.

31. On its part, LBSNAA has been pro-actively responding to the inadequacies of training in some States. Successive Directors have been interceding with the States whenever an OT has problems in district training. Further each State cadre is assigned a Counselor, drawn from the faculty; the Counselor is expected to guide the OTs of the cadres allotted to him throughout the training, at LBSNAA as well as in the State. The umbilical chord connecting the OT and LBSNAA


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remains intact even during the training in the State. Language instruction continues to be imparted through the correspondence mode. Counselors visit the OTs in the districts and take up with the State Government matters concerning the OTs. The OT is required to submit to LBSNAA monthly diaries, analytical reports on the district, and assignments on the village, district and court work. The diaries, reports and assignments are evaluated and graded. It is important that the State Government/ATI be encouraged to play an active role and provide close guidance and supervision of District Training. As the capacity of the State Governments/ATIs to effectively guide and supervise such training increases, the Academy should concentrate on quality control of the State component of training even while continuing to play a role complementary to the Training in States.

32. The Committee further recommends the following :

o The state of district training is such that improving its quality is necessarily of high priority in the agenda of civil service reform. In their periodic interactions with the State Chief Secretaries, Secretary DOPT/Cabinet Secretary may lay emphasis on all the States shouldering their legitimate responsibility in regard to induction training. A time bound action plan should be drawn up to improve the quality of training in States where it is now inadequate.

o DOPT should give greater thrust to its ongoing efforts to strengthen the ATIs. Given the state of many ATIs, mere funding may not be enough and “structural adjustment”, as with State Electricity Boards, and urban bodies, is necessary. It is also important to give the post of Director/DG status, importance and dignity so that it comes to be a coveted post than a gulag. Needless to say that this necessitates dialogue with States, and funding on a pattern similar to that of Jawaharlal Nehru Urban Renewal Mission, wherein funding is conditional on concrete steps being taken to improve governance.

o As some of the High Courts are purportedly reluctant to vest OTs with magisterial powers, and in view of the importance of OTs acquiring experiential knowledge of judicial process, the matter may be taken up with the Honorable Chief Justice of India following the appropriate procedure.

More focus on law and order, disaster management, media management, eGovernance, and private-public partnership needed 33. The management of law and order is qualitatively different from that in the past, so different that it is an altogether different species. First, law and order management is no longer a localized challenge, limited to communally sensitive and insurgency-prone areas. Terrorism can strike anywhere and at any time. Secondly information and disinformation spread in real time; consequently the reverberations of an incident are likely to be felt incredibly faster, more widespread and more intense. Thirdly, the vulnerability of functionaries entrusted with maintenance of law and order has increased enormously. Fourthly, management of media and the visual images has became as important as managing the situation. One can say that a new pedagogy is required to impart the new skills and competencies required for handling the “new” law and order management. Inter-institutional cooperation between LBSNAA, Sardar Patel National Police Academy and other similar institutions, as well as joint training of functionaries belonging to the different services engaged in the maintenance of law and order would be valuable. The Joint civil- military course being organized by LBSNAA can provide valuable inputs for revamping the teaching of the


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management of law and order. A daylong interaction with Ministry of Home Affairs and Intelligence Agencies on internal security scenario could be organized during Bharat Darshan.

34. Similarly, disaster management is now qualitatively different. Among the competencies that need emphasis are media management, coordination of relief and rehabilitation by multiple agencies of the State as well as “aid” agencies, and civil society organizations. The development of a simulation exercise by LBSNAA is a welcome step.

35. Media management should cover both anticipatable events and issues, and unanticipated events and issues like the occurrence of a disaster or a terrorist strike. Even while embarking on development or implementation of a policy or program, it is imperative to start thinking about how one should go about to get the policy accepted by the important groups having a stake as well as the public at large. This in turn would necessitate thinking about communication strategy/social marketing. For imparting skills in media management, it would be useful to draw upon the expertise of experienced practitioners from the service, Indian Foreign Service [who have been spokespersons of the Ministry of External Affairs], Indian Information Service, private sector and civil society organizations. It is also imperative to develop a repertoire of case and simulation material.

Language 36. OTs who are not required to study Hindi or the cadre language because of prior proficiency may be required to study any one of the Indian languages taught at LBSNAA. There would be a qualifying test for the Indian language so offered by an OT. This would promote national integration and fairness in curricular load.

More attention to economics 37. The Committee agrees with the strongly articulated views that it is necessary to strengthen the teaching of economics, and of quantitative skills in the induction training. The economist’s way of looking at the world is unique, and of great significance in governance. Therefore economic logic is one of the core competencies that every IAS should have. Contemporary economic thinking has significantly influenced the new public management, and has much to say about the way delivery of services ought to be organized and their effectiveness measured. This is of direct relevance to the OTs for the tasks awaiting them in the districts. Further, it is imperative for the OTs to have a sound understanding of the global economic environment and the way it impacts on India’s economic development, of comparative developmental experience of major countries, the factors that contribute to the wealth and poverty of nations, and the factors contributing to entrepreneurship.

Study Tour to South East and East Asia 38. Several suggested that as in Phase III and IV mid-career training, the induction training should include a two week exposure visit/study tour of South East and East Asian economies to see for themselves how these economies which started five to six decades ago with a developmental base equal to or worse than India have till recently out-performed the Indian economy. The Committee endorses this suggestion; it is better that the exposure begins right at the start of the career. This visit could be organized towards the end of Phase II; after all other topics are transacted. A brief module that exposes the OTs to the important features of the country or countries they would be visiting should precede the tour. The features would include the trajectory of development, the role of States and markets, social policy, infrastructure, and regional development. There should be experience-sharing sessions after the visit. The OTs should be required to write a


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paper on the lessons they draw from the visit and the relevance of these lessons for India. Evaluation of this assignment should be part of the overall evaluation of Phase II.

Pedagogy 39. Criterion of relevance: From what one hears from the OTs, younger officers and the faculty of LBSNAA, the OTs are very keen to pick up those knowledge and skills which they consider directly relevant to the jobs they expect to hold immediately after training. They are known to immensely value experience sharing by senior colleagues; the most popular seminar is that of Sub-divisional officers [SDOs] in Phase II, wherein young officers come over from the sub-divisions to tell their immediate juniors what it is like to be a SDO out there, and what it takes to be effective. In contrast, quite a few respondents mentioned that OTs are not inclined to take the academic aspects seriously and that there is no better way to lose them than delving into theory. Their receptivity seems to be driven by the criterion of relevance. What is in it for me is the question that props again and again. Give us the tools, just the tools for the immediate tasks ahead, seems to be the crying demand. One cannot find fault with the criterion of relevance, except that it is likely that the perception of OTs about what they need to pick up and learn may be incomplete and their time horizon rather too short. Induction training cannot be a technician education; merely imparting gross skills that would be utterly inadequate for the transformative leadership that IAS officers are expected to display throughout the career, and in every position they hold. Hence the criterion of relevance should be broadly defined, and rather futuristic. A major task of the faculty, particularly of those drawn from the service, is to ensure that OTs have a correct appreciation of their training needs, and of the categorical imperative of having to excel in every task assigned to them and to that end of having to learn everything that is required for professional excellence.

40. Emulating science/maths popularization: In transacting subjects like economics, which can be abstract, it is important to remember heavy, lengthy courses of the kind recently experienced at university would put off civil servants trainees be it at LBSNAA or the Civil Service College in Sunningdale, United Kingdom. Where the teaching of any concept or method that is likely to appear to the OTs as theoretical has to be taught, its relevance and utility should be taught upfront. Examples to which the OT can relate or examples that directly relate to the tasks that are ahead of the OTs should be used to illustrate the relevance as well as to elaborate the exposition of the concept or method. There is merit in adopting the pedagogic techniques used for the popularization of mathematics and science, or to give an example nearer home the Panchatantra.

41. Outsourcing Modules: A frequent complaint about the modules on management outsourced to other institutions has been that often there is no attempt to adapt the module to the specific needs of the OTs, and the general tendency is to use cases and other material from business management even when cases based on district administration could be used. It was also stated that sometimes these modules are stand-alone and not integrated with the over-all course design. Needless to say, outsourcing should be preceded by an elaborate dialogue and agreement on the manner in which the module would be integrated with the learning objectives and design of the course, and the content, learning material and transaction of the module.

42. The feeling that a topic is not relevant and too theoretical can be remedied through more OT-friendly pedagogies. The importance of case and simulation material based on workaday experiences, and on examples of outstanding successes and failures cannot be emphasized enough.


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43. Case Development: LBSNAA faculty has developed a good repertoire of case material; these efforts need to be strengthened. The first step could be an external evaluation of the material. The efforts to have good cases and simulation exercises preparation should be intensified. It would be expedient to have a strong unit for development of teaching learning material in association with States and Central ministries and departments, ATIs and academic institutions like IIPA, IIMs and universities. Mechanisms should be put in place for rigorous peer evaluation before the material is used in the classroom, and for review and adaptation in the light of the classroom experience. Ideally, there should be continuity in the manning of this unit, as it would be necessary to continuously monitor the relevance of the material and develop new material. Presently, every few years there is a total turnover of senior faculty at LBSNAA; such an arrangement may not be conducive for managing the case development unit. It would be desirable to have an academic well versed in case writing to head the unit; he could be on contract for a long duration. Alternately, the unit could be outsourced to reputed institutions.

44. For a proper discussion, the duration of a session should be one hour and fifteen minutes; it is now presently 55 minutes, which is rather short.

45. It would be useful to provide the OTs with exhaustive supplementary reading material on each topic, which they can use later in the career for self-development. It would be also useful to supply them useful textbooks as is done in some programmes like the postgraduate Programme in Public Policy and Management at IIM Bangalore, which DOPT funds.

Restructuring training so as to enhance the quality of learning:

Dr Agnihotri’s Alternate model 46. A major reason why many OTs consider that some of the inputs provided at LBSNAA are too theoretical is the fact that transacting them after the district training, or even better after a few years of regular postings, would be more functional from the learning point of view. The whole purpose of Phase II training was to enhance experiential learning and transaction of subjects, which are better taught after district training. Unfortunately the present duration of Phase II training is only about six weeks as against the four months envisaged when the sandwich training was introduced. Quite a few young officers were of the view that the time being slotted for experience sharing was inadequate, and with so many assignments, Phase II transaction is being routinized.

47. While Phase II duration should definitely be increased, it is necessary to take note of the fact that at this stage of training most OTs are eager to get done with training and move to a regular posting as Sub-divisional Officer. During the consultations some suggested a way out of the dilemma, which would also break the monotony of a long series of attachments in the district training and overcome to some extent the indifferent nature of district training in some States. The key idea is to classify the key competencies and skills to be acquired into two cognate areas, eg., social and human development, and district and regulatory functions, and to separately organize a sandwich programme for each of the two cognate areas. Each sandwich programme would have its own Phase I, Bharat Darshan, State/ district training and culminating in the Phase II training. On a request by the Committee, Dr Agnihotri fleshed out the concept, worked out the implications and suggested concrete modalities whereby the sandwich training could be restructured. The Chairman and some other members of the Committee felt that in view of the impact it would make on learning outcomes, the restructured pattern could be considered for adoption. LBSNAA, however, felt otherwise. While respecting the views of the Academy and the logistic issues involved in bringing


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the OTs back to the Academy in the middle of their Training in the State, the Chairman and Member Secretary emphasized the need to explore ways to operationalise either the model presented by Dr. Agnihotri or other alternate means in order to establish closer co-relation and proximity between academic inputs received in the Academy, the related field experience during the District Training, and facilitate the process of helping the OTs assimilate their district experience on their return to the Academy.

Other recommendations in respect of Foundation Course [Chapter 4] 48. Chapter 4 spells out these recommendations. The duration of the Foundation Course and inter-se allocation of time between course instruction and outdoor activities may be retained as they are.

49. There should be only one Foundation Course a year. Presently in many services, a candidate selected to the service but is desirous of taking another attempt at the Civil Service examination is permitted to skip the Foundation Course with his batchmates and report directly for Professional Training of the service. If he is unsuccessful in his attempt, he is required to participate in the Foundation Course subsequent to the Professional Training. If in case he succeeds in securing entry to the IAS he does the Foundation Course and Professional Course along with his batchmates in the IAS. This practice is dysfunctional in that it goes against the rationale of the Foundation Course, and further most such OTs do not take the professional training seriously. Hence, as in the Indian Forest Service, all entrants to civil services who wish to take another attempt to Civil Services Exams should be granted a year’s leave, and be required to report for the Foundation Course along with the next year’s batch.

50. The probation period of an OT regardless of the service to which he belongs should not be confirmed unless the officer qualifies in the Foundation Course. All services participating in the Foundation Course should give due weightage to the marks secured by their officers in the Foundation Course.

51. New subjects: The Committee recommends the following subjects in place of the present subjects:

� Contemporary India and the Global Environment

� Governance, Ethics and Leadership

� Public Administration and Management

� E-governance

� Law

� Political Economy

� Language

The tables attached to Chapter 4 set out the detailed syllabus of each of the subjects, except language. The chapter also suggests an evaluation pattern.


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Other recommendations in respect of IAS Professional Training [Chapter 5] 52. Further promoting mutual understanding, it would be useful to compile a handbook that narrates the organization, mission and structure of all the services participating in the Foundation Course, and of their complementary roles. This would enable the OTs to gain an understanding of these services and foster their esprit de corps.

53. Chapter 5 spells out the Committee’s recommendations on the reorganization of the subjects, the syllabus of each subject, and evaluation. As stated above, it gives two alternate models of organizing the training, one the current sandwich pattern, and the other Dr. Agnihotri’s model.

54. In the interests of further professionalizing the service, it is important to ensure that the training period as envisaged is not curtailed. It appears that the curtailment is necessitated by the delayed issue of appointment orders to those successful in the Civil Services Examinations. It would be desirable to work backwards and appropriately fix the schedules for the conduct of examinations and the subsequent process before the appointment orders are issued. Ideally, as with the French higher civil service, there should be fixed dates for the announcement of the results and for the commencement of the Foundation Course. Even if this were not possible for any reason, the duration of the training should be protected by overcoming the logistical problems such as limited hostel accommodation and lecture halls.

55. Duration of Phase I, State/district, and Phase II programs. In view of the additional programmes that the Committee is suggesting, such as the village and urban slum immersion programs, and the study tour of ASEAN countries/ China, it would be necessary to alter the inter-se division of the training duration among the three segments, namely Phase I, State/district, and Phase II. As the additional programmes are expected to enhance the experiential knowledge that OTs would acquire in the district training, it seems desirable to find space for them in the time now allotted for State/district training. The duration of training could be as follows:

a) Foundation Course 15 weeks

b) Phase-I (including WST) 26 weeks

c) Joining Time 10 days

c) State/ District Training 50 weeks

d) Phase-II 11 weeks+ 4 days

e) Joining Time As per eligibility outside the duration of the training

f) Total 104 weeks

56. Following are the new subjects recommended in place of the existing subjects:




� eGovernance


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� Law


� Human and Social Development

� District and Regulatory Administration

� Hindi or if a probationer has prior proficiency in Hindi one of the other Indian languages taught in LBSNAA

� Language of the Cadre

The tables attached to the chapter give details of the syllabi, and evaluation recommended.

57. Considering that the learning in Phase I and State/ district are complementary, it is desirable that the examinations that Indian Administrative Service (Probationers Final Examination) Regulation, 1955 prescribe conclude after the State/district training. Phase II training may begin with these examinations. It is not necessary or even desirable that the evaluation envisaged by these examinations should only be through traditional examinations as conducted in the universities. The evaluation can be through assignments in the nature of “term papers,” case analysis and so on. The time necessary for conducting these exanimations in Phase II may be provided by shifting the requisite number of days from Phase I training. With the forthcoming examinations in mind, it is very likely that during the district training, OTs would be studying the inputs provided during Phase I training; consequently they are more likely to relate these inputs with the field experience. There is no need to conduct a separate examination in respect of the subject Contemporary India and the Global Environment. The evaluation done during the Foundation Course would suffice.

58. State/ District Training: The importance of all States having a structured programme of training cannot be emphasized enough. This would ensure that the training outcomes are less subject to the vagaries of individuals, be they OTs or the District Collectors. The Committee would s uggest that States, which do not have a structured programme, may develop their own structured programs. While developing such a program, they may take note of the practice in States with a structured programme and the model pattern drawn up by Dr H S Anand. It is important to giving equal importance to revenue and developmental administration. Even States with a structured training pattern need to revise the training pattern taking note of the alteration in the duration of the State/District training suggested by the Committee, as well as the imperative of giving equal importance to revenue and developmental administration. Training manuals/suitable material related to State Laws should be provided to OTs before they leave for their District Training and departmental exams to be conducted regularly.

The Committee is of the view that the nomenclature of District Training should be replaced by ‘Training in the State’ in view of the fact that in many States, ATIs have come to play an important role in imparting induction training, and in many States officers are attached to the Secretariat. .

59. Choice of Training District and District Collector: The district chosen should not be a predominantly urban district, which would be atypical and not provide full opportunities for the OT to pick up all the skills and competencies. In some States a few districts, which offer full scope for the training, are designated as training districts, and Collectors of proven ability are posted in such districts, and all the officers with whom the OT would be attached are oriented to the task of training. This practice could be considered for adoption. The “training” Collector should be chosen


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with discernment; the Collector chosen should be an officer reputed for his integrity and competence; the allotment of an OT for training should come to be recognized within the service as a honor bestowed for outstanding dedicated service. Where a District Collector is transferred to another district, the OT also may be transferred along with him. Institutional arrangements should be put in place to oversee the discharge of the training responsibility by the Collectors chosen for training OTs.

60. Fostering Linkages Between the Training at LBSNAA and in the States/Districts: Institutional arrangements should be put in place for a dialogue between LBSNAA, ATIs and the State Secretaries in charge of training so that towards the end of Phase I, before an OT reports to the State for training, he is provided a clear schedule of training in the ATI and the district, and departure from the schedule should occur only if major events that provide for experiential learning such as disaster relief or elections or a law and order situation occur.

61. District Assignments and Action Research: Committee would suggest the allocation and evaluation of assignments may be reorganized as follows:

o Socio-economic study of a village

o Socio-economic study of a town

o Action Research for improving service delivery, or a major program, or strengthening key institutions like ANM Training Schools, District Institutes of Education and Training, Aanganwadi Training Centres

o District assignment relating to social sectors

o District assignment relating to revenue, relief and rehabilitation, and regulatory functions

62. Phase II Training: The extension of duration by four weeks, excluding the period proposed for the study tour to ASEAN countries/China, could be used to deepen the experiential learning expected from this Phase. It is desirable to have more structured processes for enhancing that learning. There should be as few lectures as possible and the modules as well as seminars should be in an interactive mode. Guidelines should be issued to the guest speakers for the modules and seminars such that their inputs are presented in a way that enhances interactivity and, experiential learning by OTs. Development of appropriate cases and simulation matter would enhance the experiential learning. The assessment during Phase II to be tightened and made more inclusive of both the theoretical and practical inputs.

63. Additional Modules and Seminars: The highly popular and effective Sub-divisional Officer [SDO] Seminar may be replicated for the Chief Executive Officer, Zilla Parishad, District Collector, and Municipal Commissioner. There should be balance between topics relating to revenue and regulatory administration, and of social and human development. Following is an illustrative list of modules/seminars that may be organized in respect of social and human development

o National Rural Health Mission

o National Employment Guarantee Act

o Challenge of Universal Elementary Education and Universal Literacy

o Social Security

o Right to Food


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o Convergence of Services

o Delivery of Urban Services

o Managerial and Participatory Methods for Enhancing the Effectiveness and Quality of Basic Service Delivery

o Livelihood Issues

o Self Help Groups as Vehicles for Empowerment and Development

o Enterprise Development

o Microfinance

Training of Officers Promoted or Appointed by Selection to the IAS [Chapter 6] 64. As on January 1 2006, about 20.9 % of the IAS officers in position are those promoted to the IAS. In keeping with the objectives of the National Training Policy, 1999 the training of these officers requires greater attention. Unlike the induction training of directly recruited IAS officers, there is no fixed training calendar for the training of officers who are promoted. Training is organized as and when sufficient numbers of candidates are available. It would appear that while the trainees themselves are very keen, States are sometimes reluctant to depute officers to training at LBSNAA. The rules should be amended, if necessary, so that confirmation of promotion is contingent upon satisfactory completion of training. It would also be desirable to have a regular schedule for training of these officers. Induction training should not be seen as training of regular recruits

65. Whatever might have been the past practice, the importance of developing a nuanced training frame for officers promoted to the IAS cannot be stressed enough. An analysis of the profile of these officers brings out that the training needs of officers promoted to IAS vary widely, and that therefore one size does not fit all. For the purpose of training, these officers can be classified into four categories, they being:

o Officers of the State Civil Service/ Probationary Deputy Collectors who get promoted to the IAS in 7-8 years, and who would have at least fifteen years of service as IAS officers. They can be expected to rise to the highest positions in their state cadres. These officers would have rich knowledge of revenue laws and district administration, and hence may not require any training inputs except in regard to the best practices and innovations

o Similar category of officers who get promoted towards the fag end of their service.

o Non- revenue Officers who get promoted to the IAS early in their career, and who would have at least fifteen years of service as IAS officers. Like the first category of officers they can be expected to rise to fairly high positions in their state cadres. These officers would not have much idea about revenue laws and district administration

o Similar officers who are promoted towards the fag end of their service.


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66. The following training pattern is suggested:

o it is advantageous to train all officers of a particular year of allotment together, so that they acquire a feeling of solidarity and all-India perspective. The present induction training with some modifications would constitute the core of training. Modifications are needed particularly in regard to the changing role of government and of the service.

o The core may be adequate for officers of the third and fourth category.

o The level of competencies and skills that officers of the first and third category should acquire at the end of the induction training should be the same as that of the induction training of direct recruits. In designing the training, the experience and background of the officers should be factored in. This means that there should be add-ons to supplement the core. For the third category of officers at LBSNAA it might be necessary for LBSNAA to provide the trainees a broad overview of district administration and revenue law. This should be supplemented by State-specific training in the ATIs and districts. As with induction training of directly recruited IAS officers, the induction training of these two categories of officers should include a study tour of ASEAN countries/China.

Self Development and Lifelong Learning [Chapter 7] 67. Induction Training a Preparation for Lifelong Learning: No induction training, however well designed and however well transacted, can equip an OT for all the events and challenges he would face in the first ten years of service, not to speak of the 35 odd years of service ahead of him. Institutional arrangements should be put in place to assist the officers to learn-on-the job, to deepen their knowledge of the competencies and hone their skills.

68. Interactive Web-Enabled Provision of learning resources on demand: Such a system should be put in place to provide inputs on demand to help them address new problems and challenges which they might face in the field, and to deepen their knowledge of the competencies and hone their skills. The Committee had drawn up an illustrative list of modules, which can be developed. Each of these modules may encompass concepts, techniques and tools, good practices and innovations. Existing portals like the DM’s portal or specially designed portals can be used for dissemination of these modules. The web-based learning system can be backed by a system of resource persons. A panel of area-specific resource persons can be notified for being accessed by the OTs as well as young officers, when they are in need of advice. These resource persons may be selected through a rigorous selection process to manage the identified distance learning packages and provide all India as well as state specific advice. They may be paid an annual retainership fee plus hourly charges based on the time logged by them on the basis of the advice / counselling rendered, assignments evaluated and other related tasks performed.

69. Linkages between Induction training with Mid-career training: While reviewing the syllabus, the Committee took note of the content of Phase III training that DOPT is introducing this year. However, from a long term perspective and in the interests of greater professionalization, the Committee feels that that the competencies required for senior positions can be imparted only by a much longer duration mid-career programme than what Phases III, IV and V now envisage. There is merit in emulating the tradition in the armed services of separating the preparation for lower level field commands from those of higher command, and going for an extended in-service training of


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about a year for officers who are seen to be on the fast track to higher positions at institutions like the Defence Services Staff College, Willington and the National Defence College, New Delhi. The DOPT is exploring the possibility of introducing specialization in the service after about ten years of service. A logical consequence of this proposal would be that during his career an IAS officer would be required to participate in two mandatory long duration programs:

o the induction training that would focus more on the jobs in the districts that officers would do before specialization

o a long duration programme after the choice/allotment of specialization that would be akin to a postgraduate program. It would have:

§ a core with generic competencies, and policymaking and public management skills, and

§ electives that provide the competencies and skills needed for each area of specialization. Given that many specializations would open to IAS officers, the strength of the course would very much depend upon the variety of electives offered.

70. Linking Induction/Mid-career Training with the Award of a Post Graduate Degree in Public Policy and Management : Such a long duration mid-career programme would be akin to the professional degree in Public Policy and Systems Management that the Alagh Committee on Civil Services Examinations has recommended. A consortium of institutions can organize such a programme with LBSNAA as the lead institution. The Committee noted that LBSNAA has already tied up with the Indira Gandhi National Open University [IGNOU] for award of a Master’s Degree in Public Policy to the OTs by offering a couple of extra papers over and above the syllabus of the induction training. The State-of-art IT technologies that are being inducted in LBSNAA and the central government education institutions facilitates inter-institutional collaborative offering of courses through the distance mode. It is now possible to simultaneously organize interactive classes at more than one location, with the instructor lecturing or leading a case discussion at a location. The experience gained in organizing Phases III, IV and V training could be also used to develop and transact the long duration mid-career program.

Special Training Needs of the North East Cadres [Chapter 8] 71. The problems and training needs of North Eastern cadres are sui generis. Living and working conditions are proverbially different. Excepting for Assam, the other States are small, sparsely populated, with closely-knit tribal societies and informal forms of government, and ways of life considerably different from the other States. They are chronically insurgent- prone, and often the administration is caught in the middle between the army doing its job under the Armed Forces Special Powers Act, and the populace looking to the administration for protection and support. Except the very few who are from that region and posted to that region, the other OTs are unlikely to have visited the region, much less have any knowledge about the region. It takes years of dedicated service before an “outsider” can understand the society, recognize the strengths of the society, and build upon those strengths to develop programmes and forms of delivery that suit the local needs and conditions.

72. Counseling: From the responses received, it would appear that the first reaction of most OTs allotted to these cadres is one of angst and apprehension. Quite a few officers also spoke of their experience in the sub-division, of being gripped by loneliness, even a feeling of being left in the


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lurch. It follows therefore, that for OTs of these cadres, counseling, acquires special significance. It has three aspects. First psychological, to help the OTs to get over their apprehensions and angst. Secondly, preparing them for the special features and challenges of the region. Thirdly, counseling for young officers in the field. The online counseling and web-based provision of learning resources described above is of particular significance for OTs of these cadres. Usually one of the Deputy Directors of LBSNAA is drawn from these cadres, and he is assigned the responsibility for counseling the OTs of these cadres. However, if such a Deputy Director is not available counseling would be seriously impaired; this was brought out in the interactions with young officers of these cadres. Hence, invariably one of the Deputy Directors should be from these cadres. There is also need to intensify the counseling. These states differ considerably and it is not possible for LBSNAA to have faculty drawn from each of these cadres. Hence the large pool of officers in Delhi from these cadres can be used to enhance the quality of counseling. Many of them can be mentors of the OTs and help them to transit to their cadres, and adjust to the living and working conditions there. It need be emphasized that those chosen as counselors and mentors should be those who have neatly adapted to their cadres. As part of counseling, the OTs should be encouraged to undertake a serious study of the rich literature on the tribes and cultures of the region. It is also imperative to instill values like cultural sensitivity, and of being not judgmental of societies with a different way of life.

73. Additional Training Inputs: It is necessary for LBSNAA to provide OTs of these cadres additional inputs. It would be expedient to provide all these inputs in a special Phase I programme in one of the ATIs of the region. The programme can be conducted after OTs complete Phase I at LBSNAA and before they proceed to their cadres. The programme can be organized by LBSNAA in collaboration with State ATIs of the region, North Eastern Council, Home Ministry and department of North East Region. It would also be useful to associate institutions of higher learning in the region to impart instruction on the region and its people. It would also be expedient to organize a similar additional Phase II programme for OTs of these cadres.

74. Special arrangements for on the job training: In addition to the web-based provision of learning resources, it would be desirable to organize periodic “retreats” for all the officers of a batch for experience sharing and upgradation of their skills, and for learning about innovations and good practices all over the country. Given the special features of these cadres, such retreats should be organized after completion of the first, third and fifth years of service in the field. A mini-Bharat Darshan can be organized after the retreat to get a first hand exposure to the good practices and innovations in other States. These have been suggested in view of the fact that Phase III training is expected to be provided any time during the 7th and 9th years of service. In Phase III, it would be necessary to develop an additional component for officers of this region.

75. Institutional arrangements-Strengthening of ATIs in North East: Special efforts need to be made to strengthen the ATIs of the region, help them network among themselves and with other resource institutions in the country for faculty development, development of learning resources, and teaching.

76. Study of Governance issues of North East: LBSNAA Unit: It is axiomatic that for any training to be of good quality, it should be anchored in research. The importance of an intense study and research of the special features of governance and development of the North Eastern States cannot be emphasized enough. The DOPT should pay particular attention to the development of institutional facilities for this purpose. The Committee had initially proposed that National Institute of Administrative Research [a satellite organization of LBSNAA] can have a unit in North East; in


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collaboration with the North Eastern Hill University, Shillong to act as a focal point to promote “area study” of governance related issues in the ATIs, universities and institutions of this region. Following the deliberations at the validation workshop, the Committee recommends that a North East Cell could be set up at the LBSNAA itself.

77. Combating stereotypes: It is equally important that LBSNAA takes measures to ensure that OTs from other cadres eschew a stereotyped image of the North East, and acquire a proper understanding of the region. This should be an important learning objective of the modules presently being transacted on North East. As it is Bharat Darshan includes a visit to the region.

Institutional Arrangements for the Strengthening of LBSNAA [Chapter 9] 78. LBSNAA is the premier training institution for the higher civil services in India. The range of training it imparts is quite extensive. The joint civil-military training programme on national security and the course on ethical issues in today’s administration are seminal programmes not offered anywhere else in the country. Every year LBSNAA organizes two meetings, one of the heads of Central Government Institutions, and another of State ATIs. These occasions are used to discuss training issues of common interest, share experiences, good practices and innovations, and to set standards and norms. There are five research centres attached to LBSNAA. They are the National Research and Resource Centre, the Centre for Literacy Development, the Centre for Rural Studies, the National Centre for Gender Training, Planning And Research and, the Centre for Disaster Management. These centres can be invaluable in LBSNAA’s aspiration to be a world-class institution; they would also help LBSNAA to continually leaven the quality of the induction training. Many respondents informed the Committee that the heart of the matter of training in the academy is to get good people on the faculty, and that “Unless the faculty are charged and feel that they are on a mission nothing happens.” The importance of LBSNAA and its research centres having adequate number of well-qualified and experienced faculty and supporting staff to discharge its varied functions cannot be emphasized. . To that end, it is desirable to review the faculty and staff needs as a whole, and base the faculty needs on an external performance evaluation of the research centres.

79. Selection of Director: The Committee reiterates the recommendation of the 1996 Study Group that it is important for the Government to take exceptional care in appointing the Director, and that once appointed, the Director should stay for a term of four or five years, and that this should be made clear at the time of the appointment. In real terms, a fixed tenure of five years for the Director is possible only if government appoints as Director an officer who could be expected to be promoted in two years to the Additional Secretary’s rank.

80. Faculty: Properly staffing a premier civil service training institution has always been problematic. The first director of the Civil Service College, Sunnigdale, United Kingdom, Eugene Grebenik used to complain that his brief was an impossible one, namely to create an institution which combined the functions of All Souls of Oxford and a mechanics’ institute. What has been said of the Sunnigdale and the British Civil Service applies equally well to LBSNAA and the IAS. There are systemic problems in enhancing the quality of the faculty, and improving the repertoire of case and simulation exercises. The DOPT and successive Directors of LBSNAA have been doing their very best, and rather fairly successfully to attract talented officers to join the faculty. A more difficult challenge has been to recruit and retain talented academics to leave their natural habitat for a training institution, where teaching and research would be a genre rather different from that in the


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academia, and may not receive peer recognition and appreciation. The net result is that the faculty is mostly drawn from services on deputation. Excepting for the language staff, all the rest of the faculty are “passing birds’, and every few years there is a complete turnover of the faculty. The Committee shares the concern expressed by the 1996 Study Group about “the disconcerting feature of there being very few faculty members drawn from the academic stream.” One needs to address the question, however awkward it might be, whether LBSNAA can grow into a world class institution if it is a habitat where the young recruits are taught essentially by senior officers, with a bit of supplementation by way of a few guest lectures by academics and an occasional module or two outsourced to academic institutions. It is no doubt a fact that the serving officers who were chosen by LBSNAA to hold positions reserved for academics were highly qualified and quite a few of them were gifted teachers. However, the fact remains that this can not be a substitute for academics engaged in a life of teaching, research and contemplation being closely associated on a long term basis with teaching at LBSNAA. And further, the spirit of the times requires that outsider’s perspective is brought to bear on the training of civil servants, and this cannot be provided by a serving officer however qualified and gifted. The Committee feels that a solution could be joint appointments by LBSNAA and reputed institutions, and improve the academic environment at LBSNAA. Faculty appointments should be taken outside the purview of the UPSC, and the procedure of search used in the university system should be substituted.

In order to attract high calibre academicians as faculty for FC, Phases I and II and increasingly for Phases III, IV and V, the Academy may develop suitable models of Joint Chairs with eminent institutions. An alternative suggestion that emerged was that it would be desirable to offer fellowship programmes that would enable competent academicians to be in the Academy for a period of 1-2 years on sabbatical, during which they would undertake research in issues relating to governance and public management and also act as faculty. This could expand the pool of academic talent available to the Academy and at the same time generate competition amongst the academicians for faculty positions at the Academy.

81. Reorganizing the Structure of LBSNAA: Only by reorganizing the structure of LBSNAA can its aspiration to be a world-class institution be fulfilled. As of now, LBSNAA is an attached office of the DOPT. There are very rigid and narrow limits within which financial and administrative powers can be delegated to an attached office. It is impossible to attract good academics with the current rigid structure. Within the existing structure, the possibility of taking faculty appointments out of the purview of UPSC and creating a high-powered search committee with the mandate to appoint high calibre academics by offering customized compensation packages appears to be difficult to achieve. The problem is so serious that minor or incremental fine-tuning would give the required results. It is even impossible to retain an officer of the rank of Secretary to GOI as Director with this structure. An attached office being a world-class training institution is an anomaly. There is great merit in the recommendation of the Alagh Committee on Civil Service examinations to upgrade training academies by organizing them as autonomous institutions set up under the Societies Registration Act, and bring them up to the standards of the better universities and professional training institutions in India in the relevant areas. There is a ready model in YASHADA (Yashwantrao Chavan Academy of Development Administration, Pune), which could be suitably be adapted. The Committee suggested a structure based on the YASHADA model. With the structure suggested, recruitment to academic posts would automatically be outside the purview of the UPSC. As in university system selection of academic faculty can be through search committee and appointment by the Executive Committee. The advantage of the structures proposed


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is that it directly associates States with the management of LBSNAA, and consequently with the training of a service that is shared by the Union and States.

Initially there was a view within the Committee that the proposal for restructuring the management of the LBSNAA was not within the purview of the Committee, that with best of intention the societies tend to generate their own problems that impede the working of the institution, and that a more practical approach would be that the LBSNAA should be given more autonomy within the present set up. On further consideration, the Committee could reach consensus on the restructuring of the LBSNAA. The Committee envisions the Academy not just as a training institution but as a world-class institution dealing with governance issues. Its existing structure as an attached office imposes limitations and there is a case for the Academy to have the structure of a society in order to have requisite functional and financial flexibility to attain such a world-class stature. This transition is not recommended for the purpose of limiting the Government’s stake or support to the institution but to enable it to realize its full potential as an independent think tank and centre of excellence on all issues relating to governance. The Committee, therefore, recommends that the Academy should have the structure of a registered society with the following attributes:-

� Cabinet Secretary as Chairperson/President of the Board of Governors

� Secretary DoPT as the Vice Chairperson/Vice President of the Board of Governors

� Director, LBSNAA as a Member and Joint Director, LBSNAA as Member Secretary

� JS (Trg.) and AS & FA as Members

� Five Secretaries GAD/Services of one State each from five zones as members for a period of two years, by rotation.

� Executive Committee headed by the Director, LBSNAA

� Academic Council to be suitably strengthened by co-opting the best minds in the academia.

In keeping with the stature of the institution, the Committee recommends that in the event of the Academy taking on the structure of a Society, the Central Government should continue to provide to the Academy block grants to cover the revenue expenditure that enable it to continue and expand its scale of operations. Resources raised by the Academy should not result in corresponding reduction in block grants. At the same time the committee also appreciates the steps taken by the Government to provide significant capital grants to the Academy for upgradation of its infrastructure and recommends that the government should continue to provide such capital grants even after the Academy becomes a society.

The Committee hopes that with the infusion of resources by DOPT, LBSNAA would emerge as a world-class training institution and would very soon emerge as the lead institution for all types of training of IAS officers. DOPT may facilitate that process.

82. LBSNAA to be the National Repository of Training Material: The fact that every few years there is a total turnover of senior faculty at LBSNAA makes documentation of every course transacted at LBSNAA very important. The documentation should cover the process of developing, transacting, and evaluating each course and the learning resources used in each course. Ideally LBSNAA should emerge as a national repository of the training of civil servants. A special documentation unit may be set up; a qualified archivist or documentation specialist should head this unit. This unit could be linked to the case development unit.


1

Chapter 1

Perspective and Context 1.1. Induction Training Reflects the Federal Features of the Service: 1.1.1 Induction training, that is to say training on entry into service, has been an important feature of the Indian Administrative Service ever since it was constituted in 1947. Satisfactory completion of the training has been a rite of passage, marking the transition of the recruit from a probationer to an officer. A probationer, or to use the expression in vogue officer-trainee [OT], is liable to be discharged from the service if he fails to pass the final examination at the end of the training1. Over years, the content and process of the induction training of IAS officers recruited through competitive examinations have changed considerably. And yet, that training retains its overarching elements and focus.

The induction training has three overarching elements. They are:

o Instruction at the IAS Training School, Delhi [Metcalfe House] till 1959 and at LBSNAA, Mussoorie thereafter,

o Learning by observing and learning by doing, mainly in a district and

o Acculturation, imbibing the tradition, norms and mores of the service

1.1.2 The induction training is bifocal. It seeks to instill in every trainee an all-India perspective 2 as befits an entrant to an All-India Service; yet at the same time, it also seeks to impart knowledge of the language, laws and administrative practices of the State cadre to which the trainee is posted. This is rightly so, given the way that the IAS was conceived and has been functioning. The IAS was designed as an integral part of our federal polity, as a service common to the Centre and the States, in order to ensure that the Centre is in close touch with ground realities, and that the States get a leavening of senior officers from outside whose vision and outlook transcend local horizons3. The sharing of a common service between the Federal and State governments is an unusual feature found only in two other federations, Pakistan and Malaysia. What makes IAS unique is that though it is an All-India Service it is a constellation of State cadres. Though recruitment, except of the officers promoted to IAS, is through an All-India competitive examination, and even though the Central Government has a major say in service matters including exercise of disciplinary powers, an IAS officer “belongs” to a State cadre. When an IAS officer holds a post in the Central Government or in another State Government, he is on deputation from his parent cadre. He can proceed on such 1 Rule 9 of The Indian Administrative Service (Probation) Rules, 1954 2 The academy song captures the national perspective which is sought to be instilled. The song, an adaptation of a Bengali song by Shri Atul Prasad (1871-1934), who along with Rabindranath Tagore and Dwijendralal Roy, Rajanikanta Sen and Kazi Nazrul Islam, laid the foundations of modern Bengali music. His songs are popularly known as Atul Prasader gaan. The song calls upon the officer trainees to march forward courageously forgetting all differences, and build a great nation whose rise will fill the world with wonder. 3 Proceedings of the Conference of Provincial Premiers, which deliberated on the constitution of a new service to replace the ICS [21-22 October 1946]. Cited in the Sarkaria Commission Report. Government of India (1988) Report of the Commission on Centre-State Relations, Part I, p219.


2

deputation only if his parent cadre agrees to the deputation. This is in contrast to Pakistan and Malaysia, where the counterparts of the IAS are federal employees deputed to State Governments to hold certain designated posts.4 The working environment and job satisfaction vary widely across States. In actuality, a large proportion of officers have no experience, throughout their career, of working anywhere else but in their parent cadre.5 It therefore follows that the training of IAS officers is a joint responsibility of the State and Central Governments, that the training framework cannot be anything but bifocal, and that the quality of training is ultimately dependent upon the interest that the Central and State Governments pay to the training of the entrants to service.

1.2 Structure and Duration of the Induction Training 1.2. 1 By 1959, when the venue of institutional training was shifted to LBSNAA, the duration, pattern and content of the training got stabilized. The duration was fixed at 104 weeks divided equally between LBSNAA and the State cadre to which the probationer is allotted. Institutional training at LBSNAA was to be for a period of 52 weeks, at the end of which the probationers proceeded to the States of their allotment for practical training, mainly in the districts. The duration of the practical training varied from 12 to 18 months. The institutional training was in two stretches: the Foundation Course followed by the Professional Course. The Foundation Course is common to all those recruited to the All-India and Central services through the common Civil Service examination. Officers of some technical services like the Indian Economic Service and the Indian Statistical Service also participate in the Foundation Course. As its name suggests, the Foundation Course provides the foundation for the subsequent professional training of the different services at Central Training Institutions [CTIs] such as LBSNAA for the IAS, the Sardar Patel National Police Academy for the Indian Police Service, The National Academy of Direct Taxes, Nagpur for Indian Revenue Service, and the Railway Staff College, Vadodara for the Indian Railway Services. The Foundation Course acts as a bridge between the academic world of college and the structured system of government. It facilitates the transition process for new entrants and lays the basic groundwork to ease the process of entry into the government system. A major objective of the Foundation Course is to develop an esprit de corps among the probationers of different services, who would be called upon to rub shoulders with each other in the performance of their duties during their lifetime of service. Other major objectives are the following:

i. fostering the attitudes and values that every senior civil servant should possess, and

ii. imparting a basic understanding of the environment, the machinery of the government, and of the subject competencies and skills that all these officers have to possess for discharging their duties in the initial years of service.

4 S. Rajagopal, V.Ranganathan and S.S.Gadkiri, ‘Traditions of Governance: Perspectives from Maharashtra of the All India Services’, in Balveer Arora and Beryl Radin, The Changing Role of the All India Services; An Assessment and Agenda for Future Research on Federalism and Al- India Services, New Delhi: Centre for Policy Research, 2000, pp.145-146. 5 A 1994 study of the Tamil Nadu cadre shows that among officers of 1960-81 seniority, only 16 per cent have had deputation to the Centre. The proportion of those who had central deputation, at 28.7% was higher among officers of 1941-59 seniority. Significantly a higher proportion of ‘outsider’ (that is to say, those whose Home State was different from his parent cadre) had central deputation experience than “ ‘Insiders’. Among officers of the 1960-81 seniority, 25 per cent of outsiders had deputation experience as compared to 11 per cent of insiders. S. Guhan, ‘The Sardar’s Long Shadow: The View from Tamil Nadu of the All-India Services’, in Balveer Arora and Beryl Radin, op. cit., pp.78


3

1.2.1 With a view to making the training more praxis oriented and thereby enhance its quality; the “Sandwich pattern” was introduced in 19696. The 52 weeks of training at LBSNAA, inclusive of the Foundation Course was divi ded into spells: the first of eight months duration and the second of four months, with 52 weeks of training in the State cadre intervening between the two spells at LBSNAA. The eight month spell was divided between the Foundation Course and Phase I professional training; the four month spell was called Phase II to be utilized to transact topics which are better comprehended after practical training in the field, for sharing by the probationers of their field experiences and for acquiring a comparative understanding of the administrative practices in different States. Phase I training includes a Winter Study Tour, of about eight weeks duration, popularly known as Bharat darshan, a unique opportunity to savor the grandeur and rich diversity of a continental nation, discern the underlying unity in the midst of diversity. The Study tour is also utilized to get the trainees acquainted with armed services, public and private sector undertakings, media, NGOs, urban bodies, and Parliamentary practices. The Sandwich Pattern has come to stay; even though the duration of the Foundation, Phase I and Phase II Courses, their content and process have changed considerably over years.

1.2.2 As of now, mainly due to logistical reasons, the total duration of training at LBSNAA is about forty-five weeks, of which Foundation Course is for a period of fifteen weeks, Phase I twenty four weeks and Phase II six weeks. Or in other words, the training at LBSNAA falls short of the norm by about seven weeks, and this has been impacting on the satisfactory transaction of the syllabus.

1.3 Objectives of Professional Training at LBSNAA 1.3.1 All in all, LBSNAA is expected to -

� Set norms of behaviour and standards of performance of service.

� Provide the OT an all India perspective,

� Impart an understanding of the “machinery of the government”, and of the role that Constitution assigns to the IAS,

� Build up a spirit of public service,

� Foster right attitudes and values such as sense of justice, propriety and integrity, commitment to the Constitution, and sensitivity to the right of all citizens, particularly the poor and disadvantaged, to be treated equally and fairly

� Initiate the OT in the process of learning the language, and understanding the culture and socio-economic profile of the State to which he is allotted, and

� Impart generic skills, competencies and knowledge that every IAS officer, irrespective of his cadre, should have.

1.3.2 In recent years, training at LBSNAA has come to focus on the training needs of the positions that officers are expected to hold in the first ten years. The duration and content of the Foundation 6 The choice of the sandwich pattern was influenced by the training imparted to the French Higher Civil Service at the École Normale Supérieur [ÈNA]. ÈNA’s program lasts twenty-seven months of which first twelve months are in the field and the subsequent fifteen months are at ÈNA. A significant difference is that in France field training precedes institutional training. There are other significant differences though, as befits the sharp differences in the organizing principles of the IAS and French Higher Civil Service.


4

Course are an administrative arrangement. The syllabus is decided by LBSNAA in consultation with the Directors of other Central Training Institutions. The meeting of the Directors of CTIs has come to be annual feature. In contrast to the Foundation Course, the subjects and the broad syllabus of each subject to be covered in the professional training of IAS officers are specified by statute, namely the First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation, 1955. This schedule was last revised in 1996; the Regulation is attached at Annexure I.

1.3.3 However, in actuality the syllabus and marks specified by the First Schedule have been functioning as a broad narrative framework within which LBSNAA has been regularly updating the syllabus.

1.4 State and District Training 1.4.1 Historically, the State-specific learning has been taking place in the district. “Mentoring” by the district collector is a hoary civil service tradition. As a respondent put it, IAS discovered mentoring when mentor was still a noun and not a verb, and mentoring did not enter management jargon. Almost every civil servant memoir, not to speak of countless oral recollections, narrates with nostalgia the arrival of the OT in the training district and the tutelage under the Collector. For over hundred fifty years, countless number of Collectors have been taking the young arrival under their protective wings, instilling in him by example and precept the ethos and culture of the service, and ensuring that he picks up the tricks of the trade. Through close association, the Collector’s habits, modes of thought, patterns of handling men and matters, and style of drafting, rub off to the point that few OTs can resist transformation into an officer and gentleman. Learning by doing, and learning by observation through various attachments is part of this tradition. Several States have a structured pattern of training, and the diaries of the OTs are reviewed and directions given not only by the Collector but officers supervising the work of Collectors such as the Member, Board of Revenue. However, in many States the training to be imparted is left to the discretion of the Collector, and it is not unusual for a Collector to consider the OT to be an extra hand for doing odd jobs7. Over the last two decades, State Administrative Training Institutions [ATIs] have come up in most of the States, and the financial support of DOPT has endowed most of them with good physical infrastructure. In most States, training in ATIs has come to complement the institutional training at LBSNAA, and the training in the districts; they provide a more formal arrangement for of the teaching of State laws, regulations and administrative practices. In most States, training in the State is coordinated by the State General Administration/Personnel Department, while in a very few States like Rajasthan it is the ATI which does the coordination.

1.4.2 The salient features of the Foundation, Phase I, State and Phase II training are set out in Annexure II. All in all LBSNAA, The State General Administration/Personnel Department, ATI, and the District Collector play a vital role in organizing the induction training. [Chart I]

7 Entrusting odd jobs to the trainee is part of the civil service tradition in some States. Philip Mason, describes the various odd jobs he was entrusted as a trainee in 1929. Among them was organizing the killing of locust swarms and verifying the carcasses of animals brought to the Collectorate to find out whether they were of wolves, or of jackals being passed of as wolves. Killing of wolves carried a cash reward. Philip Mason, A Shaft of Sunlight, : Memories of a Varied Life, New York: Charles Scribner’s Sons, 1978.


5

Chart I

Key Players in IAS Induction Training

1.5 The Constitution of the Syllabus Review Committee: 1.5.1 In 1977, on a request by DOPT, LBSNAA carried out an evaluation of the sandwich pattern. It was in 1986 that the sandwich pattern of the induction training was first reviewed by a study group under the chairmanship of Sri U C Agarwal, the then Secretary, Department of Personnel and Training [DOPT], and again in 1996 by another study group comprising three IAS officers, Sarvashri P.K Patnaik, S.Ramesh and P.K.Lahiri. The current First Schedule, which lays down the syllabus, is based on the recommendations of the Patnaik-Ramesh-Lahiri Study Group. In August 2000, a Standing Syllabus Review Committee, under the chairmanship of Shri. B.N. Yugandhar, former Director, LBSNAA as the Chairperson, was appointed to have a detailed look at the syllabus for training. Over the four years of its functioning, this committee made several suggestions, which were incorporated by LBSNAA in the syllabus. It is worth mentioning, that on their own initiative, the LBSNAA faculty has been revising the content and transaction of syllabus based on in-house assessment of the courses transacted, on their assessment of the training needs, and the directives issued by government to include topics it considered to be relevant eg., citizen charters, the Right to Information Act ,and the National Employment Guarantee Act.

1.5.2 In early 2005, government felt that a comprehensive decennial review of the induction training was called for. The training division of DOPT was of the view that a comprehensive review was necessitated in view of the following:

(i) The induction training of the IAS needs to keep pace with the changing paradigms of public management as well as the significant changes in the role and work environment of the District Collector.

ATI District Collector Officer Trainee

State Govt./GAD

LBSNAA


6

(ii) The Department-Related Parliamentary Standing Committee on Personnel, Public Grievances, Law And Justice had suggested that stronger inputs on ethics and human behaviour should be included. Further the Alagh Committee8

had also suggested changes in the induction training. These include the following:

� All Group A officers recruited through the Civil Service examinations should undergo the Foundation Course together at LBSNAA.

� Training institution should be upgraded to the level of deemed universities with full functional autonomy.

� Ministry of Human Resource Development, UGC ad AICTE should develop a special scheme for granting recognition to the professional degree in Public Policy and Systems Management to be awarded by the training institutions.

� The practice prevailing in the IAS/IPS and some of the central services under which weightage is given to performance in training may be extended to other services.

� After completing two years of probation and first year of field posting, all officers belonging to a particular batch should come back to LBSNAA for a week for an annual retreat.

� The professional training in institutions should be followed by an on the job/field training. This should be by way of independent charge instead of only as observers.

� The training needs of civil servants should not be viewed only at the induction level but upgradation of knowledge and skills as a lifelong process. There is need for mid-career training for competence building.

� Enhancement of professional skills and development of capabilities will enable officers to access opportunities to spend some time preferably a sabbatical, in the private sector or with NGOs, cooperatives or academia and return to government with new perspectives.

(iii) Since major reforms were being proposed in other aspects of civil service management, it was only appropriate that the induction training also received a comprehensive review.

(iv) Since major proposals for revamping the mid-career training of the IAS were underway, it would be necessary to review the induction training at the same time so that the entire range of training can be properly aligned into a systematic and meaningful structure.

8 The UPSC set up a committee, under the chairmanship of Sri Y K Alagh, to review the Civil Services Examination. The committee submitted its report in October 2001.


7

The Training Division was of the view that instead of taking for granted the basic features of the present induction system, the review should question them, and assess their relevance, and that this would require a process of consultation with a wide range of stakeholders .9

1.5.3 Accordingly, the DOPT appointed a Committee under the Chairmanship of Dr. R. V. Vaidyanatha Ayyar, IAS (Retd.), on 29th March 2005 to review the syllabus of training for the Foundation Course, Professional Courses Phase I and Phase II and the District Training of the IAS Officers.

1.5.4 The terms of reference of the committee are as follows –

1. To review the objectives, contents and utility of the Foundation Course, Phase I and Phase II of Induction Training conducted by the LBSNAA.

2. To review the objectives and utility of the District Training for IAS Officers.

3. To suggest changes in the objectives and the contents of the above programs as well as suggest improvements in the teaching methodologies and current systems for obtaining feedback.

4. The Committee may co-opt other members or may invite other officers to present their views before it, as necessary. The Committee may set up subgroups and /or involve experts to look at the syllabus of individual subjects or commission short studies to assist it in making its recommendations.

A copy of the order constituting the Committee is at Annexure III.

9 Background note of the training division of the DOPT circulated at the first meting of the Committee on October 18 2005


8

Chapter 2

Methodology 2.1. Approach adopted by the Committee 2.1.1 The Committee adopted the following seven-pronged approach:

1. normatively assessing from first principles the training needs of an IAS officer during the first ten years of his service,

2. adopting a historical approach,

3. factoring in the syllabus of the new mid-career training program of IAS officers as proposed by the Yugnadhar Committee and as outlined by the DOPT in its request for proposals from reputed academic institutions in India and abroad,

4. Factoring in the training being imparted to higher civil servants in countries like France and the United Kingdom,

5. Factoring in the syllabus of post graduate programs in public policy, public administration, and public management in the various courses to which DOPT deputes IAS officers [eg., Indian Institute of Management, Bangalore, Kennedy School of Government, Harvard University, Maxwell School of Public Affairs, Syracuse University],

6. Factoring in the training in private sector and civil society organizations, and

7. Extensive stakeholder consultation on training .

2.2 Issues Considered by the Committee 2.2.1 It is axiomatic that:

� Training design, content and transaction should fit the training needs, much as a carefully crafted glove should fit the hand,

� Training has three aspects: knowledge, skills and values, and

� The adequacy of training should be evaluated across three dimensions: relevance, quality and effectiveness.

How good is the fit between the current induction training and contemporary training needs, is the quintessential question for which the committee needs a robust answer. Answering this question calls for answers to a host of subsidiary questions:

� Who are the trainees?

§ What is their sociological and academic background?

§ Have the characteristics of the trainees changed significantly since the previous reviews of induction training in 1986 and 1996?


9

� What are the changes in the organizational and societal environment since the previous reviews?

� What are the changes since the previous reviews of the governmental and societal perceptions and expectations of the IAS officers?

� Are all these changes significant enough to warrant a change in the training design, content and transaction?

� Normatively, what are the knowledge and skills that an OT should acquire at the end of the induction training and what are the attitudes and values that he should come to possess?

� Does the induction training meet the normative standard? Does it impart the necessary knowledge and skills, and suitably mould values and attitudes?

� What are the Type I and Type II errors of the current induction training?

§ What are the knowledge, skills and normative values that the training ought to impart but does not?

§ Does it cover unnecessarily topics and skills, which the OTs already possess through their education, and preparation for the Civil Service Examinations?

§ Does the training impart or reinforce values and attitudes that are inappropriate for a life in public service in a democratic polity and society?

� How effective is the training? How closely do the training outcomes correspond to the training objectives?

� Can the effectiveness be improved by changes in design [duration, sequencing and methodology] of training?

2.3 Consultations with Experts, and Stakeholders 2.3.1 The committee sought to secure answers to the aforesaid questions by eliciting the views of:

� well known experts in the fields of law, management, public administration, and economics, and of

� all the stakeholders.

The stakeholders comprise of the following:

� Directors of the Central Training Institutions and cadre controlling authorities of All India and Central Services whose trainees participate in the Foundation Course.

� Younger IAS officers, with ten years or less of service. The training experience of these officers would be relatively recent; they would have held or still be holding administrative positions, preparation for which is the primary focus of the induction training. As such, these officers have the experiential knowledge to evaluate the training they received with reference to the tasks and challenges of the positions they held or are holding.

� Senior IAS officers who supervise the work and evaluate the performance of the first group of officers. They can be expected to have a more mature understanding of the machinery of the government, and of the systemic challenges that the machinery


10

faces. Their views can be expected to articulate the training needs from the perspective of the administrative system.

� ATIs

� Governors, Chief Ministers, political parties, State Governments, and Central Government Ministries and Departments, all of whom together constitute the higher levels of government. Their views along with those of the senior IAS officers can be expected to articulate the training needs from the perspective of the governmental system as a whole.

� Public intellectuals, subject experts, industry associations and civil society organizations. Their views can be expected to articulate the perceptions of stakeholders outside the government.

2.3.2 Two separate questionnaires were designed to elicit the views of directly recruited IAS officers, one for young officers and the other for seniors. These questionnaires are at Annexures IV and V. The questionnaire for young officers seeks their views on the Foundation Course, Phases I & II, District Training, and the Professional Training as a whole. The section in this questionnaire relating to the Foundation Course was sent to the Directors of the Central Training Institutions with a request to canvas the views of their recent trainees about the Foundation Course. In addition prominent personalities like Governors and Chief Ministers, State Governments and Union Territory Administrations, and Central Government ministries and departments, industry associations and civil society organizations were requested to offer their views on the induction training. Apart from canvassing questionnaires and writing letters, consultation meetings were held at Mussoorie, Pune, Hyderabad, Delhi, Bangalore, and Guwahati. Those who participated in the consultation meetings included LBSNAA faculty, Directors of CTIs and ATIs , subject matter experts, IAS officers of various levels of seniority, civil society organizations and industry associations. Compared to its predecessors, this Committee was in a privileged position in that it could draw upon the Internet Revolution and emergence of IAS and civil society virtual networks to reach out to thousands of persons and organizations. The questionnaires were posted on the websites of DOPT, LBSNAA, and a few NGO networks. The Chairman also had the opportunity of interacting with some of the OTs undergoing Foundation Course at LBSNAA, and also with IAS officers and Indian Foreign Service OTs who attended programs at IIM Bangalore.

2.3.3 The responses received are extremely rich in content, offer multiple perspectives that naturally flow from the diversity of respondents, and run the whole gamut of issues that the Committee ought to consider.

2.3.4 The Committee was greatly benefited by the following:

� extensive presentations by the faculty of LBSNAA,

� an evaluation study by the Centre for Good Governance, Hyderabad [CGG], which was commissioned by the DOPT10, and

10 Centre for Good Governance, Evaluation of Induction Training of Civil Services in India, October 2005, hereafter referred to as the CGG report.


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� an alternative model of induction training drawn up by Dr V K Agnihotri,11 former Secretary to Government of India, Ministry of Parliamentary Affairs and former Joint Director LBSNAA, on a request by the Committee.

The study by CGG draws upon state-of-art models of training evaluation; it compares and contrasts the induction training with the best practices of training in the private sector, including the training imparted to recruits of the Tata Administrative Service; it also canvassed the views of IAS officers and of LBSNAA faculty. Apart from just reporting the results of evaluation, the report also offers many suggestions for reorganizing the induction training based on the findings of its evaluation. The Committee was able to assess the training needs as well the changes needed in the induction training by a synthesis of the multifarious inputs it received from the approaches set out at para 2.1.1 above, particularly the extensive stakeholder consultation, the LBSNAA faculty, experts in the fields of law, management, public administration, and economics, the CGG report, and Dr. Agnihotri’s report. These are set out in Chapter 3. It is significant that except for a couple of responses, none questioned the duration of the training or the idea underlying the sandwich training, namely that the training at LBSNAA should provide ample opportunities to OTs for reflecting on their field experiences. Given the overwhelming view of the respondents who span a wide cross-section of the society, and taking note of the fact that the overall training frame has stood the test of time, and seems to fit the unique organizing principles of the IAS, the Committee decided to retain the total duration of the training as well as the sandwich pattern; it is however necessary to alter the inter-se allocation of time between the institutional training at LBSNAA, and the State/district training, as well as the sequencing of training. The Committee, therefore, concentrated on a rigorous scrutiny of the content and process of training, keeping in mind the central message of the responses, namely that that training needs to be more intensely fostering professional competence, personal commitment, and professional and personal integrity.

2.3.5 In revising the syllabus, the Committee was greatly benefited by the consultations it had with the LBSNAA faculty, subject matter specialists as well as by the following documents12:

� Revision of law syllabus by Sri L C Singhi, who teaches law at LBSNAA,

� Revision of management syllabus by T.K. Manoj Kumar, Deputy Director (Senior), who teaches management and behavioral sciences at LBSNAA

� “Introduction of e-Governance in IAS Training Syllabus,” by Sri J. Satyanarayana, Chief Executive Officer, National Institute for Smart Government, Hyderabad.

� “Inputs for the Urban Component of the Revised Syllabus for the IAS,” by Yeshwantrao Chavan Academy of Development Administration [YASHADA], Pune.

� “Module on Governance and Ethics,” and “Proposed Course on Social and Human Development,” by CGG.

� “Economics Inputs for the Foundational and Professional Courses,” by Prof. P. K. Banerji, Indian Institute of Public Administration, Delhi. Prof. A S Khullar provided inputs for developing this paper.

11 Presented in Chapter 5 of this report. (Chapter 5 Part V) 12 These documents form part of Volume II of the report, which also includes the CGG report, minutes and transcripts of the consultation meetings, and important responses from individuals and organizations.


12

� “Contemporary India for OTs”, by Prof. Rajivlochan, Punjab University and Ms. Meeta Rajivlochan, YASHADA, Pune; this document reviews the present syllabus of two subjects of the Foundation Course (i) Political Concepts and Constitution of India, and (ii) Indian History and Culture, and draws up the syllabus for the replacement of these two subjects by a new subject “Contemporary India.”

� “Training Regarding District Administration & Regulatory Administration for I.A.S. Probationers,” and “Training on Internal Security and Tackling Terrorism For IAS Probationers,” by Dr. Rakesh Hooja, Director HCM Rajasthan Institute of Public Administration, Jaipur.

� Strengthening of Administrative Training Institutes in States/UTs: A Structural Functional Approach, by Dr. H. S. Anand, Haryana Institute of Public Administration, Gurgaon.

� India and the World, by Prof. Moushimi Basu, JNU, Delhi.

� “Social and Human Development: Making it a Key Priority in the 2 Year Induction Training of IAS Officers, “ by Sri Amarjeet Sinha, Joint Secretary, Ministry of Health and former Deputy Director LBSNAA, and Prof. Seeta Prabhu, UNDP.

2.3.6 The draft report of the Committee along with its Table of Contents and Executive Summary was posted on the website of Ministry of Personnel, Public Grievances and Pensions with a view to eliciting comments of all the stakeholders including those who had provided valuable inputs to the Committee. The comments received were further deliberated upon at a validation workshop held at LBSNAA, Mussoorie on 18th June, 2007 before finalizing the report of the Committee.


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Chapter 3

Training Needs & the Current Induction Training: 3.1 A Synthesis of the Inputs Received 3.1.1 As set out in Para 2.3.4, the Committee was able to assess the training needs as well as the changes needed in the induction training by a synthesis of the multifarious inputs it received from the extensive stakeholder consultation, the LBSNAA faculty, experts in the fields of law, management, public administration, and economics, and the CGG report. This chapter outlines that synthesis.

3.2 Who are the trainees? 3.2.1 As compared to their counterparts before 1990s, as a group, today’s OTs are older and have a more diversified academic background. And more significantly, they are more representative of the Indian society, a fact that is often missed in the discourse on the IAS and governance. Over years, the maximum age limit for candidates competing in the Civil Service Examinations was raised from 24 to 30; however, the minimum age limit of 21 and the age relaxation available for SC and ST candidates remain unchanged. Even in the first decade of the IAS, there were a good number of OTs with a degree in science; there was even a sprinkling of those with technical education. And yet, entrants with degrees in arts and humanities dominated the cohort of the OTs. This is no longer so. The 1990s witnessed the beginning of the large-scale influx of candidates with engineering, management, medical and agriculture education, several of them with degrees from the prestigious IITs and IIMs. However, in contrast to OTs with specialized professional qualifications, quite a few of the recent entrants have acquired their degrees through distance education, never entering the portals of a college, much less a university. Some of them were even engaged in blue-collar jobs before they joined the service. As a sampler of the educational qualifications, Table I provides the distribution of educational qualifications of the 298 OTs who participated in the 76th Foundation Course [August- December 2004]. Given the syllabus of the Civil Service Examinations, and the popularity of some “high scoring” subjects most candidates irrespective of their academic qualifications study languages or arts subjects while preparing for the Civil Service Examinations. [See Table II]

3.2.2 The social and regional composition of the IAS is no longer what it used to be. In the past, metropolitan areas, a few states, a few select colleges and universities, and a few communities used to account for a significant share of the OTs. Happily, this is no longer so. Two factors account for this development. First, the IAS is no longer the first option for the youth of the society; for them the lure of the greener corporate pastures, be they in India or the United States, has proved irresistible.


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Table I

Distribution of Educational Qualifications of OTs

Main Degree % of OTs

Arts 29.19

Engineering 23.49

Science 22.48

Medicine 7.72

Management 3.69

Law 3.02

Commerce 1.68

Others 8.72

Source: Presentation entitled “Overview on Indian History & Culture” by Ms Kalpana Dube, Deputy Director LBSNAA, October 2005.

Table-II:

Percentage of successful candidates in terms of optional subjects

Source: Prof. Rajivlochan and Ms. Meeta Rajivlochan, Contemporary India for OTs.

Secondly, the affirmative policies in recruitment did have an impact on the sociological profile of the OTs. The new ambiance of LBSNAA is captured in the remark of a respondent:

[I]t is much more of the vernacular imagination in the academy right now…[this is] based on my personal experience of going to the academy two years back

S. No.

Year % of selected opting for

Engineering

% of selected opting for languages

% of selected opting for

Science

% of selected

opting for humanities

1 1998 4.36 12.13 32.23 51.28

2 1999 3.41 11.68 27.74 57.17

3 2000 1.29 11.24 16.98 70.49

4 2001 1.56 8.63 21.58 68.23

5 2002 1.61 9.1 12.1 77.2


15

when the then Minister of Personnel organized a treat. We went to a cultural show of the probationers. There were a lot of programmes, skits and so on. And I recall my time, in my time 100 per cent it used to be in English. [Now] This was almost 90 per cent in Hindi and it was a very heady mix of the vernacular and high technology. Because these probationers were coming out of the IIT and all that. They are very tech-savvy,…I think that is the right way to go about it. So on that score we need not fear.

From the point of view of training, the OTs are now more diverse, and majority of them are techno-savvy.

3.3 Working environment 3.3.1 By all accounts,

� the working environment in which officers have to work is, in comparison with the

past, more demanding and complex,

� there is all-pervasive demand for improved governance,

� a paradigm shift has occurred in the idea of governance, of what governments should

do, and also how they should govern , and

� the reinforcing forces of globalization, urbanization, democratization, and IT

revolution are immutably altering the practice of governance.

3.3.2 The ongoing democratization process has transformed India into, to use an evocative expression of V. S. Naipaul, a land of million mutinies. The 73rd and 74th amendments to the Constitution have altogether transformed district administration and the role of district officers. Panchayat Raj and urban bodies are now constitutional entities in their own right as much as the Central and State Governments. Though the devolution of powers and funds is not uniform across the country, they are playing an increasingly important role in the delivery of basic services and implementation of programs like the National Rural Employment Guarantee Act. These developments alter the praxis of development administration in the districts. Decision-making authority, which was formally centralized in the office of the District Collector, is now substantially more decentralized and diffused. Further, as befits a democratic polity, there is an ever-increasing pressure on governments at all levels to perform better, be more responsive to citizen needs and concerns, be transparent in their functioning, and enhance the space for the participation of citizens and citizen groups in the development and implementation of policies and programs. Issues are increasingly getting politicized, political consciousness is increasing, and the marginalized are now finding their voice. With the emergence of civil society and judicial activism, and the increasing uncertainty of electoral outcomes, the accountability of governments and of civil servants is qualitatively distinct from that in the past. The enactment of the Right to Information Act, 2005, gives an imprimatur to the new paradigm of government. Governments are expected to play multiple roles, not all of which are congruent [Chart I]. Further, perceptions about how the government should discharge a particular role [eg., creating an enabling environment for participation in a globalizing economy ] vary widely; consequently governments are required to balance the competing perceptions. The very process of democratization renders governance at all


16

levels infinitely more complex and arduous. A command and control style of governance is utterly unsuitable. Dissent, and conflicts over policy, programs and implementation are more open and sharper. Having an open mind, reconciling conflicting perceptions, interests and ideologies, and constructively engaging civil society and business groups are essential aspects of democratic governance. The process of reconciliation, and negotiating the maze of institutional checks and balances, can be long and arduous. It requires a higher level of negotiation skills than what civil servants traditionally possess, and further civil servants having an emotional temperament different from that in the past.

3.3.3 The challenge of coping with a more complex environment, which is arduous enough, is compounded by an all-pervasive cynicism and contempt of politics and administration. G.K.Arora has elegantly articulated the rough weather that bureaucracy is facing:

The Indian bureaucracy faces rough weather. The list of critics is long and formidable- ordinary citizens, political parties, businessmen both domestic and foreign, management experts, academics, voluntary organizations, the fourth estate, parliamentarians, the scientific and technical elites, and last but not the least, the government itself. As if this were not enough, former bureaucrats, now free from the worries of office, find it difficult to let slip opportunities of criticism 13. Practicing bureaucrats have not forgotten the colourful description of a ‘call girl’ being applied to them by a distinguished constitutional authority enraged, no doubt, by particularly distasteful example of submission to legally and morally wrong commands of a political superior. It would appear that the present day administrators can do nothing right. In a word they are not worth their keep.14

Part of the cynicism arises from an unrealistically idealistic view of government and politics. And further, condemning politics and government altogether carries the danger of delegitimizing democracy itself. Be that as it may, underlying the cynicism is a basic reality, namely that the governance at all levels needs vast improvement. By all accounts, India is on the trajectory of high economic growth and is poised to emerge as one of the top three economies of the world in the next three decades15. The high growth makes possible eradicating the worst manifestations of deprivation, and building a more and humane inclusive society. The key to realizing this golden promise is better governance.

13 To a certain extent, bitter criticism by retired officers is a manifestation of the age-old angst of the old that the youth are not as good as they. There is an inscription in one the tombs of Ancient Egypt which bemoans lack of values and morals among the youth of the day. 14 G.K.Arora, ‘Bureaucracy in India’: A Time of troubles, in P R Chari, ed. India towards Millennium, Delhi: Manohar Publishers, 1998, ‘Bureaucracy in India’: A Time of troubles, in P R Chari, ed. India towards Millennium, Delhi: Manohar Publishers, 1998, pp.72-73. 15 Goldman Sachs forecasts that by 2032 India would be the third largest economy, outstripping even Japan. Global Economics Paper No. 99: Dreaming with BRICs, 2005.


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Chart I

Roles of a Competent State

Source: Dennis Rondinelli and Shabbir Cheema (ed) 2003, The Reinventing Government for the Twenty-First Century, Bloomfield, CT: Kumarian Press Inc., cited in the CGG Report.

As the Planning Commission’s Approach paper to XI Plan puts it:

(h) Improving Governance

1.6.16 All our efforts to achieve rapid and inclusive development will only bear fruit if we can ensure good governance both in the implementation of public programmes and in government’s interaction with the ordinary citizens. Corruption is now seen to be endemic in all spheres of life and this problem needs to be urgently redressed. Better design of projects, implementation mechanisms and procedures can reduce the scope for corruption. Much more needs to be done by both the Centre and the States to lessen the discretionary power of government, ensure greater transparency and accountability, and

Protecting Human Rights and Political Freedom

Protecting Security, Health, Safety and Welfare

Building Social Capital and Strengthening Civil Society

Combating Poverty

Promoting Socially Equitable & Sustainable Economic Growth

Developing Human Resources

Creating an enabling environment for Participation in a Globalizing Economy

Enabling Private Sector Development

Democratizing and Decentralizing Government

Strengthening the Capacity of Public Institutions Mobilizing

Financial Resources for Development

Protecting the Natural Environment

Creating Partnerships and Collaborations for Service Delivery

Providing or Facilitating Provision of Physical and Technological Infrastructure


18

create awareness among citizens. The Right to Information Act empowers the people to demand improved governance, and as government we must be ready to respond to this demand.

The Tenth Five Year Plan of India (2002-2007) document (Volume I), specifically lists some of the governance concerns:

� Denial of basic needs of food, water and shelter to a substantial proportion of the population;

� Large scale unemployment and underemployment;

� Marginalisation, exclusion or even persecution of people on account of social, religious, caste or even gender affiliations;

� Existence of a significant number of voiceless poor with little opportunities for participating even in institutions of local self-governance, despite a visible movement towards decentralisation through the Panchayati Raj Institutions;

� Threat to life and personal security in the face of inadequate State control on law and order;

� Poor state of public services and infrastructure;

� Deterioration of physical environment, particularly in urban areas;

� Deteriorating finances of States and lack of financial accountability;

� Wide disparities between States in terms of economic development, public services – quantity and quality, industrialisation, technology adoption, effectiveness of administration and service delivery;

� A digital divide between States in respect of information and communication technologies;

� Lack of credibility – the gap between intent and implementation – of public institutions in society;

� Rampant corruption in practically public service delivery systems at all levels;

� Poor implementation of existing laws and continuance of outdated and obsolete laws;

� Over-centralisation due to non-implementation of 73rd and 74th Amendment Acts, thereby inhibiting the empowerment of the people;

� Inappropriate governmental structures and staffing;

� Complicated government systems, processes, rules and procedures;

� Inadequate system of incentives for people (particularly for civil servants), subversion of rules, evasion of taxes and failure in getting timely justice;

� Lack of result or outcome orientation and excessive focus on inputs;

� Lack of sensitivity, transparency and accountability in many facets of the working of State machinery, particularly those that have an interface with the public and especially towards the weaker sections;


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� Inadequate capacity of public institutions and public servants in policy-making, planning, project formulation, implementation and monitoring.

3.3.4 Much as it is ushering the post-Gutenberg society, the Information Technology [IT] Revolution is reconfiguring the landscape of governance, and transforming the machinery and tools of government. E-governance expands the reach and grasp of government, and makes it possible to attain levels of performance that were hitherto unimaginable. There are several IT-based innovations which have been scaled up and mainstreamed, [just to mention two, Bhoomi, and e-seva] and have vastly improved the delivery of services to citizens. At the same time, the IT revolution has rendered some aspects of governance more complex and arduous. The 24-hour TV news channels, cell phone, and increasingly the Internet, have transformed the pace, rhythm and logic of public affairs in their entirety. Dispersing an unlawful crowd, or as the Kutch earthquake, Tsunami and Mumbai floods have vividly shown, handling of natural calamites are now qualitatively different. Politics, elections, waging of war and peace, diplomacy, maintenance of law and order, handling of crises and natural calamites, judicial processes, negotiations, policymaking, and program implementation, name any aspect of governance, it is not what it used to be. A welcome feature of the media revolution is that it has enhanced the power of citizens to control their governments. However, the power and impact of TV and the Internet are not an unmixed blessing. TV as a medium suffers from severe limitations. The enforced brevity of the visual image and sound byte makes it impossible to offer complex explanations or multifaceted argument that are needed to do justice to the complexity intrinsic to many public issues. Nothing attracts audience more than controversy, combat, spectacle and drama. Giving a “spin” to and injecting a human angle into every story, an “attack mentality,” dramatizing every disagreement as an epic life-and-death struggle, and formatting every discussion as a ferocious gladiatorial combat with no holds barred, all these have come to be stock-in-trade of electronic journalism. Demand creates supply; the compulsion of media to report newsworthy news is an opportunity for groups with a policy agenda to manufacture public opinion and to influence governmental decision-making, and for the media-savvy to boost their public image. Given that governments in many democracies are in a constant state of campaigning, managing the public image has acquired greater salience than governance itself. In many countries, and increasingly in ours, the politics of appearances has taken a powerful and, so far, irreversible hold on the entire process of government. It has become obligatory for those in power to continuously project in the media that they are always in the lead, in command of things and acting decisively in accordance with what the electorate desires, and conversely for those opposed to the government to portray that the government is a disaster. The Internet and Media revolutions have also contributed to the formidable reach and grasp of the multinational civil society networks. These networks can now reach out to groups anywhere in the world, and extend their solidarity and resources. Consequently, the local civil society groups now have a power to influence the actions and decisions of a government that is far higher than what their domestic standing would warrant. Managing the media and civil society groups, constructively engaging them, and if need be forging partnerships with them, have come to be important aspects of governance.

3.3.5 From what has been set out, the working environment has come to be very complex; an additional degree of complexity arises from the fact that the transition of the polity and society to a rule-bound democratic polity is not yet complete. A singular manifestation of this fact is the rampant prevalence of far-too-brief and precarious tenures of District Collectors and senior officers in many States, a problem, which the Central Government is seized of, and attempting to redress.


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The transitory problems and the responsibility of the service to take a long-term view have been succinctly captured in the speech of the Prime Minister at the District Collectors’ Conference on May 20 2005. To quote:

The Constitution of India and the founding fathers of our Republic set before goals and us lofty ideals. The Directive Principles of State Policy enshrined in our Constitution constitute the talisman, which should guide our conduct. But we all know that there have been aberrations. Politics in a democracy has to be a purposeful instrument of social change. Politics in a poor country has to mediate between societal tensions, which are built into the body dynamic of a poor society trying to modernise itself. Unfortunately, many a time politics becomes the instrument of self-aggrandisement. And many a time, it ceases to be a purposeful instrument of social change. I am quite sure that these aberrations will give way to better days in the years to come. I do not despair, but one has to reckon with the realities, as they exist. During this transition period, that is now on the horizon, it is the duty of all of you to rise to the occasion, to steer our Republic’s ship in the desired direction as laid out in the Directive Principles of State Policy. And that is why I said, if there is an establishment, you are the establishment in this country, you are the only people who have secured tenor and who are, therefore, obliged to take a long term view of the evolution of our polity. Politicians come and go and the way elections come, there is frequent change of political masters, many a time they don’t have the occasion to think about the long-term consequences of what they are will get out of this present transitional phase, but in the meanwhile the ship of the Indian State has to move forward and more so, because we are operating in a world where human knowledge is increasing at a pace which was unthinkable even two decades ago.

Suffice to say, the spirit of the times calls for the service to reinvent itself, to enhance public confidence by superb professional competence, personal commitment, and professional and personal integrity.

3.4 Framework to Assess Training Needs and Training Gaps 3.4.1 In its report, CGG suggested a SCALE framework to guide the induction training. The SCALE Framework concentrates on five “key competencies”: These are:

� S Subject/Sectoral Expertise

� C Citizen Focus and Service Delivery

� A Administrative & Managerial Skills

� L Leadership & Teamwork

� E Ethical Values

These five key competencies determine, to a large extent, the performance of civil servants and organizations they work in. Chart II presents the SCALE framework. In its study, the CGG applied the SCALE framework in the following manner:

� Firstly, the framework is used to identify the key competencies required among officer trainees at different phases of the induction training.

� The framework is then employed to identify the key gaps in the existing training programs.


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� Finally the framework is used to draw lessons to address the existing gaps and create a systematic training program for building key competencies.

�

Chart III

The Scale Framework

3.4.2 The Committee appreciates the broad framework outlined by CGG; however, from the point of view of syllabus and its transaction, leadership and teamwork, ethical values and citizen focus are treated together.

3.4.3 During the validation workshop, a suggestion was made that a periodic training needs analysis is required to be undertaken for Foundation Course, Phases I and II as well as the District Training. This may be organised by the Training Division with the help of the Academy and other experts in Training Needs Analysis.

3.5 The Value Challenge 3.5.1 The responses of many officers have been self-critical, and echo the concerns expressed by civil society groups 16 about the attitudes and working style of many IAS officers. What comes out is that in two or three years of service many officers lose their youthful idealism as they encounter the objective reality in the field, which is in sharp contrast to the rosy picture of district life they have in Mussoorie. Many of them, to quote a respondent, “either just take to sanyas literally, saying 'theek hai, chalta hai, kuch bhi nahin kar sakte hain' or they become a part of the whole unseemly state of things.” Many officers are genuinely concerned that:

16 For a witty but incisive critique of the service, see Vithal Rajan, ” Improving the IAS”, Economic and Political Weekly, December 24 2005. With a view to expand the scope of debate, Sri Rajan published his response to the Committee as this article.

Subject/Sectoral Expertise

Citizen Focus and Service Delivery

Administrative & Managerial Efficiency

Leadership & Teamwork

Ethical Values

Effective

Civil Servant


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� quite a few of their colleagues are not behaving and performing in a manner which commands respect,

� that many are judgmental about people outside the service, and are unwilling:

o to respect differences,

o to interact with “outsiders”,

o to work in a very participatory kind of a fashion, and

� that there are very many valid complaints of corruption, caste bias, insensitivity to the problems of the poor and under-privileged, and the poor delivery of services.

A senior officer spoke of:

� A deep rooted defensive attitude of denial of the existence of the most obvious problems of the people reigning supreme, among civil servants,

� a singular lack of understanding of some of the provisions of the Constitution relating to :

o the basic needs of the people, the interaction and inter dependence between the provisions of Chapter III and Chapter IV of the Constitution and how they affect certain special laws and issues that affect the poor such as those relating to minimum wages, right to life, food, work, health, information, child labour, bonded labour, trafficking in girls etc., and

o the objectives relating to values like democracy, rule of law and human rights.

He strongly expressed the view that autonomy or independence of thought and action is necessary for an IAS officer both at the policy and implementation levels, and that autonomy was lost or surrendered voluntarily out of all proportions to the democratic need of political control over civil service, and to the requirements of the political leadership – civil service relationship. The loss and surrender of autonomy “ lowers the potential for the crucial role that the service has still to play in the socio-economic development of our country for at least another two decades.” Many spoke of the need for training to help OTs recognize that public office is public trust, and that administrative service is not just a career but a calling. Working in Government is enormous responsibility, a responsibility given to very, and very few people. As an officer put it evocatively, “In a country of 1 billion, how many are we?” Being ever in the midst of people, constantly besieged by appeals for help, and with opportunities galore for making a difference to the lives and aspirations of common people, only the utterly insensitive can miss the calling. A calling is a mission driven by a vision. The service owes its existence to the Constitution; it is the very same Constitution that provides the service its vision. To use a phrase from the jurist Hans Kelsen, Constitution is the basic norm from which all other norms are derived. It is the bounden duty of every administrator to secure for every citizen his fundamental rights and also the entitlements that flow from the directive principles. In the public sphere it is important that one only goes by the public values set out by the Constitution irrespective of one’s personal beliefs. Another officer spoke of the need for officers being consciously “partisan in favour of the poor, the disadvantaged, marginalized of all hues”. To this end, the “courseware” of the training should re-examine the traditional concept of the neutrality of civil services, and explore the question how should one understand the concept of being neutral in the context of unevenness, across places, across people, across regions, all kinds of unevenness in


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the society. Such an exploration would ensure that teaching of ethics “will not descend to moral rearmament and pontification on virtues.”

3.5.2 Many spoke of the travails of the young officer who wished ”to hold his own even if he does not see this demonstrated around him,” of short and precarious tenures, of being subject to multiple pressures and demands, of being caught in the cross-fire of conflicts between different officeholders (eg., chairman of the Zilla Parishad and the “district minister”), and of inadequate support from official and political superiors. It is imperative during the counseling, and in instruction to provide a realistic picture of the work environment, and to brace the OTs to face the challenges ahead. Many spoke of the need to stress the importance of officers being team players. A young officer spoke of the need of training to address the attitudinal problem of some Collectors wanting to become the ‘Raja’ of the district trying to be knights in shining armor, taking issues on an ad hoc basis, do everything themselves, instead of being part of a system and delegating functions to subordinates. OTs should be encouraged to internalize the fact that some occasions necessitate the officers to be in the limelight, and some being anonymous and obscure. Sometimes they need to be the face of the Government in certain situations, and faceless bureaucrats in certain other situations. Further, it is important to recognize that given the multifarious roles of governments, civil servants need to adopt the appropriate working style and persona in discharging a given role. In respect of regulation, enforcement of rule of law and conduct of elections, civil servants need to act independently without fear or favor. In respect of roles like development, empowerment, and poverty alleviation, civil servants have to act in partnership with citizens and civil society organizations, and for enhancing global competitiveness act in partnership with the private sector. Performance outcomes of the government as a whole are dependent not only upon the efforts made by governments and their functionaries but also those of citizens, civil society organizations and the private sector. Many emphasised the need to give more emphasis to leadership and strategic management, as IAS officers are placed in leadership positions right from the start and are expected to be change agents. Therefore they must be equipped to lead, to decide, to innovate and to facilitate transformation of the society, polity and economy. A constant refrain of several responses has been the view that:

� leadership cannot be equated with the traditional style of command and control,

� In many situations, it is necessary to persuade, cajole and bargain,

� training should lay more emphasis on the following skills and competencies

o leadership,

o negotiation,

o conflict resolution,

o active empathetic learning,

o inter-personal skills,

o team building,

o partnership and coalition building,

o communication and presentation, and

o media management.

3.5.3 Quite a few outlined the limitations of training in imparting values and attitudes that are at variance from the prevailing work culture or the values and attitudes prevalent in the society at


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large. Hence revamping the training should be undertaken as a part of the overall efforts to rigorously enforce the standards and norms prescribed in the Conduct and Disciplinary Rules, and reform of the civil services as well as the political process. What the Patnaik-Ramesh-Lahiri Study Group (1996) has to say of values, attitudes and moral imperatives are of eternal relevance: -

While discipline in the Civil Service has to be enforced rigorously, it is equally important that individual officers maintain high standards of discipline themselves. Self-discipline is a quality to be cultivated by every civil servant, which implies adherence to a set of principles and standards guiding personal conduct, such as the need to be punctual at all times in attending to work, being accessible to people, and working with dedication to complete in a time bound manner all the tasks that devolve upon individual officers. It is inconceivable that members of the IAS should be subject to any extraneous control for guidance of their own conduct. Every member of the Service is expected to rise to dignity of self-control by making his/her conscience and reason, the supreme, if not the sole guide to his/her conduct.

In this background, it is necessary that a systematic effort must be made to inculcate the right values, ethical standards, norms of behavior and personal conduct expected of an IAS Officer…For building strength of character, specially integrity, moral courage, objectivity, impartiality, neutrality and discipline, it is essential that the officers learn from personal examples of the faculty and of the guest speakers who address them. The research units at LBSNAA can play an important role in preparing case-studies and other detailed analytical material on successful initiatives undertaken by the individual officers. We may also have a number of case-studies where IAS officers have behaved arrogantly and not demonstrated strength of character.

3.5.4 The Committee received a suggestion from one of the CTIs suggesting that psychological tests may be used to test the effectiveness of training in instilling the correct attitudes and values. It appears that this practice is used by training institutions of ar med services as well as of civil services associated with armed services. However, it was not possible to follow up this suggestion. It may be mentioned in this context that the Alagh Committee recommended the association of psychologists with the medical examination of candidates.

3.5.5 From the responses received, it would appear, there are three types of values and attitudes that are to be instilled during the induction training and later reinforced in mid-career training. These are the following:

� Personal values and attitudes such as:

� Integrity [Financial and intellectual],

� Work-ethic,

� Inner strength and self-confidence to face the tough challenges and crises in life and career.

� Professional values and attitudes such as:

� Professional integrity,

� Commitment to


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§ The Constitutional vales, and the obligation it casts on the State, and State functionaries particularly in regard to the marginalized and voiceless,

§ Principles of good governance and public life such as accountability, outcome orientation, transparency, responsiveness, rule of law, honesty, openness, and objectivity, and

§ Nation building

� Leadership and team work qualities

All the respondents appreciated some of the efforts now being made by LBSNAA to inculcate values and attitudes eg., inviting role models to address and interact with the OTs. However, they felt that more needs to be done keeping in mind four basic premises:

� Nothing puts off the OTs than preaching abstract ethics, and the faculty not practicing what they preach,

� A wide assortment of methods being necessary, particularly transacting cases and simulation exercises drawn from real life experiences of coping with ethical dilemmas,

� Rather being stand-alone, ethical considerations should be, to use jargon, mainstreamed in the entire transaction of the training, and

� OTs taking advantage of their trainee status to look at problems and system from the outside, to acquire an experiential understanding of the lives of the poor, and to interact with civil society organizations.

3.5.6 As of now LBSNAA strives to instill values and altitudes through the following measures:

� Formal teaching of ethics through two sessions in the Foundation Course,

� Formal teaching in the Foundation Course of

o leadership,

o aspects of behavioral science like personality and behavior, psychology of interpersonal relations, motivational, and developing sensitivity through transaction analysis,

o communications, and

o Negotiations and conflict resolution.

� Teaching about the role and tradition of the service and qualities of a civi l servant, through five sessions in the Phase I training,

� Teaching about the Right to Information Act, 2005.

� A Village Visit Programme for a period of one week during the Foundation Course. According to the Annual Report of the DOPT for the year 2005-06, “ The objective is to sensitize the OTs to the reality of rural India, through a structured study of a village. The objective of the visit is to assess the dynamics of the socio-economic and political situation existing in the villages, understand the problems faced by villagers especially the deprived sections of the women and poor, and recognize the importance of the need to learn from the people in evolving solutions. A module on Participatory Rural Appraisal is


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also conducted prior to the village visit in order to enable better interaction with the villagers. Individual and group reports are also presented by the Officer Trainees after they return. This visit has been consistently found to be very useful as a sensitization methodology by the Officer Trainees.

� Inviting well-known role models within the service [Sri S R Sankaran, for example] and outside to address the OTs and interact with them,

� Similarly inviting well known social activists to address the OTs and interact with them,

� A brief attachment with Civil society organizations during the Bharat Darshan,

� Visit to the National Institute for the Visually Handicapped, Dehradun, and

� Counseling of the OTs by the faculty.

3.5.7 Following are some of the specific suggestions received for strengthening the efforts being made by LBSNAA to instill the values and attitudes:

� A proper teaching of the Constitution not so much as a legal text, but as a secular testament that should guide the OTs

o in their career,

o in understanding the nature of their service,

o in understanding the obligations cast on the State and State functionaries to ensure that all citizens enjoy rights such as right to life, right to health, right to education, and due process,

o in coping with ethical dilemmas, and

o in doing their duty towards all citizens without fear or favor.

� A more rigorous teaching of ethics. LBSNAA has been offering a seminal training programme entitled Ethical Issues in Today’s Administration that is not offered anywhere else in the country. It is open to officers of various levels of seniority. It focuses on ethical dilemmas which no one in public life can avoid. More often than not, the choice is not between good and evil but between a lesser evil and a greater evil, between the rights of one group and the rights of another. The objective of the programme is to expose the participants to the basic principles of Ethics and Moral Philosophy, tease them into thinking about the values that underpin the framing and implementation of public policy, and expose them to the ethical frameworks that policy makers use to resolve sticky public policy issues. In order to achieve the objectives, the course emphasises participatory learning. The various topics covered by the courses so far are as follows:

o The framework of ethics: what is ethics, what is meant by human welfare, human justice and human dignity,

o Ethics and Administration: what are the social and administrative predicaments, discussion through case studies on systemic insensitivity, non performance, patronage, lawlessness, and injustice, corruption, institutional rot, apathy, cynicism and demoralization,


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o Values and Ethics- the Indian Perspective: discussion on the meaning of religion, levels of human personality, tools and mechanisms for remaining connected to our core personality, and

o Values for Public Policy makers: exploring the values required for policy makers as seen from the perspective of the civil society. Discussion focuses on how the policies can harm those they are meant to help, unless all stakeholders are involve d;

o Values and Ethics and the Repercussions for Civil Servants: This session is usually taken by the CVC, where the rules pertaining to this issue are elaborated and instances are also given from government.

Elements from this course can be offered as modules in the Foundation Course and Phase I.

� Values and attitudes should be considered as a crosscutting theme that should figure in all the academic modules of Phase I, and the interactive sessions of Phase II. Equity should receive as much emphasis as efficiency in the transaction of modules. To give an example, in discussing the public distributions system, it is important to consider the economic aspects of pricing, subsidies and efficient targeting, and the managerial aspects of optimizing the logistical arrangements, and systems of control, monitoring and evaluation. It is equally important to consider aspects like the right to food, the poorest and mentally and chronically ill without any support system having no purchasing power at all, and the machinations of those having official or political or economic power to siphon off the entitlements of the poor. Improving the system thus is not a mere economic or managerial question but has a vital ethical dimension.

� LBSNAA has already a system in place for encouraging OTs to study and review books. This activity could be streamlined and strengthened so as to cover classics and inspirational books, and to organize serious discussion of those books such that the outcomes are akin to what true liberal education would do to strengthen character and sense of purpose.

� Reinforcement of the normative values and attitudes in subsequent in-service trainings.

� There is much value in the village visit program of the Foundation Course and the attachment to NGO during the Bharat Darshan. There is, however, merit in complementing this learning by experiential learning of a different kind. As a trainee, the OT is in an advantageous position of being not yet part of the system wholly. As such, he can acquire a perspective that complements the official perspective by looking at from the outside, the system, its actual operation, its effectiveness and responsiveness, the problems of ordinary citizens, the existential condition of the marginalized and voiceless, and how well meaning civil society organizations are striving to improve that existential condition. Once an OT holds regular posts, it would be very difficult to detach oneself from the system and apply an independent mind. The OT would be a more nuanced officer if he can grasp the existential reality of what it means for an ordinary citizen to secure some service or help from a governmental agency, eg., what it means to register a FIR, or secure a ration card, access to a newly announced program. Such learning cannot be provided by official attachments. As a part of understanding the external reality, a spell of training in which the OT sheds his official status, and is just a learner, would do a great


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deal for sensitizing the OTs and yet the same time instilling in them a passion for making a difference to the system and lives of the people, particularly the poor and disadvantaged. Attachment with non-governmental organizations reputed for their commitment and innovative delivery would help this learning to take place. The present attachment with civil society organizations during the Bharat Darshan is far too brief [it was just three days in December 2005-Febraury 2006] to provide the learning required. Many developmental agencies as well as civil service in some developing countries including Pakistan are now opting for village immersion programmes organized by civil society organizations as part of the professional training of young recruits. Many well-known civil society organizations in our country have experience of organizing such programs for developmental agencies. Many respondents have suggested a two-week “village immersion program, “ and a one week urban slum immersion program as part of the Bharat Darshan. Needless to say, the civil society organizations should be selected with great care; they should have a proven track record of working and empowering the poor, and be those willing to adopt a partnership approach to government for the sake of development and empowerment.

� Sri T.K. Manoj Kumar in his paper on management as well as the CGG has suggested stronger inputs on leadership and strategic management. CGG had suggested stronger inputs on leadership, good governance and citizen interface. Further, more emphasis needs to be laid on the skills set out in para 3.5.2, making use of cases and simulation drawn from workaday experiences of officers. With the assistance of UNDP, DOPT and LBSNAA had developed a module on negotiations and conflict resolution for use by LBSNAA and ATIs. Part of this module is already being transacted at LBSNAA during the Foundation Course. This module can be further reviewed and expanded to cover all the skills and competencies that need to be covered. It is necessary to provide advanced inputs on negotiations, coalition building and conflict resolution in Phase I training..

The Committee endorses these suggestions, and suggests supplementing whatever is now being done by LBSNAA by:

� Carving out a separate subject entitled Governance, Ethics and Leadership in the Foundation Course and Phase I,

� Reorganizing the Bharat Darshan so as to provide for immersion programs organized by civil society organizations in rural areas and urban slums, and

� Keeping the observations at paras 3.5.1 to 3.5.4 in counseling and teaching.

3.5.8 During the immersion programmes, the OTs should be exposed to the way Panchayat Raj institutions and municipalities work, understand the efforts necessary to build and sustain civil society organizations, understand how stakeholders consultation is done, and examine the role of self-help groups. Organization of public hearings (Jun Sunwais), social audit of rights based programmes, should also form a part of this attachment. Issues of right to food, education, livelihood, health, social security, should be assessed through field based public hearings and household visits. This field visit through the lens of a non-governmental organization could be undertaken in groups of 4-6 OTs and each of them should be required to comment on any of the following themes, keeping in view the fours pillars of HD -- equity, efficiency, participation, and sustainability:


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� Decentralized planning;

� Community monitoring and evaluation;

� System of community partnerships;

� Financial aspects in decentralization;

� Building accountability structures at various levels.

� Role of public hearings in improving accountability.

� Transparency in public systems.

� Skill needs for making public systems deliver better.

Formal collaboration arrangements with civil society organizations should be developed. These should include the learning objectives. Briefing before field placement and intensive debriefing afterwards are essential to ensure learning.

3.5.9 The philosophical difference vis a vis existing NGO attachment is that OTs will be expected to shed the persona of an officer and participate in this training as an ordinary citizen to develop a deeper understanding of the functioning of the local government institutions and the form and causes of marginalization of certain segments. This would be facilitated by carefully selected NGOs and the duration of immersion can be of 9 days in rural areas and 5 days in an urban slum. Details and modalities would be worked out by the Academy.

3.6 Subject/Sectoral Expertise 3.6.1 Induction training should provide:

� the knowledge base and generic skills required for a career-based service, and

� the knowledge base and specific skills required for the positions likely to be held during the first 10 years of service.

(a) Knowledge Base and Generic Skills Required for a Career-based Service 3.6.2 At all stages of the service, an IAS officer needs to have a deep understanding of the following:

� Indian history, society17 and economy; the forces which are transforming different aspects of India; the global environment in which India is embedded. In view of the increasing pace of globalization and global interdependence, more attention needs to be paid to understand the interplay of national policy and the global environment.

� A deep understanding of the role of the IAS, how and where it fits into the system of government and politics; the machinery, processes, procedure and functioning of government; the interplay of government, media, civil society organizations and private

17 A broad definition of culture is “way of life”; a more specific definition limits it to the webs of significance which man weaves in order to make significance of the society in which he lives. [Geertz, Clifford (1979): 'Thick Description: towards an Interpretative Theory of Culture', in The Interpretation of Cultures: Selected Essays, New York: Basic Books]. The expression society as used here encompasses this definition of culture.


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sector in the shaping of policies and programs and their implementation; innovative practices including application of new technologies such as e-governance.

� Public management.

� Constitutional and the legal framework. As the Report of the Royal Commission on the Public Services in India (1917) put it:

In every branch of the duties on which an Indian Civilian is employed a knowledge of law is necessary. Law is the basis of our whole system of administration. Not only as a Magistrate or as a Judge, but also as a revenue officer, the Civilian deals with a system of codified law; he must be acquainted with the procedure of civil justice, and must be prepared to meet the questions raised by skilled legal practitioners. As an executive officer, he must be able to apply enactments to facts, must be expert in the law of contracts, must be competent to conduct investigations in accordance with legal methods, and not infrequently he requires sufficient legal skill to draft rules that will have the force of law. Most important of all, he must know the legal limitations of the extensive power that are entrusted to him. From the very commencement of his career in India, the young civilian is in part a lawyer and in part a judge.18

IAS officers may no longer be appointed judges, but they need to be legally savvy and judicious since every executive act and legislation is now subject to judicial review.

� Economics. The importance of economics cannot be stressed enough in view of the fact that:

o Almost very administrative decision and act has a financial implication, and there is no polity as yet where the resources are not scarce in relation to competing demands,

o Managing the economy has come to be a very important aspect of governance, and

o The economist’s way of looking at the world can illuminate almost all aspects of governance including policy and program development and service delivery. Concepts such as cost effectiveness, relating outcomes to inputs, relationship between incentive structures and behavior, externalities, and unintended consequences of governmental decisions and acts are extremely useful.19

o Language of the cadre.

3.6.3 The subjects taught in the Foundation Course and Phase I training, namely law, political concepts and Constitution of India, Indian history and culture, economics, management, public administration, information technology, Hindi and language of the cadre, seek to impart the basic

18 Report of the Royal Commission on the Public Services in India (1917), pp.166-7. 19 Indian history, political economy and law formed essential part of the syllabus right from the days of the Hailebury College for servants of the East India Company. The Company appointed no less an economist than Thomas Robert Malthus as the first incumbent of the Chair of Political Economy. The celebrated historian of India, Vincent Smith, taught the recruits to ICS Indian history at Oxford for nearly two decades.


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concepts, and analytical methods and tools of the subject competencies describes in para 3.6.2 above. The review undertaken by the Committee seeks to assess whether the content and transaction of the subjects are in tune with the contemporary and emerging training needs, and whether learning objectives are better served by a rearrangement of the subjects. While reviewing, the Committee took note of a valuable suggestion that the syllabus of induction training should not be framed as a mechanical extension of the academic disciplines with a few seasonal flavors like WTO thrown in; as far as possible, it should be inter-disciplinary and seek to intellectually equip the OTs for the tasks ahead by enhancing their understanding and helping them embed in a conceptual grid the work on hand and the challenges, and to come up with well thought out solutions. The Committee agrees with this view and adopts it as the organizing principle of the syllabus. The Committee takes note of the welcome fact that most topics are now transacted in Phase I in inter-disciplinary modules reckons the suggestion made; it would be desirable to further strengthen this approach by strengthening inputs that facilitate better conceptual understanding of the topics.

3.6.4 There were suggestions during the consultations that a system of core courses and elective courses could be brought in, especially since officers with diverse academic background join the IAS. Some system of electives would help in not duplicating inputs in the academy with those already imparted as part of educational curriculum. The Committee carefully considered the suggestions and feels that a system of core courses and electives do not seem to be an attractive proposition for the following reasons:

� The argument for an elective is that it would be unproductive for an OT who specialized in a subject in College/University, and/or while preparing for the Civil Services examination to study the same subject at a basic level in the induction training. This argument falls if the syllabus and transaction of the induction training, cease to be an extension of the syllabus of the academia,

� Specialization at the entry level goes against the organizing principle of the service.

(b) Knowledge Base and Specific Skills Required for the Positions Likely to be Held During the First 10 Years of Service 3.6.5 The positions likely to be held during the first 10 years of service, the positions can be classified as follows:

i. District postings

� in Revenue Department such as Sub-Divisional Officer/ Sub-Divisional Magistrate, Additional District Magistrate, and Collector and District Magistrate /Deputy Commissioner,

� in Panchayat Raj Rural Development, and Social Welfare/Tribal Development Departments such as Chief Executive Officer [CEO] of District Rural Development Authority/ Integrated Tribal Development Authority, District Development Officer, and Secretary of the Zilla Parishad, and

� in Urban Bodies such as Municipal Commissioner or Administrator/ CEO of Urban Development Authority.

ii. Postings in Public Sector Undertakings such as Managing Director /CEO of various Boards and Corporations largely funded by the State Government,


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iii. Postings in State Directorates or Commisionerates as Head or No.2

iv. Postings in Central and State Secretariats

3.6.6 Some of the key competencies that need to be imparted are the following:

� Revenue laws and administration;

� Maintaining law and order with emphasis on communal harmony, terrorism and insurgency

� Preparedness for coping with natural calamities and manmade disasters, and relief and rehabilitation;

� Collection of taxes at the district level, raising of different types of cesses and generating supplementary resources for development in partnership with local bodies, private sector and civil society;

� Conduct of elections;

� Decentralized administration as envisaged by the 73rd and 74th Constitutional amendments.

� Major programs like the Sarva Sikhsa Abihyan, Mid-day Meal Program, National Rural Health Mission, National Employment Guarantee Act, Integrated Child Development Services;

� Special programmes for the economically disadvantaged, socially oppressed and other weaker sections of the society.

� Improving the delivery of basic services like primary health, primary education, water, sanitation, sewerage, electricity and conservancy;

� Empowerment through self-help groups;

� Agricultural, industrial and infrastructure development; organization of cooperatives; soil conservation and joint forestry management;

� Institutional finance including microfinance;

� Supervision of engineering works.

These competencies are mostly learnt during the State and district training, and while holding the jobs. The objective of Phase I training ought to be providing a conceptual basis for acquiring the learning in the field, and to provide an all India picture. Similarly the objective of Phase II training ought to be to promote experience sharing, a comparative understanding of the administrative practices in different States, and good practices and innovations.

3.7 What the respondents have to say about content and transaction of syllabus 3.7.1 The respondents had much to say about the skills and competencies the induction training seeks to impart, and the pedagogic process of training. The major responses are the following:

� Foundation Course: Directors of the Central Training Institutions as well as officers of the services participating in the Foundation Course endorsed the utility of the Foundation Course in building esprit de corps among different services. Officers cherished the


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opportunity that the Foundation Course offered to make friendships across services. All the young officer-respondents were highly appreciative of the extra-curricular activities like trekking and river rafting. However, almost all felt that the syllabus of the two subjects Political Concepts and Constitution, and Indian History and Culture repeats the syllabus of the General Studies papers of the Civil Services examinations, and that it has no practical relevance in the functioning of the young officer in the service that follows immediately after the induction training. Some non-IAS OTs felt that the Foundation Course was far too IAS-oriented, and that very little knowledge was imparted about the history, organization and mandate of other services. IAS respondents also desired to know more about other services.20

� Almost all were appreciative of the law inputs provided in the Foundation Course, Phase I and II training.

� It is desirable to integrate as far as possible Public Administration and Management, for otherwise there could be a feeling among OTs that principles of management are stand alone and have no relevance in their day-to-day work.

� Induction training is far too revenue administration oriented, and more emphasis needs to be given to social sectors and urban governance,

� The coverage of economics is inadequate and not in tune with the current mainstream economic thinking,

� District training is uneven across states,

� So is training in State Administrative Training Institutions [ATIs],

� Specialized competencies like law and order management, disaster management, and building private-public partnerships should receive more emphasis,

� Language: Curricular load is uneven among OTs, as:

o many OTs who are proficient in Hindi are not required to learn Hindi, and

o many OTs are not required to learn the language of the cadre as they are proficient in that language.

� Training is too theoretical , out of synch with field realities,

� The OTs are prone to a quick training fatigue . The instructor loses them as soon as he takes up a theoretical concept or method, more so if the instructor is an academic.

� The syllabus is fine but its transaction leaves much to be desired,

� Training attempts to do far too many things,

� Electives should be offered, and OTs who satisfactorily complete training should be eligible to receive a degree from a reputed institution21, and

� Special attention should be paid to OTs from North East cadres22.

20 These responses are further discussed in Chapter 4 Foundation Course. 21 Discussed in a separate chapter, Chapter 7 entitled Self Development and Lifelong Learning 22 Discussed in a separate chapter, Chapter 8 entitled Special Training Needs of the North East Cadres


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3.8 Political Concepts and Constitution, and Indian History and Culture 3.8.1 Almost all the responses received were of the view that the syllabus relating to Indian history, political concepts, and Constitution was repetitive, and runs through the same topics that are studied for the Civil Service examinations. And further, they feel that these inputs are of no practical relevance in the functioning of the young officer in the service that follows immediately after the induction training23. The paper Contemporary India for OTs, prepared by Prof. Rajivlochan, Punjab University and Ms. Meeta Rajivlochan, YASHADA, Pune identifies the following topics, which overlap24 in the syllabus for the General Studies paper of the Civil Services examinations and the Foundation Course:

� Political Concepts and Constitution

� Political Concepts such as power, sovereignty, liberty, equality and justice;

� Political Theories such as various theories of State activity, the utilitarian philosophy, liberalism and the genesis of democracy;

� Indian political system;

� Fundamental Rights and Directive Principles;

� Nature of Indian Federation;

� India's Foreign Policy;

� National Integration and Communal Harmony;

� Basic structure of the Constitution.

� Indian History and Culture

� Indian Nationalism and Gandhi;

� Communal Politics, Partition and Independence;

� Issues in Social History such as class, caste, community, gender, family; identity [language, region and culture], social movements, and knowledge systems and education.

� Major religious traditions of India;

� Literature, performing arts, and art and architecture.

3.8.2 While it is desirable to avoid overlap, some of the topics are too important to be excluded altogether. In their paper Prof. Rajivlochan and Ms. Meeta Rajivlochan outline the basic principles whereby the two courses can be restructured, and more importantly how the topics should be treated. They also suggested a syllabus which is at Table I A. To quote:

The feedback from the Officer Trainees and the need for creating an appropriate course of study was discussed in detail during two meetings

23 The need for instilling a better perception of relevance is discussed at section 3.17 24 The overlap may be total or partial. The overlap is higher for OTs who offer Public Administration, Political Science, History, Sociology or Anthropology in the Civil Service examinations.


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with officers and with various subject experts from the fields of history, philosophy, political science and sociology. There was a consensus that familiarization with the general processes of history, culture and society as also the political system in India was imperative for the Officer Trainees irrespective of the service to which they were assigned. Such familiarization with a foundational knowledge was important, it was felt, for understanding one’s own work environment better and for performing one’s duties as an officer. Care had to be taken, that the inputs were not merely an extension of university learning or repetition of the syllabus of the entrance examination for the civil services but as a wherewithal for comprehending the complexity in which they were to be immersed during their jobs.

The matter of biases and privileging of specific interpretations too came in for discussion. In this regard it was felt that the inputs should be such as to make one proud to be an Indian and proud to work for the government. It was also important to imbue a certain sense of ethical neutrality even while remaining sensitive to the diversity of opinions and interpretations. Care also had to be taken to be sensitive to matters of discrimination, poverty and gender. Above all there was the need to reinforce the sensitivity of the Officer Trainees to remain true to the Constitution of India, both in letter and spirit.

All other rules and norms in government derive their legitimacy from the Constitution as it exists in contemporary times even when many of them may have been framed prior to the Constitution or may not have been consciously framed in response to constitutional concerns. It does not matter whether these rules and norms refer to the internal functioning of the government or the various interfaces that the government has with civil society, they still remain grounded in the constitution. The constitution remains the groundnorm, the basic norm from which all other norms are derived, to use a phrase from the jurist Hans Kelsen. Thus it may be fruitful to inform the Officer Trainees of the manner in which the Constitution becomes the basic rule for our society. This involves going much beyond a mere description of the Constitution, the listing of fundamental rights and duties or a discussion of the directive principles.

Similarly, there is the matter of religion in Indian society. Given the visible acrimony between various religious groups at least since the colonial times, an important component of the ideology of the nation has been the emphasis on secularism...What exactly are the components of secularism in the Indian context, though, remains a matter of contestation. Yet, there is little dispute over the widely held belief that people of all religious denominations and beliefs are equal citizens and share a common bond of loyalty to the nation...Such an understanding, however, is something that is definitely beyond the ken of the textbooks and mug-books on Indian society and politics with which the Officer Trainees have hitherto been familiar. It is a controversial and political loaded idea too. Yet, there is need to make the Officer Trainees familiar with its various connotations, not so much to convert them to one kind of ideology or the other but to sensitise them to the idea and its


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variations thereby enabling them to maintain a healthy ethical neutrality in their work environment.

Or take the matter of language A basic introductory knowledge about that complex and contested domain of language, linguistic identity, its roots [or absence thereof] in history and associated themes are important to sensitise the Officer Trainees to the diversity of our nation and its peculiar socio-political formations.

On the matter of diversity we have that felicitous phrase from Jawaharlal Nehru where he says that India is characterised by its unity in diversity… It would be important to sensitise the Officer Trainees to the nature of the nation, its diversity, the counter-claims on its various material and ideological resources. This would inevitably involve discussions about the nature of various social institutions, the political, social and economic self-assertion by different groups, the ability or otherwise of the establishment to fulfil their demands and aspirations and various adjustments that the national polity would have to make to take care of such diverse claims. Once again, this would involve immersion in the stream of national history and a going beyond the knowledge about social institutions that is available merely through lived experience. Bookish information does enable one to transcend ones direct personal experiences and benefit from more systematic observations. …

Taken together, these are just some of the elements in which it would be appropriate to instruct the Officer Trainees. Yet, direct instruction in all may not be the most apposite. Concerning unity in diversity, for example, a haranguing lecture on the unity of the nation might actually produce quite contrary results with much of the audience trying to focus on the diverse and contrarian trends that are easily visible in our national history. It might be more relevant, instead, to inform the Officer Trainees about the diversity of the social structures and the manner in which conflicting claims over scarce goods are handled. Or better still, to ask the Officer Trainees to do a small piece of research on a related topic concerning social conflict and its political management such as the efforts to bring various terrorist bodies into the mainstream of politics.

3.8.3 The Committee has also received an alternate syllabus prepared by Ms. R. Jaya, formerly Deputy Secretary (Trg.), Department of Personnel & Training in which she has emphasized the need to sensitize the OTs on issues pertaining to social and distributive justice. She is also of the view that the ideas presented in the Preamble of the Constitution must be the basis of our thinking on India. She has, inter-alia, suggested that “the Constitution is to be regarded as the First Law of the Land, a blueprint for the nation to develop, an ideal to be cherished and above all, a revolutionary socio-economic, politico-legal document. I find in the Preamble are expressed the noblest thoughts that society and man could conceive of and in the Fundamental Rights, read with the Directive Principles of State Policy, the ideals of Enlightenment, that declare all men to be born


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equal and cherished the ideas of Equality, Liberty and Fraternity. This is a deeply divided society. Hence, I feel the study of the Constitution must be imbued with this spirit. The actual working of the Constitution has thrown up issues unique to India and it has indeed broadened the reach of democracy. Hence, the Constitution belongs as much to society as to the polity, perhaps more so. Hence, I request that one session at least on the study of the Constitution may be allowed in the syllabus of contemporary India. Likewise, the ideas of Liberty, Equality, Justice and Fraternity.”

The Committee considered the above views as well as the alternate syllabus suggested by Ms. Jaya and feels that both the formulations deal with issues of contemporary relevance and there is significant similarity between the two models. The alternate syllabus suggested by Ms. Jaya is at Table I B.

3.8.4 A senior officer stressed the importance of a nuanced understanding of the multiple perceptions about and competing visions of the idea of India.

This would help “decolonize the service”, and remove the “cultural disconnect between the IAS and the society at large, and help sensitively handle the umpteen conflicts that flow from the politics of identity. To quote:

[The] course on history and culture… needs to expand to an intelligent understanding of what it means to be “Indian”—the I of the IAS, The Idea of India. The Tagorean vision needs to argued out as done by people like Amartya Sen, and so on. [It is necessary] to refocus on pluralism and the differing versions of Truth. Intelligently handled with the best minds, this can be the best intellectual equipment for the young IAS officer to deal with caste, communal and such other conflicts which are to be part of his everyday existence in the milieu of identity politics which is often the context of the job in the field. … Let us make the IAS officer an ideal student of Indian culture and make him proud of where he comes from—not in a self-glorification way but to take genuine pride in the essence of India which he/she should torch bear. The word that is slightly under-emphasized in the Indian Administrative Service is the word 'Indian'. I don't mean by this any self-glorification of India or anything like that. And it is very important because a sense of pride in where you come from is important if you want to make any change in any context. One reason why the IAS has always been seen as airy-fairy and not really belonging is largely because of the cultural disconnects. This is an issue which has been constantly ignored in the curriculum. If you are talking about reconnecting, it is important to get the officer, it is very easy, it is a fun course getting to know about India's history, getting to know about its heritage. The fact is that you are competing today with various countries which have no history, like the United States, it has no history. And you have so many things to be proud of. It is not in IT or BT[Biotechnology] that we are super powers; we are super powers also in areas like culture. We haven't seen it, but increasingly our pluralism, our ways of handling things, our tolerant laws, our systems of managing conflicts --- these are a lot of systems which are inherent to our traditions. It is time to bring this back. This is where we will be contributing to the decolonization of the service.


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3.8.5 The Committee endorses all these views. In reorganizing the subjects, the Committee feels that it would be expedient to cover Constitution in the subject Governance, Ethics and Leadership, as Constitution should be the basis for the conduct of officers in public space, and as such is related to ethics. The subjects suggested by Prof. Rajivlochan and Ms. Meeta Rajivlochan and those suggested by Ms. Jaya, placed at Table I B, other than those relating to Constitution, along with inputs on global environment would form part of a new subject Contemporary India and the Global Environment with suitable adaptation to align the syllabus within the total number of sessions allotted. This subject is designed to offer the OTs a nuanced understanding of the Indian history, society and economy, the forces which are transforming different aspects of India, the global environment in which India is embedded. In view of the increasing pace of globalization and global interdependence, the course would also help the OT acquire an understanding of the interplay of national policy and the global environment.

3.9 Law 3.9.1 As already set out in para 3.7.1 above almost everyone appreciated the inputs on law being provided in the induction training. Sri L C Singhi who teaches law at LBSNAA reviewed the syllabus in consultation with experts, and suggested a few modifications to keep in pace with contemporaneous training needs. In his paper on the law syllabus, Sri Singhi set out the basic principles of review:

(i) Objective of Teaching Law The academic input in Law has to be such which can cover basic concepts of law and basic principles underlying the legal and judicial system. An IAS officer needs to appreciate the importance of Rule of Law , and the role of law as an instrument to bring desired change in socio-economic life of the citizens. He must become familiar with the basic principles of Natural Justice, which are vital for any administrator if he has to function in a just, fair and impartial manner. The trainee officers are therefore, required to be acquainted with a brief outline of both substantial and procedural law. While discharging these functions he is required to exercise statutory powers. A statutory power conferred is a duty entrusted. The input in Law, therefore, has to be so oriented that it takes care of his professional requirements and transforms him to be competent professional.

(ii) Bifurcation of Executive and Judiciary: After separation of the judiciary, the executive magistracy has been left with very little of the magisterial work. The Criminal Procedure Code bifurcates the functions between the ‘executive’ and ‘judiciary’. As a criminal court under the Code of the Criminal Procedure, their job is mainly preventive rather than punitive. The Code classifies courts into four classes and the court of an Executive Magistrate is one of them. But taking the criminal administration as a whole, the D.M. continues to be a key figure playing a vital role in investigation, prosecution and correctional spheres. However, there are still some states where the separation of executive and judiciary has not been effected so far.

(iii) The Constitution is the basic law: It is superior law. Every IAS officer should have a thorough knowledge of the Constitution and Constitutional law. Being a part of the General Study Paper in the Civil Services Examination conducted by the U.P.S.C., every IAS Probationer has fair knowledge of it. However, still the Constitutional Law and constitutional values must be a basic input for an IAS Probationer. He


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should have a thorough knowledge of the Constitution. He must be well conversant with its working. All his actions must be in conformity with the constitutional values and he must have a deep sense of commitment to it. But ‘Constitutional Law’ as an academic input is proposed to be covered in [the subject] Contemporary India. However, administrative law has not been included in the preceding Part and as such it forms a part of the law syllabus.

(iv) International law has become very important: It is assuming the status of a superior law having overriding effect over other laws. An IAS officer, therefore, can not remain aloof to these developments. The law syllabus should, therefore, give a greater emphasis on international law and international trade law.

(v) IPR Regime: India has become a major player in the service sector and giant in the software. Establishment of an IPR regime is on the anvil. Infact, an IPR jurisprudence is emerging in the legal scenario covering the cyber law, information technology and other scientific laws. A future administrator will have to remain fully equipped with these developments.

(vi) Regulatory Regime: The role of government is fast changing. From governance it is increasingly becoming a facilitator. Many of the essential government functions are going in the domain of the private sector. Even public utility services are being increasingly entrusted to the private sector. The relationship between the government and the private sector is becoming contractual. But still a regulatory regime will continue to function even in those areas which have virtually been handed over to private. The new regulatory regime should, therefore, be a part of the legal input. However, an administrator must ensure that the public interest is not compromised. A shift in government functions necessitates shift in areas of professional excellence consequential changes must, therefore, take place in the legal component.

(vii) Skill Development: It is intended to lay emphasis on skill development. An IAS officer should have analytical ability and judicious mind. Greater emphasis is, therefore, given on development of skills and in building deep sense of commitment to the legal values. It is important that law syllabus should cover inputs which give them adequate knowledge of law and equip them with masterly skills to apply it. It should build in them the right kind of attitude to bring commitment and conviction for the law and justice.

(viii) Focus on Quintessential legislations Within the limited time, it is not possible to teach every minor law. The focus has to be on quintessential legislations. An administrator instead of knowing "what the law is” should know “where the law is"

3.9.2 The Committee endorses this approach.


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3.10 Integrating Public Administration and Management 3.10.1 Instead of treating public administration and management as distinct areas, it would be useful to:

� recognize that all organizations including government share some common basic principles and methods of management, and

� that in respect of some functions of government, the distinctive features of governance necessitate considerable modification of the principles and methods applied by other organizations.

Thus the basic functions of management, namely planning, organizing, coordinating, motivating, monitoring, evaluating, are common to all organizations, and so is the pursuit of effectiveness and resource optimization. Yet government is far too complex and democratic an organization for governance to be a clone of business management. It is therefore important to equip OTs with modern principles and methods of management and at the same time instill in them the discernment to judge when these methods can straightaway be applied and when they need adaptation. Thus while discussing the financial rules and regulations it would be expedient to embed the discussion in the general principles of financial management. The modular transaction of most topics in Phase I does indeed to some extent bring about the integration of public administration and management. It is necessary to be more explicit about this integration, extend it to the Foundation Course and deepen the integration in Phases I and II. This would be in the right direction, and would be in conformity with the organizing principle of the syllabus, referred to at para 3.6.3 , namely that the syllabus of induction training should break out of the silos of the academic disciplines , that it should be should be inter-disciplinary and seek to intellectually equip the OTs for the tasks ahead. The integration of public administration and management would be in that direction. Incidentally, the First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation, 1955 lists Public Administration and Management as a single subject.

3.10.2 In his paper on Management, Sri T.K. Manoj Kumar set out the modalities by which this integration could be taken forward. In particular he suggested preparation of cases on a war footing for each area of the public administration syllabus of Phase I, and development and use of more quantitative exercises. To quote:

First and foremost, integration of management inputs with that of public administration can be done only by the use of case studies. As stated above, the present inputs are basic in nature, since they are addressed to a group which may largely have no previous exposure to the subject. It only follows that by the time the IAS probationers are in their Professional Course Phase–I, they would be reasonably proficient in the basic theories, having passed their Foundation Course management examinations. During the Phase I course, the present practice is to give them exposure to various facets of public administration such as the social sector, elections, economic issues, infrastructure, social welfare and development of weaker sections, revenue administration, rehabilitation, disaster management, role of the DM & SDM, national security, State Government finances etc. In short, it touches upon the


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role the officer is directly expected to play in the first ten years of his career, apart from giving him a valuable introduction to the basic issues in various important sectors of the administration, which may impinge upon his job. For example a DM would have to interact with the Electricity Board and understand the basics of power transmission, if he is to intervene successfully in a rural electrification programme, whose implementation, he may be asked to coordinate at the district level. He would of course have to be very conversant with the techniques of disaster management, for which activities he would be directly responsible. However, these inputs are given mainly through lectures delivered by eminent practitioners in the field. Even though the probationers are tested on these inputs, these examinations are subjective and descriptive in nature, i.e., they answer questions set in the traditional pattern of examinations in Indian universities. The point that is sought to be made here is that if the probationers are to be indeed given a feel of how these sectors are managed in the field, then the course content has to go beyond mere lectures. They have also to be put through sessions where they would be forced to apply their minds, use the contents given from the lectures and arrive at conclusions themselves on the decisions to be taken in the context of each sector. The case study method is one important way of doing this. The case may be taught through classroom discussions or through written analysis also. Another important benefit that accrues through cases is that it also results in the convergence of various management inputs given earlier. For example, a case on the problems in an electricity board can reinforce the probationers’ understanding of the fundamentals of electricity transmission and distribution, and also that of finance and motivation of employees. Hence it is recommended that for each area of the Phase I Public Administration syllabus, one lead case should be developed, to further the understanding of how issues are managed in the field. Probationers should be assessed on their understanding of these cases instead of just routine examinations.

Cases should be got prepared on a war footing by enlisting the services of LBSNAA faculty, officers in the field as well as academicians. They should have teaching notes and be validated by running them through a group of probationers/in-service course participants/senior officers. It may also be possible to buy some cases and teaching notes from some foreign sources to give an international flavor.

Secondly, integration of public administration and management can be achieved through the increased use of computer based exercises and quantitative techniques. This may readily lend itself to certain areas such as project management and government finances. The LBSNAA has already been experimenting with such methodologies. The development and use of such quantitative exercises which demand


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decision making by probationers will also be a move towards integrating the two disciplines of public administration and management. It is therefore recommended that more quantitative exercises should be developed and used in the Phase –I instruction. This will go a long way in improving the probationers’ conceptual grasp of the issues in public administration, rather than encouraging them to learn by rote.

3.10.2 The Committee endorses the suggestions of Sri T.K. Manoj Kumar. While treating public administration and management together it is also important to impart to the OTs an understanding of the distinctive nature of government as an organization by comparing and contrasting the purpose, organization and normative functioning of government and other organizations.

3.11 More Emphasis on Development Needed 3.11.1 Many respondents also observed that, the training lays far too much attention to revenue administration to the detriment of developmental administration. It was emphasized again and again that it is imperative for OTs to understand

� how the Panachayat Raj institutions and municipalities fit into the constitutional scheme as a third level of government, besides the national and state governments, and form an essential part of the concept of the State.

� the specific roles and responsibilities that have been allotted to the Panachayat Raj institutions and municipalities under Articles 243 G and 243 W (11th and 12th Schedules).

� the functions that have been devolved on the PRIs in that particular state under the relevant Panchayat and other acts.

� the concept of District Planning as planning from below and a consolidation of the panchayat and ward level plans.

� the provisions of the Panchayat (Extension to Scheduled Areas) Act (PESA) and its implications for the states covered by its provisions.

� the actual functioning of Panachayat Raj institutions and municipalities in the various states and appreciate the problems that they face

3.11.2 Similarly it is imperative to give greater emphasis to various aspects of developmental administration. As a senior officer-respondent put it:

[In my times] there used to be virtually nothing on Health and Education. But since then a good social sector module has been prepared. These are critical issues. Collectors/Sub-divisional Officers/District Development Officers are the key functionaries [in the implementation of major social development programs lie Sarva Siksha Abhiyan [SSA], National Rural Health Mission, National Employment Guarantee Act]. …I think we need to make the [social development component] more robust and give more time. During district training [also] they should spend some time in the villages and move with Accredited Social Health Activist (ASHA), Auxiliary Nurse Midwife


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(ANM), Angan Wadi Worker (AWW), Multi Purpose Worker (MPW) etc. Similarly they can spend some time at SSA schools as well as others and report on all aspects – infrastructure, teachers/teaching, text books etc; issues of attendance, learning, drop out.

He also suggested coverage of topics related to water and soil management. To quote:

Water has become a crucial issue, and so for many states. Many of the poorer/drier states require good water management/rain water harvesting/minor irrigation schemes. While 2-3 lectures on this can be given on this at the Academy (including PIM), in the district they could study in detail what is being done. Mapping would be a good idea, perhaps for a block (this would also help learning about Geographical Indicator System). This would include all schemes (including ponds, check dams, etc) In many states officers would be involved with this right at the beginning. Often this is the relief work to be done. With the Food for Work (FFW) scheme and the NREG scheme, this will become all the more necessary. They could be asked to give feedback on amalgamation of various schemes and work of departments such as Drought Prone Area Program; wasteland development, and soil conservation by Rural Development and Forest Departments

3.11.3 Many suggested that development administration should be anchored in a proper framework of human and social development. The paper prepared by Sri Amarjeet Sinha and Prof. Seeta Prabhu25, at the behest of the Committee, makes a strong case for revamping the induction training so as to equip the IAS officers with skills and knowledge to manage the social and human development programmes. To that end, It also makes concrete suggestions for revamping all stages of training. To quote:

There is a growing consensus that economic growth alone, without a thrust on social opportunities and participatory growth will not be able to allevi ate poverty. There is today a realization that the right of poor people to livelihood, education, health, nutrition, housing, social security etc. is a necessary pre-condition for sustained and inclusive economic growth. The rights based approach emphasizes the need for public provision of services to meet the entitlements of the households.

Such an initiative also acquires urgency in the light of decentralization to Panchayati Raj Institutions and Urban Local Bodies, whereby key functions of young IAS officers are in the domain of professionally leading decentralized district planning based programmes. The National Rural Employment Guarantee Act, the Sarva Siksha Abhiyan programme, the National Rural Health Mission, the universalization of ICDS and the Mid-Day Meal Programme26 are all major opportunities for young civil servants to demonstrate their skills of professional management of public systems to ensure efficient delivery. A lot of the time of

25 Amarjeet Sinha was formerly Deputy Director LBSNAA, and has developed and has been offering a module on social sector program for the last few years. Prof. Seeta Prabhu is now head of the Human Development unit in UNDP’s New Delhi office, and has extensively researched on s ocial sector expenditure patterns. 26 It is worth mentioning that the Supreme Court is overseeing the implementation of the ICDS and Mid-day Meal programmes.


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young civil servants in majority of the States is now spent on an effective management of these public systems within the umbrella of the Zilla Parishad.

Approach

Given the state of mind of a large number of IAS officers throughout their two-year training period, it is indeed a challenge to equip them with skills and knowledge that are critical to their effective functioning. Many are not on a learning curve and many others would much rather prefer a non-class room lecture approach. Use of video films, data based exercises followed by presentations, visit to field, interaction with civil society organizations are often very useful in making learning happen. The only problem with this approach is that often such learning is stand alone without organic linkages in the various components of the two-year training programme. The challenge, therefore, is to develop linkages and continuity in the inputs for social and human development. It is important that the two year induction training is a combination of field based, class room based, project based, exercise based and presentation based learning opportunities. Such an approach would result in an experiential learning process.

If IAS officers wish to be team leaders at sub-division and district levels, the leadership will only come with higher levels of knowledge skills and attitude. The course on social and human development provides a useful entry point for imparting a diverse skill set to the officers. The focus would be on both ‘hard’ and ‘soft’ skills where emphasis would be to familiarize the officers about the guidelines and frameworks of programmes, monitoring and evaluation, development of useful MIS, including skills such as capacity development of community organizations publicly funded field functionaries, ensuring transparent and accountable partnerships with non governmental service providers at agreed rates and standard among other things.

Imparting quantitative and qualitative skills

For officers to appreciate these needs more effectively, it is necessary to expose them to basic quantitative and qualitative skills of resource and evaluation. Familiarity with Surveys like the National Family Health Survey, the National Sample Survey, the publications of the Registrar General of India through the Sample Registration System, State Human Development Reports are necessary in carrying credibility and conviction with other functionaries whom IAS officers lead at the district level. Similarly, qualitative and quantitative skills in planning and implementation are very important for a proper appreciation of the tasks to be undertaken.

Development of a sound MIS and analysis of data often arms a civil servant against wrong priorities and deployments. Data on health workers and school teachers, institution wise, and their analysis is the best way of attacking irrationality in deployment. With more and more use of IT in government and with development of these skills among civil servants, there is a clear opportunity to make evidence based planning a reality at the lowest level. Household surveys and facility surveys in the social and human development sectors afford an opportunity for civil servants to base their priorities and their proposals on objective criteria. Such meticulous planning and wide dissemination of its findings is often the best guarantee against irrational decision taking on account of pulls and pressures.


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3.11.4 In its report, CGG suggested a separate subject entitled Human Development & Poverty in the Foundation Course, to be transacted in 28 sessions of two hours each. This subject could address issues of human development, gender equity, poverty, educational attainment, health attainment and governance issues as contained in the National Human Development Report. Given the constraints of time, and the diversity of participants, it does not seem expedient to have a separate subject in the Foundation Course as suggested. However, there is great merit in strengthening the conceptual underpinnings of the module in Public Administration entitled Development , Welfare and Social Administration, and to anchor the Village Visit Programme in the human development framework. The paper of Amarjeet Sinha and Seeta Prabhu has concrete suggestions for that purpose. In IAS professional training, however, the Committee feels that there is a vital need to carve out a separate subject entitled Social and Human Development, and to give commensurate attention to the practical aspects of social and human development in district training. The module suggested by CGG, and the paper of Sri Amarjeet Sinha and Prof. Seeta Prabhu form the basis of the syllabus on human and social development suggested by the Committee.

3.12 More emphasis on Urban Governance needed 3.12.1 Many felt that the focus of the training is still rural, and issues of urban governance, development and poverty receive scant attention, even though thirty per cent of the population already live in urban areas, the urban poor are more numerous than the rural poor and that urban governance, development and delivery of basic services have features which are distinct from those in rural areas. Urbanization is going to reach new heights, and within ten to fifteen years more tham half the population would live in urban areas. This point comes vividly in a sharp critique by Sauvik Chakraverti:

The IAS are primarily ‘district’ administrators. Every district contains a dozen odd towns, the largest being the district headquarters. Each of these towns is on the verge of collapse while our administrators are busy looking after the ‘development’ of villages! These administrators, being ‘generalists’, happily flit into urban governance and attempt to manage bustling metropolises with the same village mentality. 27

An officer who was Chief Secretary of a State, and had immense experience in urban governance and said:

In India, in about two decades 50% will be urbanites. The problem is that we have all along laid emphasis on rural development in our training course both during the induction level training and the in-service training. Now we have to look at development issues from a different perspective, not just macro level but from the point of view of decentralization. In 73rd and 74th Amendments, if they are read together, there is a proposal for District Planning Committee. The District Development Plan is supposed to combine both urban and rural plans. These are the new ideas that need to go into the syllabus. We have also the rural urban interface. It is no more rural vs. urban. In the presentation made, I found the expressions urban administration and rural development. I would plead please delete urban administration because it is an old British concept. Please call it at

27 Sauvik Chakraverti, New Public Management: A New Challenge to the IAS, Centre for Civil Society, New Delhi.


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least Urban Development or Urban Governance which is much more complicated than rural governance these days. For instance, village records are better maintained than urban records. All of us have problems relating to our properties in urban areas. These issues need to be tackled. You need to go deep into these urban issues, I would say.

3.12.2 Another respondent, leading a civil society organization deeply engaged in urban development issues, suggested that the induction training should cover topics such as the following:

1. Causes of urbanisation

2. Urbanisation and economic development

3. Global trends and responses to urbanisation

4. Urban decentralisation in India

i. 74th Constitutional Amendment Act [CAA]

ii. Comparisons between 73rd and 74th CAA

iii. Municipalities’ Acts – overview and assessment

iv. Comparative assessment of participatory processes in rural and urban decentralisation

5. Urban management challenges

i. Human resources

ii. Urban Poverty issues

iii. Services – Solid Waste Management, water supply and sanitation, public works, public health, education etc

iv. Financial management

v. Inter-institutional relations in urban services

vi. Management Decision-making tools

vii. Rural-Urban issues

The district training should include attachment to large metros, which are urban conglomerations as well as to smaller municipalities, with more evident links to rural issues. Phase II training should include a separate module for sharing of urban experiences, and to discuss the challenges/solutions in managing issues.

i. across rural and urban areas

ii. across multiple local governments

iii. between local governments and parastatals/state departments

3.12.3 The Committee is in agreement with the suggestions and considers it necessary to assign a greater weightage to issues of urban governance and development in all stages of the Professional training- Phase I, district and Phase II.


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3.13 Training in Districts and ATIs 3.13.1 From what one hears from young officers as well as the faculty of LBSNAA, the tradition of a sound district training complemented by institutional training in ATIs flourishes now only in some States. In many States:

� The training is unstructured, and most of the time the OTs are left to themselves as a result of which they drift and feel the stint monotonous 28.

� Even in States with a structured training, the training manuals are not always up-to-date.

� Though it is very well recognized that the quality of the training very much depends upon the choice of the district and, of the District Collector, OTs are posted to districts as a matter of routine without discernment.

� Far too much importance is given to attachments that would be useful to pick up the skills and competencies required of a revenue officer, and far too little to attachments that given an insight into the functioning of the Panchayat Raj institutions and municipalities, and of development departments. In view of the likely job profile of the officers in the first ten years equal importance should be given to revenue and developmental administration. In view of the 73rd and 74th Constitutional amendments, attachments like those with the Village Development officer, Block Development Officer and Secretary /CEO Zilla Parishad, Municipalities are as important as those of village officer, Circle Revenue Inspector, Tahsildar and Sub-divisional Officer.

� OTs are not given independent charges at all; consequently they do not have the opportunity to learn by doing, and pick up the nitty gritty of revenue and developmental administration. It is essential for OTs to hold independent charges of junior positions in the Revenue and Panchayat Raj departments, which they would not hold after they complete the training.

� In many States OTs are not being vested with judicial powers; consequently they would have no experiential knowledge of judicial process. An experiential knowledge of the judicial process is so important for the reasons set out in para 3.6.2.

� Mock trials should be given at the Academy to supplement the experience of OTs as Judicial Magistrate.

� OTs also to be familiarized with the process of preparation of civil engineering estimates and exposed to other similar technical skills.

3.13.2 There are no doubt a few ATIs noted for their excellence such as YASHADA, Pune, Dr. MCR HRD Institute of AP, and the HCM Rajasthan State Institute of Public Administration, Jaipur. Exceptions apart, the post of Director/DG of ATI is considered to be a gulag for officers who have fallen out of favor with the government; ATIs are not funded adequately and the faculty resources

28 Quite a few felt that their experience during the district training was very much like Upamanyu Chatterjee’s English August, a narrative of the life of an OT, August, in the district. 28 One of the questions in the questionnaire administered to young officers specifically asks the respondent to rate, in retrospect, the utility of different attachments, and asks whether their experience like that of August. For August, life during district training was humdrum; ever in the grip of boredom and anomie he drifts from one senseless attachment to another. The Collector, Srivastava and his wife take August under their wings, but Srivastava comes out worse than Sinclair Lewis’s Babbitt. He is not only self-righteous and boringly conventional but also pompous. Even the listless August found his calling in his independent attachment as BDO when he began to address the problems of the villagers


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poor, and they have little interaction with the universities and other institutions of learning in the State. DOPT needs to give greater thrust to its ongoing efforts to strengthen the ATIs. Given the state of many ATIs, mere funding may not be enough and “structural adjustment”, as with State Electricity Boards, and urban bodies, is necessary. It is also important to give the post of Director/DG status, importance and dignity so that it comes to be a coveted post than a gulag. Needless to say that this necessitates dialogue with States, and funding on a pattern similar to that of Jawaharlal Nehru Urban Renewal Mission, wherein funding is conditional on concrete steps being taken to improve governance.

3.13.3 A good practice that has come to the notice of the Committee is the procedure followed in Rajasthan. Before the OTs report to the districts for training, the DG, HCM ATI has a brainstorming session with the District Collectors and a MOU between the ATI and District Collectors drawn up listing the training activities and training schedule. In each district a few “mentors” are identified who would guide the OT in picking up work and passing the departmental examinations. Mentors could be serving or retired officials and staff.

3.13.4 On its part, LBSNAA has been pro-actively responding to the inadequacies of training in some States. Successive Directors have been interceding with the States whenever an OT has problems in district training. Further each State cadre is assigned a Counselor, drawn from the faculty; the Counselor is expected to guide the OTs of the cadres allotted to him throughout the training, at LBSNAA as well as in the State. Attempts are made even during the Phase I to familiarize the OT with the historical, geographical, cultural and administrative ethos of the State Cadre. The OT is also expected to assess the resource base and techno-economic potential of his State based on secondary information. Every IAS officer visiting LBSNAA is encouraged to interact with the OTs from his cadre. The umbilical chord connecting the OT and LBSNAA remains intact even during the training in the State. Language instruction continues to be imparted through the correspondence mode. Counselors visit the OTs in the districts and take up with the State Government matters concerning the OTs. The OT is required to submit to LBSNAA monthly diaries, analytical reports on the district, and assignments on the village, district and court work. The diaries, reports and assignments are evaluated and graded.

3.13.5 The question is can, or more aptly should, the LBSNAA do more? The answer seems to be a No, excepting in regard to the special category of the North Eastern States. The reasons are obvious, namely:

� The basic design of the IAS as a service jointly shared by the Centre and the States envisages that the States should take full responsibility for the State component of the training,

� A substitute is unlikely to be good as the original,

� The “cadre culture” can be picked up only in the cadre, and nowhere else,

� The faculty resources LBSNAA requires to do justice to the district-training specific tasks, are far greater than its existing resources,

� The faculty resources diverted to do someone else’s jobs could be more fruitfully utilized to do better the tasks for which LBSNAA has the primary and direct responsibility, With the present arrangement, there is no compulsion on States to improve district training and State training, wherever required, and


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� OTs look to LBSNAA to meet their training needs which are better provided in the cadre.

It seems expedient for LBSNAA to plan for a phased withdrawal so that eventually the role of LBSNAA in regard to the State Component of the training is limited to quality control, getting others doing their job properly than doing the job of others. LBSNAA can:

� Lay down benchmarks, and work with States for achievement of these benchmarks using appropriate checklists,

� Network with ATIs, IIMs and other resource institutions for developing good pedagogic practices and good learning material,

� Disseminate good practices,

� Provide or arrange technical support, if asked for.

3. 13.6The state of district training is such that improving its quality is necessarily of high priority in the agenda of civil service reform. In their periodic interactions with the State Chief Secretaries, Secretary DOPT/Cabinet Secretary may lay emphasis on all the States shouldering their legitimate responsibility in regard to induction training. A time bound action plan should be drawn up to improve the quality of training in States were it is now inadequate.

3.13.7 As some of the High Courts are purportedly reluctant to vest OTs with magisterial powers, and in view of the importance of OTs acquiring experiential knowledge of judicial process, the matter may be taken up with the Honourable Chief Justice of India following the appropriate procedure.

3.14 More Economics 3.14.1 Many officers as well as academics, including those who taught economics at LBSNAA, strongly articulated the need to strengthen the teaching of economics, and of quantitative skills. An expert who has experience of “teaching public policy to participants from 10 countries for the last fifteen years”, observed:

I am struck by low level of economic literacy and lack of attention to empirical evidence and to design in structuring of policies and specific programs and in their implementation. So at this stage of India’s governance, I would give somewhat greater weight to economic reasoning and literacy

Another respondent who conducted a couple of seminars at LBSNAA believed that

They [OTs] have a very poor Economics syllabus. Administrators need to study "political economy" and not the unholy mix of micro, macro and - god forbid! - "Indian Economics" they get today.

Several suggested that training should provide for an understanding of multilateral financial institutions like the ADB and World Bank, as in the first few years of service itself officers may be associated with projects funded by these institutions


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3.14.2 Suffice to say, as set out para 3.6.2 the economist’s way of looking at the world is unique, and of great significance in governance. Therefore economic logic is one of the core competencies that every IAS should have. Contemporary economic thinking has significantly influenced the new public management, and has much to say about the way delivery of services ought to be organized and their effectiveness measured. This is of direct relevance to the OTs for the tasks awaiting them in the districts. Further, it is imperative for the OTs to have a sound understanding of:

� the global economic environment and the way it impacts on India’s economic development,

� of comparative developmental experience of major countries,

� the factors that contribute to the wealth and poverty of nations, and

� the factors contributing to entrepreneurship.

Unfortunately, there is hardly any economics in the Professional training. The paper prepared by Prof. Pranab Banerji29 with inputs from Prof. Khullar of LBSNAA, has concrete suggestions for revising the economics syllabus in the Foundation Course and Phase I training. These suggestions were the basis for the revised syllabus suggested by the Committee.

3.14.3 It has been said by some academics who taught economics at LBSNAA that OTs suffer from a quick training fatigue, and that instructor loses them as soon as he takes up a theoretical concept or method. This is partly due to the imperfect perception by the OTs of their training needs 30. In transacting subjects like economics, which can be abstract, it is important to remember heavy, lengthy courses of the kind recently experienced at university would put off civil servants trainees be it at LBSNAA or the Civil Service College in Sunningdale, United Kingdom. Where the teaching of any concept or method that is likely to appear to the OTs as theoretical has to be taught, its relevance and utility should be taught upfront. Examples to which the OT can relate or examples that directly relate to the tasks that are ahead of the OTs should be used to illustrate the relevance as well as to elaborate the exposition of the concept or method. There is merit in adopting the pedagogic techniques used for the popularization of mathematics and science, techniques which were described during consultations by an IAS officer who teaches economics in summer programs at the Kennedy School of Government, Harvard University, as the guerilla mode of teaching. It can also be termed as the Panchatantra31 style. Most people neither like nor appreciate mathematics; they find it difficult and incomprehensible; that they are fearful of it; they are put off by the conventional way of teaching mathematics-, the exposition with rigor of axioms, theorems and proofs in abstraction. Mathematics popularization gives up the conventional way of teaching mathematics; it seeks to entice the lay public to study mathematics by building teaching around day-to-day examples that the readers can readily relate. Mathematics is dressed up in games and social processes (math is fun), in practical activity (math is useful) in historical and cultural perspective (math is human) and in technology (math is current). Science popularization also adopts similar methods. Similar methods ought to be used to teach concepts and methods.

29 Presently at Indian Institute of Public Administration, Delhi, Prof. Pranab Banerji earlier taught Economics at LBSNAA. 30 Further discussed in section 3.15 below. 31 It is worthwhile to recapitulate that Panchatantra tales were designed to teach statecraft to uninterested princes.


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3.14.4 A respondent, a professor of economics, suggested that the teaching of economic could be organized as follows:

� Identify the concepts and methods that have to be taught,

� Use topical topics as entry points [for example, disinvestment or user fees or procurement prices and subsidies],

� Use each topic to expound the underlying economic concepts and principles

� Get the OTs analyze and understand the different shades of opinion about the topic through modalities such as debate role-playing, writing polemical tracts, and position papers, and, organizing a few panels on key issues comprising the warriors in the opposite camps

All in all, the transaction of a topic would trace a zigzag movement from

� Description and elaboration of a topical issue to concepts and analysis, and

� Then revisit the issue to acquire a nuanced understanding of issue.

Apart from making economics more interesting, this method is likely to bring out clearly the relevance and utility of economics. Economic concepts and methods may cease to be abstractions. Far from being a dismal science, economics might be seen as offering valuable tools to understand the contemporary world, and to leaven the design and implementation of policies and programs. Apart from stimulating interest in economics, this method is also likely help develop analytical skills, and sharpen the ability to reason and think straight, or in other words help promote the cultivation of mind, the prime objective of liberal education. It is also important to develop case material related to the work experience in the field. In his paper on management, Sri T.K. Manoj Kumar gave examples of such case material being used at LBSNAA eg., using sugar prices to explain regression, and of museum entry prices to discuss price elasticity. He had recommended more such quantitative exercises to be developed for use in Phase I training.

3.14.5 Study Tour of ASEAN countries/ China: Several respondents suggested that as in Phase III and IV mid-career respondents training, the induction training should include a two week exposure visit/study tour of South East and East Asian economies to see for themselves how these economies which started five to six decades ago with a developmental base equal to or worse than India have till recently out-performed the Indian economy. The Committee endorses this suggestion; it is better that the exposure begins right at the start of the career. The tour should be preceded by introductory lectures and readings, and followed by in-depth discussion of experiences. The organization of similar study tours in Phases III and IV mid-career program should come in handy to organize fruitful study tours. This visit could be organized towards the end of Phase II; after all other topics are transacted. A brief module that exposes the OTs to the important features of the country or countries they would be visiting should precede the tour. The features would include:

� the trajectory of development,

� the role of States and markets,

� social policy,

� infrastructure, and

� regional development.


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There should be experience-sharing sessions after the visit. The OTs should be required to write a paper on the lessons they draw from the visit and the relevance of these lessons for India. Evaluation of this assignment should be part of the overall evaluation of Phase II.

3.15 Skills and Competencies directly related to the tasks of a SDM/Additional DM/DM. 3.15.1 Law and Order Management: Several pointed out that the management of law and order is qualitatively different from that in the past, so different that it is an altogether a different species. First, law and order management is no longer a localized challenge, limited to communally sensitive and insurgency-prone areas. Terrorism can strike anywhere and at any time. Secondly information and disinformation spread in real time; consequently the reverberations of an incident are likely to be felt incredibly faster, more widespread and more intense. Thirdly, the vulnerability of functionaries entrusted with maintenance of law and order has increased enormously. Failure to act decisively would attract the censure by superiors; action, whatever be it, would invite trial by the media and activists, and even minor infractions of law while restoring order are likely to invite censure by oversight agencies, if not criminal action. Consequently, emotional intelligence has come to be very important Fourthly, management of media and the visual images has became as important as managing the situation. It follows that law and order requires much more emphasis in the training. One can say that a new pedagogy is required to impart the new skills and competencies required for handling the “new” law and order management. Inter-institutional cooperation between LBSNAA, Sardar Patel National Police Academy and other similar institutions, as well as joint training of functionaries belonging to the different services engaged in the maintenance of law and order would be valuable. The Joint civil- military course being organized by LBSNAA is a very welcome move in that direction. Several young officers suggested an attachment with the National Police Academy for doing a capsule course on policing.

During the validation workshop, a daylong interaction in New Delhi with the officers of M/o of Home Affairs and Intelligence Agencies on internal security scenario and strategies to deal with internal security issues, during Bharat Darshan was proposed. Similarly in Phase II higher emphasis needs to be laid on internal security matters duly involving senior officers of M/o Home Affairs and other stakeholders.

3.15.2 Disaster Management: Like law and order management, disaster management is now qualitatively different. It has acquired great salience because of recent disasters like the earthquake in Kutch, Tsunami and the deluge in Mumbai. With the constitution of the National Commission for Disaster Management, one can expect a more systemic, more coordinated, and more effective response to future disasters. Even then, coping with the unexpected can never cease to be a daunting challenge. And, the “technology” of governance can never catch up with the communication technologies. The ability to deliver relief cannot keep pace with the ability to disseminate images through TV, Internet, cell phones, and other media. Like law and order, disaster management requires much more emphasis in the training. Among the competencies that need emphasis are media management, coordination of relief and rehabilitation by multiple agencies of the State as well as “aid” agencies, and civil society organizations. The development of a simulation exercise by LBSNAA is a welcome step.


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3.15.3 Media management: In view of what has been said at para 3.3.4, the importance of media management cannot be stressed enough. Media management should cover both:

� Anticipatable events and issues, and

� Unanticipated events and issues like the occurrence of a disaster or a terrorist strike.

Even while embarking on development or implementation of a policy or program, it is imperative to start thinking about how one should go about to get the policy accepted by the important groups having a stake as well as the public at large. This in turn would necessitate thinking about communication strategy/social marketing. In his paper on management, Sri T.K. Manoj Kumar had suggested introduction of a module on social marketing in Phase I training. For imparting skills in media management, it would be useful to draw upon the expertise of experienced practitioners from the service, Indian Foreign Service [who have been spokesperson of the Ministry of External Affairs], Indian Information Service, private sector and civil society organizations. It is also imperative to develop a repertoire of case and simulation material.

3.15.4 In view of the increasing importance of e-governance and its utility in enriching effectiveness and citizen responsiveness of governance, the module on e-governance needs to be strengthened. The paper of Sri J Satyanarayana, developed on a request by the Committee, strongly sets out the case for more inputs on eGoverance and has specific suggestions in regard to the different phases of the induction training. To quote:

It is very well recognized that there is a limit to the levels of efficiency, effectiveness and impact that can be created by Administrators, adopting conventional methods. In this context, eGovernance has been recognized universally as an instrument that can be used to enhance the efficiency, and the transparency of the Government Agencies in providing public services. The Government of India is also laying enough emphasis on this subject through introduction of the National eGovernance Plan (NeGP). Sizeable outlays estimated to be of the order of Rs.25, 000 crores are likely to go into this sector during the current plan period. Given the importance of eGovernance and the key role that can be played by the civil servants in the implementation of the same, it is important that the required capacities are built at various levels in the service. Providing the right awareness and orientation and imparting necessary skills at the entry level, is likely to be a step that will have far-reaching benefits over the subsequent 3 decades of service.

eGovernance is not an off-the-shelf commodity. Successful implementation of eGovernance initiatives calls for not only a deep conviction, but also a thorough knowledge of the principles and practices in these areas. Against this background, it is necessary to design a course of eGovernance that will meet the requirements. While currently inputs are being given to the probationers on the basics of computers and hands-on practice, we realize that this is a necessary but not sufficient condition. If we examine the difference between computerization and eGovernment, we realize that the latter has to do with a host of areas like process reforms management, resource management, technology management, change management, program management and knowledge management. Unless authentic inputs are provided to the probationers on all these areas, the purpose would not be served. In view of the importance of eGovernance


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in the governance structure of the country, the size and the complexity of the subject and the fact that eGovernment and eGovernance impact on all other inputs provided to the probationers, it is desirable that an exclusive and focused module on eGovernance is included in the syllabus.

3.15.5 Sri Satyanarayana has suggested that eGovernance should be covered in all phases of the induction training. The objectives of the eGovernance component of induction training are set out as follows:

� To provide the right understanding and awareness of the importance of eGovernance.

� To create the necessary desire in the probationers, to implement eGovernance when they assume field responsibilities.

� To impart the in-depth knowledge on the various technological and managerial aspects of eGovernance.

� To enable the participants to play an effective role in the implementation of eGovernance programs at the level of delivery of services.

3.15.6 As eGovernance is an upcoming subject there are very few organizations and very few speakers across the country who can cover the entire spectrum of topics. It would be necessary to draw upon a number of resource institutions and persons to satisfactorily transact the subject. In his paper Sri Satyanarayana has listed the resources.

3.15.7 Private-Public partnership: Several respondents suggested greater coverage of private/civil society-public partnerships, laws for setting up organizations such as societies, and outsourcing. A respondent suggested:

A basic course in procurements method would be very useful, as an IAS officer is required to undertake procurement activity from a very early stage in his career. Apart from the general instructions of the Government on purchase procedure, such a course should include skill towards writing/developing Requests for Proposals [RFPs] as well as evaluation criteria.

3.16 Language 3.16.1 OTs who are not required to study Hindi or the cadre language because of prior proficiency may be required to study any one of the Indian languages taught at LBSNAA. There would be a qualifying test for the Indian language so offered by an OT. This would promote national integration and fairness in curricular load.

3.17 Questions of pedagogy

Training is too theoretical and attempts far too many things, many of which are not relevant 3.17.1 A point that was made again and again in consultations was that the training was far too theoretical, and much of the subject knowledge that is provided such as in economics or management or politics, and many of the assignments have no relevance to the tasks they attend to after training. In contrast to this point of view, there were several others who stressed the importance of training being anchored in conceptual underpinnings. A young officer sought to reply


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to the chorus Give us skills, No theory using examples like poverty alleviation and law and order to illustrate how concepts are essential to address staple tasks of district administration. To quote:

I cannot think of issue of poverty being dealt with without measurement of poverty, without some theory of poverty being given. Unless the issues are understood in their perspective, we will not be able to understand as to how to actually deal with poverty, how to deal with the unrest that arises from acute deprivation and marginalization, how to deal with unemployment. There is a history behind it, there is a social issue behind it and those issues can be dealt with only in a manner which may be considered to be theoretical…. Our civil society friends have been quite vocal in saying that our attitudes towards the poor have not been up to the mark. I would just like to reiterate that the poor are not a homogenous group and that has to be very clearly brought out in our training modules, because the poor are differentiated along caste lines, class lines, even religious and regional lines, and along the urban rural divide. … Within … each of these categories … gender is also relevant. As field officers as also policy makers, we need to be very careful against defining the poor as a homogenous group. They are not a homogenous group and our policies and our implementational activities should also be oriented towards these kinds of things.

3.17.2 In the debate on theory versus practice, both sides have a valid point. Striking the right balance between knowledge, skills and values, between theory and practice, between what the faculty think ought to be taught and what the “market” and students desire has been a severe challenge facing professional education of all types. Induction training of IAS officers is no exception. It cannot be yet another general education program of the type offered in colleges and universities. The criterion of relevance is paramount. Yet at the same time, induction training cannot be a technician education; merely imparting gross skills that would be utterly inadequate for the transformative leadership that IAS officers are expected to display throughout the career, and in every position they hold. As has been set out at para 3.11.3 in the context of social and human development, if IAS officers wish to be team leaders at sub-division and district levels, the leadership will only come with higher levels of knowledge skills and attitude. Hence the criterion of relevance should be broadly defined, and rather futuristic. From what one hears from the OTs, younger officers and the faculty of LBSNAA, the OTs are very keen to pick up those knowledge and skills which they consider directly relevant to the jobs they expect to hold immediately after training. They are known to immensely value experience sharing by senior colleagues; the most popular seminar is that of Sub-divisional officers [SDOs] in Phase II, wherein young officers come over from the sub-divisions to tell their immediate juniors what it is like to be a SDO out there, and what it takes to be effective. In contrast, quite a few respondents mentioned that OTs are not inclined to take the academic aspects seriously and that there is no better way to lose them than delving into theory. Their receptivity seems to be driven by the criterion of relevance. What is in it for me is the question that props again and again. Give us the tools, just the tools for the immediate tasks ahead, seems to be the crying demand. One cannot find fault with the criterion of relevance, except that it is likely that the perception of OTs about what they need to pick up and learn may be


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incomplete and their time horizon rather too short32. Further as an experienced officer-respondent brought it out, the complaint that the Academy training is a little irrelevant has always been made in each generation, and there is always a time lag before offices appreciate the theoretical inputs provided to them during induction training. Anecdotal evidence does indicate that quite a few of the participants of in-service programs for Joint Secretaries level officers are very keen to improve their subject matter knowledge and analytical skills. Obviously they have a better appreciation of the skills and competencies they require.

3.17.3 It follows that a major task of the faculty, particularly of those drawn from the service, is to ensure that OTs have a correct appreciation of their training needs, and of the categorical imperative of having to excel in every task assigned to them and to that end of having to learn everything that is required for professional excellence. . To quote a respondent, who was a Deputy Director at LBSNAA :

People need to learn how to do a job well, and be prepared to learn whatever it takes to do that job well. This could be learning the language; this could be learning the laws. For instance in the state in which I worked, your first two years as SDM, you spent most of your waking hours doing revenue casework. I am not sure this happens in other states. But you need to know a great deal about the revenue law. You need to learn how to write judgements, you need to learn how to preside over a court. There are issues of life and death at stake when you are talking about land. … This is something the academicians do, whatever you are doing, learn to do it well. This is something the young people are no more learning in the universities. This needs to be re-emphasized again and again and again.

3.17.4 The feeling that a topic is not relevant and too theoretical can be remedied through more OT-friendly pedagogies. An example of the way in which classroom transaction can be altered to make it OT-friendly has been set out at paras 3.14.3 and 3.14.4 above. The importance of case and simulation material based on workaday experiences, and on examples of outstanding successes and failures cannot be emphasized enough. Para 3.10.2 above sets out how better case material and use of cases for evaluation can promote better understanding of how issues ought to be managed in the field. A frequent complaint about the modules on management outsourced to other institutions has been that often there is no attempt to adapt the module to the specific needs of the OTs, and the general tendency is to use cases and other material from business management even when cases based on district administration could be used. It was also stated that sometimes these modules are stand-alone and not integrated with the over-all course design. Needless to say, outsourcing should be preceded by an elaborate dialogue and agreement on:

32 OTs and IIM students seem to share one common attribute: a short time horizon, much like the quarterly earning obsession of American managers. It would appear that the IIM students are usually keen to offer elective courses that have a direct bearing on their immediate placement, and the positions they would hold in the immediate future, rather than those which would serve them in the long run when they move to strategic management positions. Further, it seems that they do not pay attention to learning in the semesters that follow the placement. If MBA students pay more attention say to economics than the OTs it is because of the more direct and proximate connection between economics and business. Unlike a MBA student, an OT does not readily perceive any connection between economics and the job he expects to do immediately after the training.


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� the manner in which the module would be integrated with the learning objectives and design of the course, and

� the content, learning material and transaction of the module.

LBSNAA faculty has developed a good repertoire of case material; these efforts need to be strengthened. The first step could be an external evaluation of the material. It is not easy to get good cases written because of a number of reasons such as:

� Officers who have developed major policies or programs or handled major situations finding it difficult to get away from their busy schedules and take to the rigorous task of writing down their experiences,

� The general disinclination to step aside and objectively look at one’s work,

� The general lack of rigorous documentation in government, particularly of the process, and

� The general disinclination to give outsiders access to the information needed to document and study official processes.

Even in areas like energy, environment and economic policies which have been engaging serious academic attention for a long time, the cases are often inadequate for the following reasons:

� They usually “stop at the strategic level”, and do not address the “down to earth, practical issues and tasks that” officers face in the initial years of service, and

� Even for the strategic level, they are of limited utility as they miss out the politics and process of policy-making, and focus on the policy problem, the policy outcome, and an evaluation of the policy outcome with reference to the normatively best policy. Such cases are more useful for policy analysis rather than policymaking, while senior officers have to be trained to be not just policy analysts but to make better policies in real world.

Suffice to say, the efforts to have good cases and simulation exercises preparation should be intensified. The challenge is best captured by the statement of All India Rural Credit Survey Committee (Gorwala Committee, 1954), which was often cited in the 1960s and 1970s, that cooperatives are plants which refuse to strike roots but all efforts should be made to see that they do. Here again there is much to learn from tradition in the armed services of writing battle histories. The practice of chronicling major events, and policy and program development should be institutionalized. As has been said earlier, many Directors of LBSNAA have done an admirable job as “headhunters” of potential faculty. Perhaps what is needed is that the headhunting extends to hunting for potential material for teaching-learning material. It would be expedient to have a strong unit for development of teaching learning material in association with States and Central ministries and departments, ATIs and academic institutions like IIPA, IIMs and universities. Mechanisms should be put in place for

� Rigorous peer evaluation before the material is used in the class room, and

� Review and adaptation in the light of the classroom experience.

Ideally, there should be continuity in the manning of this unit, as it would be necessary to continuously monitor the relevance of the material and develop new material. Presently, every few years there is a total turnover of senior faculty at LBSNAA; such an arrangement may not be conducive for managing the case development unit. It would be desirable to have an academic well


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versed in case writing to head the unit; he could be on contract for a long duration. Alternately, the unit could be outsourced to reputed institutions.

3.17.5 It would be useful to provide the OTs with exhaustive supplementary reading material on each topic, which they can use later in the career for self-development. It would be also useful to supply them useful textbooks as is done in some programs like the postgraduate Program in Public Policy and Management at IIM Bangalore33.

3.18 Restructuring the Sandwich Pattern 3.18.1 A major reason why many OTs consider that some of the inputs provided at LBSNAA are too theoretical is the fact that transacting them after the district training, or even better after a few years of regular postings, would be more functional from the learning point of view. The whole purpose of Phase II training was to enhance experiential learning and transaction of subjects which are better taught after district training. Unfortunately the duration of Phase II training had come down to 6 weeks as against the four months envisaged when the sandwich training was introduced. Quite a few young officers were of the view that the time being slotted for experience sharing was inadequate, and with so many assignments, Phase II transaction is being routinized. Further, as CGG report brings out, it is extremely desirable to replicate the highly popular and useful effective SDO seminar for other postings that OTs are likely to hold eg., Chief Executive Officer, Zilla Parishad, Project Officer, Rural Development, Project Officer, Tribal Development, Deputy Secretary, and District Collector & Magistrate. There is every case for extension of the duration of Phase II; the Director LBSNAA made a proposal to the Committee for trimming the duration of the district training by four weeks and adding it to the Phase II. Subsequently, the duration of Phase II has been increased from 6 weeks to 8 weeks. While Phase II duration should be increased further, it is necessary to take note of the fact that at this stage of training most OTs are eager to get done with training and move to a regular posting as Sub-divisional Officer. This fact was noticed by the Patnaik-Ramesh-Lahiri Study Group [1996] also. The problem does not seem to be unique to IAS OTs. An IPS officer who taught at the Sardar Patel National Police Academy informed the Committee that IPS OTs exhibited a similar attitude during the Phase II training in the Police Academy. Suffice to say, in order to ensure that the inputs do not appear too theoretical and irrelevant, and to enhance experiential learning it is necessary to extend the duration of the Phase II training; but this hits an attitudinal barrier. During the consultations some suggested a way out of the dilemma which would also break the monotony of a long series of attachments in the district training and overcome to some extent the indifferent nature of district training in some States. The basic idea is set out in the following response:

In the present design the participants are given a wide range of cognitive inputs during their stay at the LBSNAA. Then they get posted in a district for a period of one year. There are two shortcomings of this approach. On one hand the classroom inputs are too distant from their learning from the field. They do not get an opportunity to relate what they have learnt in the classroom to their experience in the field. On the other hand, as the learning of the field attachment period is not adequately conceptualised, it just becomes a series of raw, unprocessed experiences. Moreover in different states, trainees engage in different sets of activities, without a core experience being ensured.

33 These textbooks are funded by the agency which sponsors the students such as the DOPT for IAS officers and so on.


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To improve learning from the field training, it is suggested that the one-year attachment be broken into four quarters. Each of these quarters can be broken into three parts. In the first one week they receive a set of classroom inputs on some specific issues and introduction to what they are expected to learn in the ensuing quarter. In the next ten weeks, they are attached to a specific office, with a specific assignment and a specific field guide. These assignments should be carefully chosen, with specific deliverables. The last one-week can be spent by the participants together, at different regional centers, reflecting on their experiences and consolidating their learning from it.

3.18.2 To address the above concerns, the Committee requested Dr.V.K. Agnihotri to conceptualise, work out the implications and suggest concrete modalities whereby the sandwich training could be restructured.


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Chapter 4

Foundation Course 4.1 Duration 4.1.1 As has been set out at para 3.7.1, all the responses received from the Directors of the Central Training Institutions as well as from officers of the services participating in the Foundation Course endorsed the utility of the Foundation Course in building esprit de corps among different services. Officers cherished the opportunity that the Foundation Course offered to make friendships across services. All the young officer-respondents were highly appreciative of the extra-curricular activities like trekking and river rafting34. Presently, the duration of the Foundation Course is 15 weeks which involves approximately 12 weeks of course work and 3 weeks for the village visit and extra curricular activities. As suggested by CGG, the duration and inter-se allocation of time between course instruction and outdoor activities may be retained as they are.

4.2 Periodicity of Foundation Course At the consultation meeting in Mussoorie (October 18 2005), the Directors of the Central Training Institutions made the unanimous suggestion that there should be only one Foundation Course a year. This suggestion necessitates giving up the present practice of having two Foundation Courses in a year. Presently in many services, a candidate selected to the service but is desirous of taking another attempt at the Civil Service examination is permitted to skip the Foundation Course with his batchmates and report directly for Professional Training of the service. If he is unsuccessful in his attempt, he is required to participate in the Foundation Course subsequent to the Professional Training. If in case he succeeds in securing entry to the IAS he does the Foundation Course and Professional Course along with his batchmates in the IAS. All the participants in the consultation meeting were of the unanimous view that this practice should be given up, as the OTs are not serious about the Professional Training while making another attempt at the Civil Service examination. Further, the very name Foundation Course implies that the subsequent Professional Training in different Central Training Institutions would build upon the introduction that Foundation Course provides to Government, Society, as well as of the functioning of the Civil Service. If in case, an OT attends the Foundation Course after completing the Professional Training, the organic linkage between the Foundation Course and the Professional Course would be disrupted. An example that came out in the meeting was the ludicrous situation of OTs of Indian Economic Service doing elementary economics in the Foundation Course after undergoing intensive training in economic theory and analysis at the Institute of Economic Growth and other specialized institutions. The Directors were of the view that, as in the Indian Forest Service, all entrants to civil services who wish to take another attempt to Civil Services Exams should be granted a year’s leave , 34 Incidentally, Vithal Rajan in his article cited in the footnote 4 above suggested a Compulsory dare devil adventure course in the Induction training . To quote :

No cadet should be inducted into service who has not finally undertaken an adventure course, where he or she has been forced to risk his/her life. If they do not have the guts to risk death, they will not have the guts to change the system ever so little while in power.


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and be required to report for the Foundation Course along with the next year’s batch. The Committee agrees with the views of the Directors.

4.2.2 In this connection, the Committee has been subsequently informed that the Ministry of Railways vide letter No. E(Trg.)98(19)/2 dated 09.06.06 has communicated that the probationers of eight organized services selected through civil services examination, and engineering service examinations will not be granted any kind of long leave for preparation for any subsequent examination(s) before completing the probationary training and passing the examination and that probationers who join railway service and wish to appear in subsequent recruitment examination(s) should be granted only short leave covering the period upto exam and not for preparation of the exam. This decision may need to be reviewed by the Ministry of Railways to avoid a piquant situation for officers of the Railway Services in the light of the views of the Committee expressed in para 4.2.1.

4.3 All Services to Give Equal Weightage to Foundation Course 4.3.1 The weightage given to the Foundation Course varies from service to service. Some services accord no weightage at all. Often, where a service accords no weightage to Foundation Course, the officers of that service have been found to be not serious and this impairs the learning environment of the Foundation Course. In the consultation meeting referred to, the Directors of the Central Training Institutions were of the unanimous view that:

� Probation period of an OT regardless of the service to which he belongs should not be confirmed unless the officer qualifies in the Foundation Course.

� All services participating in the Foundation Course will give equal weightage to the Foundation Course. As of now, the IAS induction training carries 1300 marks over and above the 2350 marks in the Civil Service Examination. Of the 1300 marks the Foundation Course is allocated 300 marks. The same weightage may be provided to the Foundation Course by all services to which recruitment is made through the common Civil Service Examination. Other Services which participate in the Foundation Course should accord a similar proportionate weightage to the Foundation Course. For example, if the total marks in the recruiting exam is 2000 then the marks accorded to the Foundation Course would be (2000 x 300) / 2350. Only such services as are willing to abide by the principle of equal weightage to the FC would be entitled to participate in the FC.

The Committee agrees with these suggestions.

4.3.2 As suggested by the Committee, the Member Secretary wrote to all the Directors of the CTIs and cadre controlling authorities of the services participating in the Foundation Course apprising them of the views of the Directors set out in paras 4.2.1 and 4.2.2, and of the Committee accepting them. No objection was received to the Committee’s proposal to recommend in its report the changes suggested by the meeting of the Directors of CTIs at the meeting on October 15 2005.

4.3.3 Subsequently, in response to this letter, Director General, Railway Staff College, has indicated that in Railway Services viz IRAS, IRPS, IRTS and RPF, the weightage for the Foundation Course of LBSNAA is governed by Ministry of Railways letter No. E(Trg.)98(13)/2 dated 13.01.1999. In accordance with this 50 marks are assigned to the Foundation Course out of total marks of 1250 that are assigned for probationers’ training. During the validation workshop, while taking note of the difficulties expressed by some Services, the Committee reiterated that all


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services whose officers participate in the FC must assign due weightage to the marks secured by their officers in the FC.

4.4 Duration of a Class 4.4.1 Presently, the duration of a class in the Foundation Course is 55 minutes. In their responses to CGG, most respondents felt that 55 minutes was not sufficient for qualitative discussion, and that longer sessions would allow for greater interaction and discussion during lectures, and thereby enhance actual learning. Accordingly the CGG suggested that:

� the duration of each session be increased from 55 minutes to 75 minutes,

� the total duration of classes in a day should, however, remain as it is, and

� the number of sessions per subject and the number of sessions per day should be adjusted accordingly.

4.4.2 CGG’s suggestion is academically sound; in most reputed institutions in India and abroad that use the case method of transaction the duration of a class is one hour and fifteen minutes. The Committee recommends the change in class duration suggested by CGG; the change may apply to Phases I and II training also if the class duration is 55 minutes.

4.5 Reorganization of Subjects 4.5.1 Presently the following subjects are taught in the Foundation Course:

� Management

� Economics

� Public Administration

� Law

� Political Concepts and Constitution of India

� Indian History and Culture

� Information and Communication Technology

� Language

It would be expedient to reorganize the subjects in accordance with the principle that syllabus should move out of academic silos, be inter-disciplinary and seek to intellectually equip the OTs for the tasks ahead. Following are the subjects recommended:




� eGovernacne

� Law


� Language


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As has already been set out at para 3.16.1 OTs who are not required to learn Hindi may be required to learn any one of the other Indian languages taught at LBSNAA. There would be a qualifying test for the Indian language so offered by an OT.

4.5.2 The tables in this chapter give the proposed syllabus for each of these subjects except language. Based on the inputs from the relevant document cited in para 2.3.5 and the present course outlines [Appendix I to Annexure II], the tables also give the number of sessions in which the subject can be transacted, the preferred method of instruction of each topic, and evaluation of these subjects. An attempt has been made to trim the number of sessions so that the total number of sessions is limited to that currently transacted in the Foundation Course. Needless to say, the number of sessions as well as the method of transaction given in the tables are indicative, and that they should be refined from time to time by the course coordinator of the Foundation Course while ensuring the all the topics are covered and the learning objectives are achieved.35

4.6 Contemporary India and the Global Environment 4.6.1 The syllabus proposed is given in Table I A. As it is important to bring in multiple perspectives, this subject eminently deserves to be taught by a well-qualified academic. Evaluation could be based on submission of a term paper which can be designed by the course instructor to test how far the OT has acquired a nuanced understanding of the subject.

4.7 Governance, Ethics, and Leadership 4.7.1 The rationale for this subject has been argued at great length in the section entitled “Value Challenge” in Chapter 3. The subject seeks to instill the personal, professional and leadership and teamwork qualities that every officer of the All India and Central Services is expected to possess. It also seeks to provide the skills needed to exercise leadership in trying circumstances, in the complex and demanding environment in which officers have to work. It brings together:

� the topics on Constitution now covered by the subject Political Concepts and Constitution of India,

� the following modules of the subject Public Administration:

o Administration and the Citizen [Institutions for enforcing accountability and corruption]

o Administrative ethics and obligations of public servants

o Decentralization and Local Government

o Relationship between Civil Servants and Political Executive,

o Media,

o Civil Society organizations,

o Role Models

� The following modules of the subject Management such as:

35 The same principle applies to the syllabus suggested for Phases I and II.


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o Module on Self-Awareness [Psychology of Interpersonal Behaviour Personality & Behaviour]

o Module on Team Building

o Module on organisational leadership [Motivation, Developing sensitivity, and Leadership – role, functions and styles]

o Mode of communication, and

o Module on principle centred, negotiation and conflict resolution

The syllabus of this subject needs teaching of a Constitution in a different way, and stronger inputs on good governance, leadership, ethics, and negotiation skills. As already set out LBSNAA’s seminal course entitled Ethical Issues in Today’s Administration can be used to strengthen the teaching of ethics and obligations of civil servants. Similarly the module on negotiations and conflict resolution developed with the assistance of UNDP can be used to strengthen the inputs on negotiations.

4.7.2 The syllabus is given at Table II.

4.8 Public Administration and Management 4.8.1 It would be expedient to bring together the topics left in the subjects Public Administration and Management, after the shift of some modules to the new subject Governance, Ethics, and Leadership. While it is not necessary to introduce a new subject entitled Human Development & Poverty as suggested by CGG, it would be expedient to strengthen the conceptual underpinnings of the present module Public Administration entitled Development, Welfare and Social Administration. It would be necessary to expose the OTs to teach essentials of social and human development, human capital, measures of human development like the Human Development Index, the Global, National and State Human Development Reports, and the issues of participation and empowerment, and service delivery. As suggested by Sri Amarjeet Sinha and Prof. Seeta Prabhu it would be desirable to anchor the Village Visit Programme in the human development framework. To quote:

10 day Village Visit – To be a structured visit with household and facility survey formats to assess the situation with regard to nutrition, livelihood, social security, education, health, HIV/AIDS,food, child development, gender issues, etc. To necessarily involve analysis of data, actual measurement of children’s height and weight, quick assessment of learning of children, etc. To involve focus group discussions, household surveys and facility surveys. Templates to be developed. Class room sessions to prepare OTs.

There is a natural overlap between the basic concepts of human and social development in this subject and the topic growth and equity in political economy. It is desirable to transact these topics together as a module.

4.8.2 It would be useful to compile a handbook that narrates the organization, mission, and structure of all the services participating in the Foundation Course and of their complementary roles. This would enable the OTs to gain an understanding of these services and foster their esprit de corps.


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4.8.3 Issues relating to gender, SCs, STs, OBCs, Minorities, and environment are common to the subjects Contemporary India and the Global Environment and Public Administration and Management. The historical, political and sociological aspects of these topics would be covered in the former subject, policies and programs in the latter. If possible these topics could be treated as modules with joint teaching by an instructor well versed in the sociological, historical and political aspects, and the other in policies and programs.

4.8.4 Presently, the subject Public Administration has a module entitled Skills for Administrators covering the following:

� Noting and drafting techniques in Government and maintenance of files

� Conducting effective meetings

� Time management

� Report writing

� Making presentations

� Public Speaking

� Delegation of work

Noting, drafting, making presentations and public speaking are all different aspects of communication which is covered by a module in the subject Governance, Ethics, and Leadership. The skills that OTs acquire in that module can be honed in the various written and presentational assignments they are required to make throughout the training. Instructors and counselors should not only grade the assignments with reference to content but the quality of articulation. They may suitably guide each OT how best to improve his articulation with reference to his assignment. The other skills are best-acquired thorough self-study and scission with counselors. An excellent “How To” series has been prepared by Dr. Agnihotri and published by LBSNAA.

4.8.5 In keeping with the spirit of integrating public administration and management cognate topics should be treated together. The basic approach is to cover the concepts and methods in lectures and case discussion, use exercises to learn and hone the skills, and encourage the OTs to read the relevant rules and regulations and discuss them with counsellors in small groups. (Table III)

4.9 e-Governance 4.9.1 It would be advantageous to carve a new subject eGovernance by merging:

� the subject Information and Communication Technology [24 sessions], and

� the module on e-governance in the subject Public Administration [ 4 sessions]

The syllabus for the new subject is given in Table IV. The new subject may be covered within the sessions currently used for the topics merged.

4.10 Law 4.10.1 The learning objectives of the subject during the Foundation Course could be as follows:

� To describe the constitutional, legal and administrative frame-work within which the public services function; and


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� To state fundamental concepts and general principles of law; and

� To describe the judicial system;

� To describe the nature and types of legal remedies that are available to the people; and

� To inculcate an interest in and curiosity for law – and to develop respect for Law;

� To foster in them a sense of social justice, and

� To inculcate in them values for human rights and rule of law

4.10.2 The proposed syllabus is set out in Table V. This could be transacted within the number of sessions presently being allotted to law.

4.11 Political Economy 4.11.1 following considerations have been kept in mind:

1. Officer Trainees of different services and with varying professional interests are in each batch.

2. Size of the batch is large and often there are four sections and the number of sessions available is quite limited.

3. The economics stream must fit in with the overall objective s of the Foundation Course.

4.11.2 Course objectives: The course will enable the participants to:

� understand the working and progress of the Indian economy and enable them to situate India’s performance in a global setting;

� appreciate the functions and working of the major economic institutions and of macro-policies, and

� Get an idea of the political economy of reform.

4.11.3 The syllabus of economics is given in Table VI. While transacting growth, it is important to discuss the linkages between growth and human development, and how it is essential for growth to be inclusive for social cohesion.

4.12 Evaluation 4.12.1 The present overall pattern of evaluation is determined by the IAS (Probation) Rules 1954. As per Rule 6 (2), 900 marks are prescribed for Director’s assessment during the two years of probation. These marks have been apportioned amongst the different courses as follows: -

Foundation Course 150 - Director’s Assessment 150 for examinations at the end of FC

Phase I 200

Phase II 200 – District Training 200 – Phase II at the Academy

Total 900

Rule 7 of the said Rule stipulates that there should be final examination during the course of the training. The specific break up of marks under this Rule is given in the IAS (Probationers’ Final


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Examination) Regulations which prescribes 300 marks for the same. As per DoPT notification AIS (III) dated August 1986 the maximum marks for different subjects are as follows: -

Subject Maximum Marks

Political Concepts and Constitution of India 75

Basic Economic Principles and Five Year Plans 75

Law, 75

Public Administration and Management 75

This pattern has been followed so far. However, the marks to be allotted to subjects have to change because of the reorganization of subjects. Keeping in view the number of sessions and the intrinsic importance of a subject, the following maximum marks are suggested for each of the subjects.

Contemporary India and the Global Environment 75 Governance, Ethics and Leadership 100 Public Administration and Management 90 e-Governance 30 Law 75 Political Economy 80

In addition, an OT has to pass the qualifying subject in Hindi, or in an Indian language if he has prior proficiency in Hindi, and in the language of the cadre. In the revised plan the total number of marks exceeds the 300 hundred provided in the IAS [Probationers] Final Exam Rules. Accordingly, changes will be necessitated in the rules and regulations governing the present system of examination.

Table I A

Foundation Course

Syllabus : Contemporary India and the Global Environment

S.No. Syllabus Theme Topic & Session Objectives Methodology Key Learning Objectives & Experiences

1 The idea of India Gandhi, Tagore, Nehru, Ambedkar, Maulana Abdul Kalam Azad, Vivekananda and Aurobindo

self-study

Awareness of the key ideas of some of the thinkers whose ideas underpin the various ideological strands in contemporary times. Ideally this would involve self-study of selected readings of these thinkers. The OT is expected to reflect his study in the term paper


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2 Culture36

One Session

Culture

One Session

slide show cum lecture

Awareness of the social bases of culture and its diversity in India.

Awareness of the cultural forms, both “high” and folk, or to use technical terms, margi and desi

Music/dance lecture-demonstration

performances

Awareness of key ideas within the art that throw light on the way of life of the people as also the specificities within any one art form that enables it to relate to the people.

Painting/Sculpture/architecture slide show Awareness of key ideas within the art that throw light on the way of life of the people as also the specificities within any one art form that enables it to relate to the people.

Films film show combined with a discussion

Awareness of the social bases of communication strategies.

3 Political structures and processes in India

Total:

Nine Sessions

The changing patterns of Centre-State relations since independence

One Session

Lecture discussion The actual processes of conflict and cooperation between the states and the centre; the changing power equations between the centre and the states; the relationship of the changing relationship with the changes in the party system and electoral verdicts. The focus here need not be so much on the constitutional and legal provisions regarding Centre-State relations of which Officer Trainees will have some theoretical knowledge already through their readings for the Civil Services Examination.

Reorganization of the states since 1950

One Session

lecture discussion Various principles adopted for reorganizing the states; creating space to accommodate local and regional aspirations

Parties and politics since independence

Three Sessions

lecture discussion Introduction to a general history of various political parties and their variants and regional parties debates about the two-party system and coalitional politics.

Rebellions that strengthened and re-formed the idea of a nation

Three Sessions

lecture or panel discussion

The unique distinction that India holds of actually co-opting into the national polity some of the movements that threatened the then existing national consensus like the Dravidian movement, terrorism in Punjab and Nagaland; the Assam movement and on-going internal rebellions pertaining to regional assertions as also economic assertions, such as in the North-East and J&K as also Naxalism since the days of the Naxalbari movement etc.

Elections in India and the electoral process

One Session


History of elections in India, the actual electoral process; electoral reforms.

4 The emergence and articulation of an Indian identity

Total: Two Session

The problems of national integration versus adjusting conflicting claims in a democratic space

Two Session


Various assertions by regional aspirations especially those represented by the regional parties; the communalism-secularism conundrum; crystallisation and articulation of interests through caste and linguistic identity.

36 All the topics related to culture except that of the lecture cum slide show on culture would be organized in the evenings with the help of the Department of Culture, government of India and Zonal Culture Centres such that OTs are exposed to the rich tapestry of Indian cultural forms. There is already a tradition of such cooperation.


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5 Issues contributing to the creation of a new identity

Total: Five Sessions

An introduction to the diversity of interpretations about what is India and what is significant in Indian history

One Session

lecture an introduction to the diversity of opinion on Indian history; why interpretations of the past move our polity so seriously etc.

Gender issues

One Session

lecture discussion A simple history of gender issues in India, the emergence of new issues, and various gender sensitive issues like discrimination against women, the matter of the missing girl child etc. An interaction with feminist activists

Issues pertaining to dalits

One Session

lecture discussion A simple history of dalits; the manner in which the society and gov ernment have tried to empower them; the disjunction between the stated intentions of government and society and the actual position of dalits in our society; an interaction with some dalit activists

Issues pertaining to tribals

One Session

lecture discussion A simple history of tribals and their constant struggle against inequities, whether imposed by the British or by other Indians; the manner in which the society and government have tried to empower them; the disjunction between the stated intentions of government and society and the actual position of tribals in our society; an interaction with some tribal or tribal rights activists

6 Environmental Issues

Total: Two Sessions

Emergence of environmental issues and their nature

Two Sessions


A simple environmental history of India; a discussion and delineation of man-environment conflict in recent times; some specific matter like the loss of forest cover, the issue of pollution and depletion of water resources, conflicts over sharing natural resources; the tension between forest conservation and community rights; the various conservation efforts etc.

7 Issues pertaining to the structure of society

Total: Five Sessions

Demography of India

One Session

Urban India

Two Sessions

lecture Awareness about the basic details pertaining to the population in India and its regional variations. Familiarity with supra demographic information available in the Census of India such as health facilities, educational facilities, migration patterns, Maternal Mortality Rate and Infant Mortality Rate etc.

Awareness about increasing urbanization; urban societies; problems of urban governance, deprivation & underclass

Caste and associated social inequalities

One Session

lecture Nature of caste. The changing patterns of caste relations through the centuries.

8 India and the World

Total: Six Sessions

Globalization: Dimensions and Implications of Interdependence

One Session

Global Architecture

One Session

Lecture/Discussion

Lecture/Discussion

UN and attached Organizations;

World Bank, IMF and WTO

India’s participation at the United Nations, its involvement and contribution to discussions on security, development and UN peacekeeping missions


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India and the UN

One Session

India and Multilateral Economic Institutions

One Session

Global Civil Society and Its Implications

One Session

India’s quest for Regional Partners

One Session

Lecture/Discussion

Lecture/Discussion

Lecture/Discussion

Lecture/Discussion

Focus on India’s interactions with the International Monetary Fund, the World Bank and the World Trade Organization

The emergence of global NGO networks, Human Rights norms and obligations, and impact on governance.

Importance of regionalism; experience with SAARC and ASEAN, growing quest for new partners

Total Twenty Nine Sessions


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Table I B

(To be taken note of while transacting the syllabus in Table I A)

Foundation Course

Syllabus : Contemporary India and the Global Environment

S. No.

Syllabus

Theme Topic & Session Objectives Methodology

Key Learning Objectives & Experiences

1 Demography of India and the state/cadre to which the OT is allotted

Factual data on certain demographic indicators on population, health, education, agriculture, industry etc.

Two sessions

Provision of reading material with one session on how to access these data

through the internet, library etc

To familiarize the OTs with the facts regarding the people of India and the people of his cadre

2 Demographic interpretation Techniques of demographic

interpretation and analysis of demographic data

Two sessions

Individual exercises, quizzes, group

discussions

To equip the officer to analyze data independently and to enable him to use it as a tool for decision-making

3 The Indian Constitution Defining features of the constitution-As found in the Preamble

Three sessions

Panel discussions To enable the OT to understand his role in the constitutional frame of things.

4 -Do- To facilitate understanding o;f the fundamental rights

Three sessions

Panel discussions and case study methods

To facilitate understanding of fundamental rights, duties and directive principles of State policy and their interrelationship.

5 The Indian Polity The three organs of Government and their separation of powers

Two sessions

Extensive reading material

To familiarize the OTs to the constitutional environment in which they would function and the manner in which their roles have been changing

6 Evolution of an egalitarian nation Special provisions related to

certain categories

Two sessions

Panel discussions, seminars and debates

To enable the officers to appreciate the social realities that characterize the Indian society


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7 Political processes Elections, multi-party system and coalition governments

Three sessions

Panel discussion and case studies

To underline the importance of processes in the polity and their impact on society

8 Civil Services – their history and role in the making of a nat ion

Civil services through the ages

Two sessions

Reading material, seminars by eminent bureaucrats/academicians

To facilitate a holistic understanding of Indian society; to enable him to understand the various social movements.

9. Defining features of Indian society

Social hierarchy; patriarchy and its linkages to the caste system

Two sessions

Reading materials, debates, panel discussions

To enable the OT to appreciate and understand the crucial features that define Indian society

10. Views on Indian Nation and State

What is the Indian nation and Indian nation-State

Two sessions

Reading material, lectures, group discussions

To understand the perspectives on Indian nationalities and his role in it.

11 Performing Arts Performing arts : an introduction

Two sessions

Lecture, demonstrations

To enable the OTs to appreciate the richness of these arts and their government’s role in encouraging these arts to flourish

12 The Indian Economy – an overview

The concept of development and role of the State and market in development

Two sessions

Study material, group discussions

To enable the OT to understand the paradigm, linkages amongst various social and economic processes

13. India and the world Globalization and its implications for India

Two sessions

Lectures and panel discussions

To present to the OTs an overview of globalization process and to enable the OTs to understand the international organizations such as IMF, WB, UNO and WTO etc.

Total 29 sessions

37

37 Suggested readings - .

1. T.K.Oommen, ‘Crisis and Contention in Indian Society’.

2. Hiranmay Karlekar ‘Independent India – the First Fifty Years’, ICCR, OUP, 1998.

3. Other readings should include topic specific readings. The above give broad trends in Indian society.


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Table II

Foundation Course

Syllabus : Governance, Ethics & Leadership

I: Constitution [8 Sessions]

S.No. Syllabus Theme Topic & Session Objectives Methodology Key Learning Objectives & Experiences

1 Making of the Constitution

One Session

Debates on its nature and changes made to it

Group / Lecture discussion

Sensitize participants to key constitutional amendments, the reasons for such changes, and the process of fine-tuning the constitution to suit changing realities.

2 Political concepts

Two Sessions

The idea of Power and Sovereignty

One Session

Lecture To sensitize participants to the key ideas in the Preamble of the Constitution, the scope of these ideas and their significance in history; the philosophical and social discussions behind these ideas.

The idea of Liberty, Equality, Justice and Fraternity

One Session

lecture To sensitize participants to the key ideas in the Preamble of the Constitution, the scope of these ideas and their significance in history; the philosophical and social discussions behind these ideas.

3 The constitutional underpinnings

Total:

Five Sessions

The Fundamental Rights and Duties & The Directive Principles

Two Sessions

Lecture

discussion

To sensitize participants to the key ideas in the Constitution, the scope of these ideas and their significance in history; the relevance and application of these ideas in day to day work of officers.

Basic Structure of the Constitution

One Session

do To understand:

The essential features of the constitution and the limitations placed on Parliament by basic structure doctrine

The role of Supreme Court as protector of Fundamental Rights and guardian of the Constitution

Human Rights: their nature and extent as also their protection and violations

One Session

lecture discussion

International Conventions and National Acts; implementation of human rights in India and a comparison with other countries.

Constitutional Remedies

One Session

do To understand:

Judicial approach in providing relief to the aggrieved

The meaning, scope and significance of public interest litigation

The various remedies and the latest techniques adopted by Supreme Court for providing effective relief

Total Eight Sessions


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II Good Governance & Ethics [33 Sessions]

SI. No. Syllabus Theme – Topic

No. of

Sessions Key Learning Objectives Methodology Adopted

1 Good Governance 11

Liberal Democracy 1 Principles and functioning of a Liberal Democracy

How liberal democracy is more than a polity in which elections are conducted periodically

Adequate opportunities for citizens and groups to shape policies and programs

Rule of Law

Lectures/Discussions

Principles and Practice of Good Governance

4

To understand:

� the concept of good governance, � institutional mechanisms for achieving the same,

� how the principles should influence day to day work of officers

� Right to Information and Transparency � Administrative accountability: vertical

accountability to superiors, and horizontal accountability to citizens

� Handling public grievances � Responsive Administration � Citizen Charter

Lecture, Exercises

Relationship between Civil

Servants and Political Executive in a democratic polity

2 To understand : � the relationship of civil servants with

elected representatives; � civil servant minister relationship, and the

concept of ministerial responsibility; � Role of civil servants in policy and program

formulation and its execution � Changing role of civil servants all over the world � New methods of organizing civil services., New

Zealand

Lecture- Interactive

Session

Role of Civil Society Organizations

1 To understand: � the role of civil society organizations � typology of civil society organizations � Building partnerships with civil society

organizations

Lecture - Interactive

Session

2 Module on ethical issues in today’s administration

8

To understand the considerati on of public principles that guide good, just and legitimate public policy

To provide the trainees with an ethical framework to analyse problems and take decisions when there are competing considerations and disagreements about what is right, just and legitimate

Self introspection and strengthening of ethical standards

Class discussions individual

Assignments Case Studies


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3 Decentralisation and local Government

3

� How the Panachayat Raj institutions and municipalities fit into the constitutional scheme as a third level of government, besides the national and state governments, and form an essential part of the concept of the State.

� The specific roles and responsibilities that have been allotted to the Panachayat Raj institutions and municipalities under Articles 243 G and 243 W (11th and 12th Schedules).

� The functions that have been devolved on the PRIs in that particular state under the relevant Panchayat and other acts.

� The concept of District Planning as planning from below and a consolidation of the panchayat and ward level plans.

� The provisions of the Panchayat (Extension to Scheduled Areas) Act (PESA) and its implications for the states covered by its provisions.

� The actual functioning of Panachayat Raj institutions and municipalities in the various states and appreciate the problems that they face

Lecture

Film

4 Role models 8

To expose the officer trainees to government servants who have excelled in their domain of activity, and are renowned for their personal and professional integrity and can serve as role models for the trainees

To learn about the qualities required of a civil servant who treats the service as a calling

Interactive Sessions

Total 33


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III Leadership Qualities & Skills [30 Sessions]

I Module on Self-Awareness 4

Psychology of Interpersonal Behaviour Personality & Behaviour

To understand the meaning of personality and its development

To be aware of one's own personality Self-awareness: insights and barriers Developing self-leadership Firo-B, MBTl Interpersonal competence: Skills and styles

Exercises, Games

II Module on Team Building 6

Coordination and Cooperation Problem solving Handling information Decision making Consensus building

To understand group processes

To understand behaviour pattern in group working

To understand how groups can be made effective and achieve synergy Concept of Johari Window

Factors and behaviours which lead to effective functioning of groups and teams.

Exercises, Broken Squares, Zin Obelisk, Lost at Sea, Film

III Module on organisational leadership

7 Lectures, Case studies and exercises

Motivation, management policies and practices

2 To understand the meaning of motivation and the theories of motivation

Developing sensitivity through transactional analysis

2 To understand the various ego-states and different types of transactions

To be able to know the application of TA in administration

To know ones own TA profile

Lecture, Case Study

Leadership – role, functions and styles

3 To understand:

� the nature of leadership, � the styles of leadership, � the relationship of the style to the

situational context, and � the way in which leadership can be

exercised.

Case study and exercises

IV Mode of communication 4

Interpersonal communication-barriers and gateways to communication

To understand the fundamentals of the communication process

To understand the dynamics of interpersonal and organisational communication

Instil following skills:

� Oral and verbal articulation and communication

� Nonverbal communication � Active listening � Interpersonal communication � Effective communication � Presentation

Lecture, Case Study, Exercises

Use of “How to” series prepared by Dr. Agnihotri and published by LBSNAA for self-study


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V Role of Media 1

To understand the role of media in a democracy

The tension between media as Fourth Estate and media as business

Impact of media revolution on governance and politics

How media reacts to events

Coverage, Style and Treatment of news by media

Lecture

Case Study

VI Module on principle centered, negotiation and conflict resolution

5

Negotiation theory

Management of conflict

To understand the theory of negotiation

To understand the process of inter-group and inter-personal conflict and the strategies for conflict resolution

Exercises, Case Study, Role play, game

Total 27

Total Sessions of all the three components: 68


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Table III

Foundation Course:

Syllabus : Public Administration & Management

SI. No. Syllabus Theme – Topic No. of Sessions Key Learning Objectives Methodology Adopted

1 Basic Principles of

Management

1

What is Management? Management Process, Scope, etc.

To understand the scope, processes and functions of management and their application in administration

Reading Material

(self reading)

2 Government as an

Organization

4

§ Basic principles of organizational theory

§ Distinctive Features of government as an organization

§ Organisational Structure of Government

§ Processes in government including Inter-departmental coordination

§ Bureaucracy: its role and responsibilities in a democratic polity

To understand:

� the types of Organizations,

� the different types of structure, and

� relationship of the structure with the mission, and

� basic issues in organizati ons

� planning, organizing, directing and controlling

To understand the distinctive features of government as an organization

Sensitization to the challenges facing the administrative system of the country and the possible responses

To understand the machinery of government

To understand the conceptual underpinnings of bureaucracy

To develop skills for effective coordination amongst various departments

Lecture, reading material, case studies

3 Personnel Management 4

To understand :

� the general principles of personnel management and the applications of these principles in government

� Positive and negative incentives; [Rewards and punishment]

� rules and procedures for administration of personnel in government such as Conduct Rules, Disciplinary Proceedings and Performance Appraisal

Lecture Case Studies Exercises

Self study of the rules and regulations and discussion in groups with counsellors


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4 Financial Management 11

4A § General Principles and Methods of financial management

§ General Financial Rules

§ Government Budget

§ Role of audit

§ Performance Audit and Performance indicators

2

1

2

1

1

To understand :

� the general principles of personnel management,

� the applications of these principles in government, in particular

� Expenditure control

� Resource optimization

� Outcome orientation

� Cost effectiveness, and

� Budget as a tool of policy

To provide a firm foundation of knowledge and understanding of the Financial Rules, Procedures and Regulations as well as the authority governing them and delegation of the authority.

To develop ability to interpret and apply the rules and regulations, with propriety and legality, while administering them.

To understand the role, function and importance of audit.

To develop familiarity with the basic concepts of budgeting , procurement and tendering

Lectures, Exercises and Case Studies

4B Understanding financial statements

2 To understand the primary financial statements namely – balance sheet, profit and loss account and cash flow statement and financial concepts


4C Cost Concepts 2 To understand and apply cost concepts and break even analysis for decision making

Lecture, Case Study

5 Module on quantitative techniques in Management

6

5A Data analysis

2 To understand the grouping of data and its analysis and various measures for interpreting data such as:

� Arranging raw data

� Frequency distribution

� Mean, Median and Mode

� Standard deviation and coefficient of variation

� Sampling and sampling distribution

� Estimation

� Sample size and sample error

� Correlati on and regression

Lecture, Exercises on computers

5B Sampling and sampling distribution

2 To understand the various types of sampling distributions

5C Correlation and regression 2 To understand the relationship


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6 Module on Project Management

6

6A Capital budgeting, discounted cash flow time value of money, cost benefit analysis

2 To understand and apply the concepts of capital budgeting and financial appraisal of projects scuch as

Discounted cash flow

Time value of money

Cost concepts: opportunity, sunk and depreciation costs

Lecture and case study, exercises on computers

6B Project formulation and management

2 To understand the various issues and methods involved in project management such as

Project formulation and management

Log frame analysis

Manpower & resource management

Project structure and organization

Procurement and contracts

Lecture, exercises

6C PERT/CPM

Exercise on MS Projects

2 To formulate network relationships for projects and plan and schedule projects

To mfaizre iwht coepts and mtheds such as

PERT and CPM

Planning and scheduling networks

Finding the critical path

Resource allocation and scheduling

Lectures, Exercises, use of computer software, MS Projects

7. Social and Human Development

15

§ Basic Concepts and measures of social and human development

§ Human Capital

§ Health

§ Education

§ Social Security

§ Problems of the differently abled

§ Empowerment of Women

§ Affirmative and development policies for SCs, STs and OBCs and minorities

§ Rural Development

§ Delivery of services in urban areas

§ Participatory Approaches

§ Implementational issues

2

1

1

1

1

1

1

1

1

2

1

To understand the basic concepts and measures of Social and Human Development and policies for promoting development

Relationship between human capital and development

To understand affirmative and development policies for SCs, Sts, OBCs and minorities, and to sensitise the trainees towards discrimination

To understand affirmative and development policies for women, and to sensitise the trainees towards gender issues

To understand:

� that disability is a development issue

� the policies and programs for persons with disability, and

� to sensitise the trainees towards persons with disabilities.

To learn and apply participatory techniques

To understand implementational issues

Lecture, Films, Case Studies and Exercises


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8 National Security 2

(i) National Security 2 To learn about the concept and problems related to National Security

Lecture

Interactive Session

9 Issues related to North-East, islands, and other remote areas

2

(ii) Issues related to North-East, islands, and other remote areas

2 To familiarize the trainees with the North-Eastern region islands and other remote areas

Their unique features, challenges and prospects

Lecture

Interactive Session

10 Science, Technology and Sustainable Development

4

(iii) Emerging technologies – Biotechnology

1 To familiarize the trainees about Biotechnology and its impact on various sectors

To understand the future implications of Biotechnology

Lecture

Interactive Session

(iv) Environment issues and sustainable development

2 Policies and programs for environmental protection

Global issues in environment conservation

Lecture/ syndicate paper

(v) Science and Technology in India

1 To learn about the scientific and technological capabilities in India, especially in space and atomic energy

To learn about the global technological and scientific trends

Lecture

Interactive Session

11 Quality in Government 1 To familiarize trainees with the concept of quality and tools & techniques for application in Government such as

� Total Quality Management - Theory of 5S � Benchmarking, � PDCA, � Process Management, � Six Sigma, � New Public Management

Lecture, Exercises

12 Innovations in administration and governance

6 Case discussion

To increase the knowledge about best practices and successful innovation in government

Lecture/discussion

12 Public Private Partnerships

1 To explain the need for public sector , private sector and civil society organizations to work in partnership ins some situations

To appreciate the efficiency gains that may occur in some situations from outsourcing governmental functions

Limitations and concerns in outsourcing

Lecture, case study

13 Inter-agency coordination:

Disaster Management

1 To explain the role of transport in disaster management.

Total 62+1


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Table IV

Foundation Course:

Syllabus : eGoverance

I: Basics Skills [18 Sessions] SI. No. Syllabus Theme – Topic Session Objective

1. WINDOWS OS and Typing Tutor

� To tell the different parts of windows. � To create a folder. � To open any program. � To shutdown the system properly. � To be able to locate the different keys in the keyboard. � To know the use of SHIFT, CTRL and ALT combination keys. � To load the package from network neighbourhood into hostel computers. � To change the practice lessons.

2. MS-WORD

� To open MS-WORD, create a new document, open an existing document, save a document, and do basic formatting and different tool bars.

� To run spelling and grammar. � To use the advance features of word, like inserting word art, clip art, table,

draw a table, apply border and shading, bullets, etc. � To break the split the document into number of columns. � To use the mail merge facility of word.

3. MS-POWER POINT

� To open MS-POWERPOINT, create a blank presentation and save a presentation.

� To know the demote/promote levels. � To apply text preset animation and slide transition effect on different slides. � To learn the different views of Power Point and know the functions of

different views. � To know to insert a clip art and word art in a slide. � To know to apply the advance features of Power Point like, hyperlink,

master slide, changing of colours, summary slides etc.

4. MS-EXCEL

� To know the basic; definition of a spreadsheet, different toolbars of excel, row, column and ceil concepts.

� To know the different type of data can be entered in a spreadsheet � To know the concepts of user-defined formula and in-built functions. � To know the basic operations in a spreadsheet. � To know how to draw different types of charts � To know how to use excel to calculate income tax. � To know the basic in-built statistical, mathematical and other functions.

5. MS-ACCESS

� To know how to create a worksheet, do simple calculations and draw a chart using Access.

� To know how to create a database, how to identify parameters, different types of data, how to create a data structure.


83

� To know how to open a blank and existing database, how to enter data in a table.

� To know how to perform queries in a table.

6. MS Projects

� To understand and use MS Projects for Project Management exercises like Planning, Scheduling, Optimizing & resource allocation and levelling

7. Networking, Communication and Latest Technology

� To understand the different types of networks, its topology, and its protocol and how message travel in a network.

� To understand the basic concepts of communication and latest rends in communication technology

Freeware Linux

� To learn about freeware especially Linux

� To familiarize the trainees with Linux OS and application packages

B: eGovernacne [11 sessions]

Topic No. of Sessions

Transformation to e-Government

Session learnings for the participants:

� What is e-Government

� Why e-Government

� Issues in e-Government

� e-Government and e-Governance

� Critical Success/Failure Factors

� Overview of the National e-Governance Plan (NeGP)

� e-Gov Index

2

e-Governance case study 1 eg., G2C : eSeva Project 1

Technological aspects of e-Government projects

Session learning’s for the participants:

� Technology architecture

� Open standards

� Open Source Software and Free Software

� Technology Obsolescence

� Technology trends

� E-Security

2

Understanding Government Process Reengineering (GPR)


� Why GPR

� What is GPR

� Issues in GPR

1


84

Undertaking GPR


� Methodology for GPR

� Tools for GPR

� GPR models

� Case study

2

Portal Development and Portal Content Management


� How does Internet work

� Essential elements for hosting a website (domain names, IP address, ISP, Gateways, DNS, web/ mail/ news/ chat servers)

� Portal design & content framework – Content Management System

1

ICT for Development


� Challenges for rural connectivity

� Developing partnerships

� Local language adoption

� Local community involvement

� Role of NGO’s in ICT for Development

� “ICT for Development” project of NISG

1

e-Governance case study 2 - A case drawn from a functional area relating to a service other than that of the IAS

1

In addition, candidates should be give case studies for self-study and outside class group discussions and subsequent presentations & discussions.

Note:

� All group activity/assignment discussions should take place out-side the classroom sessions, i.e. in evenings

� It may be mentioned that Indian Railways played a pioneering role in computerizing payroll processing, inventory management and generation of revenue statistics, and that it operates the world’s largest on-line reservation system.


85

Table V

Foundation Course:

Syllabus : Law Sl. No.

Syllabus Theme/Topics Session Objectives Key Learning Points

1. General Principles of Law v General Principles of

Jurisprudence v Concept of Law and its

Nature v Sources of Law v Rights and Duties v Civil Wrong and Crime v Substantive and

Procedural Law

v To understand the concept of law and its nature. v To identify various sources of law. v To understand the concept of “WRONG” which can

be remedied and to distinguish between ‘Civil Wrong’ and “Crime’.

v To understand the distinction between ‘Substantive Law’ and ‘Procedural Law’.

Definition of Law-Sources -Concepts of Rights and Duties – Concepts of Crime and Civil Wrong-Substantive and Procedural Law, Rule of Law, Principles of Natural Justice

2. Administrative Law v Principles of Natural

Justice v Judicial Review of

Administrative Action v Rule of Law v Administrative Discretion v Delegated Legislation v Lokpal and Lokayuktas v Functions and working

of Administrative Tribunal v Alternate Dispute

Redressal Systems

v To understand the concept of Rule of Law and appreciate its importance in the administrative decision-making.

v To understand the principles of Natural Justice and to apply them in decision making.

v To understand the alternate dispute redressal systems like Arbitration, conciliation, Specific Relief and Independent regulatory mechanisms

To understand the Basis of Administrative adjudication and to understand the role of regulatory bodies in the wake of privatization of services

3. Administration of Justice v Judicial System

v Separation of Powers v Independence of Judiciary

and Judicial Activism v Techniques of judicial

control

v To understand the hierarchy of the judicial system both on the Civil and the Criminal Side.

v To understand the concept of separation of powers and the scheme of bifurcation of functions between the Executive and Judiciary.

v To appreciate the desirability of independence of judiciary and Judicial Activism.

v To understand the Law of Contempt and how to defend a contempt case.

Judicial System – Civil and Criminal Courts, Separation of Executive and the Judiciary; Independence of Judiciary and Law of Contempt and Doctrine of Policy questions

4. Legal Remedies and their linkages with Constitutional remedies

v Nature of Remedies in Civil Cases, Punishment for Crimes

v Writs against the State-nature and object of writs-General Principles governing issues of various writs

v To understand the remedies available in case of ‘Civil Wrongs’ in Civil Courts and other Courts

v To understand the efficacy of the writ jurisdiction of the High Court and Supreme Court.

Nature of Remedies in Civil Cases, Punishment for crimes; Writs against the State, nature and object of writs, General Principles governing issues of various writs.

5 Court Procedure in Civil Cases

v To understand the basic concepts of the Civil Procedure Code

v To understand the procedure while filing or while defending a suit more particularly the suit by or against the Government and public servants.

Brief outline of procedure under Civil Procedure Code, Nature of Cases governed by such Procedure.

6. Law of Crimes

v To understand the concept of crime. v To understand the principles of criminology. v To understand the provisions of Indian Penal Code

Indian Penal Code and theories of penology


86

7. Procedure in Criminal Cases

v To understand the basic concepts of the Criminal

Procedure. v To understand the criminal process-from

Commission of crime till conviction. v To understand and appreciate the role and powers

of the Police and Magistracy. v To understand and appreciate the rights of citizens

and of the accused. v To appreciate the importance of fair deal and just

trial to the Accused.

Investigation of Crime, Role and Powers of Police, Arrest and Bail, Remand and Custody, Search and Seizure; Procedure in trial and Criminal Cases; Provisions for Prevention of Breach of Peace.

8. Law of Evidence

v To understand the general principles relating to

Law of Evidence. v To understand the basic concepts of the Law of

Evidence. v To apply the principles of Law of Evidence v To apply the principles of Law of Evidence in

Administrative matters and inquiries. v To understand the privileges available to Public

Servants.

General principles relating to relevance and admissibility; Burden of Proof; Claim of Privilege, Examination of Witnesses.

9. Law of Contracts

v To understand the basic concepts of Law of

Contract. v To understand the essentials of a Valid Contract. v To understand the consequences of breach of

Contract and remedies available in case of such breach.

Brief outline of the Indian Contract Act so as to bring out the essentials of a valid Contract, Void agreements are avoidable contracts, remedies for breach of Contracts

10. Law of Torts

11. Labour Laws

v To understand basic principles of labour legislations and labour welfare measures.

v To understand and appreciate the legislative measures for the welfare and security of the workers.

v To understand the dispute redressal mechanism.

Underlying principles relating collective bargaining, trade unionism, resolution of Industrial Disputes, Legislative Measures for the welfare and security of workers.

12. Other Acts

(i) Information Technology Act 2000

v To understand the provisions of the Act its implications on use of Information Technology

Cyber Law and Cyber Crime, Redressal mechanisms

(ii) Dowry Prohibition Act v To understand the basic provisions of the Dowry Prohibition Act and remedies available in case of breach

Dowry, Legality and Reality, Remedies and Procedures

(iii) Conservation of Forest Act and Wildlife Protection Act

(iv) Environmental Protection Act 1985

v To understand the need and legal provisions for conservation of forests.

v To learn about the provisions for protection of wildlife.

Forest Conservation Act, Wildlife Protection Act

(v) Prevention of Corruption Act

(vi) CVC Act

v To understand the changes in substantive Law to control menace of corruption

Definition of Public Servant and legal protection available to Public Servants

(v) Consumer Protection Act v To understand the rights of consumers. v To appreciate the need for protecting the

consumer.

Rights of consumers, Consumers Forums , Relief available


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Table VI

Foundation Course:

Syllabus : Political Economy S. No TOPICS CONCEPTS/THEORIES SESSIONS METHODOLOGY

1. Introducing Economics

The economists methodology of analysis to be introduced-viz.

(a) rationality

(b) trade-offs

(c) competition

(d) incentives

Concepts of scarcity, the assumptions relating to preferences and utility.

2 Lecture + Case discussion

2 Introducing The Modern Economy: The Micro View

Demand, Supply Equilibrium and Elasticities (in the context of competitive markets) concept of Market failure & role of state

4 Lectures + Application from Food Policy & Taxation concept of minimum support prices and need for govt. intervention in market failure. The case study of health insurance could introduce adverse selection and moral hazard at this juncture and bring out the need for govt. intervention.

3 Introducing The Modern Economy : The Macro View

Circular Flow of Income, Aggregate Demand, Aggregate Supply, Short-run Equilibrium. Introducing Growth. National income accounting.

5 Lectures + Policy Application to understand the linkages between macro variables like consumption, investment, interest rates etc. This will also help in later understanding the measures of growth and how policy making in one aspect impacts on the other.

4 Indian Planning Process

Five Year Plans and Annual Plans

Porcess of Formaulation

1 Lectures + Handout for self-study

5 Growth & Perfromance Of The Indian Economy

Measures of growth/performance: GDP etc., GDP per capita, use of PPP $ in international comparison. Comparing India with other countries (especially China & East Asia)

3 Lectures + Handout for self-study for National Income aggregates & data

6 Growth & Equity Inter-state growth & income levels, Income & consumption distribution, Distribution measures, Growth & equity -East Asian experience, difference between equality and equity, measures of inequality like the gini coefficient

2 Lectures + Handouts for self- study

Welfare Economics Pareto optimality and its relevance to policy especially in today’s context. The welfare loss and the redistributive impact of policy.

1

6 Poverty & Unemployment

Concepts & measures, trends, overview of policies & programmes

2 Lectures + Handouts for self- study


88

7 Trade & Development

Comparative advantage and how it has proved empirically even today. Balance of Payments concepts, India’s foreign trade in comparison to China & East Asia, Trade Policies in context of WTO, the debate and cause of imbroglio on subsidies and labour movement, Trade Policy.

4 Lectures + Handouts for self-study

8 Growth & Stabilisation

Demand & Supply of Money & Price Stability, Capital Flows, Exchange Rates & Monetary Policy

3 Lectures + Case discussion

9 State & Development Public Investment & Planning, changing contours. Overview of Budgets & fiscal trends & reforms

Fiscal Federalism

4 Lectures

10 Policy Frame For Private Sector

FDI & domestic Private Investment: Determinants, Trends & Comparisons

2 Lectures + Case discussion

11 Political Economy Of Reform

Political Context; Interest Group Politics; Sequence of Reform and its dependency upon political context; Big bang v. staggered reform

2 Lectures + Case Discussion

Total 34

N.B. The objective is to develop an all-India perspective and introduce comparisons between India and other successful economies, wherever possible. Handouts for self-study & exercises should be on concepts/definitions and data (including graphs etc.) Lecture sessions are for expounding theoretical arguments and analyses.

Mode of Evaluation Evaluation could be based on monthly objective type exams and an end-term exam.


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Chapter 5

IAS Professional Training Part I: Introductory

5.1 Duration of Phase I, State/District and Phase II Trainings 5.1.1 As has been said at para 1.2.2, as of now, mainly due to logistical reasons, the total duration of training at LBSNAA is about forty-five weeks; of the forty-five weeks, Foundation Course accounts for fifteen weeks, Phase I for twenty four weeks and Phase II for six weeks. Or in other words, the training at LBSNAA falls short of the norm by about seven weeks, and this has been impacting on the satisfactory transaction of the syllabus. In the interests of further professionalizing the service, it is important to ensure that the training period as envisaged is not curtailed. It appears that the curtailment is necessitated by the delayed issue of appointment orders to those successful in the Civil Services Examinations. Ideally, as it used to be in the past, the Foundation Course should commence in the first week of July. It would be desirable to work backwards and appropriately fix the schedules for the conduct of examinations and the subsequent process before the appointment orders are issued. Ideally, as with the French higher civil service38, there should be fixed dates for the announcement of the results and for the commencement of the Foundation Course. Even if this were not possible for any reason, the duration of the training should be protected by overcoming the logistical problems such as limited hostel accommodation and lecture halls.

5.1.2 In view of the additional programs that the Committee is suggesting, such as the village and urban slum immersion programs, and the study tour of ASEAN countries/ China, it would be necessary to alter the inter-se division of the training duration among the three segments, namely Phase I, State/district, and Phase II. As the additional programs are expected to enhance the experiential knowledge that OTs would acquire in the district training, it seems desirable to find space for them in the time now allotted for State/district training. The Director LBSNAA had suggested restricting the duration of the State/district training to forty-eight weeks so that the duration of Phase II may be increased from the present six to ten weeks. The pattern he suggested is as follows:

a) Foundation Course 15 Weeks b) Phase-I (including WST) 26 Weeks

38 “According to tradition, results are posted on the second Thursday of December at 5 P.M. [on the billboards of the entrance] because the director’s welcoming speech is always on the second Friday of December at 9 AM. Admitted candidates must be present for the welcoming speech the next morning at nine- it is mandatory-no matter how hung over successful candidates are from the celebrations the previous night. This sticks as one of the many insidious traps that Parisians lay to thwart the ambition of outsiders. Candidates from remote towns like Marseilles, Dijon, Bordeaux, or Toulouse have to ether stay overnight in Paris on the night of the results or find a way to get there fast to make it to director’s speech the next morning.” Jean-Benoît Nadeau and Julie Barlow, Sixty Million Frenchmen Can’t Be Wrong (why we love France, but not the French) , Naperville, IL: Sourcebooks, Inc., 2003, p.194.


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c) District Training 48 weeks (with two weeks for flexibility

to the State Government) d) Phase-II 10 Weeks e) Joining Time 3 Weeks

(at the end of Phase-I and Phase-II f) Total 104 Weeks

He had also suggested adoption of the model district training pattern suggested by Dr H.S.Anand, Director General, Haryana Institute of Public Administration, Gurgaon; this model [Table I] suggests a 48-week common pattern of district training, with an additional four weeks for additional attachments at the discretion of State government.

5.1.3 The proposal of the Director LBSNAA can be adopted with two modifications. First, the OTs should be entitled to the joining time they are eligible under the rules of the cadres concerned, but joining time at the end of Phase II need not form part of the 104-week training duration. The ten days of joining time can be used for extending the Phase II program, and the consequential extension used to organize the study tour of ASEAN countries/ China. It should be possible to include the immersion programs within the period now slotted for Bharat Darshan by dropping:

� The present slots for urban bodies and NGOs in the Bharat Darshn [these account for about a week], and

� Slots which are far too brief for any learning to take place.

Secondly, in drawing up their own structured programs States may take note of the model suggested by Dr. Anand as well as the pattern being followed in States which have such programs. The basic principles that need to be kept in mind while devising the structured pattern are elaborated at para 5.6.2. In effect the duration of training could be as follows:

a) Foundation Course 15 weeks b) Phase-I (including WST) 26 weeks c) Joining Time 10 days c) State/ District Training 50 weeks d) Phase-II 11 weeks+ 4 days e) Joining Time As per eligibility outside the duration of the

training f) Total 104 Weeks


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Part II : Phase I Training

5.2 Basic Principles underlying the changes suggested to the syllabus 5.2.1 A welcome feature of the present Phase I training is that the transaction is organized through modules that bring together the inputs from all the relevant disciplines to enrich the transaction of the key theme of a module. This feature should continue. There is scope for improving the modular transaction further such that OTs not only acquire the requisite competencies and skills but also are enabled to adopt an innovative and creative approach to workaday problems they face in the initial years of service. The Committee would suggest the following organizing principles for improving the transaction.

� It is imperative to recognize the importance of self-study and the contribution that State/district training ought to make. It is not necessary to cover in Phase I each and every aspect of the work that OTs are likely to attend to in the first ten years of service. It is not necessary to cover in Phase I each and every rule, regulation and minor Act. The basic premise underlying such coverage is that training in many States is not adequate. As set out in paras 3.13.5 and 3.13.6 steps should be taken to improve the quality of training in States where it is inadequate in a time bound manner. Self-study, during the training at LBSNAA, State/district training, and later after the training, can be promoted through Web-based provision of learning resources [elaborated in Section 7.2 of Chapter 7].

� Selectivity should guide the choice of topics. Whatever is covered should be covered robustly. As set out by Dr. Agnihotri in his paper on restructuring the Professional Training of IAS officers, the modules would need to be delivered holistically such that the historical, economic, civil society, managerial, legal and constitutional imperatives are integrated in the course/module design. The choice of topics should be guided by the fact that the objective of Phase I training is to prepare the OTs for the learning that takes place in the State/district, provide an all India perspective, and provide a knowledge of the theoretical concepts and methods that help OTs to understand better the nature of their work, and to adopt an innovative and creative approach to workaday problems. The long stint of State/District Training should be used by OTs for self-study, acquiring practical experience and relating practice to theory.

� It is desirable to provide additional inputs in eGovernance, political economy, management, Human and Social Development, urban governance and development, disaster management, law and order, and media management. The time needed for transacting these additional inputs could be provided by the extra two weeks being provided for Phase I ,and by the application of the principle of selectivity outlined above.

� As set out by Sri T.K. Manoj Kumar in his paper, excerpted at 3.10.2, it is imperative to replace the present pattern of providing inputs on public administration. To recapitulate, instruction is now mainly through lectures by practitioners, and testing the OTs is through traditional pattern of examinations as in most Indian universities. This should be replaced at the earliest by a system that creatively uses the case method for transaction of the topics as well as evaluation. Eminent practitioners should definitely continue to be invited but they should supplement the learning that takes place through case transaction and simulation of the “real world” working. Needless to say, this calls for preparation of cases on a “war footing.”


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5.3 Reorganization of Subjects 5.3.1 Presently, following are the subjects specified in the First Schedule to the Indian Administrative Service (Probationers Final Examination) Regulation, 1955:

� Political Concepts and the Constitution of India � Basic Economic Principles and Five Year Plans � Law � Public Administration and Management � Hindi � Language of the Cadre � Computer

It would be expedient to reorganize the subjects, keeping in mind the principle that syllabus should move out of academic silos, be inter-disciplinary and seek to intellectually equip the OTs for the tasks ahead. Following are the subjects recommended:

� Contemporary India and the Global Environment � Governance, Ethics and Leadership � Public Administration and Management � eGovernance � Law � Political Economy � Human and Social Development � District and Regulatory Administration � Hindi or if a probationer has prior proficiency in Hindi one of the other Indian

languages taught in LBSNAA � Language of the Cadre The reason for carving out new subjects Contemporary India and the Global

Environment, Governance, Ethics and Leadership, eGovernance, Political Economy and Human and Social Development are set out in great length in Chapters 3 and 4. The reason for an OT to learn another Indian language if he is proficient in Hindi or the language of the cadre is set out in paras 3.7.1 and 3.16.1.

5.3.2 For the purpose of the Indian Administrative Service (Probationers Final Examination) Regulation, 1955, the syllabus of each subject would include the syllabus transacted during the Foundation Course, and additional topics covered during the IAS Professional training.

5.3.3 Tables II to VIII give the additional topics of each subject except language. As with the syllabus of the Foundation Course, the syllabus is based on the inputs from the relevant document cited in para 2.2.539 and the outlines of the modules presently transacted in Phase I training

39 Sri T.K. Manoj Kumar suggested coverage of Stakeholder Analysis & Gap analysis, Social Marketing, Strategic Management, Service Delivery, and Business Process Re-engineering in about twenty sessions. While agreeing with his suggestion, the Committee would suggest that Stakeholder Analysis & Gap analysis, and Strategic Management be part of the syllabus of the subject Governance, Ethics, and Leadership, Social Marketing of Human and Social Development , and, Service Delivery, and Business Process Re-engineering of eGovernance . In making this suggestion, the Committee was guided by the principle that cognate topics should be grouped together.


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[Appendix II to Annexure II]; further, based on these documents the tables also give, wherever possible, the number of sessions in which the subject can be transacted, the preferred method of instruction of each topic, and evaluation of these subjects. Needless to say, the number of sessions as well as the method of transaction given in the tables are indicative, and that they should be refined from time to time by the course coordinators of the Phase I and Phase II while ensuring that all the topics are covered and the learning objectives are achieved. For a ready comparison with the modules presently being allocated, Table IX shows the allocation of the module themes currently being transacted among different subjects.

5.4 Indian Administrative Service (Probationers Final Examination) to be at the end of State/District Training 5.4.1 There was a discussion regarding holding the final exams prescribed by the IAS (Probationers Final Examination) Regulations 1955 at the beginning of Phase II instead of the present practice of conducting them at the end of Phase I. This was considered as an alternate strategy with a view to integrate better the learning during District Training and Phase I with the Phase II. During the validation workshop this issue was revisited. The committee feels that conducting the examination at the beginning of Phase II may turn out to be counter productive as the Officer Trainees would neither be in a position to recall the academic inputs imparted during Phase I nor synthesize their learning in a comprehensive manner as their inputs and learning would be vastly differentiated in terms of intensity and exposure during District Training. Hence, it was decided to keep the system as at present namely of conducting the final exam at the end of Phase I which would also include concurrent evaluation, take home assignments and quizzes and spot tests etc.

However to achieve the objective of integrating the theoretical inputs during Phase I with the practical experience in the field, the Academy should revisit the present system of assignments and introduce more rigour and objectivity in the same. The assignments could be so designed as to draw upon the inputs given in Phase I and relate them to the Officer Trainees’ own perception of field situation. At present the Officer Trainees are required to do a District assignment on a topic of their choice, and also present their experience on another issue during Phase II. Besides this, they also do a socio-economic and land reforms survey of a village, where they collect primary data and analyse it. This report is examined by the Centre for Rural Studies at the Academy. The OTs also send monthly or daily dairies outlining their learning from different aspects of the District Training. This is a useful tool, and should be continued.

While the current system is adequate in terms of reporting on the OTs District Training, it can be further tightened to integrate the Phase I inputs. This could be done through :-

� Giving a project to implement as part of one of the RD schemes. The OTs could then work out the usefulness of the project using the Project Management tools taught at the Academy.

� The inputs on data analysis could be integrated with a statistical analysis of a sector, such as agriculture, self help groups. This could be an operational research feeding into the programme at the District level. This will provide a “practical” orientation to the study of the OT.

� Both the project management and statistical analysis should have examination of the economic, management and political factors aiding or impinging on the project/study.

� Evaluation at Phase II can be done by means of presentation before a panel of practioners and subject matter experts. Clear evaluation guidelines communicated to the OTs before hand to ensure standarization and rigour in the same.


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Part III : State and District Training

5.5 Learning Objectives during State/District Training 5.5.1 As the Handbook of District training for the IAS Professional Course puts it:

While the training in the Academy is largely national in outlook, the district training is State-specific. It exposes the probationers to the ethos and realities of administration at the field level. This is also the time when the probationer is acquainted with the people and their customs, the region and the State and its language. Through this process of training, the probationer tries to pierce through the veil of surface reality … It is through this interaction with people at the grassroots level and various institutions that a bridge is created between the administrator and the people whom one is required to serve throughout one’s career.

It follows, therefore, the importance of ensuring that the quality of district training is high in all cadres cannot be stressed enough. That this is a major challenge and required to be addressed in a time bound manner has been elaborated at considerable length in Section 3.13 of Chapter 3.

5.6 Structured Training Pattern 5.6.1 The importance of all States having a structured program of training cannot be emphasized enough. This would ensure that the training outcomes are less subject to the vagaries of individuals, be they OTs or the District Collectors. The LBSNAA had prepared a compendium of District Training schedule of almost all States for the ATIs conference in 2004 which shows large variations in the training schedules. The compendium is at Annexure-II (Appendix V). The Committee would suggest that States which do not have a structured program may develop their own structured programs. While developing such a program, they may take note of the practice in States with a structured program40. It is important to give equal importance to revenue and developmental administration. The structured training program should provide, among others, for:

� attachments with Total Sanitation Programme, Education Department, Health Department, ICDS , National Rural Employment Guarantee Programme, the largest urban agglomeration in the State as well as a small municipality in the training district,

� interaction with key development workers like community health workers, Aanganwadi workers, ANMs, school teachers, and visits to key institutions like ANM Training Schools, District Institutes of Education and Training, Aanganwadi Training Centres, should be integrated with an IAS OTs work in a district.

� independent charges of key posts in Revenue, Panchayat Raj and Urban Development departments which would help the OTs pick up the nitty gritty details of administration, and

� participation in special events like elections, major melas like the Kumbh Mela or Pushkaram, disasters, even if they were to occur in another district

40 For ready reference, the pattern prevailing in Andhra Pradesh, Maharastra, and Rajasthan is given in Annexure II [Salient Features of the Foundation, Phase I, State and Phase II Training]. Table I of this chapter gives a model pattern suggested by Dr. H. S. Anand


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5.6.2 Needless to say all, even States with a structured training pattern need to revise the training pattern taking note of the alteration in the duration of the State/District training suggested by the Committee. While doing so, they may take note of the general principles set out at para 5.6.1 above.

5.7 Strengthening of ATIs 5.7.1 As set out in para 3.13.2, wherever necessary, ATIs should be strengthened. It is also important to give the post of Director/DG status, importance and dignity so that it comes to be a coveted post than a gulag.

5.8 Choice of Training District and District Collector 5.8.1 The Committee recommends that

� The district chosen should not be a predominantly urban district, which would be atypical and not provide full opportunities for the OT to pick up all the skills and competencies. In some States a few districts which offer full scope for the training are designated as training districts, and Collectors of proven ability are posted in such districts, and all the officers with whom the OT would be attached are oriented to the task of training. This practice could be considered for adoption.

� The “training” Collector should be chosen with discernment; the Collector chosen should be an officer reputed for his integrity and competence; the allotment of an OT for training should come to be recognized within the service as a honor bestowed for outstanding dedicated service.

� Where a District Collector is transferred to another district, the OT also may be transferred along with him.

� Institutional arrangements should be put in place to oversee the discharge of the training responsibility by the Collectors chosen for training OTs, and

� The practice in Rajasthan set out at para 3.13.3 could be considered for adoption. The dialogue could be between the training Collectors, Director/DG ATI and the Secretary to Government in charge of training. The outcome of the dialogue can be reported to the Chief Secretary for appropriate guidance and directions.

� The Academy should extend all assistance in the selection of districts for deployment of the OTs for District Training.

� It is important that the State Government/ATI be encouraged to play an active role and provide close guidance and supervision of District Training. As the capacity of the State Governments/ATIs to effectively guide and supervise such training increases, the Academy should concentrate on quality control of the State component of training as set out in para 3.13.5, even while continuing to play a role complementary to the Training in States.

5.8.2 The Committee noted that the structure of District Training in Rajasthan initially includes visits followed by attachments and then independent charge of various posts. Emphasizing the importance of independent charge being held by OTs, it was suggested that Central Government and the Academy should discuss this with State Governments to ensure that OTs are given independent charge.


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5. 9 Fostering Linkages Between the Training at LBSNAA and in the States/Districts 5.9.1 Institutional arrangements should be put in place for a dialogue between LBSNAA, ATIs and the State Secretaries in charge of training so that towards the end of Phase I, before an OT reports to the State for training, he is provided a clear schedule of training in the ATI and the district, and departure from the schedule should occur only if major events that provide for experiential learning such as disaster relief or elections or a law and order situation occur.

5.9.2 The linkages between the training at LBSNAA and in the States/Districts would be further strengthened by the revised structure of LBSNAA proposed in Section 9.8 of Chapter 9. It is proposed to register LBSNAA as a society under the Societies Registration Act; five Chief Secretaries would be associated with the Board of Governors and three State Secretaries in charge of training with the Executive Committee.

5.9.3 The Committee also recommends that the nomenclature of District training be changed to ‘Training in the State’.

5.9.4 The Committee also accepted the suggestion that States may be advised to revise their manuals for training of Assistant Collectors that include the schedule of district training as well as suitable material related to State laws – to be provided to OTs before they leave for District Training.

5.9.5 The States should also be advised to review their models of departmental exams and to ensure that the Departmental exams are conducted regularly. The models of Andhra Pradesh, Maharashtra and Rajasthan may serve as reference. These are placed at Appendix VI-VIII of Annexure II.

5.9.6 Suitable modules may also be designed by the States for imparting training to non-PCS/SCS officers selected into IAS, to supplement the training they undergo at LBSNAA with an All India perspective.

5.10 District Assignments and Action Research 5.10.1 Presently OTs are evaluated with reference to the following assignments to be done during the State/District training:

� Socio-economic study of the village

� Land Reforms

� Assignment on District Administration

Following is an illustrative list of district assignments:

� Law and Order

� Electricity Sector Development:

� Issues in District

� Tribal Issues

� Gender Issues and Development

� Issues in Water Management


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� E-Governance in district administration

� Health Sector Issues

� Disaster Management

� Urban Management Issues

� Tourism

5.10.2 The Committee would suggest the allocation and evaluation of assignments may be reorganized as follows:

� Socio-economic study of a village

� Socio-economic study of a town

� Action Research

o for improving service delivery, or

o a major program, or

o strengthening key institutions like ANM Training Schools, District Institutes of Education and Training, Aanganwadi Training Centres

� District assignment relating to social sectors

� District assignment relating to revenue, relief and rehabilitation, and regulatory functions

It may be mentioned that many young officers suggested revival by LBSNAA of the system of action research

5.10.3 Land reforms and land ownership should be covered in the socio- economic study of a village and town. It could also be one of the topics for an assignment relating to revenue, relief and rehabilitation, and regulatory functions. The learning derived from the immersion programs as well as the inputs received from the courses in the Foundation Course and Phase I training should be used to plan the study. The report on social sector should document the whole process of decentralized planning in some of the social sectors chosen. For the district planning reports to be of standard quality based on agreed methodology, it will be important to develop templates for data analysis and reporting so that the thrust on evidence based reporting is strong and reliable. In this regard, District Human Development Reports can serve as a useful template. This assignment should not only highlight the strengths of the system in the district concerned but also the key challenges and innovations required for that system to deliver better. Some kind of SWOT analysis of the system of planning and implementation of such programmes in the district would be very useful in developing a right analytical framework. Besides allotting marks for this work, LBSNAA could tie up with the concerned Ministries in Government of India for rewarding the best reports on district specific social sector programmes. These reports will be a very useful feed back to the Central Ministries involved with those programmes. By instituting awards for outstanding documentation and analysis of the district planning process in the social sector, we would be encouraging OTs and at the same time getting quality output from the fieldwork.


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Part IV : Phase II Training

5.11 Focus on Experience Sharing & interactive Sessions 5.11.1 The extension of duration by four weeks, excluding the period proposed for the study tour to ASEAN countries/China, could be used to deepen the experiential learning expected from this Phase. It is desirable to have more structured processes for enhancing that learning. There should be as few lectures as possible and the modules as well as seminars should be in an interactive mode. Guidelines should be issued to the guest speakers for the modules and seminars such that their inputs are presented in a way that enhances interactivity and, experiential learning by OTs. Development of appropriate cases and simulation matter would enhance the experiential learning.

5.11.2 Following is an illustrative list of modules and seminars that are being conducted in Phase II

� Module on Disaster Management

� Module on National Security

� Module on Elections

� Interaction with IAS officers of 6-9 years seniority

� Weapon Training Module at IMA

� Seminar on Law & Order

� The Effective Sub-divisional Officer [SDO] Seminar

� Seminar on Human Rights

� Seminar on E-Governance

� Interaction with IAS officers of “Golden Jubilee” batch, namely officers who joined IAS half-a-century ago and come to LBSNAA for a retreat.

� Interaction with Heads of State Administrative Training Institutes.

5.12 Additional Modules and Seminars 5.12.1 The highly popular Effective Sub-divisional Officer [SDO] Seminar may be replicated for the following:

� Chief Executive Officer, Zilla Parishad

� District Collector

� Municipal Commissioner

5.12.2 There should be balance between topics relating to revenue and regulatory administration, and of social and human deve lopment. Following is an illustrative list of modules/seminars that may be organized in respect of social and human development

� National Rural Health Mission

� National Employment Guarantee Act

� Challenge of Universal Elementary Education and Universal Literacy

� Social Security


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� Right to Food

� Convergence of Services

� Delivery of Urban Services

� Managerial and Participatory Methods for Enhancing the Effectiveness and Quality of Basic Service Delivery

� Livelihood Issues

� Self Help Groups as Vehicles for Empowerment and Development

� Enterprise Development

� Microfinance

5.13 Additional Inputs on eGovernance 5.13.2 These are given in Table XI.


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Part V : Dr. Agnihotri’s Restructured Training Pattern – a juxtaposition of theoretical inputs and practical training 5.14.1 In his paper developed on a request by the Committee, Dr Agnihotri fleshed out the concept, worked out the implications and suggested concrete modalities whereby the sandwich training could be restructured.

The Argument 5.14.2 At present the Professional Training Programme for the officers recruited to the Indian Administrative Service comprises (i) Professional Course (Phase I), including Bharat Darshan, (ii) District Training, and (iii) Professional Course (Phase II). During the course of various discussions and deliberations of the Syllabus Review Committee, the following points have been raised favouring an appropriate restructuring of the entire gamut of training inputs:

(1) The linkage between the theoretical inputs and practical training is somewhat nebulous, giving rise to a perception among the Officer Trainees (OTs) that the theoretical training does not equip them adequately to face the challenges of real life situations in the field.

(2) The compartmentalisation of on campus and field training input gives rise to training fatigue because of the monotony of each type of inputs.

(3) Juxtapositioning of theoretical and practical inputs (comprising experiential exposure and immersion) sequentially on each identified module would help reinforce the import of training much better.

(4) The range of field situations that the IAS officers have to manage in the first 6-7 years of their post-training service in different states across the country is indeed very wide. Any attempt to provide adequate inputs in respect of all of these is not only impractical but also leads to the proverbial spreading of the butter too thin. Under the circumstances, it would be better for the LBSNAA to focus on a few key and robust modules through theoretical and practical exposures. Inputs relating to the remaining categories of field situations and jobs, including non-district assignments, could be left for the State Governments to prioritise and deliver as well as for the informed and alert OTs to pick up on their own, either during the training schedule or as they go along in their careers.

(5) IT-enabled Distance Learning Packages, supported by a mentoring system, could also be developed to meet the more specific requirements and aspirations of the OTs.

Restructuring Parameters 5.14.3 In the light of the foregoing discussion it is proposed to suggest a restructuring of training of IAS officers, keeping in view the following parameters:

(1) The theoretical and practical (theo-practical) inputs should be juxtaposed, as far as possible, for better reinforcement of training.

(2) A few key modules should be identified for robust coverage, coordinated by the LBSNAA.

(3) (a) In order to ensure ‘registration’ of OTs in the allotted State after Phase-I, for purposes of acclimatisation, arrangements for payment of salary, allowances, TA/DA etc., they should necessarily report to a district in the allotted State before proceeding to any out-of-the-state-location for practical training etc.


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(b) A part of the training time should be set apart for the State Governments to utilise for coverage of important state specific inputs, including laws, language etc. This may comprise about 6 weeks when they first report to the State Government during district training and another 8 to 12 weeks at the end of their 2-year training schedule (pre- or post- Phase II).

(4) A continuum of Integrated Theo-practical Modules (ITM) should be developed and delivered by LBSNAA to cover most of the training time presently available for Bharat Darshan, Phase I, District Training, and Phase II. The structure of each module should be developed on the lines of Village Socio-Economic Survey. It should be preceded by a briefing session and concluded with a debriefing session.

(5) Since training infrastructure to provide quality inputs in respect of all important sectors is not uniform or adequate across various states / districts, it may be necessary to provide flexibility in terms of district level inputs to be delivered in different districts or even in a different state for various key modules. This could be coordinated by the State level Administrative Training Institutes (ATIs).

(6) Certain ATIs may have to be identified and designated as Regional Training Centres for purposes of providing training to OTs of other states in respect of some key training modules.

(7) Rural Development and Urban Management ‘immersion’ programmes could be the key features of Bharat Darshan, in addition to Army Attachment.

(8) In view of admittedly inadequate inputs during training to cover all the assignments and situations that an IAS officer is required to handle in the first 6-7 years of her/his post-training service, an online advisory system coupled with IT-enabled distance learning packages, to assist the young officers facing situational dilemmas and difficulties, needs to be institutionalised. This would necessitate an arrangement through which a panel of counsellors/ advisors/ mentors would be maintained and they would be paid an annual retainership fee as well as an hourly fee for the time spent in counselling, advising, delivering distance learning packages and evaluating / assessing.

Alternative Models 5.14.4 The following alternative models of a continuum of integrated theo-practical modules (ITM) are for consideration:

1. Phase I (post Bharat Darshan) and District Training may be made into a single training continuum, comprising theoretical training at LBSNAA followed by practical training in the districts in respect of certain identified key training modules/clusters. Thus a period of about 66 weeks may comprise two stays at LBSNAA, each followed by practical training in the State/District Attachments.

2. Bharat Darshan, Phase I and District Training may be made into a single training continuum, comprising theoretical training at LBSNAA followed by practical training in the districts in respect of certain identified key training modules/clusters. Thus a period of about 76 weeks may comprise three stays at LBSNAA, each followed by practical training during Bharat Drashan and State/District Attachments.

3. Bharat Darshan, Phase I, District Training and Phase II may be made into a single training continuum, comprising theoretical training at LBSNAA followed by practical training in the districts in respect of certain identified key training modules/clusters. Thus a period of


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about 82 weeks may comprise four stays at LBSNAA, at least three of which would be followed by practical training during Bharat Darshan and the State/District Attachments.

5.14.5 Of these three models, the one at serial number (3) is strongly recommended.

Restructuring Capacity Building System 5.14.6 For implementing this Alternative Model for building requisite capacities among the OTs, inter alia the following arrangements would need to be considered:

(1) Some states have traditionally ensured careful selection of districts where the OTs are to be trained. This practice would need to be universalised in order to facilitate optimal delivery of the modules.

(2) To the extent possible, the OTs should be detailed for training to districts where the Collector / Deputy Commissioner is not likely to be changed during the period of District training.

(3) The training infrastructure at LBSNAA would need to be suitably upgraded to make it internationally best-in-class. Similarly, the State ATIs would also need to be infrastructurally strengthened as well as suitably empowered.

(4) The faculty in LBSNAA as well as the ATIs would be selected (with a right combination of administrators and professionals), motivated and trained in such a manner as to ensure successful delivery of the selected modules. Proper selection and development of the faculty, imbued with a mission to guide the OTs acquire excellence in public service delivery – with an open architecture and a secular mind-set - would be of the essence.

(5) Templates for development and delivery of the modules, somewhat on the lines of the Village Socio-Economic Survey, would need to be designed, as stated above.

(6) A module-related system of evaluation of OTs performance during training, including provisioning of adequate weightage to the assessment of District Collector / Deputy Commissioner, would need to be incorporated.

(7) A part of the training period of the OTs in the allotted state may be set apart for state-specific inputs, out-side the modular arrangement of this Alternative Model.

(8) For future, a system of Integrated Delivery of Learning Experience (courtesy Centre for Good Governance, Hyderabad), comprising the complete range of higher education, UPSC examination, FC, Phase I (including Bharat Darshan), District Training, Phase II as well as proposed Phases III, IV and V, would need to be conceptualised, developed and delivered.

Model Schedule: An Illustration 5.14.7 Taking into account various considerations involved in the delivery of the Alternative Module, an illustrative schedule is given below:

SL. NO.

TRAINING PHASE & DURATION MODULAR INPUTS METHODOLOGY

1 2 3 4

1 Phase I: Pre-Bharat Drashan

(2 weeks)

In-class Inputs: (1)Public Private Partnership (2)Extremisms, Terrorism and Naxalism

Lecture, Panel Discussion, Case Study, Film, Group Work, Exercise (Language), Hands -on (Computer)


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(3) Briefing on ITMs (4) Language & Computers

2 Bharat Darshan

( 8 weeks)

In-field Inputs: (1) Immersion Programme (2) Interaction with Army, Navy and Air Force (3) Calling on VIPs in Delhi

Field Visit, Attachment, Paper / Report Writing

3. Phase I (Part One)

(8 weeks)

In-class Inputs: (5) Debriefing on ITMs (6) Criminal Law Administration (7) District Administration (8) Institutions of Self Government (9) Social Sector Interventions (10) Briefing on ITMs (11) Language & Computers

Presentation, Lecture, Panel Discussion, Moot Court and Mock Trial, Case Study, Group Work, Seminar, Film, Exercise (Language), Hands-on (Computer)

4. District Training (Part One)

(24 weeks)

In-field Inputs: (4) Court Work (5) Independent Charges as Circle / Revenue Inspector and Tahsildar, (6) Independent Charge as BDO (7) Local Laws and Language at ATI (8) State Darshan and other attachments, as decided by the State Government

Independent Charge, Court Hearing and Judgment Writing, Lecture, Exercise, Field Visit, Attachment, Paper / Report Writing

5. Phase I (Part Two)

(10 weeks)

In-class Inputs: (12) Debriefing on ITMs (13) Project Management (14) Interaction with politicians & media (15) Disaster Management (16) Conduct of Elections (17) Skills for Effective Administrators (18) Briefing on ITMs (19) Law, Language & Computers (20) Examinations

Presentation, Lecture, Panel Discussion, Case Study, Group Work, Seminar, Film, Moot Court and Mock Trial, Exercise (Language), Hands-on (Computer)

6 District Training (Part Two)

(24 weeks)

In-field Inputs: (9) Court Work (10) Independent Charge as Project Director DRDA / ITDA

(11) Independent Charge as CEO Zila Parishad (12) Role in Conduct of Elections and Disaster Management, if possible

(13) Language (14) Secretariat, Legislature and other attachments, as decided by the State Government

Field Visit, Independent Charge, Attachment, Court Hearing and Judgment Writing, Paper / Report Writing, Distance Learning (Language)

7. Phase II

(6 Weeks)

ITM: (21) Debriefing on ITMs (22) Assessment of Modules (23) Experience Sharing (24) Law, Language & Computer Instructions

Presentation, Assessment, Group Work, Simulation and Role Play, Moot Court and Mock Trial, Exercise (Language), Hands -on (Computer)

Total Duration (excluding travel time): 82 weeks


104

The Constraints 5.14.8 In the implementation of this Alternative Model, following difficulties / hurdles may be faced and would need to be adequately resolved:

(1) It may not be possible for the OTs to attend to the Court Work assignments adequately during the District Training if they have to shuttle between the LBSNAA and the district.

(2) There will be time and financial cost implications if the OTs have to travel from the LBSNAA to the District and back twice.

(3) The training calendar of the LBSNAA would also need to be rearranged suitably, especially in order to provide an additional slot for OTs coming to LBSNAA half way through their District Training.

(4) The States would also be required to fine-tune and realign the training schedule of the OTs in the State/district in order to match the needs of the ITM.

(5) Adequate training infrastructure would need to be created in ATIs identified as Regional Training Centres.

Suggested Solutions:- 5.14.9 Some suggestions to deal with the above constraints are as follows:

a. As regards court work, this problem is relevant only for those states where magisterial powers are conferred on the OTs and they are required to do actual court work. Experience shows that after the OTs reach the district, it takes considerable time to get the cases transferred. Again, sometimes, the cases transferred are not really ripe for hearing. If these two issues are sorted out with cooperation of the District Judiciary, adequate court work can be transacted in spite of the break in the district training.

b. Regarding restructuring of the training calendar at LBSNAA, according to the Modular Schedule suggested above in Section 7, the OTs will leave for the states 16 weeks after the start of Phase I (Part One) and return to LBSNAA 24 weeks thereafter. Adding a couple of weeks as transit period, we are talking OTs returning to LBSNAA about 44 weeks after the start of Phase I (Part One) approximately in the second week of December in Year 1. Adding 44 weeks to that takes us to end of September in Year 2. 10 weeks of Phase I (Part Two) between October and mid-December is climate-wise as well as otherwise not difficult to fit in, with new infrastructural facilities coming up. In terms of mix of training programmes on the main campus, it would be doing the FC and Phase I together, which in any case is happening today with Phase I being combined with second FC. There are no insurmountable difficulties here.

c. Strengthening of infrastructure at State ATIs and fine-tuning of District Training are on-going initiative and would need to be pursued.

d. The additional finances needed for the purpose are well within the means of the Central Government. As the saying goes, where there is will, there is way.

e. IT-enabled Distance Learning Packages, supported by a mentoring system, could also be developed to meet the more specific requirements and aspirations of the OTs.


105

5.14.10 During the validation workshop Dr. Agnihotri emphasized that the model attempts to juxtapose the theoretical inputs and practical training in District Training. The Academy did not favour this model on logistical and budgetary considerations. While respecting the views of the Academy and the logistic issues involved in bringing the OTs back to the Academy in the middle of their Training in the State, the Chairman and Member Secretary emphasized the need to explore ways to operationalise either the model presented by Dr. Agnihotri or other alternate means in order to establish closer co-relation and proximity between academic inputs received in the Academy, the related field experience during the District Training, and facilitate the process of helping the OTs assimilate their district experience on their return to the Academy.


106

Part VI : Overall Evaluation of OTs for the Purpose of Fixing Inter-se Seniority 5.15.1 The patterns presently being followed by LBSNAA is given in Section V of Annexure II entitled Salient Features of the Foundation, Phase I, State [District] and Phase II training. The Foundation Course has come to stay and it is desirable to build in the evaluation at the end of the Foundation Course as part of the overall evaluation of OTs for the purpose of fixing inter-se seniority.

5.15.2 The patterns presently being followed by LBSNAA may continue with the following modifications:

� the reorganization of subjects, and

� the reorganization of subjects in the assignments during State/District training, and

5.15.3 In the present pattern 150 marks are allocated to the final examination of the Foundation Course and 300 marks to the IAS Probationers’ Final Examination. There is no justification for the differentiation between these two examinations. The examinations at the end of the Foundation Course may be taken to be the first part of the IAS Probationers’ Final Examination; the concluding part of the examinations may be conducted after the completion of the State/district training for the reasons set out at Section 5.4 above. Table XII gives the proposed allocation of marks for the different subjects proposed for the Induction training as a whole.

5.15.4 The assignments during district training account for a maximum of 75 marks. These are allocated among the assignments proposed as follows:

Socio-economic study of a village 10

Socio-economic study of a town 10

Action Research 20

District assignment relating to social sectors 17.5

District assignment relating to revenue and regulatory functions 17.5


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Table I

Common Pattern of State Attachment of IAS Probationers

Sr.

No.

Types of Attachment Total Duration Independent Charge Comments

1. Institutional Training at ATI 7 weeks (4 weeks at the start of IAS Probationers State Attachment & 3 weeks at its closing)

Sandwich Pattern

2. Collectorate Training Including Preparing of District Development Plan (DDP)

10 DC Office Branches for 5 weeks

3. Revenue Training 4 Tehsildar (2 weeks) Land Management, Computerization of Land Records Consolidation of Holdings & Land Reforms.

4. Police Training Including Thana 2 SHO (1 week)

5. Judicial Trg. Including inspection of jail with District & Session Judge

2 JM-II-2 Timely Receipt of Judicial Powers

6. ZP/DRDA 2

7. Panchayat Secretary & BDPO 2 Panchayat Secy. BD & PO 2)

8. Secretariat 1

9. Health Services 1

10. Education 1

11. Civil Supplies 1

12. Social Welfare with emphasis on Development of SC/ST

1

13. District Financial Management 1 Including Treasury

14. Urban Local Bodies & Urban Development 2 Substantive Charge of a Municipal Committee

15. Agriculture/Milk Fed/Fishries Mining 2

16. Water Resources Management 1 1

17. Industrial Development 1 1 Substantive charge of GM, DIC

18. Transport, Communication & Allied Services 1

19. Sub-Divisional Officer (Civil) 4 2

20. State Darshan 2 State Agriculture University, Water Management Project and other Important Projects

Total Duration 48


108

Part VII : Flexible Training Schedule for Special Inputs 12. Each State has certain special socio-economic characteristics and they require Special

Inputs of Training. These special inputs can relate to areas like Command Area Development, River Valley Projects, Hill Area Development or Coastal Development. A four weeks Flexible Training Schedule for Special Inputs is recommended for this purpose.

Source: Dr. H. S. Anand, Strengthening of Administrative Training Institutes in States/Uts: A Structural Functional Approach , Haryana Institute of Public Administration, Gurgaon.

Table II

The IAS Professional Course Phase I Additional Inputs of Governance, Ethics and Leadership

Sl.

No.

Syllabus Theme – Topic

No. of Sess-ions

Session Objective

Methodology Adopted

Key Learning Points & Key Experiences

At the end of the session, the trainee should know -

1. Stakeholder Analysis & Gap analysis

6 To understand the process and objectives of stakeholder analysis.

4 lectures,

2 Case studies

§ How to conduct a stakeholder analysis;

§ How to identify lacunae in programmes & projects from the multiple points of view of various stakeholders

2. Strategic Management

4 To appreciate the application of the principles of strategic management

4 Cases § How to draw up a strategic plan for an organisation

3. Organisational behaviour, leadership profiling, team work etc

12 team games, exercises

4 IAS in perspective


109

Table III

The IAS Professional Course Phase I

Additional Inputs of Public Administration and Management

� Issues in the north east

� Basic Administrative Skills & Procedures

� Project Management

� Media Management

Table IV


Additional Inputs of Human and Social Development

I. Perspectives on Development

� Historical perspective of development

� What is development and how do we measure it?

� Role of the state, markets and international institutions

� The role of private sector and civil society

II. Concept and Evolution of Human Development

� Growth and Development and Inequality

� Capability, Basic Needs and Quality of Life Approach

� Human Capital, Human Rights and Human Security

� Human Resource Development and Human Development

� Millennium Development Goals and Human Development

III. Dimensions of Human Development

� Human Development – empowerment, cooperation, equity, sustainability, participation

� Applications – consumption, education, health, economic opportunities, people’s participation, gender equality, environment, freedom and democracy, cultural liberty

� Understanding Capability Deprivation – income and human poverty

IV. Measuring and Reporting

� Measurement

o Earlier indices and their limitations (PQLI, DALY)

o Human Development Index (HDI)


110

o Other HD indices – HPI, GDI, GEM

� Reporting

o HDRs – emergence, impact and limitations

o The Indian experience – national and sub-national HDRs

IV. Issues in Social Development

§ What is social development?

§ Interplay of key components of social development – poverty, education, health, gender, environmental sustainability

§ Gender as a cross cutting issue

VI. Health

� Health: Emerging Issues and challenges in health care management

§ Trends in health/epidemiological and demographic transition in developing countries

§ Social determinants of health and mortality - inequalities in health

§ Trends in Health Care in India

§ Population & Family Welfare

§ Primary Health Care – “Health For All”

§ Child Development and nutrition

§ Challenge of Maternal and Infant Mortality Reduction

§ Addressing HIV/AIDS control

§ Reforms in the health sector in India

� Health: Economics of Healthcare

§ Distinction between health and health care - nature of health care as an economic commodity.

§ Investing in health – the multiplier effect

§ Opportunity costs and problems of rationing health care.

§ Economics of financing health care and different approaches taken by governments in different countries – healthcare market, health insurance. How markets and insurance markets work, and how they can fail for health care.

§ Role of international and bilateral aid for health – recent trends in aid packages such as “sector support” and its implications for the health system

� Health: National Schemes including National Rural Health Mission, and the Integrated Child Development Services

VII. Education

� Education: National Development and Education Policies in India

o Pre independence and post independence period


111

o Trends in Education in India

§ Elementary Education

§ Adult Education

§ Secondary Education

§ Higher Education

§ Technical Education

o Reforms in the education sector - an analysis and comparison with international trends

� Education: Issues and Challenges in Universalizing Education

o Vulnerable population – such as children, girls, differently abled, children with special needs, migrants, tribal etc

o Enhancing quality of education

o Convergence of Health, Child Development, and Education at grassroots level

o Role of civil society organisations

� Education: National Schemes including National Literacy Mission, Sarva Siksha Abhiyan etc.

VIII. Poverty Alleviation, Livelihood, & Employment Generation

� Incidence and dimensions of poverty in India

� Employment & unemployment

� Poverty alleviation and employment generation programmes

� Housing and basic services to the poor

� Water supply & sanitation

� Rural poverty alleviation – Approaches

� National Rural Employment Guarantee Act

IX. Institutions & Development

� Self-help Groups

� Microfinance

� Panchayat Raj Institutions

� Urban Bodies

X. Affirmative Policies and Development of Disadvantaged Sections

� Scheduled castes

� Scheduled tribes

� Minorities

� Other backward classes

� Persons with disabilities


112

XI. Food Security

XII. Urban Governance & Urban Development

� Causes of urbanisation

� Urbanisation and economic development

� Global trends and responses to urbanisation

� Urban decentralisation in India

o 74th Constitutional Amendment Act [CAA]

o Comparisons between 73rd and 74th CAA

o Municipalities’ Acts – overview and assessment

o Comparative assessment of participatory processes in rural and urban decentralization

o Urban management challenges

§ Human resources

§ Urban Poverty issues

§ Services – Solid Waste Management, water supply and sanitation, public works, public health, education etc

§ Financial management

§ Inter-institutional relations in urban services

§ Rural-Urban issues

o Jawaharlal Nehru National Urban Renewal Mission

Table V

The IAS Professional Course Phase I District and Regulatory Administration

1. District Administration

� Administrative framework, structures and functions

� Line Departments and coordination

� District Planning Board/District Minster

� Special project agencies created to implement specific projects/programmes or to meet specific objectives such as the Integrated Rural Development Authority and the Integrated Tribal Development Authority.

� The district level judiciary

o Relations with judiciary


113

� Central Government organizations in the district

o IB

2. Office of District Collector – Direct responsibilities, as well as Coordinating role where direct control does not exist, in spheres of:

� Public security and law & order

� Land record administration and land revenue court work

� Disaster Management

� Civil supplies and public distribution system

� Supervision of district treasury

� Conduct of elections

� Protocol

� Development

� Urban and municipal affairs

� District planning

� Registration & Stamps

� Excise

� Industries

� Cooperatives

� Social Welfare

� Removal of public grievances

� Conduct of census – human, livestock, agricultural, industrial

� Coordination with bankers

� Supervision of jails

� Supervision of prosecution staff

� MP/MLAs Local Area Development Programmes

� Procurement of agricultural produce

� Conduct of special campaigns

� Numerous residual duties

3. Panchayati Raj Institutions & Municipalities: Constitutional Bodies at the District level

� Panchayati Raj 1959 – 1993

� 73rd / 74th Constitutional Amendments

� Three tiers of PRIs and relations amongst them

� Functions, functionaries and funds provided to PRIs and municipalities


114

� Relations between PRIs, Mayors, and MPs, MLAs, state and district level politicians

� District planning

� Gram Sabha/Ward level Committee

� Role and functions of CEO Zilla Parishad, Block Development Officer, Gram Sevak, Municipal Commissioner

� Local Fund Audit

4. Land record/revenue administration system

� SDO, Tahsildar or Mamlatdar, Inspector Land Record, Girdavar [Circle Revenue Inspector], Patwari or Talati [Village Revenue Officer]

� Organization of Tehsil, Sub Division and Collectorate offices

� District Manual, Treasury Manual

� Land and tenancy reforms and impact, tenancy laws, land ceiling issues, maintenance of land records, survey and settlement, land acquisition, rent collection, public demands recovery, land disputes and revenue court cases.

� Land Acquisition and Rehabilitation

5. Internal Security

� Organization of police administration in the district,

� Role of executive magistrates

� Police Magistracy relations

� Handling Law and Order

o Intelligence collection,

o Dispersal of unlawful assemblies,

o Principles of crowd control,

o ESMA,

o Preparation of reports under NSA,

o Commission of Enquiries Act,

o Regulation of foreigners registration and movement

� Insurgency

o Problems in insurgency affected areas

� Terrorism

� Civil- military liaison

� Human rights, and maintenance of law and order

� Media and handing law and order situations


115

6. Disaster Management

� Planning for coping with natural calamities and manmade disasters

� Relief and Rehabilitation

� Managing media

� Managing civil society organizations

7. Conduct of Elections

8. Fairs, Melas

9. Protocol

� Dealing with citizens and elected officials, and politicians

10. Grievance Reddressal

Table VI

The IAS Professional Course Phase I Additional Inputs of eGovernance

Service Delivery

Session learning’s for the participants

i)Introduction to service operations

(ii)Design of service operations

(III) Strategies for managing capacity constrained services

4

2 Lectures

2 Case Studies

Business Process Re-engineering

(i)Mapping work processes

(ii) Work improvement and simplification

3

2 Lectures

One Case Study

National e-Governance Plan (NeGP) for India


� Overview of NeGP on e-Governance

� Status of Mission Mode Projects

� Role of Ministries of Government of India in NeGP

� Role of State Governments in NeGP

1

Leadership and Motivation


� Technology absorption management

1


116

� Motivation and incentive

� Project ownership)

e-Governance case study 1 - G2G : SmartGov application in A.P. or any other G2G workflow application

1

e-Government Project Planning


� IT vision and strategy for the departments

� Components of e-government project

� Components of feasibility study report

� Components of System Requirement Study (SRS) report

� Components of Request for Proposal (RFP) report – Technical specifications & scope of work, Commercial terms & bid formats, draft agreement & Service Level Agreement (SLA)

� Procurement for e-Government – different models

(MCA21 and e-Procurement as Case study)

2

e-Governance case study 2- Related to G2B (MCA21 initiative) 1

Software Development Life Cycle (SDLC) and Quality Control


� Role of Management, Users, and Designers in SDLC

� Different models of software development

� Understanding Systems Analysis, Systems Design

� Pitfalls in the SDLC

� Data collection for analysis and design

� Appreciation for quality standards and controls

2

Panel Discussion: Critical Success/Failure Factors and Challenges for e-gov 1

Policy frame work for e-Government Projects


� IT Acquisition and Disposal

� Security and Privacy

� e-payment

� Tendering

� Training and Recruitment

� Evaluation of Projects

1


117

e-Governance case study 2- e-Panchayats (Rural initiative) 1

Field Project work : Group formation and project allocation 1

Decision Support System (DSS)


� Concepts of DSS

� Data warehousing

� Data mining

� Expert systems

1

Geographical Information System (GIS)


� GIS and its components

� Spatial/Attribute data

� Demonstration of GIS application

1

Field Project work : Group formation and project allocation 1

Note: All group activity/assignment discussions should take place out-side the classroom sessions, i.e. in evenings

Table VII

The IAS Professional Course Phase I Additional Inputs of Law

S.

No

Topic & Contents Objectives Methodology

1.

Indian Penal Code

· Offences against State

· Offences against and relating to Public Servants

· Offences against Person

· Offences against Property

· Offences against Justice

· Forgery

· To understand basic concepts of Crime and principles of criminology.

· To understand the exceptions in the Penal Law.

· To understand the principles of right of private defence.

· To understand the offences against State and Public Servants and against the justice.

Lecture/

Case Studies/

Discussion leading


118

· Cheating

· Criminal misappropriation and breach of trust

· Preparation, abetment, attempt

2.

Criminal Procedure Code

· Bail

· Investigation, T.I., Parades and Dying Declaration

· Procedure relating to trials and appeals

· Security Proceedings (Chapter VIII), Breach of Peace (Chapter X)

· Emphasis on Prosecution, Role of Executive Magistrate and Preventive Action

· To understand the basic principles of Criminal Procedure.

· To apply the Criminal Procedure in proceedings triable by the Executive Magistrates.

· To appreciate the role of Police and Magistracy (i) in maintenance of Guided Law and Order (ii) Prevention of crimes, (iii) Investigation of offences and (iv) Prosecution of offenders

· to appreciate the role of Magistracy in

· administration of justice

· correctional justice

· To appreciate the role of Magistracy in

- Preventing abuse of power.

- ensuring the right to life and personal liberty to every citizen

- to ensure fair deal and just trial to every accused.

Lecture/

Case Studies/

Moot Court/

Mock Trial/

Order Writing Exercises/

Practice sessions

3.

Evidence Act

* To understand the basic principles of the Law of Evidence.

* To apply the Principles of Evidence in all administrative matters and inquiries.

* To understand the concepts of relevancy and admissibility and the burden of proof

* To understand the privileges available to government and

Lecture/

Case Studies/

Discussion leading


119

public servants.

4.

Civil Procedure Code

· A general outline of the provisions

· To understand the basic concepts of Civil Procedure.

· To understand the procedure of filing and defending civil suits.

· To understand the principles underlying the liability of government and government servants in civil matters.

· To understand the protections available to civil servants while defending civil suits.

· To apply the principles of Civil Procedure Code while functioning as Revenue Courts and Authorities.

Lecture/

Case Studies/

Moot Court/

Guided Practice

5.

Court work and Contempt Proceedings

· To understand the principles of Court Management.

· To appreciate the role of the Presiding Officer in maintaining dignity and decorum in the Court.

· To understand the power of Contempt and how to apply the same.

Lecture/

Case Studies/

Moot Court/

Guided Practice

6.

Minor Acts

· Indian Arms Act

· Essential Commodities Act

· Dowry Prohibition Act

· Protection of Civil Rights Act

· To understand the provisions of various legislations and their objectives.

· To appreciate the role and responsibilities entrusted for executing the provisions of the legislations

Lecture/

Discussion leading


120

Table VIII

The IAS Professional Course Phase I Additional Inputs of Political Economy

The inputs have been designed keeping in mind the work requirements and also the need to develop the economist’s perspective in dealing with administrative/non-market situations. The following four modules have been considered necessary:

MODULE I: ISSUES IN DEVELOPMENT OF AGRICULTRE

MODULE II : ISSUES IN DEVELOPMENT OF INFRASTRUCTURE

MODULE III : ENTERPRISE ECONOMICS

MODULE IV: PROJECT ECONOMICS

MODULE V: ADMINISTRATIVE ECONOMICS

MODULE VI: STATE & LOCAL PUBLIC FINANCE

The modules have the objective of introducing strong professional inputs in a tailor-made and selective mode. Theoretical inputs shall be introduced through case studies and solutions to practical problems and issues. Strong practical/field orientations have been introduced through the mode of project studies.

Objectives

1. To professionally equip OTs for handling administrative/managerial tasks related to development programmes, projects and enterprises.

2. To develop a perspective of viewing policies, programmes and institutions in the light of incentives, trade -offs, social costs and benefits.

Contents

S.No. TOPIC CONCEPTS/THEORIES/TECHNIQUES SESSIONS METHOLOLOGY

MODULE I: ISSUES IN DEVELOPMENT OF AGRICULTRE [Two Sessions]

MODULE II : ISSUES IN DEVELOPMENT OF INFRASTRUCTURE [Two Sessions]

MODULE III : ENTERPRISE ECONOMICS [ 10 Sessions]

1 Costs Total, Average & Marginal & their behaviour, opportunity costs 3 Lecture + Exercise + Case discussion based on State public enterprise data (preferably)

2 Revenue Total, Average & Marginal & their behaviour

Demand Analysis & Estimation

4 Lectures + Exercise

3. Profitability Break-even, Shut-down & Profit Maximisation Problem of PSUs & question of subsidies

3 Lecture + Exercise + Case Discussions

Project: Viability Study Of Fair Price Shop


121

MODULE IV : PROJECT ECONOMICS [ 9 Sessions]

4 Benefits from Projects Utility Analysis for Consumers’ Surplus Externalities Present Values Valuation Problems & Solutions

3 Lecture + Exercise

5 Costs of Projects Direct Costs, Externalities and Social (Marginal Costs) Capital Costs, Operational Costs & Present Values Valuation problems & Concept of Shadow (Economic) prices, Time and cost over-runs-sensitivity analyses


6 Decision Criteria Concept of Economic Welfare NPV, Economic Rage of Return, B-C Ratio


7 Environmental & Distributional Issues

Valuation Issues 2 Lecture

Project ; Appraisal/Evaluation of an Small/Medium Irrigation Project

MODULE V: ADMINISTRATIVE ECONOMICS [ 10 Sessions]

8 Basic Theories Game Theory (Overview) Institutional (Transaction Cost) Economics

4 Lectures

9 Applications

(a) Self-Help Groups

Theory of Collective Action, Transaction Costs etc.,

2 Case Discussion+Overview lecture+ Handouts

Case

(b)Incentives in Organisation/ Case of Administrative Corruption

Principal-Agent Models/Moral Hazard 2 Discussion+Theoretical Inputs

(c) Targeting, screening and beneficiary selection

Adverse selection: pooling, self selection & screening (e.g.Micro Credit Institutions)

2 Discussion+Theoretical Inputs

Project: Critical Study of Guidelines of Selected Development Programmes (Especially Centrally Sponsored)

Module VI:STATE & LOCAL PUBLIC FINANCE [ 9 Sessions]

10 State of State Finances Revenues, Receipts & Expenditures, Borrowings etc. Overview & across states

4 Lectures+Case discussion+Handouts

11 Efficiency and Effectiveness of Public Spending

2 Lectures+Case discussion+Handouts

12 Municipal Finance Sources of Revenue, Devolution, New Sources, state-local bodies fiscal relations

2 Lecture +Case Discussion

13 Panchayat Finance Sources of Revenue, Devolution 1 Case Discussion

Project:Analysis of a Budget at any level .

Mode of Evaluation

Each officer trainee may take up any two of the four projects indicated above and work in small groups of 2-4 persons. Fifty percent of the marks should be based on the project reports and subsequent seminars on the reports. The remaining fifty percent could be on the basis of an end- term written examination.


122

Table IX


Allocation of the Module Themes Currently being Transacted Among Different Subjects


o Transparency in Government

o Organizational behavior and leadership, team work etc

o IAS in perspective

� Public Administration & Management

o Issues in the north east

o Basic Administrative Skills & Procedures

o Project Management

o Media Management

� District & Regulatory Training

o District Administration

o Land Management and Administration

o Law and Order

o Police interface

o Problems in Insurgency Affected Areas

o Conduct of Elections

o Disaster management

o Financial Management

� Human and Social Development

o Social Security

o Social Sector

o Social marketing

o Gender Issues

o Poverty

o Rural Development

o Urban Governance and Development

o Issues in Agriculture

o Environment

o Private Public Partnership

o Public Contracts/Outsourcing


123

� eGovernance

o e-governance

o ICT

� Law

o Judicial interface

o Social Legislation/ Minor Acts

� Economics

o Issues of agriculture

o Costs

o Market Failure

o Globalization, WTO and Distt Admin

Table X

Illustrative List of Topics Which Need to be Covered During the State/District Trai ning

District Administration:

1. Evolution of the district – Moghul and British periods and after independence.

2. Changing role of Collector/Deputy Commissioner/District Magistrate in British period and since independence

3. Working of various institutions existing in the district 41 and the interactions between them –

i. land revenue administration based district or revenue agency which also deals with many issues of general administration.

ii. District level offices (DLOs) and staff of various State Government Department and Public Sector Enterprises.

iii. Development Agency : the three tiers of Panchayati Raj including both elected representatives (who traditionally used to be called non-officials) and the Panchayat officials or functionaries.

iv. Municipal bodies /urban development agencies. v. Special project agencies created to implement specific projects/programmes or to

meet specific objectives such as the Integrated Rural Development Authority and the Integrated Tribal Development Authority.

vi. Offices of Central Government organizations at the district level. vii. The district level judiciary. viii. Institutional / Credit System.

41 District includes sub-district officers also


124

ix. Cooperative institutions working in various sectors like dairy, agriculture, minor irrigation, etc.

x. Civil society organzations xi. Community Based Organizations, Beneficiaries Groups or User Groups

xii. District level associations of various professional, trade, industrialists, etc. bodies. xiii. Normal Trade Channels xiv. Mass Media Network.

4. Office of District Collector – Direct responsibilities, as well as Coordinating role where direct control does not exist, in spheres of :

i. Public security and law & order

ii. Land record administration and land revenue court work

iii. Disaster Management iv. Civil supplies and public distribution system v. Supervision of district treasury

vi. Conduct of elections

vii. Protocol viii. Development

ix. Urban and municipal affairs x. District planning

xi. Registration & Stamps xii. Excise xiii. Industries xiv. Cooperatives

xv. Social Welfare xvi. Removal of public grievances

xvii. Conduct of census – human, livestock, agricultural, industrial

xviii. Coordination with bankers xix. Supervision of jails xx. Supervision of prosecution staff xxi. MP/MLAs Local Area Development Programmes

xxii. Procurement of agricultural produce xxiii. Conduct of special campaigns xxiv. Numerous residual duties

5. Panchayati Raj Institutions : Institutions of Local Self Government or Instruments for Development at district and lower levels

i. Panchayati Raj 1959 – 1993

ii. 73rd / 74th Constitutional Amendments


125

iii. Three tiers of PRIs and relations amongst them iv. Functions, functionaries and funds provided to PRIs v. People’s representative (or Panchayat non-officials) relations with panchayat

officials

vi. Relations between PRIs and MPs, MLAs, state and district level politicians vii. Relations between PRIs and civil servants at State and District levels viii. District planning

ix. Gram Sabha x. CEO Zila Parishad, Block Development Officer, Gram Sevak

6. The land record/revenue administration system –

i. SDO, Tehaisildar or Mamlatdar, Inspector Land Record, Girdavar, Patwari or Talati

ii. Organization of Tehsil, Sub Division and Collectorate offices iii. District Manual, Treasury Manual iv. Land and tenancy reforms and impact, tenancy laws, land ceiling issues,

maintenance of land records, survey and settlement, land acquisition, rent collection, public demands recovery, land disputes and revenue court cases.

7. Organization of police administration in the district, Police Magistracy relations

8. Major social sector and social security programs

9. District Consumer Forums

10. Civil Servant – Elected Officials/Politicians Interface & Relations

11. Civil Servant – Civil Society Interface

Civil Servant- Citizen Interface

Administration at State Level (at the district level the institutions and activities already referred to under heading District Administration also encompass regulatory administration)

12. Regulatory Commissions e.g. Electricity Regulatory Commission

13. State Human Rights Commission, State Womens Commission, State Minorities Commission. Commissions related to SCs/STs/OBCs, State Information Commission under Right to Information

14. Consumer Forums at State Level

15. Regulatory Departments in State Government : Revenue Department, Home Department, Personnel Department, Finance Department, Environment Department, Food & Civil Supplies Department, Transport Department, Cooperative Department, etc.

16. State Pollution Control Council

17. Departments and agencies dealing with development and welfare

Note : for district training attachments and independent charges during district training etc separate note on 52 week State & District Training has already been circulated in Syllabus Review Committee meetings.


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Table XI

eGovernance

Training module Professional course (Phase II)

Topic No. of Sessions

Individual group project work presentations and discussions 2

Budgeting and Funding e-Government projects


� Why PPP for e-Government

� Types of PPP models

� Case studies in PPP

1

e-Governance case study – G2B & G2C : MCA21 Project or any other G2B nation-wide roll out project

1

Project Management Techniques


� Contract management

� Vendor management

� Project monitoring and cost control

� Managing risks in large e-government projects

� executing roll-out plans

� Leadership, team building and managing change

2

Managing Change for e-Government


� Planning for organizational change

� Leadership skills & team building

� Handling inter-departmental project buy-in

� Capacity building for e-Gov projects

o Building ICT cadres

o Training and Recruitment Policy

1

Information System Service Management 2


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� Cost of ownership

� Managing hardware and networking infrastructure

� System administration and network management

� out-sourcing facility management

� Help-desk services for users

� Managing applications and data updation

Panel Discussion :Issues and concerns for e-Government projects Critical Success Factors

1

ACTION RESEARCH PROJECT

� e-Government G2C or G2B Initiatives

Note: All group activity/assignment discussions should take place out-side the classroom sessions, i.e. in evenings

Table XII

Indian Administrative Service (Probationers Final Examination) Regulation, 1955: Allocation of Marks Among Subjects

Subject

Maximum Marks

Foundation Course42

Maximum Marks With

One third Weightage

Maximum Marks -

Examination After

Phase I Training

Overall Maximum

Marks

Contemporary India and the Global Environment

75 25 25

Governance, Ethics and Leadership 100 33 47 80

Public Administration and Management 90 30 15 45

eGovernance 30 10 10 20

Law 75 25 35 60

Political Economy 80 27 33 60

Human and Social Development 80 80

District and Regulatory Administration 80 80

Total 450 150 300 450

42 See Section 4.11 for details


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Chapter 6

Training of Officers Promoted or Appointed by Selection to the IAS 6.1 Rules Regarding Promotion to the IAS 6.1.1 As on January 1 2006, 4790 IAS officers were in position; of these 1248 officers, or in percentage terms about 20.9 %, were officers promoted to the IAS. The existing regulations provide for the three different sources of recruitment:

(i) Direct recruitment through an all India competitive examination under the IAS (Appointment by Competitive Examination) Regulations 1955

(ii) appointment through promotion from the State Civil Services under the IAS (Appointment by Promotion) Regulations 1955, from the State Civil Services of each cadre and

(iii) selection from various Gazetted services of each state under the IAS ( Appointment by Selection) Regulations 1956.

Rules further laydown that the persons promoted from the State services should not exceed 33.33% of the number of senior posts under the State Government, the Central and State deputation reserve, and training reserves, which have been fixed as per the IAS (Fixation of Cadre Strength) Regulations 1955. It also stipulates that the number of Officers inducted from the Gazetted Services of a State would also not exceed 15% of this quota of 33.33%. In case of the State of Jammu & Kashmir, a special provision has been made and the quota for induction has been fixed at 50%, and not 33.33% as for other States.

6.1.2. Every officer promoted to the IAS is allotted a year of allotment which determines his seniority in the IAS. While fixing the year of allotment, weightage is provided for the number of years that an officer puts in the State service. The provisions of the IAS (Regulation of Seniority Rules) 1987 regulate the fixation of seniority of the inducted officers .

6.2 Present Pattern of Induction Training of Officers Promoted to the IAS 6.2.1 According to the provisions in the IAS (Probation) Rules, 1954, an officer appointed to the service by promotion is required to undergo such training in LBSNAA and the State for such period as the Central Government may direct. For the past several decades, LBSNAA has been providing induction training to State officers promoted to the IAS. The 1984 Agarwal study group recommended continuance of the four week training program that was being conducted by LBSNAA on the ground that officers promoted to the IAS from the State Services would have spent all their service in only one State, and therefore there was need to give them an all-India outlook and to enable them to obtain a comparative picture of administration on other States of the country. However, the Study Group felt that there was no need to draw up a detailed syllabus, “specially since the effort made in the course is to give the participants a broad comparative picture relating to


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the position obtaining in the different states with regard to the important fields of administration.” ‘ Although the Study Group did not recommend a detailed syllabus it suggested that officers “who had hitherto been acquainted with the rules concerning the State Services,” should “now receive an exposure “ to rules applicable to the Indian administrative Service. The Ramesh-Lahiri-Patnaik Study Group (1996) did not go into the question of the training of officers promoted to IAS.

6.2.2 Currently the induction training is of eight weeks duration, of which mini-Bharat Darshan accounts for two weeks. There is no defined syllabus for the Induction Training Programme. The overall aim is “to provide an All India Perspective by way of imparting skill, knowledge and attitude for issues related to governance and administration. & ICT.” The following topics are covered generally.

a) Public Administration – All India Service Rules, Conduct Rules, IAS in Perspective, Module on Social Sector (health and education mainly), National Security issues, Disaster Management, Panchayati Raj and Decentralization, Human Rights, Ethics & Values in Administration, micro-Finance and Self Help Groups, Law & Order and District Administration, Women Empowerment & Gender Issues, North-East issues, Issues relating to Weaker Sections, Civil-military Relations, Urban Management, Rehabilitation issues, Bio-diversity & environment, Participatory Rural Appraisal & Planning,Rural Development

b) Management—Communication Skills, Leadership, Motivation, Total Quality Management, Module on Project Management, Financial Management, Strategic Management, Counselling and Personality Development, Stress Management,Management Games etc.

c) Law—Judicial Review of Administrative action, Contempt of Court,Consumer Protection Act,Powers &functions of District. Magistrate,Employment gurantee bill,RTI Act etc.

d) Economics-- Human Development, Methods of measuring Economic development, WTO and Globalisation, State Finances,VAT etc.

e) Computers-- Use of MS Word, Power Point and Excel, use of E mail, Basic knowledge about computers and E-Governance, Cyber Crimes etc.

6.2.3 Unlike the induction training of directly recruited IAS officers, there is no fixed training calendar for the training of officers who are promoted. Training is organized as and when sufficient number of candidates are available. It would appear that while the trainees themselves are very keen States are sometimes reluctant to depute officers to training at LBSNAA. The rules should be amended, if necessary, so that confirmation of promotion is contingent upon satisfactory completion of training. It would also be desirable to have a regular schedule for training of these officers.

6.3 Training Needs of officers Promoted to IAS 6.3.1 Whatever might have been the past practice, the importance of developing a nuanced training frame for officers promoted to the IAS cannot be stressed enough. Since the 1984 Agarwal Study Group report, the proportion of promoted officers in the cadre strength has been enhanced. In recent years, the number of IAS officers directly recruited in a year has come down sharply. Consequently in quite a few States, because of the non-availability of adequate number of direct recruit IAS officers , officers promoted to the IAS are filling a large number of senior positions in the field and


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State Secretariats. There have been even instances of officers of other services being appointed to some of these posts.43 Further, the motto of the National Training Policy, 1999 is “training for all”; this policy lays stress on the development of appropriate training frames for each category of officers to be trained. Suffice to say, that induction training should not be seen as training of regular recruits44.

6.3.2 What comes out from an anlysis of the profile of the officers is that the training needs of officers promoted to IAS vary widely, and that therefore one size does not fit all. An analysis45 of the age of entry into service and year of allotment of officers who were promoted to IAS in the ten-year period 1993-2003 would indicate that the average number of years of service left for a promoted officer varies from 4.47 years in Jharkhand to 20.43 years in Andhra Pradesh.[Table I] Exceptions apart46, most of the officers promoted to IAS spend their entire career in their cadre of allotment. Those who have fifteen years or more of service can be expected to occupy very high positions in the State governments. Their training needs and career expectations are significantly different those who are promoted at the fag end of their service and have low career expectations.

Table I

Average Number of Years for Retirement of Officers Promoted to IAS during 1993-2003

State Years Left for Retirement

Jharkhand 4.47

Bihar 5.15

Orissa 11.00

Manipur Tripura 11.55

Himachal Pradesh 13.33

Uttar Pradesh 14.87

Assam Meghalaya 14.91

Jammu & Kashmir 15.00

Gujarat 15.80

Nagaland 16.25

Kerala 16.61

Maharashtra 16.72

43 An extreme example is the appointment of an Indian Forest Service Officer as Home Secretary in Jharkhand. 44 The expression regular recruit [RR] itself is an anomaly as it connotes that others are irregularly appointed! 45 Using the Civil List 2003, the “deemed age” of each officer promoted to the IAS in the ten years 1993-2003 was calculated by subtracting from the year of birth the year f allotment. The number of years left for retirement is 60, the current age of superannuation, less the deemed age. 46 There have been quite a few who held senior positions in Central Government with distinction, including Secretary to Government of India.


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Chattisgarh 17.00

Tamil Nadu 17.90

Madhya Pradesh 18.89

Haryana 19.00

Karnataka 19.36

Andhra Pradesh 20.43

6.3.3 Juxtaposing the age of entry into the IAS, and the career background, one can identify four categories of officers promoted to the IAS, they being:

i. Officers of the State Civil Service/ Probationary Deputy Collectors who get promoted to the IAS in 7-8 years, and who would have at least fifteen years of service as IAS officers. They can be expected to rise to the highest positions in their state cadres. These officers would have rich knowledge of revenue laws and district administration, and hence may not require any training inputs except in regard to the best practices and innovations

ii. Similar category of officers who get promoted towards the fag end of their service.

iii. Non- revenue Officers who get promoted to the IAS early in their career, and who would have at least fifteen years of service as IAS officers. Like the first category of officers they can be expected to rise to fairly high positions in their state cadres. These officers would not have much idea about revenue laws and district administration

iv. Similar officers who are promoted towards the fag end of their service.

6.3.4 The following would appear expedient:

� It is advantageous to train all officers of a particular year of allotment together, so that they acquire a feeling of solidarity and all-India perspective. The present induction training with some modifications would constitute the core of training. Modifications are needed particularly in regard to the changing role of government and of the service.

� The core may be adequate for officers of the third and fourth category.

� The level of competencies and skills that officers of the first and third category should acquire at the end of the induction training should be the same as that of the induction training of direct recruits. In designing the training, the experience and background of the officers should be factored in. This means that there should be add-ons to supplement the core. For the third category of officers at LBSNAA it might be necessary for LBSNAA to provide the trainees a broad overview of district administration and revenue law. This should be supplemented by State-specific training in the ATI and districts. As with induction training of directly recruited IAS officers, the induction training of these two categories of officers should include a study tour of ASEAN countries/China.

6.3.5 The Committee would have liked to draw up a detailed syllabus for officer promoted from the State Civil Services/Gazetted Services. As with directly recruited IAS officers, that would have necessitated a more detailed assessment of training needs through stakeholder consultation. A questionnaire was indeed drawn up [Annexure VI), but it was not possible to canvass it.


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Chapter 7

Self Development and Lifelong Learning 7.1 Induction Training a Preparation for Lifelong Learning 7.1.1 No induction training, however well designed and however well transacted, can equip an OT for all the events and challenges he would face in the first ten years of service, not to speak of the 35 odd years of service ahead of him. This is so for several reasons. First, there are considerable variations across States in the profile of postings officers are likely hold in the early years of service. Thus in some States, officers are posted to specialized agencies like the Integrated Tribal Development Agency; in many other States they are not. Similarly in more urbanized States like Maharasatra it is very likely that a young officer is posted as a Commissioner of an urban body. This does not happen in most States. The thrust of the induction training can only be on the highest common denominator of all the possible postings lest the curriculum should be too congested and burdensome. Invariably the training needs of some remotely possible postings can only receive peripheral attention. Secondly, it has been the practice in the past, and would continue to be so in the future, to post IAS officers to handle new flagship programs. It is difficult to anticipate such programs. To give an example, following the high salience that universalization of elementary education has acquired in recent years, in many States young officers began to be posted as State Mission Director of DPEP/Sarva Siksha Abhiyan [SSA]. Further the Central Department of School Education would like junior IAS officers to be posted as District SSA Officers. Suffice to say, there is a good possibility of an officer being posted to a job for which he is not equipped during the induction training or in subsequent years of service. Thirdly, experiential learning is the best learning; there can be no substitute for it. There is an element of truth in the traditional belief of the civil service that one picks up the job while at work and not in school. Reality is always more complex than the most ingenious simulation. That is the reason why unconventional management educators like Henry Mintzberg deride conventional MBA programs which in their view do not train students to be good managers but instead teach them about business. They insist that management education should be available only to people who are already managers, and not to freshers. The best way of honing professional skills and competencies is to provide the necessary training inputs to managers on the job. Phase II professional training does provide for experiential learning but given the brief duration and limited range of independent charges in the State training, the scope of experiential learning in Phase II would necessarily be limited. No matter whatever is done, the skills and competencies that induction training can impart can never match those acquired by an officer who while on the job systematically pursues self-development, continually reflects upon his experience, draws lessons from them, and tries to embed the lessons in conceptual frameworks. For all these reasons, induction training cannot be a stand-alone program unconnected with the learning needs that may be required in the subsequent career or to the learning that happens thereafter. The induction training is better perceived and designed as the commencement of a lifelong learning process. One of its major objectives should be to instill a love for lifelong learning, and enhancing the cognitive abilities to reflect on experience, to learn from experience and internalize the lessons of such experience. Another major objective is to instill the belief that given the increasingly complex administrative environment the Administrative Service does not have the


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monopoly of knowledge, and that no one however brilliant and competent can possess all the answers, and administrative ability lies in taking decisions as well as action based on self-learning and knowledge of others. The 19th-century notion of the intelligent layman, able to turn his hand to anything, relying occasionally on the experts but relegating them to an advisory role, is now frivolous and irresponsible. With the introduction this year of a more systematic and rigorous mid-career training, lifelong learning and professional upgradation should receive a boost. A career can now be perceived as a lifelong learning process of self-development with phases of more formalized institutionalized opportunities for learning.

7.2 Facilitating Learning-on-the job by Young IAS Officers 7.2.1 Interactive Web-Enabled Provision of learning resources on demand: In their responses, many young officers suggested continued association between LBSNAA and the OTs even after they leave Mussorie, and desired that LBSNAA should provide inputs on demand to help them address new problems and challenges which they might face in the field. In this connection, they fondly recalled “Dada” Banerjee, formerly Professor of Law at LBSNAA, to whom they turned whenever they faced ticklish legal issues. The 1996 Patnaik-.Ramesh-Lahiri study group did recommend provision of resource support to officers in the field. To quote:

Learning is a life long activity. Besides exposure to structured training, institutions like LBSNAA can play a pivotal role in he development of a National Resource Centre for field officers. Distance learning packages or resource support would make learning an ongoing activity. Sharing of success stories, analysis of failures, video and slide documentation of social development programmes, case-study method for understanding law and order- are all very useful inputs. The Study Group is of the view that LBSNAA should emerge as a nodal institution for providing resource support to field officers who always feel starved for new information and knowledge related inputs once they reach remote districts.47

7.2.2 The launch of the DM’s portal goes to some extent in implementing the above recommendation of the Patnaik-Ramesh-Lahiri study group. It would be expedient to further strengthen the institutional arrangements for on-demand, on-line counseling, and supply of modules related to tasks which officers would be called upon to perform in the first ten years of service. Following is an illustrative list of such modules48 :

� Constitution of India

� Local (State level) Laws

� Land Administration

� Agricultural Development and Administration

� Food Security and Public Distribution System

47 LBSNAA, Report of the Study Group on the Training of IAS Officers: Impact Assessment and Strategy for the Future, 1996, pp.73-74. 48 Based on a list drawn up by drawn up by Dr. V. K. Agnihotri.


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� Economic Reforms and the Poor

� District Planning

� Urban Governance and Management

� Special Issues of North Eastern States

� WTO issues

� Intellectual Property Rights

� Environmental Issues

� Human Rights

� Civil Service Rules and Regulation

� Managerial Skills (e.g. leadership, problem-solving, negotiation, communication, interpersonal relations, time management, institution building, personality development, reading, listening etc.)

� Court Procedures Ethics & Values

� Secretariat / Office Procedures Parliamentary and Legislative Procedures Public Sector Operations

� Capital Markets

� New Technologies

� Quantitative Techniques

� IT-related Skills

� Public Private partnership

� Outsourcing

� Contracts

� Performance indicators

� Monitoring and evaluation

� Public Policy Process

� Quality in Public Service Delivery

� Replicating Best Practices

� Education Sector Reforms

� Health Sector Reforms

� Citizen’s Charter and Public Grievance Redress

� Right to Information

� National Rural Employment Guarantee Scheme

Each of these modules may encompass concepts, techniques and tools, good practices and innovations. Existing portals like the DM’s portal or specially designed portals can be used for dissemination of these modules.


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7.2.3 The web-based learning system can be backed by a system of resource persons. A panel of area-specific resource persons can be notified for being accessed by the OTs as well young officers, when they are in need of advice. These resource persons may be selected through a rigorous selection process to manage the identified distance learning packages and provide all India as well as state specific advice. They may be paid an annual retainership fee plus hourly charges based on the time logged by them on the basis of the advice / counselling rendered, assignments evaluated and other related tasks performed.

7.3 Linkages between Induction training with Mid-career training

Linking Induction/Mid-career Training with the Award of a Post Graduate Degree in Public Policy and Management 7.3.1 Based on the recommendation of the Yugandhar Committee, government introduced with effect from this year a three tier mandatory mid-career training program. Reputed institutions were selected for designing the syllabus and course material, and further for delivering the training program for a period of three years. In keeping with the principle that training should be a continuum, mid-career training is designed to follow Phases I and II of the induction training. The three tiers of mid-career program have been labeled Phases III, IV and V. On the timeline, each of these three tiers have been fixed at an important stage of the career path:

� Phase III at the stage at which most officers are past their district assignments and would be posed to take senior management positions in the State like head of major departments or chief executive of a State Public Sector undertaking or CEO of a major municipality, and policy support positions at t he Central and State Secretariats

� Phase IV at the stage at which officers would move to policy advice and program development positions at Centre and in States

� Phase V at the stage at which officers would be poised to take up the senior most positions normally available for IAS officer such as Principal Secretary and Chief Secretary in the States, and Additional Secretary and Secretary to Government of India.

The stages, duration and the institutions assigned the responsibility for development and conduct of training are furnished below.

Mid-Career training Program

Program Duration Timing Institution Chosen for Development & Delivery of the Training

Phase III 8 weeks Anytime during the 7th to 9th year of service

TERI Delhi and Duke University.

Phase IV 8 weeks Anytime during the 14th to 16th year of service

IIMB and Maxwell School of Public Affairs, Syracuse University.

Phase V 4 weeks Anytime during the 26th to 28th year of service

Kennedy School of Government, Harvard University & IIM Ahmedabad.


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In addition, some of the existing in-service training programmes would continue to be available to the officers. These would include the one-week training programmes at different institutions for knowledge up gradation in specific areas and skill development. In addition officers can avail postgraduate programs in public policy and management at IIM, Bangalore, IIM, Ahmadabad, MDI Gurgaon and the TERI School of Advanced Studies and further foreign training programmes of different durations and content.

7.3.2 It is significant that Phase III and IV training programs envisage self-development as one of the modules of the training. The proposal of IIMB and Maxwell School of Public Affairs, Syracuse University, which was approved by DOPT, envisages setting up of a Leadership and Management Assessment Centre (LAMAC) at LBSNAA with technical support from IIMB and Maxwell. This Centre is envisaged to be “ the hub for lifelong learning for IAS officers. It will undertake research on the education and training needs of officers as they progress through their careers, support the self-assessment function, and also provide timely access and tracking of resource materials, knowledge on innovations etc for officers in far-flung corners of the country.” LAMAC can perhaps be utilized as an institutional forum for imparting the web-based provision of learning resources on demand discussed in Section 7.2.

7.3.3 While reviewing the syllabus, the Committee took note of the content of Phase III training. However, from a long term perspective and in the interests of greater professionalization, the Committee feels that that the competencies required for senor positions can be imparted only by a much longer duration mid-career program than what Phases III, IV and V now envisage. There is merit in emulating the tradition in the armed services of separating the preparation for lower level field commands from those of higher command, and going for an extended in-service training of about a year for officers who are seen to be on the fast track to higher positions at institutions like the Defense Services Staff College, Willington and the National Defence College, New Delhi. Dr. Rakesh Hooja and Ms. Meenakshi Hooja have authored an article in which they have emphasized the need to organize training for senior civil servants on the lines of the training imparted by the National Defence College to the senior officers of the defence forces, in addition to the recently introduced mid-career programme. A copy of the article is placed in Volume II of this Report. The DOPT is exploring the possibility of introducing specialization in the service after about ten years of service. A logical consequence of this proposal would be that during his career an IAS officer would be required to participate in two mandatory long duration programs:

� the induction training that would focus more on the jobs in the districts that officers that would do before specialization

� a long duration program after the choice/allotment of specialization that would be akin to a postgraduate program. It would have:

o a core with generic competencies, and policymaking and public management skills, and

o electives that provide the competencies and skills needed for each area of specialization. Given that many specializations would open to IAS officers, the strength of the course would very much depend upon the variety of electives offered.

Such a long duration mid-career program would be akin to the professional degree in Public Policy and Systems Management that the Alagh Committee on Civil Services Examinations has


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recommended. A consortium of institutions can organize such a program with LBSNAA as the lead institution, with the participation of:

� the institutions now offering post graduate programs in public policy and management like the IIM, Bangalore, IIM, Ahmadabad, MDI Gurgaon and the TERI School of Advanced Studies, and

� specialized institutions- to give some examples the Institute of Defense Studies, Delhi and the National University of Educational Planning and Administration, Delhi, which can help broaden the range and deepen the content of the electives offered.

Police Academy has been collaborating with the Osmania University for the award of a Master’s degree in Police Management for the IPS probationers who satisfactorily complete the training and offer extra papers. So far 191 IPS officers were awarded that master’s degree. The Committee noted that a similar arrangement for grant of a Master’s Degree in Public Policy has been put in place by LBSNAA in collaboration with the Indira Gandhi National Open University [IGNOU]..

7.3.4 The State-of-art IT technologies that are being inducted in LBSNAA and the central government educational institutions facilitates inter-institutional collaborative offering of courses through the distance mode. It is now possible to simultaneously organize interactive classes at more than one location, with the instructor lecturing or leading a case discussion at a location. What all would be required is to endow the specialized institutions that would participate in the delivery of the long duration mid-career program with similar facilities. The experience gained in organizing Phases III, IV and V training could be also used to develop and transact the long duration mid-career program.


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Chapter 8

Special Training Needs of the North East Cadres 8.1 Introductory 8.1.1 Apart from responses from the State Governments and from individual officers, the Committee had the benefit of two consultations with officers from North East cadres, one at Guwahati on December 22 2005, and another at Delhi on February 25 2006. The problems and training needs of North Eastern cadres are sui generis. Living and working conditions are proverbially different. Excepting for Assam, the other States are small, sparsely populated, with closely-knit tribal societies and informal forms of government, and ways of life considerably different from the other States. They are chronically insurgent- prone, and often the administration is caught in the middle between the army doing its job under the Armed Forces Special Powers Act, and the populace looking to the administration for protection and support. Except the very few who are from that region and posted to that region49, the other OTs are unlikely to have visited the region, much less have any knowledge about the region. It takes years of dedicated service before an “outsider” can understand the society, recognize the strengths of the society, and build upon those strengths to develop programs and forms of delivery that suit the local needs and conditions.

8.2 Counseling 8.2.1 Officers of these cadres have special problems which the DOPT has been continuously trying to address. All the same, the first reaction of most OTs allotted to these cadres is one of angst and apprehension. Several young officers from this region spoke of the uneasy feeling when they came to know of the cadre allotment. To quote:

Talking of attitudes in the academy, especially when somebody gets a cadre from one of the states, it is not only that you are apprehensive; it is also the attitude of your colleagues. People even sometimes laugh saying that you are going to that cadre.

To quote another:

Disappointment of officers regarding allocation to certain cadres is not only peculiar to the North East but other officers are also traumatized, if they are allotted cadres not of their preference. What is required is that efforts should be made at the institutional level to facilitate them to get over the trauma and go ahead with life.

A young lady officer from Assam-Meghalaya cadre spoke of the apprehensions of women OTs and their families. To quote:

There are lots of psychological problems associated among the probationers who are coming to these places. So those psychological issues also need to be taken care of.

49 For nearly a decade, no one from Assam was allotted to the Assma-Meghalaya cadre.


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…We were fortunate that one of our faculty members did belong to the Assam cadre. So our misgivings were taken care of to a large extent because he was there. But people going to places like Nagaland, Manipur and Tripura, specially women, Sir, I would be very frank in this, we had our own apprehensions about coming to this place. Not only us but also our families. So if that portion of it can also be taken care of, it will be very nice.

8.2.2 Quite a few officers also spoke of their experience in the sub-division, of being gripped by loneliness, even a feeling of being left in the lurch. It follows therefore, that for OTs of these cadres, counseling, acquires special significance. It has three aspects. First psychological, to help the OTs to get over their apprehensions and angst. Secondly, preparing them for the special features and challenges of the region. Thirdly, counseling for young officers in the field. The online counseling and web-based provision of learning resources referred to in Chapter 7 assumes particular significance for OTs of these cadres. Usually one of the Deputy Directors of LBSNAA is drawn from these cadres, and he is assigned the responsibility for counseling the OTs of these cadres. However, if such a Deputy Director is not available counseling would be seriously impaired; this was brought out in the interactions with young officers of these cadres. Hence, invariably one of the Deputy Directors should be from these cadres. There is also need to intensify the counseling. These states differ considerably and it is not possible for LBSNAA to have faculty drawn from each of these cadres. Hence the large pool of officers in Delhi from these cadres can be used to enhance the quality of counseling. Many of them can be mentors of the OTs and help them to transit to their cadres, and adjust to the living and working conditions there. It need be emphasized that those chosen as counselors and mentors should be those who have neatly adapted to their cadres. As part of counseling, the OTs should be encouraged to undertake a serious study of the rich literature on the tribes and cultures of the region. It is also imperative to instill values like cultural sensitivity, and of being not judgmental of societies with a different way of life. As a young officer neatly put it:

When you come to some of these states, the culture is very different. So if one could be trained to deal with an entirely different cultural setting where the ethnic background is different, where the beliefs are different, where the religion is different, where the political issues are different, and the way you look at things is different, where the “mainland” is seen as something very different, very far away. So to come to that kind of cultural settings and respect that cultural settings, accept those differences -- that also has to be learnt. One of our seniors was saying what somebody had told him, that cultures are not superior or inferior; cultures are different. So if that can be understood, it would be good. [Emphasis added]

8.3 Special Training Needs 8.3.1 It is necessary for LBSNAA to provide OTs of these cadres additional inputs in matters like:

� Understanding of the region and its people

o Cultural traditions and customs, o History and politics, o Economy o Special resources of the region such as:


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§ Strong bonds of the local community which can be harnessed as in the programme of communitization in Nagaland for improving grassroots services like health, education, power management,

§ Informal administrative culture which can work to the advantage of the people in many cases

§ Eco-resources such as like forests, high land-man ratio, the water resources, the power potential, and the rich flora and fauna

� Inner line permits � Issues related to international borders such as:

o Relations wi th Bangladesh, Bhutan, China and Myanmar, and related security issues, o Border trade and steps taken for liberalizing the border trade, and o Border fencing and its impact on socio-economic life in border villages

� Issues and skills relating to insurgency such as: o Genesis of insurgency, o Insurgency trends in North East, o Dealing with insurgency, o Negotiations with difficult people such as hostage takers, o Unlawful Activities (Prevention) Act, 1967 and Armed Forces Special power Act, 1958, o Civil-military interface: Role of Army and Assam Rifles in combating insurgency and

assisting Civil Administration in development activities, o Confidence building, o Implementation of accords like the Assam accord, Bodo accord, Mizo accord and

Tripura accord, o Surrender and Rehabilitation Policy in NE, and o Various other peace initiatives. o Special governance structures like the Autonomous Tribal Councils. o Revenue laws: many States adopt the Assam Revenue Manual but it would appear that

this Manual is not taught to the officers in States other than Assam and Meghalaya, as a result of which they have to rely only on self learning or learning from subordinate staff who sometimes have poor knowledge and their own vested interests, special development needs of a remote, sparsely populated small State

o Harnessing forest resources § Joint forest management § Eco-tourism

o Good practices and innovations in the region o Adaptation of the good practices in other parts of the country

It would be expedient to provide all these inputs in a special Phase I program in one of the ATIs of the region. The program can be conducted after OTs complete Phase I at LBSNAA and before they proceed to their cadres. The program can be organized by LBSNAA in collaboration with State ATIs of the region, North Eastern Council, Home Ministry and Department of North East Region. It would also be useful to associate institutions of higher learning in the region to impart


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instruction on the region and its people. It needs to be mentioned that, LBSNAA has acquired special expertise in organizing training programmes related to security issues by virtue of their having been organizing Joint Civil-Military Training Programme on National Security since 2003. The participants are drawn from the IAS, Indian Foreign Service, Indian Police Service, Indian Revenue Service, Armed Forces and paramilitary forces. This programme has been covering security-related issues such as national security, police, challenges of the North East, intelligence, military, external security, economic security, left wing extremism, governance issues, technology & security, open source analysis, strategic culture, insurgency and terrorism.

8.3.2 It would also be expedient to organize a similar additional Phase II program for OTs of these cadres.

8.4 Special arrangements for on the on-job training 8.4.1 In addition to the web-based provision of learning resources, it would be desirable to organize periodic “retreats” for all the officers of a batch for experience sharing and upgradation of their skills, and for learning about innovations and good practices all over the country. The Alagh Committee on Civil Service Examinations had suggested that after completion of the first year of field posting, all officers belonging to a particular batch should come back to LBSNAA for a week for an annual retreat. This recommendation is of particular relevance for officers of North East cadres. Given the special features of these cadres, such retreats should be organized after completion of the first, third and fifth years of service in the field. A mini-Bharat Darshan can be organized after the retreat to get a first hand exposure to the good practices and innovations in other States. These years have been suggested in view of the fact that Phase III training is expected to provide any time during the 7th and 9th years of service. In Phase III, it would be necessary to develop an additional component for officers of this region.

8.5 Institutional arrangements 8.5.1 Strengthening of ATIs in North East: Special efforts need to be made to strengthen the ATIs of the region, help them network among themselves and with other resource institutions in the country for faculty development, development of learning resources, and teaching.

8.5.2 Study of Governance issues of North East: LBSNAA Unit: It is axiomatic that for any training to be of good quality, it should be anchored in research. The importance of an intense study and research of the special features of governance and development of the North Eastern States cannot be emphasized enough. The DOPT should pay particular attention to the development of institutional facilities for this purpose. The Committee had initially proposed that National Institute of Administrative Research [a satellite organization of LBSNAA] can have a unit in North East; in collaboration with the North Eastern Hill University, Shillong to act as a focal point to promote area study of governance related issues in the ATIs, universities and institutions of this region. However, after deliberations at the validation workshop the Committee recommends that a North East Cell could be set up at the LBSNAA itself.

8.6 Combating stereo-types 8.6.1 It is equally important that LBSNAA takes measures to ensure that OTs from other cadres eschew a stereotyped image of the North East, and acquire a proper understanding of the region. This should be an important learning objective of the modules presently being transacted on North East. As it is Bharat Darshan includes a visit to the region.


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Chapter 9

Institutional Arrangements for the Strengthening of LBSNAA 9.1 Training Activities 9.1.1 The Lal Bahadur Shastri National Academy of Administration (LBSNAA), Mussoorie is the premier training institution for the higher civil services in India. The range of training it imparts is quite extensive. These include:

� Induction [Foundational] training to all All-India and Central Services, and a few technical services,

� Professional induction training for directly recruited IAS officers, � Induction training to officers of State Civil Services and Gazetted Services who are

promoted to the IAS, � Mid-career training for IAS officers, � A two-week Joint civil-military training programme on national security for IAS, Indian

Foreign Service, Indian Police Service, Indian Revenue Service, Armed Forces and Central Para Military Forces,

� A one week course on ethical issues in today’s administration, � Training programs related to cooperatives and rural development, such as

computerization of land records, microfinance and land reforms, � Training in disaster management, � Training in gender related issues, and, � Training courses in collaboration with the Election Commission and the National Rural

Health Mission. 9.1.2 The joint civil-military training programme on national security50 and the course on ethical issues in today’s administration51 are seminal programmes not offered anywhere else in the country. So far, LBSNAA has offered the joint civil-military training programmes five times, and the course on ethical issues in today’s administration has been offered ten times. Both these seminal programmes are of great use in leavening the induction program, for as has been set out earlier:

� The management of law and order is qualitatively different from that in the past, so different that it is an altogether a different species, and

� There is a universal demand, be it from within the service or the civil society or the Department-Related Parliamentary Standing Committee on Personnel, Public Grievances,

50 Details of the joint civil-military training programme on national security are given at para 8.3.1. 51 Details of the course on ethical issues in today’s administration are goven at para 3.5.4


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and Law And Justice, that ethics and values should receive greater emphasis in training and in professional life.

9.2 LBSNAA: Hub of Networks of Training Institutions 9.2.1 Every year LBSNAA organizes two meetings, one of the heads of Central Government Institutions, and another of State ATIs. These occasions are used to discuss training issues of common interest, share experiences, good practices and innovations, and to set standards and norms.

9.3 Research Centres Attached to LBSNAA 9.3.1 Even in 1996, the Patnaik-.Ramesh-Lahiri Study Group noted that though LBSNAA continues to be basically a training institution for the higher civil services, it has expanded its horizon by setting up satellite institutions like the National Research and Resource Centre to undertake research and training in various aspects of regulatory and developmental administration, public management and public policy. The Study Group recognized the contribution these centres can make to develop the training material for the induction training and further for LBSNAA to emerge as a nodal agency in the country for developing high quality expertise in several areas of governance. As of now, there are five research centres attached to LBSNAA. They are:

� The National Research and Resource Centre set up in 1995, � Centre for Literacy Development [Earlier National Literacy Resource Centre (NLRC)] set

up in 1996, � Centre for Rural Studies set up in 1998 by the merger of the Village Study Unit and the

Land Reforms Unit, � National Centre for Gender Training, Planning And Research (NGC) set up in 1998, and � The Centre for Disaster Management set up in 2003, These centres can be invaluable in LBSNAA’s aspiration to be world-class institution; they

would also help LBSNAA to continually leaven the quality of the induction training. The recommendation of the Patnaik-.Ramesh-Lahiri Study Group that it is essential for the Academy, which includes the research centres, to have well-qualified and experienced faculty and supporting staff to discharge its varied functions continues to be very relevant. . To that end, it is desirable to review the faculty and staff needs as a whole, and base the faculty needs on an external performance evaluation of the research centres.

9.4 Institutional Collaborations 9.4.1 In addition to faculty exchange programmes with the Ecole nationale d'administration [ÈNA], Paris, the University of Texas, LBSNAA has tie-ups with the follwing institutions:

� Centre for Good Governance, Hyderabad.

� National Institute of Public Finance and Policy, Delhi. � Indira Gandhi National Open University, Delhi. � Administrative Staff College of India, Hyderabad. � VV Giri National Labour Institute, Simla.

� Indian Institute of Public Administration, Delhi.


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9.5 Faculty 9.5.1 Many respondents informed the Committee that the heart of the matter of training in the academy is to get good people on the faculty, and that “Unless the faculty are charged and feel that they are on a mission nothing happens.” The Patnaik-.Ramesh-Lahiri Study Group [1996] made similar observations. To quote:

The faculty, especially the Director, the Joint Director, and Deputy Directors, who are usually chosen from the IAS, need to be motivated, articulate and be interested in the kind of work involved in the academy…The crucial appointment is, of course, of the Director. The Study Group feels that it is important for the Government to take exceptional care in appointing the Director. It would be useful if he has served a term at the Academy or other civil service training institutions earlier at a lower level eg., as Deputy Director. In such a case he already would have what might be called the “rhythm of training” flowing in his veins! Secondly, it should not be treated as a mere posting on the basis of seniority. The Director must be able to relate to young people, be interested in teaching/training, and be able to provide leadership to a truly mixed group of varying backgrounds. The recent policy of keeping the seniority of the post flexible i.e. level of Additional Secretary/Secretary to Government of India, is quite appropriate in the circumstances. We also feel that the Director, once appointed, should stay for a term of four or five years, and that this should be made clear at the time of the appointment.

The Committee strongly endorses the above recommendation of the Patnai k--Ramesh-Lahiri Study Group [1996] with a slight modification. In real terms, a fixed tenure of five years for the Director is possible only if an officer who could be expected to be promoted in two years to the Additional Secretary’s rank is appointed. This is because :

� the tenure of an Additional Secretary is at the most four years,

� within two years an Additional Secretary is usually promoted as Secretary, and

� most officers prefer to be a Secretary in a Central Government Department to being Director LBSNAA.

Needless to say the officer so appointed should have all the qualities stipulated by the Patnaik--Ramesh-Lahiri Study Group. Going by the precedent of Sri Yugandhar and Sri Baswan, he could be promoted as soon as the batch senior to him is promoted to the Additional Secretary’s scale. This would be an added incentive for outstanding officers to opt for the post.

9.5.2 Properly staffing a premier civil service training institution has always been problematic. The first director of the Civil Service College, Sunningdale, United Kingdom, Eugene Grebenik52 used to complain that his brief was an impossible one, namely to create an institution which combined the functions of All Souls53 and a mechanics’ institute; that training an organization of the size and the variety of the British Civil Service is a daunting prospect, in view of the fact that it is impossible to think of any institution which contains such a kaleidoscopic mixture of people and skills within

52 Interstingly, Grebenik was recruited form the opne market; he was a demographer from the Leeds University 53 A famous college in Oxford; It is now primarily an academic research institution having strong ties to the public domain.


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its boundaries.54 What has been said of the Sunningdale and the British Civil Service applies equally well to LBSNAA and the IAS. There are systemic problems in enhancing the quality of the faculty, and improving the repertoire of case and simulation exercises. Decades ago, the well known economist, R.K.Hazari attributed the paucity of good studies on industrial licensing and such other areas of industrial policy to the fact that those who administer licensing lack the ability to conceptualize, and those who can do not know the ropes and the tricks of t he trade. Ideally a teacher at LBSNAA should be one who can straddle with ease the worlds of scholarship and of action, and if on the top of it he is a gifted teacher who can “read the telephone book and make it compelling, ” it is all the more better. Writing of cases, development of simulation exercises, and preparation of other high quality teaching material call for similar abilities. Even in the best of all worlds, such species is very rare indeed. There are indeed many serving officers with impeccable academic credentials such as a doctorate degree in economics or a postgraduate degree in management from reputed institutions. However, in a profession that values success and achievement as a man of action, it has been very difficult to lure away the best and brightest away from their main arena to LBSNAA. And yet the DOPT and successive directors of LBSNAA have been doing their very best, and rather fairly successfully to attract talented officers to join the faculty. A more difficult challenge has been to recruit and retain talented academics to leave their natural habitat for a training institution, where teaching and research would be a genre rather different from that in the academia, and may not receive peer recognition and appreciation. The net result is that the faculty is mostly drawn from services on deputation. Excepting for the language staff, all the rest of the faculty are “passing birds’, and every few years there is a complete turnover of the faculty.

9.5.3 The Patnaik-.Ramesh-Lahiri Study Group [1996] was concerned about the large vacancies in the faculty position, and “the disconcerting feature of there being very few faculty members drawn from the academic stream.” The U C Agarwal Study Group [1986] also spoke of the difficulties LBSNAA had been having in attracting suitable, academic faculty. One needs to address the question, however awkward it might be, whether LBSNAA can grow into a world class institution if it is a habitat where the young recruits are taught essentially by senior officers with a bit of supplementation by way of a few guest lectures by academics and an occasional module or two outsourced to academic institutions. It is no doubt a fact that the serving officers who were chosen by LBSNAA to hold positions reserved for academics were highly qualified and quite a few of them were gifted teachers. However, the fact remains that this can not be a substitute for academics engaged in a life of teaching, research and contemplation being closely associated on a long term basis with teaching at LBSNAA. And further, the spirit of the times requires that a bit of outsider’s perspective is brought to bear on the training of civil servants, and this cannot be provided by a serving officer however qualified and gifted.

9.5.4 There are two aspects to the perennial problem of attracting highly qualified academics to LBSNAA. The first is a question of procedure and the second is a question of environment. The Patnaik-Ramesh-Lahiri Study Group [1996] considered both the aspects, and came to the conclusion that “the Academy cannot offer much by way of academic advancement or even a real academic environment to University or other simlar faculty,” and that being so cannot attract and retain well-qualified academics on a long-term basis. It suggested a two- pronged approach to secure the services of academics, comprising:

54 Peter Hennessy, Whitehall , NY: The Free Press, 1989, pp.525, 529.


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� Core academic faculty being appointed for a period of three years, and

� Opting for the “visiting faculty route” to supplement the core academic faculty.

The Study Group recommended that the appointment of faculty should be taken out of the UPSC’s purview; a committee which would include a representative of DOPT, and an outside expert could make the selection. As an incentive to attract academics, a candidate could be appointed to the next higher grade (eg., a suitable Assistant Professor can be appointed as Professor). Visiting faculty can teach specific modules; they can be appointed as consultants for a period of a month or so. The Study Group also suggested enhancement of the powers delegated to the Director LBSNAA to appoint consultants.

9.5.5 Two questions need to be asked:

� Is any other mode whereby it is possible to associate highly qualified academics with LBSNAA on a long-term basis?

� Can the academic environment in LBSNAA be improved?

Since 1996, there are some positive developments which make it more possible to answer the first question in the affirmative. There is much greater interest in the academia about public policy and management, as vouched by the fact that four premier institutions in the country are offering postgraduate programs in public policy and management, and many more specialized institutions are now engaged in policy research. Academics teaching and doing research in public policy and management may find association with LBSNAA attractive , if that does not impair their continuing serious academic work. They may see merit in such an association because of the possibility of being a part of civil servant networks and securing access to privileged material and insight into the problems of real world. A “joint appointment” in their parent institution and LBSNAA makes possible such an association on a long term basis. As and when a joint appointee is promoted in his parent organization, he can be promoted in LBSNAA also. Thereby it is possible to overcome one of the limitations set out by the Patnaik-.Ramesh-Lahiri Study Group, namely that “the Academy cannot offer much by way of academic advancement.”[Emphasis in original] The state-of-art technology that is being inducted in LBSNAA and central government institutions makes it possible to organize interactive classes simultaneously at more than one place [see Para 7.3.4]. This would minimize the requirements of travel which may come in the way of a joint appointee to do justice to both the institutions of which he is a faculty member. However, for a joint appointment to be attractive to serious academics, it is important that the second limitation pointed out by the Patnaik-.Ramesh-Lahiri Study Group, namely that “the Academy cannot offer real academic environment to University or other simlar faculty,” is overcome.

9.6 Unit for Case Development 9.6.1 The setting up of a unit for case development has already been discussed at para 3.17.4 . Presently, every few years there is a total turnover of senior faculty at LBSNAA; such an arrangement may not be conducive for managing the case development unit. It would be desirable to have anta academic well versed in case writing to head the unit; he could be on contract for a long duration. Alternately, the unit could be outsourced to reputed institutions.


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9.7 LBSNAA to be the National Repository of Training Material 9.7.1 The fact that every few years there is a total turnover of senior faculty at LBSNAA makes documentation of every course transacted at LBSNAA very important. The documentation should cover the process of developing, transacting, and evaluating each course and the learning resources used in each course. Ideally LBSNAA should emerge as a national repository of the training of civil servants. A special documentation unit may be set up; a qualified archivist or documentation specialist should head this unit.

9.8 Reorganizing the Structure of LBSNAA 9.8.1 The question whether the present structure of LBSNAA is inadequate to the functional needs of a premier training institution which aspires to be a world class training institution needs to be seriously addressed. As of now, LBSNAA is an attached office of the DOPT. There are very rigid and narrow limits within which financial and administrative powers can be delegated to an attached office. It is impossible to attract good academics with the current rigid structure. Within the existing structure, the possibility of taking faculty appointments out of the purview of UPSC and creating a high-powered search committee with the mandate to appoint high calibre academics by offering customized compensation packages appears to be difficult to achieve. The problem is so serious that minor or incremental fine-tuning would give the required results. It is even impossible to retain an officer of the rank of Secretary to GOI as Director with this structure. An attached office being a world-class training institution is an anomaly. There is great merit in the recommendation of the Alagh Committee on Civil Service examinations to upgrade training academies by organizing them as autonomous institutions set up under the Societies Registration Act, and bring them up to the standards of the better universities and professional training institutions in India in the relevant areas. To quote:

there is compelling need to upgrade the training academies and institutes and bring them up to the standards of the better universities and professional training institutions in India in the relevant areas. Research on issues relating to public policy should support the activities of these academies. They should be organized as government funded autonomous institutions set up under the Societies Registration Act. Flexible promotion policies and UGC scales should be available to such institutions, for the academic staff, together with sufficient funds for recruitment. [Para 10.14]

9.8.2 There is a ready model in YASHADA (Yasvanta Rao Chawan Academy of Development Administration, Pune) which could be suitably adapted. The Board of Governors (BOG) in YASHADA is headed by the Chief Secretary and the number of Members to be nominated by the Government is small. The Governing Body itself is the general body of the society. Most of the powers are delegated to the Executive Committee which is headed by the Director General; Members of the Executive Committee who are not ex-officio are nominated by the President of the BOG. The Director General is delegated considerable powers of his own. The Chief Minister, Minister for Rural Development and General Administration Departments are the patrons. On similar lines, LBSNAA can be reorganized as a society with the Minister or Secretary DOPT as President BOG. Its composition could be as follows:


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BOG Composition � President- Minister DOPT/Secretary,

� (If the Minister is President, Secretary would be Vice-President)

� Director, LBSNAA, (Vice-President if Secretary DoPT is President),

� Secretary Expenditure,

� Six Chief Secretaries one each from the Northern, Eastern, Western, Central, Southern and North Eastern zone (Within each zone the nomination would be in the alphabetical order),

� A Vice-Chancellor nominated by DOPT,

� Director of one of the IIMs/Management institute of repute nominated by the DOPT,

� Two reputed Civil Servants nominated by the DOPT,

� A Member of the Faculty to be nominated by the President ,

� Two reputed NGOs related to the activities of the LBSNAA, and

� Joint Director, LBSNAA, Member Secretary

9.8.3 The composition of the Executive Committee could be as follows:

Executive Committee Composition � Director, LBSNAA (President) ,

� Three State Secretaries to be nominated by the President BOG,

� Joint Secretary (Trg.) DOPT,

� A reputed NGO ,

� FA, DOPT, and

� Joint Director LBSNAA, Member Secretary

The delegation of powers by the DOPT to LBSNAA should be similar to that of the delegation of powers by Ministry of Human Resource Development to Central Universities, IITs and IIMs. Further, as in YASHADA delegation of powers by the BOG to the Executive Committees should be very extensive. With the structure suggested, recruitment to academic posts would automatically be outside the purview of the UPSC. As in university system selection of academic faculty can be through search committee and appointment by the Executive Committee. The advantage of the structures proposed is that it directly associates States with the management of LBSNAA, and consequently with the training of a service that is shared by the Union and States.

9.8.4 An Academic Committee could be appropriately constituted which would have the power to review the syllabus and academic activities. The relevant rules of the IAS could be amended to give power to the Director LBSNAA to modify the syllabus based on the recommendation of the Academic Committee. The society rules may provide for, as do the YASHADA rules, the government being empowered to issue a binding directive to the LBSNAA in regard to any policy matter and syllabus.


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9.8.5 It should be mentioned that there was a view within the Committee that:

� the proposal for restructuring the management of the LBSNAA was not within the purview of the Committee,

� with best of intentions the Societies tend to generate their own problems that impede the working of the institution, and that

� a more practical approach would be that the LBSNAA should be given more autonomy within the present set up.

9.8.6 The matter was considered further at the validation workshop.The committee envisions the Academy not just as a training institution but as a world class institution dealing with governance issues. Its existing structure as an attached office imposes limitations and there is a case for the Academy to have the structure of a society in order to have requisite functional and financial flexibility to attain such a world class stature. This transition is not recommended for the purpose of limiting the Government’s stake or support to the institution but to enable it to realize its full potential as an independent think tank and centre of excellence on all issues relating to governance. The committee, therefore, recommends that the Academy should have the structure of a registered society with the following attributes:-

� Cabinet Secretary as Chairperson/President of the Board of Governors

� Secretary DoPT as the Vice Chairperson/Vice President of the Board of Governors

� Director, LBSNAA as a Member and Joint Director, LBSNAA as Member Secretary

� JS (Trg.) and AS & FA as Members

� Five Secretaries GAD/Services of one State each from five zones as members for a period of two years, by rotation.

� Executive Committee headed by the Director, LBSNAA

� Academic Council to be suitably strengthened by coopting the best minds in the academia.

9.8.7 In order to attract high calibre academicians as faculty for FC, Phases I and II and increasingly for Phases III, IV and V, the Academy may develop suitable models of Joint Chairs with eminent institutions. An alternative suggestion that emerged was that it would be desirable to offer fellowship programmes that would enable competent academicians to be in the Academy for a period of 1-2 years on sabbatical, during which they would undertake research in issues relating to governance and public management and also act as faculty. This would automatically expand the pool of academic talent available to the Academy and at the same time generate competition amongst the academicians for faculty positions at the Academy.

9.8.8 Even if the Academy remains as an attached office, there is need to obtain waiver from UPSC selection process for appointment of its faculty members.

9.8.9 Even if the inputs in subjects such as economics are of an undergraduate level, the committee emphasizes the need to attract academicians of the highest calibre to lift the quality of the inputs (Samuelson – Eco 101).

9.8.10 In keeping with the stature of the institution, the Committee recommends that in the event of the Academy taking on the structure of a Society, the Central Government should continue to


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provide to the Academy block grants to cover the revenue expenditure that enable it to continue and expand its scale of operations. The Committee is of the view that like IIMs and IITs, LBSNAA may also be permitted to retain the resources raised by it from programmes it conducts for other organizations without being deducted from any block grant. At the same time the committee also appreciates the steps taken by the Government to provide significant capital grants to the Academy for upgradation of its infrastructure and recommends that the government should continue to provide such capital grants even after the Academy becomes a society.

9.8.11 The Committee hopes that with the infusion of resources by DOPT, LBSNAA would emerge as a world-class training institution and would very soon emerge as the lead institution for all types of training of IAS officers. DOPT may facilitate that process.


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Annexure I

The Indian Administrative Services (Probationers' Final Examination) Regulations, 1955 In pursuance of rule 7 of the Indian Administrative Service (Probation) Rules, 1954, the Central Government, in consultation with the State Governments and the Union Public Service Commission, hereby makes the following regulations, namely:-

1. Short title:- These regulations may be called the Indian Administrative Service (Probationers' Final Examination) Regulations, 1955.

2. Definition:- 2(1) In these regulations, unless the context otherwise requires,-

(a) `Academy' means Lal Bahadur Shastri National Academy of Administration;

(b) [ ];

(c) `Director' means the Director of the Academy; and

(d) `Schedule' means a Schedule appended to these regulations.

2(2) All other words and expressions used in these regulations and not defined shall have the meanings respectively assigned to them in the Indian Administrative Service (Probation) Rules, 1954. 3. Final examination.- 3(1) Every probationer shall, at or about the end of the period of training in the Academy appear at a final examination. 3(2) The examination shall be conducted by the 4Director in the manner laid down in these regulations. 3(3) The exact dates on which and the places at which the examination shall be held shall be fixed by the 4Director.

4. Syllabus for final Examination.- the examination shall be in two parts as mentioned below: - 4(a) Part 1-Written Examination "The subjects for the examinations and the maximum marks allotted to each of the subjects shall be as follows:-

------------------------------------------------------------------------------------------ Subjects Maximum Marks ------------------------------------------------------------------------------------------ (1) Political Concepts and the Constitution of India 75 (2) Basic Economic Principles and Five Year Plans 75 (3) Law 75

(4) Public Administration and Management 75 ------------------------------------------------------------------------------------------


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The syllabus for this part of the examination shall be specified in the First Schedule;

4(b) Part II-Qualifying Tests

b. (i) Qualifying tests shall be held in the following subjects, namely :-

1. a regional language,

2. Hindi except for candidates who examined in Hindi as a regional l anguage under Clause (2).

3. Computer.

The syllabus for this part of the examination shall be as specified in the First Schedule.

(ii) Every probationer shall be examined in the regional language or one of the regional languages shown in column 2 of the Second Schedule against the cadre to which he is allocated. Where more than one regional language is shown against a State, theDirector shall ascertain whether the probationer is already familiarwith any of them and thereafter decide in consultation with the StateGovernment in which one of the regional languages the probationer shall be examined.

Provided that the probationers allocated to the following cadres shall be examined in one of the regional languages shownagainst them only with effect from such date as the Central Government may, by order, specify in this behalf, namely:-

---------------------------------------------------------------------

Cadre Regional Language

---------------------------------------------------------------------

Assam-Meghalaya : Khasi or Garo

Nagalan : Nagamese in Roman script

Union Territories : Mizo.

---------------------------------------------------------------------

5. Minimum marks.-Everv probationer shall be required to obtain such minimum number of marks in each subject at the written examination under clause (a) of regulation 4, and to pass the qualifying tests under clause (b) of the said regulation, by such standards as may be determined by the Director,11 with the provisional approval of the Central Government.

THE FIRST SCHEDULE [See clause (a) & (b) of Regulation 4]

Syallabus for the Indian Adminstrative Service Probationer's Final Examination

I. WRITTEN EXAMINATION

1. Political Concept and Constitution Of India (a) Political concepts

Political Ideologies & Concepts, including Gandhian Ideology, Indian Political Systems including Parliamentary Democracy and National Integration, Evolution of Indian Culture and Socio-Economic Institutions, pressure Groups, Students Unrest, Agrarian Tension, Cases, Communal and


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Industrial Unrest: their nature and impact on Society-Civil Liberties, Voting-behaviour-India & International System.

(b) Constitution of India

Evolution, including freedom struggle- Fundamental Rights & Duties, Directive Principles-parliamentary proceedings-Centre-State Relations-Emergency provisions-Special Provisions under Article 379 and 371-safeguards for Minorities-service under the Union and the States.

2. Basic Economic Principles And Five Year Plans Basic Economic Concepts-Planned Economic Development-Policy instruments for managing the Economy-Development of Agriculture and Agrobased Industries -Rural Development Programmes and Programmes for Scheduled Castes and Scheduled Tribes-Industrial Development: Large and medium Industries and Samll-scale Industries-Development Banking, Public-sector Undertakings- Administrators and the Indian Economy.

3. Law General Principles of Law-Administration of Justice-Legal remedies-Indian Penal Code-Criminal Procedure Code-Civil procedure code-Law of Evidence-Law of Contract-Labour Laws-Minor Acts-Court Work and Contempt Proceedings.

4. Public Adminstration and Management Essentials of Administration-Organisational Structure of Governments, Role of Civil Servants, Administrative Ethics and Accountability, Delegation and Decentralisation-District and Local Administration-Personal Administration, Police Administration-Jail Administration Panchayati Raj Administration- CalamityAdministration-Administration of Development and Welfare Programmes- Budget and Role of Audit and general financial principles-Role of District Officer/SDO-Conduct of Elections.

Management and Organisation Behavioural Science Motivation, Leadership, Decision-Making, MBO, Management of Conflicts, Management of Change ,Transactional Analysis, -MIS-O&M & Work study-Pert-CPM, Time Management Methodology of Presentation of a subject-Financial Management Capital Budgeting, Discountal Cash Flow, Ratio Analysis, Project Formulation, Cost benefit Analysis, Project Evaluation Interpretation of Balance Sheets."

II. QUALIFYING TESTS

(i) Hindi The test will comprise translation, free composition, set composition, conversation and dictation. The probationers' knowledge of grammer will be tested chiefly by composition conversation and by passages for comments.

(ii) Regional Languages. The test will comprise translation, free composition, set composition, conversation and dictation. The probationers' knowledge of grammer will be tested by composition and by passages for comments.


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(iiA) Computer The syllabus for the Test in Computer shall be as under:-

1. UNIX operating system and its features:

a. Logging in and out of system, other basic commands;

b. Typing, Copying, moving and deleting files;

c. Making, changing and removing directories;

d. Mail, Write, Pipes and Filters; and

e. Printing in UNIX.

2. Multiple Database Management using Foxbase Plus:

a. Basic commands of Foxbase Plus;

b. Necessity and ways of using Multiple Databases;

c. Linking of different databases;

d. Queries from linked databases; and

e. Report generation using Multiple Databases.

3. Financial Computation using Professional:

a. Using Spreadsheet package Professional in UNIX;

b. Time Value of Money;

c. Cost Benefit Analysis;

d. Capital Budgeting; and

e. Project Analysis using these techniques.

4. System Analysis and Design:

a. Characterestics of System, organization;

b. System life cycle, role of Systems Analyst;

c. Functional and Data flow analysis; and

d. Details of Data flow diagrams.

5. Management Information Systems:

a. Basic concepts of MIS;

b. Information needs in Management Processes;

c. MIS through application of DBMS; and

d. Decision Asserting Information System.

6. Applications of LAN and WAN:

a. Kermit, NICNET, UUCP; and

b. Networking using Modems.


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7. Accessing and Using GISTNIC databases:

a. Census-91 Database (GIST-CEN);

b. Indian Economic Indicators (GIST-ECO);

c. International Economic Indicators (GIST-IMF); and

d. State profile databases (GIST).

8. Geographic Information Systems:

a. How to use GISNIC; and

b. How to use Maps for Decentralized planning.

THE SECOND SCHEDULE [See Clause (b) of Regulation 4]

------------------------------------------------------------------------------------------------------------------------ State Regional Languages ------------------------------------------------------------------------------------------------------------------------ Andhra Pradesh Telegu or Urdu Assam-Meghalaya Assamese, Bengali Khasi or Garo. Bihar Hindi

Gujarat Gujarati Haryana Hindi or Urdu Himachal Pradesh Hindi Jammu & Kashmir Urdu, Kashmiri or Dogri

Karnataka Kannada Kerala Malayalam Madhya Pradesh Hindi Maharashtra Marathi

Manipur-Tripura Manipuri, Bengali or Hindi Nagaland Nagamese in Roman Script Orissa Oriya Punjab Punjabi (in Gurumukhi script) or Hindi

Rajasthan Hindi Sikkim Nepali Tamil Nadu Tamil Uttar Pradesh Hindi

West Bengal Bengali or Hindi AGMU (Arunachal Pradesh, Assamese, Hindi, Malayalam, Goa, Mizoram and Union Marathi, Mizo, Tamil ,Urdu

Territories) or Gujarati


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Annexure II

Salient Features of the Foundation, Phase I, State and Phase II Training 1. Foundation Course 1.1 The Foundation Course marks the commencement of the training programme of all Group A service candidates. The trainees attending the Foundation Course belong to the following services:

Indian Administrative Service Indian Postal Services

Royal Bhutan Civil Service Indian Revenue Services

Indian Foreign Service Indian Railway Accounts Service

Indian Police Service Indian Railway Personnel Service

Central Industrial Security Force Service

Indian Railway Traffic Service

Indian Audit and Accounts Service Indian Trade Service

Indian Custom and Central Excise Service

P&T Finance Accounts Service

Indian Civil Accounts Service Indian Forest Service

Indian Defence Accounts Service Central Bureau of Investigation

Indian Defence Estates Service Indian Statistical Service

Indian Information Services Railway Protection Force Service

Indian Ordinance Factory Services Indian Economic Service

The Foundation Course is conducted at the Lal Bahadur Shastri National Academy of Administration in Mussoorie twice a year. The Indian Administrative Service probationers however, do not participate in the summer Foundation Course. The course is designed to provide a mix of indoor and outdoor activities over a period of 15 weeks to the participants.

1.2 Course Objectives 1.2.1 The broad objectives of the course are:

� to foster greater coordination among different services by building ‘espirit de corps’ and cultivate a spirit of co-operation and interdependence;

� to promote all round personality development of Officer Trainees – intellectual, moral, social, physical and aesthetic;


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� to familiarize Officer Trainees with the political, social, economic and administrative environment in India today and equip them with the basic administrative skills and knowledge required for their job;

� to acquaint the Officer Trainees with the seven Principles of Public Life essential for Good Governance – Leadership, Honesty, Selflessness, Integrity, Openness, Accountability and Objectivity.

The Foundation Course acts as a bridge between the life as a student and the structured system of government. It facilitates the transition process for new entrants and lays the basic groundwork to ease the process of entry into the government system. The course aims at building capacity of young officers to face the challenges that they would experience during the early years of their career. The focus is on promoting the right values and actions of a Public Civil Servant, in context of effective governance, administration, and interpersonal relationships.

1.3 Course Design 1.3.1 The Foundation Course aims at enhancing professional knowledge, providing job oriented skills, inculcating espirit de corps, and building appropriate attitudes and values. The course design is based on the syllabus prescribed by the Standing Syllabus Review Committee and the Conference of State Administrative Institutes and Central Training Institutes. The course consists of a blend of academic and extra-curricular activities. The academic component focuses on imparting a basic understanding of the constitutional, political, socio-economic and legal framework of the country, while the extra-curricular activities are geared towards character and personality development of the officer trainees.

1.3.2 The Himalayan trek and village visit are important components of the outdoor activities that focus on character development and promoting team spirit. The week long trek in the Himalayas provides a significant learning experience in group dynamics, and brings out leadership qualities. It is also a test of endurance and courage. The village visit aims at sensitizing the officer trainees to rural realities, through a structured study of a village, and promotes team work. The objectives of the village visit are:

� to sensitize trainees of the dynamics of the socio-economic-political situation that exist in a village and provide practical experience on assessing the situation;

� to assess the problems faced by the rural people especially the deprived sections and women;

� to evaluate the working of various village level institutions, both formal and informal in terms of participation and effectiveness;

� to study the physical environment of the village in relation to ecological imbalances and vulnerability to disaster.

1.3.3 There are various other extra-curricular activities planned during the course that aim to enrich the overall personality of trainees and inculcate the essential qualities of an ‘officer’. These include yoga, unarmed combat, games, photography and spoken English. The indoor and outdoor activities are organised through various Clubs and Societies at the Academy. The clubs and societies are run by the elected representatives of the officer trainees under the overall guidance of the Director's Nominees. The activities of the clubs and societies provide an excellent medium to the trainees for self-expression and self-development. The Academy places great emphasis on these


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activities and they form an important basis for the end-of-the-course assessment. The extra curricular activities range from classical music and film appreciation to skills in the fine arts such as in sketching, painting, photography etc.

1.3.4 While a great deal of emphasis is on the above mentioned activities, academic learning is also an inherent part of the course. The academic inputs focus on providing quality inputs in the areas most essential for administrators and civil servants. The broad subject categories in the Foundation Course are Management, Economics, Public Administration, Law, Political Concepts and Constitution of India, Indian History and Culture and Information and Communication Technology.

1.3.5 While specific topics within the subjects differ between years/batches there is a common thread in terms of the issues selected in the modules. The academic inputs during the 74th Foundation Course are used here to illustrate a typical subject-wise break up of the course

� Management - the modules on Management focus on basic concepts of management and its application in government. The topics include behavioural science with modules on self-awareness, team building, organizational leadership and effective communication; quantitative techniques in management focusing on statistics, data analysis etc.; project management and financial management.

� Economics - the course is structured to impart fundamental knowledge of the principles of micro and macro economics and with added focus on international trade and functioning of World Trade Organization. Special emphasis is given to development and growth concepts including poverty alleviation, and sector specific understanding and reforms of industry, infrastructure and agriculture sectors.

� Public Administration - the course focuses on providing an introduction to the important concepts of public administration and building the skills necessary for effective governance. Topics include basics of governance, organizational structure of government, personnel and financial administration, development and welfare management and decentralization in the context of the 73rd and 74th amendments. In terms of skills the course addresses day-to-day essential skills necessary for administrators such as drafting, public speaking, time management etc. The course also orients the trainees on issues of public accountability, corruption, ministerial responsibility and relationship with the political executive and the role of media and civil society in development.

� Law – basic legal knowledge is imperative for every civil servant. In this context the course emphasizes on the understanding of the general Principles of Law and Administration of Justice. Specific sessions address the procedure of civil cases and criminal cases, and various laws such as law of crimes, law of evidence, law of contracts and labour laws. Trainees are also exposed to certain Acts, such as Dowry Prohibition, Information Technology, Sexual Harassment of Working Women etc. to ensure an understanding of the provisions and implications.

� Political Concepts and Constitution of India – the course aims to impart the basic concepts of equality, liberty and justice and the real world implications in the background of the Constitution of India. This involves developing insights in the various theories of state activities, functioning of parliamentary democracy in India, understanding concept of centre-state relations, concepts of human rights and national integration, concepts of fundamentals


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rights and directive principles of state policy amongst others. The basic idea of the course is to inculcate conceptual clarity on the basics of secularism and democracy.

� Indian History and Culture - the course aims at developing a basic appreciation of the complexities of Indian History to develop an all-round understanding of polity and governance unique to the Indian context. The basic idea is to trace the development of the state, and more specifically focusing on administration structures, land development, industrialisation and transportation process in the country. The course also focuses on the socio-cultural aspects to make the trainees understand the importance of culture and thus the unique diversity of a secular country like India.

� Information and Communication Technology – the course lays the foundation to orient the trainees on the basic essentials in use of computers and basic features in an operating systems such as MS Word, MS Excel, MS Power Point etc. This course is necessarily to equip trainees for planning, scheduling, optimizing for effective resource utilization.

1.3.6 The sessions are planned in a manner so as to provide a basic understanding of the general concepts in the subjects identified. As there are trainees from different services the course focuses more on concepts and subject areas applicable to all the participating services. Language is another essential component of the Course. A detailed break-up of sessions between subjects is indicated in Table I. The division of sessions is based on the relative importance of the subject to the objective of the course. There are only minor modifications in the number of sessions per subject in different batches.

Table I

Subject wise Sessions in the Foundation Course

Sl.No. Subject No. of Sessions

1. Management 40

2. Economics 30

3. Public Administration 90

4. Law 40

5. Political Concepts and Constitution of India 20

6. Indian History and Culture 20

7. Information and Communication Technology 20

8. Language 20

Source: 76th Foundation Course, August- December 2004.

The detailed course outline and sessions are listed in Appendix I.

1.4 Evaluation 1.4.1 In the over-all evaluation of the performance of an OT during the induction training, the Foundation Course carriers a 25 percent weighatge. Performance of OTs is evaluated with reference to the proficiency they acquire in the subjects and the soft skills that are transacted in the


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Foundation Course, and the extent to which they internalize of the values and attitudes that the course seeks to foster. A total of 600 marks is assigned to the Foundation Course, of which 450 marks are assigned to the subjects, and 150 marks to Director’s assessment. The subject-wise allocation of marks is furnished in Table II.

Table II

Foundation Course: Evaluation

Subject-wise Allocation of Marks

Sl.No. Subject No. of Marks

1. Management 60

2. Economics 90

3. Public Administration 90

4. Law 90

5. Political Concepts and Constitution of India 60

6. Indian History and Culture 60

The OTs are also required to qualify in a terminal Hindi examination; however, the marks secured in that examination are not counted for the final grade an OT secures.

1.4.2 The evaluation system adopted in the course focuses more on continual assessment throughout the course rather than only through an end of course examination. Proficiency in various subjects is evaluated through concurrent examinations, quizzes, public speaking, case studies, term papers and other methods. With respect to soft skills, values and attitudes, officer trainees are assessed on a continuous basis on their participation and performance during the trek, syndicate work, village visit, other extra-curricular activities, their general behaviour, punctuality and personal conduct. This evaluation forms part of the Director’s Assessment.

1.4.3 OTs have to secure at least 50% marks in each subject to pass the examination.

2. Professional Course: Phase I 2.1 Phase I professional course is the first training program specifically designed for the OTs of the Indian Administrative Service. The IAS Professional Training Course equips the trainee for the first ten years of his/her life as a civil servant. Phase I is designed with this overall objective in mind so as to focus more on the potential challenges a civil servant can expect in these initial years, while also developing a strong foundation for a life in civil service. As the Annual Report of the DOPT 2005-06 puts it, “The Foundation Course is essentially knowledge centered, [while] the Professional Courses are fundamentally skill-oriented.”

2.2 Course Objective 2.2.1 The course aims at enhancing the theoretical knowledge and concepts of important subjects relevant to officer trainees. The course is expected to provide a backdrop against which the practical


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training in the districts is carried out. The course specifically focuses on ensuring conceptual clarity in the following areas:

� India perspective - emerging trends in Indian polity and society, Indian economy and economic policies, administrative policies and role and functioning of IAS

� Constitution of India

� Laws and legal instruments

� Administrative rules, procedures and programme guidelines

� Modern management techniques

� Economic analysis

The course also aims to enhance skills for effective communication, public speaking, use of computer among others. All trainees are also expected to attain complete fluency in the language of their allotted state cadre. Beyond the above identified academic inputs the course also addresses issues of developing appropriate values and attitudes essential to a future civil servant.

2.3 Course Design 2.3.1 The Phase I training broadly comprises of two components – academic training and winter study tour. The duration of the course is presently 24 weeks, where the winter study tour accounts for 8 weeks. The academic training component involves intensive course work in Law, Public Administration, Political Science, Management, Economics, Language and ICT. The topics within these broad focus areas are based on their relevance and applicability to the jobs an OT is likely to hold in the first ten years such as sub-divisional officer, project officer, CEO Zilla Parishad, Municipal Commissioner and District Collector. The academic training is mostly imparted in a classroom-like environment and lecture mode interspaced with seminars, discussion and presentations. Use of case studies and modern management games and puzzles is occasional and limited. The topics are mostly transacted in a modular inter-disciplinary form. Some of the important modules are the following:

� IAS in perspective

� District administration

� Problems in Insurgency affected areas

� Issues in North-East

� Administrative skills

Ø Basic administrative skills and procedures

Ø Project management

Ø Dealing with media

Ø Law and order; interface with police

Ø Land administration

Ø Conduct of elections

Ø Disaster management


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� Financial management: public contracts

� E-Governance

� Civil liberties

� Organisational behaviour, leadership, team work

� Urban administration

� Rural development

� Social marketing

� Public private partnership

Ø Agriculture,

� Health and education.

� Law including social legislation and minor acts

The detailed course outline and sessions are listed in Appendix II.

2.4 Winter Study Tour [Bharat Darshan] The objective of the winter study tour is to provide an opportunity to expose the officer trainees to important institutions, organisations and agencies in the country with which they are most likely to interact during the first decade of their career. This would enable the trainees to develop an all-India perspective and understand the role of an IAS officer in this context. The tour is intended to ensure greater appreciation of the historical, cultural and ecological heritage and diversity of the country. As part of the tour the trainees would interact with premier government and non-government organisations. The tour focuses on attachments with the Army, Navy/Air Force, Tribal areas, NGOs, Municipal Corporations, Public and Private Sector units, e-governance, and civil administration in areas of insurgency related problems. It exposes the trainees to the diverse cultures, customs, people and languages of India. The trainees are briefly exposed to senior policy makers in New Delhi as a part of the attachment to the Bureau of Parliamentary Studies and Training. Table III furnishes an illustrative itinerary of Bharat Darshan


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Table-III

LAL BAHADUR SHASTRI NATIONAL ACADEMY OF ADMINISTRATION, MUSSOORIE IAS PROFESSIONAL COURSE PHASE-I (2006 BATCH)

Winter Study Tour

Group No. – I

Jammu & Kashmir, Rajasthan, Gujarat, Maharashtra, Goa, Kerala, Lakshadweep, Karnataka, Andhra Pradesh, Madhya Pradesh and Delhi

Date & Day Dep./ Arr. Time Place from/to Mode of Journey 16.12.2006 Saturday

Dep. Arr. Dep. Arr. Dep.

0700 hrs. 1000 hrs. 1400 hrs. 1700 hrs. 2020 hrs.

Mussoorie IMA, Dehradun IMA, Dehradun Saharanpur Saharanpur

Academy Bus Academy Bus 4645 – Shalimar Express

17.12.2006 Sunday

Arr. 0630 hrs. Jammu

Army Attachment at Jammu Sector from 18.12.2006 to 27.12.2006 27.12.2006 Wednesday

Dep.

2055 hrs. Jammu

4646 – Shalimar Express

27.12.2006 Wednesday

Arr. 0445 hrs. Ambala

Air Force Attachment at Air Force Station, Ambala on 28.12.2006 & 29.12.2006 30.12.2006 Saturday

Dep. Arr. Dep. Arr.

0605 hrs. 0950 hrs. 1000 hrs. 1400 hrs.

Ambala Delhi Delhi Jaipur

1078 – Jammu Tavi Jhelem Express. T.4A By Road

Visit in and around Jaipur on 31.12.2006 & 1.1.2007 Urban Local Body/E-Governance Attachment at Jaipur from 2.1.2007 to 4.1.2007 4.1.2007 Thursday

Dep.

2255 hrs.

Jaipur

2965 – JP Udaipur Super Exp.

5.1.2007 Friday

Arr. 0745 hrs.

Udaipur

Visit in and around Udaipur on 5.1.2007 & 6.1.2007 6.1.2007 Saturday

Dep.

1945 hrs. Udaipur

9943 – Udaipur City Ahmedabad Exp. T.72

7.1.2007 Sunday

Arr. Dep. Arr.

0420 hrs. 0540 hrs. 1233 hrs.

Ahmedabad Ahmedabad Jamnagar

9005 – Saurastra Mail

Visit in and around Jamnagar on 7.1.2007 & 10.1.2007 Private Sector Attachment at Reliance, Jamnagar on 8.1.2007 & 9.1.2007 10.1.2007 Wednesday

Dep. 1540 hrs. Jamnagar 9006 – Saurastra Mail

11.1.2007 Thursday

Arr. 0810 hrs. Mumbai Central

Visit in and around Mumbai on 11.1.2007 Public Sector Attachment at Nuclear Power Corporation of India Ltd. (NPCIL), Mumbai on 12.1.2007 & 13.1.2007 13.1.2007 Saturday

Dep. 2300 hrs. Mumbai 0111 – Mumbai CST Madgoan Kokankanya Exp. T.26


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14.1.2007 Sunday

Arr. Dep. Arr.

1045 hrs. 1100 hrs. 1300 hrs.

Madgaon Madgaon Panjim

By Road

Visit in and around Goa from 14.1.2007 to 16.1.2007 16.1.2007 Tuesday

Dep. Arr. Dep.

1600 hrs. 1830 hrs. 2240 hrs.

Panjim Madgaon Madgaon

By Road 6345 – Netravati Exp.

17.1.2007 Wednesday

Arr. 1400 hrs. Ernakulam

Visit in and around Ernakulam/Cochin on 17.1.2007 18.1.2007 Thursday

Dep. Arr.

0915 hrs. 1050 hrs.

Cochin Agatti

IC 502

Visit in and around Lakshdweep Islands from 18.1.2007 to 22.1.2007 23.1.2007 Tuesday

Dep. Arr. Dep.

1115 hrs. 1205 hrs. 1805 hrs.

Agatti Cochin Ernakulam

IC 501 6525 – Bangalore Exp.

24.1.2007 Wednesday

Arr. 0700 hrs. Bangalore

NGO Attachment with MYRADA, Bangalore from 25.1.2007 to 29.1.2007 Republic Day Celebrations at Collectorate, Bangalore on 26.1.2007 Visit in and around Bangalore on 30.1.2007 Half-day attachment with ISRO on 31.1.2007 31.1.2007 Wednesday

Dep. 2000 hrs. Bangalore 2429 – Banglore Niz. Rajdhani Exp. T.9A

1.2.2007 Thursday

Arr. Dep. Arr.

0710 hrs. 0720 hrs. 0930 hrs.

Hyderabad Hyderabad Medak

By Road

Insurgency Attachment at Medak on 2.2.2007 & 3.2.2007 4.2.2007 Sunday

Dep. Arr.

0700 hrs. 0900 hrs.

Medak Hyderabad

By Road

Visit in and around Hyderabad on 4.2.2007 4.2.2007 Sunday

Dep. 2250 hrs. Hyderabad Deccan 2721 – Nizammudin Express

5.2.2007 Monday

Arr. Dep. Arr.

0905 hrs. 0930 hrs. 1300 hrs.

Nagpur Nagpur Mandla

By Road (208 km)

Tribal Attachment at Mandla from 6.2.2007 to 10.2.2007 10.2.2007 Saturday

Dep. Arr. Dep.

1300 hrs. 1700 hrs. 2040 hrs.

Mandla Nagpur Nagpur

By Road 2649 – Karnataka Sumpark Kranti Exp. T.9A

11.2.2007 Sunday

Arr. 1305 hrs. New Delhi

Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007


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Winter Study Tour

Group No. – II

Jammu & Kashmir, Haryana, West Bengal, Sikkim, Assam, Tripura, Andaman & Nicobar, Tamil Nadu, Karnataka, Maharashtra and Delhi

Date & Day Dep./ Arr. Time Place from/to Mode of Journey

16.12.2006 Saturday





17.12.2006 Sunday



Dep. 2055 hrs. Jammu 4646 – Shalimar Express

28.12.2006 Thursday

Arr. Dep. Arr.

1045 hrs. 1100 hrs. 1300 hrs.

Delhi Delhi Faridabad

By Road

Private Sector Attachment at Goodyear, Faridabad from 28.12.2006 (A.N.) to 30.12.2006 (F.N.) 30.12.2006 Saturday

Dep. Arr. Dep.

1130 hrs. 1330 hrs. 1400 hrs.

Faridabad Delhi Delhi (H.Nizammudin)

By Road 2424 – Guwahati Rajdhani Exp. T.18

31.12.2006 Sunday

Arr. Dep. Arr.

1115 hrs. 1130 hrs. 1400 hrs.

New Jalpaiguri New Jalpaiguri Darjeeling

By Road

Visit in and around Darjeeling 31.12.2006 to 3.1.2007 including visit to Gangtok (Sikkim) 3.1.2007 Wednesday

Dep. Arr. Dep.

1200 hrs. 1700 hrs. 1840 hrs.

Darjeeling (Via Mirik) New Jalpaiguri New Jalpaiguri

By Road 5657 – Kanchanjung Exp. T.14

4.1.2007 Thursday

Arr. 0207 hrs. Nalbari

Insurgency Attachment at Nalabari on 4.1.2007 & 5.1.2007 6.1.2007 Saturday

Dep. Arr.

1400 hrs. 1800 hrs.

Nalbari Guwahati

By Road

Visit in and around Guwahati on 7.1.2007 8.1.2007 Monday

Dep. Arr.

0900 hrs. 1430 hrs.

Guwahati Kaziranga

By Road (250 KM)

Visit in and Around Kaziranga National Park on 8.1.2007 & 9.1.2007 10.1.2007 Wednesday

Dep. Arr.

1100 hrs. 1700 hrs.

Kaziranga Guwahati

By Road

NGO Attachment at DBYES, Guwahati from 11.1.2007 to 15.1.2007 15.1.2007 Monday

Dep. Arr. Dep. Arr.

1715 hrs. 1800 hrs. 1810 hrs. 2210 hrs.

Guwahati Agartala Agartala Udaipur

9W620 By Road

Tribal Attachment at Udaipur (Tripura) from 16.1.2007 to 20.1.2007


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21.1.2007 Sunday

Dep. Arr. Dep. Arr.

0700 hrs. 1100 hrs. 1205 hrs. 1255 hrs.

Udaipur Agartala Agartala Kolkata

By Road CD 7244

Visit in and around Kolkata on 21.1.2007 & 22.1.2007 23.1.2007 Tuesday

Dep. Arr.

0537 hrs. 0735 hrs.

Kolkata Port Blair

CD 7287

Visit in and around Andaman & Nicobar Islands from 23.1.2007 to 27.1.2007 Republic Day Celebrations at Collectorate, Port Blair on 26.1.2007 28.1.2007 Sunday

Dep. Arr.

0820 hrs. 1025 hrs.

Port Blair Chennai

CD 7288

Visit in and around Chennai on 28.1.2007 & 29.1.2007 29.1.2007 Monday

Dep. 2145 hrs. Chennai

6222 – Chennai Mysore Kaveri Exp. T.20

30.1.2007 Tuesday

Dep. 0445 hrs. Bangalore

Visit in and around Bangalore on 30.1.2007 Urban Local Body/E-Governance Attachment at Bangalore from 31.1.2007 to 2.2.2007 2.2.2007 Friday

Dep. 2000 hrs. Bangalore 6530 – Banglore Mumbai Udyan Exp. T.10 A

3.2.2007 Saturday

Arr.

1545 hrs. Pune

Visit in and around Pune on 3.2.2006 & 4.2.2006 Air Force Attachment at Pune on 5.2.2007 & 6.2.2007 6.2.2007 Tuesday

Dep. Arr.

1700 hrs. 1900 hrs.

Pune Mumbai

By Road

Public Sector Attachment at Jawaharlal Nehru Port Trust (JNPT), Mumbai from 7.2.2007 to 9.2.2007 10.2.2007 Saturday

Dep. 1615 hrs. Mumbai

2951 – Mumbai Central New Delhi Rajdhani Express

11.2.2007 Sunday




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Winter Study Tour

Group No. – III

Jammu & Kashmir, Rajasthan, Gujarat, Maharashtra, Goa, Kerala, Lakshdweep, Karnataka, Andhra Pradesh, Orissa and Delhi


16.12.2006 Saturday





17.12.2006 Sunday



Dep. 1805 hrs. Jammu 2414 – Jammu Jaipur Express

28.12.2006 Thursday

Arr. Dep. Arr.

1005 hrs. 1015 hrs. 1215 hrs.

Jaipur Jaipur Ajmer

By Road

Visit in and around Ajmer & Pushkar from 28.12.2006 to 30.12.2006 31.12.2006 Sunday

Dep. Arr.

0900 hrs. 1300 hrs.

Ajmer Rajsamand

By Road (215 km approx.)

NGO Attachment with MKSS, Rajsamand from 1.1.2007 to 5.1.2007 5.1.2007 Friday

Dep. Arr.

1600 hrs. 1830 hrs.

Rajsamand Udaipur

By Road (100 km)

Visit in and around Udaipur on 6.1.2007 & 7.1.2007 7.1.2007 Sunday

Dep. 1945 hrs. Udaipur 9943 – Udaipur Ahmedabad Exp.

8.1.2007 Monday

Arr. Dep. Arr.

0420 hrs. 0430 hrs. 0700 hrs.

Ahmedabad Ahmedabad Anand

By Road

Cooperative/Private Sector Attachment at Amul (Anand) on 8.1.2007 & 9.1.2007 Half-day Attachment with ICICI on 10.1.2007 (F.N.) 10.1.2007 Wednesday

Dep. Arr.

1532 hrs. 2145 hrs.

Anand Mumbai Central

2010 – Shatabdi Express

Naval Attachment at Mumbai from 11.1.2007 to 13.1.2007 13.1.2007 Saturday

Dep. 2250 hrs. Mumbai 0111 – Konkan Kanya Express.

14.1.2007 Sunday

Arr. Dep. Arr.

1045 hrs. 1100 hrs. 1330 hrs.

Madgaon Madgaon Panjim

By Road

Visit in and around Goa on 14.1.2007 & 15.1.2007 15.1.2007 Monday

Dep. Arr. Dep.

1600 hrs. 1830 hrs. 2240 hrs.

Panjim Madgaon Madgaon

By Road 2618 – Netravati Exp.

16.1.2007 Tuesday

Arr. 1400 hrs. Ernakulam & halt

17.1.2007 Wednesday

Dep. Arr.

0915 hrs. 1050 hrs.

Cochin Agatti

IC 502

Visit in and around Lakshdweep Islands from 17.1.2007 to 21.1.2007


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22.1.2007 Monday

Dep. Arr. Dep. Arr.

1115 hrs. 1205 hrs. 1230 hrs. 2000 hrs.

Agatti Cochin Cochin Palakkad (Palghat)

IC 501 By Road

Tribal Attachment at Palakkad (Kerala) from 23.1.2007 to 27.1.2007 Republic Day Celebrations at Collectorate, Palakkad on 26.1.2007 27.1.2007 Saturday

Dep. 2130 hrs. Palakkad (Palghat) 6525 – Bangalore Exp. T. 86A

28.1.2007 Sunday


Visit in and around Bangalore on 28.1.2007 & 30.1.2007 Public Sector Attachment at BHEL, Bangalore on 29.1.2007 & 31.1.2007 31.1.2007 Wednesday

Dep. 1810 hrs. Bangalore Cantt. 2786 – Kacheguda Exp.

1.2.2007 Thursday

Arr. 0510 hrs. Kacheguda

Urban Local Body/E-Governance Attachment at Hyderabad from 1.2.2007 to 3.2.2007 Visit in and around Hyderabad on 4.2.2007 4.2.2007 Sunday

Dep. 1715 hrs. Hyderabad 2728 – Godavari Exp.

5.2.2007 Monday

Arr. 0605 hrs. Vishakapatnam

Visit in and around Vishakapatnam on 5.2.2006 & 6.2.2007 7.2.2007 Wednesday

Dep. Arr.

0600 hrs. 1000 hrs.

Vishakapatnam Koraput

By Road

Insurgency Attachment at Koraput on 7.2.2007 & 8.2.2007 8.2.2007 Thursday

Dep. 1825 hrs. Koraput 8448 – Hirakhand Exp.

9.2.2007 Friday

Arr. 0810 hrs. Bhubneshwar

Visit in and around Bhubneshwar & Puri on 9.2.2007 & 10.2.2007 10.2.2007 Saturday

Dep. 1205 hrs. Bhubneshwar 2815 – Puri New Delhi Exp. T.32

11.2.2007 Sunday




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Winter Study Tour

Group No. – IV

Jammu & Kashmir, Uttar Pradesh, Jharkhand, West Bengal, Mizoram, Assam, Andaman & Nicobar, Tamil Nadu, Karnataka, Maharashtra and Delhi


16.12.2006 Saturday

Dep. Arr. Dep. Arr. Dep. Arr.

0700 hrs. 1000 hrs. 1600 hrs. 1630 hrs. 1700 hrs. 2240 hrs.

Mussoorie IMA, Dehradun IMA, Dehradun Dehradun Rail. St. Dehradun Rail. St. New Delhi & halt

Academy Bus 2018 – Shatabdi Express

17.12.2006 Sunday

Dep. Arr.

1130 hrs. 1355 hrs.

New Delhi Srinagar

IC 821

Army Attachment at Kashmir Sector from 18.12.2006 to 27.12.2006 28.12.2006 Thursday

Dep. Arr. Dep.

1445 hrs. 1710 hrs. 2230 hrs.

Srinagar New Delhi New Delhi

IC 822 2230 – New Delhi Lucknow Mail

29.12.2006 Friday

Arr. 0700 hrs. Lucknow

NGO Attachment at SEWA, Lucknow from 29.12.2006 to 3.1.2007 including visit in and around Lucknow on 31.12.2006 3.1.2007 Wednesday

Dep. 1615 hrs. Lucknow 4370 – Bareilly Shaktinagar Barwadha Exp. T.25

4.1.2007 Thursday

Arr. 0730 hrs. Singrauli

Public Sector Attachment at NTPC, Singrauli (Shaktinagar) on 4.1.2007 & 5.1.2007 6.1.2007 Saturday

Dep. Arr. Dep.

0700 hrs. 0945 hrs. 1034 hrs. 1930 hrs.

Singrauli Renukut Renukut Ranchi & Halt

By Road 2874 – Jharkhand Express

7.1.2007 Sunday

Dep. Arr.

1000 hrs. 1230 hrs.

Ranchi Chaibasa

By Road

Insurgency Attachment at Chaibasa on 8.1.2007 & 9.1.2007 10.1.2007 Wednesday

Dep. Arr. Dep. Arr.

0500 hrs. 0800 hrs. 0825 hrs. 1345 hrs.

Chaibasa Chakradharpur Chakradharpur Howrah & halt

By Road 2833 – Howrah Express

Visit in and around Kolkata on 11.1.2007 & 12.1.2007 12.1.2007 Friday

Dep. Arr.

1125 hrs. 1220 hrs.

Kolkata Aizwal

IC 211

13.1.2007 Saturday

Dep. Arr.

1230 hrs. 1530 hrs.

Aizwal Mamit

By Road

Tribal Attachment at Mamit (Mizoram) from 13.1.2007 to 17.1.2007 18.1.2007 Thursday



Mamit Aizwal Aizwal Guwahati Guwahati Tezpur

By Road CD 7758 By Road

Air Force Attachment at Air Force Station, Tezpur on 19.1.2007 & 20.1.2007


170

21.1.2007 Sunday

Dep. Arr. Dep. Arr.

0900 hrs. 1300 hrs. 1745 hrs. 1925 hrs.

Tezpur Guwahati Guwahati Kolkata & halt

By Road CD 7730

22.1.2007 Monday

Dep. Arr.

0535 hrs. 0735 hrs.

Kolkata Port Blair

IC 287

Visit in and around Andaman & Nicobar Islands from 22.1.2007 to 26.1.2007 Republic Day Celebrations at Collectorate, Port Blair on 26.1.2007 27.1.2007 Saturday

Dep. Arr.

0820 hrs. 1025 hrs.

Port Blair Chennai

CD 7550

Visit in and around Chennai and Pondicherry on 27.1.2007 & 28.1.2007 29.1.2007 Monday

Dep. Arr.

1225 hrs. 2015 hrs.

Chennai Madurai

2635 – Vaigai Exp.

Visit in and around Madurai on 30.1.2007 & 31.1.2007 31.1.2007 Wednesday

Dep. 1940 hrs. Madurai 6731 – Mysore Exp.

1.2.2007 Thursday

Arr. 0608 hrs. Bangalore Cantt.

Private Sector Attachment at WIPRO, Bangalore on 1.2.2007 & 2.2.2007 3.2.2007 Saturday

Dep. Arr.

0700 hrs. 1200 hrs.

Bangalore Hassan

By Road (180 km)

Half-day Attachment at ICICI, Hassan on 3.2.2007 (A.N.) 4.2.2007 Sunday

Dep. Arr. Dep.

1300 hrs. 1800 hrs. 2000 hrs.

Hassan Bangalore Bangalore City

By Road 6530 – Udyan Express T.10A

5.2.2007 Monday

Arr. 1545 hrs. Pune

Urban Local Body/E-Governance Attachment at Pune from 6.2.2007 to 8.2.2007 9.2.2007 Friday

Dep. Arr.

0600 hrs. 0800 hrs.

Pune Mumbai

By Road

Half-day attachment at Public Concern for Governance Trust, Mumbai on 9.2.2007 (A.N.) Visit in and around Mumbai on 10.2.2007 10.2.2007 Saturday

Dep. 1615 hrs. Mumbai 2951 – New Delhi Rajdhani Exp.

11.2.2007 Arr. 0840 hrs. New Delhi Visits to Organizations and Institutions in Delhi from 12.2.2007 to 16.2.2007


171


Winter Study Tour

Group No. – V

Jammu & Kashmir, Haryana, Delhi, Rajasthan, Gujarat, Maharashtra, Andhra Pradesh, Andaman & Nicobar, West Bengal, Orissa and Chattisgarh


16.12.2006 Saturday



Mussoorie IMA, Dehradun IMA, Dehradun Dehradun Rly. St. Dehradun Rly. St. New Delhi & Halt

Academy Bus Academy Bus 2018 – Shatabdi Express

17.12.2006 Sunday

Dep. Arr.

1130 hrs. 1355 hrs.

Delhi Srinagar

IC 821

Army Attachment at Kashmir Sector from 18.12.2006 to 27.12.2006 28.12.2006 Thursday

Arr. Dep.

1445 hrs. 1710 hrs.

Srinagar New Delhi

IC 822

Private Sector Attachment at Hero Honda (Motorcycle), Gurgaon on 29.12.2006 & 30.12.2006 30.12.2006 Saturday

Dep.

2050 hrs. New Delhi 2461 – Delhi Jodhpur Mandore Exp. T.23

31.12.2006 Sunday

Arr. 0800 hrs. Jodhpur

Visit in and around Jodhpur on 31.12.2006 & 1.1.2007 01.1.2007 Monday

Dep.

2100 hrs. Jodhpur 6126 – Jodhpur Chennai Egmore Exp. T.46

02.1.2007 Tuesday

Arr.

1100 hrs. Surat

Visit in and around Surat on 2.1.2007 Urban Local Body/E-Governance Attachment at Surat from 3.1.2007 to 5.1.2007 5.1.2007 Friday

Dep. Arr.

1803 hrs. 2145 hrs.

Surat Mumbai

2010 – Ahmedabad Mumbai Central Shatabdi Exp. T.11 A

NGO's Attachment at PRATHAM, Mumbai from 6.1.2007 to 10.1.2007 Naval Attachment at Mumbai from 11.1.2007 to 13.1.2007 13.1.2007 Saturday

Dep. 2150 hrs. Mumbai CST 2701 – Hussain Sagar Express T.10

14.1.2007 Sunday

Arr. 1215 hrs. Hyderabad

Visit in and around Hyderabad on 14.1.2007 Half-day Attachment at Singareni Head Quarters, Hyderabad on 15.1.2007 15.1.2007 Monday

Dep. Arr.

1715 hrs. 2120 hrs.

Hyderabad Khammam & Halt

2728 – Godavari Exp. T.30A

Visit in and around Khammam on 16.1.2007 17.1.2007 Wednesday

Dep. Arr.

0700 hrs. 1000 hrs.

Khammam Singareni (Kottagudem)

By Road (90 km)

Public Sector Attachment at Singareni Collieries on 17.1.2007 to 19.1.2007 19.1.2007 Friday

Dep. Arr. Dep.

1700 hrs. 2000 hrs. 2254 hrs.

Singareni Khammam Tirupati

By Road 2764 – Padmavati Express


172

20.1.2007 Saturday

Arr. 0725 hrs. Tirupati

Visit in and around Tirupati on 20.1.2007 & 21.1.2007 Study of Administrative Aspects of Managing Religious Trusts 21.1.2007 Sunday

Dep. Arr.

1700 hrs. 1900 hrs.

Tirupati Chennai & Halt

By Road

22.1.2007 Monday

Dep. Arr.

0545 hrs. 0750 hrs.

Chennai Port Blair

IC 549

Visit in and around Andaman & Nicobar Islands from 22.1.2007 to 26.1.2007 Republic Day Celebrations at Collectorate, Port Blair on 26.1.2007 27.1.2007 Saturday

Dep. Arr.

0820 hrs. 1025 hrs.

Portblair Kolkata

CD 7550

Visit in and around Kolkata on 27.1.2007 & 28.1.2007 29.1.2007 Monday

Dep. Arr. Dep. Arr

0600 hrs. 0925 hrs. 0945 hrs. 1100 hrs.

Howrah Balasore Balasore Baripada

2821 – Dhauli Exp. By Road (60 km)

Tribal Attachment at Mayurbhanj, Orissa from from 30.1.2007 to 3.2.2007 including visit in and around Mayurbhanj District 4.2.2007 Sunday

Dep. Arr. Dep. Arr.

0700 hrs. 0900 hrs. 0927 hrs. 1245 hrs.

Baripada Balasore Balasore Bhubneshwar

By Road 2821 –Dhauli Exp.

Visit in and around Bhubneshwar & Puri on 4.2.2007 & 5.2.2007 5.2.2007 Monday

Dep. 2000 hrs. Bhubneshwar 8447 – Hirakund Exp. T.40

6.2.2007 Tuesday

Arr. Dep. Arr.

1015 hrs. 1030 hrs. 1500 hrs.

Koraput Koraput Dantewada

By Road

Insurgency Attachment at Dantewada on 7.2.2007 & 8.2.2007 09.2.2007 Friday

Dep. Arr.

0900 hrs. 1600 hrs.

Dantewada Raipur & halt

By Road (383 km)

10.2.2007 Saturday

Dep.

1000 hrs.

Raipur 2441 – Bilaspur New Delhi Rajdhani Exp. T.42A

11.2.2007 Sunday

Arr. 0530 hrs. H. Nizammuddin



173


Winter Study Tour

Group No. – VI

Assam, Arunachal Pradesh, West Bengal, Andhra Pradesh, Karnataka, Kerala, Lakshdweep, Maharashtra and Delhi


16.12.2006 Saturday





17.12.2006 Sunday

Dep. 0930 hrs. New Delhi 2436 – New Delhi Guwahati Dibrugarh Rajdhani Exp.

18.12.2006 Monday

Arr. Dep. Arr.

1237 hrs. 1240 hrs. 1500 hrs.

New Cooch Behar New Cooch Behar Dhubri

By Road

Insurgency Attachment at Dhubri (Assam) on 19.12.2006 & 20.12.2006 21.12.2006 Thursday

Dep. Arr.

1000 hrs. 1500 hrs.

Dhubri Guwahati

By Road

Visit in and around Guwahati from 21.12.2006 to 23.12.2006 23.12.2006 Saturday

Dep. 1815 hrs. Guwahati

2424 – New Delhi Dibrugarh Rajdhani Exp.

24.12.2006 Sunday

Arr. 0515 hrs. Dibrugarh

Army Attachment at 2 Mtn. Div Sector from 25.12.2006 to 3.1.2007 4.1.2007 Thursday

Dep. Arr.

0800 hrs. 1500 hrs.

Tinsukia Tezu

By Road

Tribal Attachment at Tezu (Arunachal Pradesh) from 5.1.2007 to 9.1.2007 10.1.2007 Wednesday

Dep. Arr. Dep. Arr.

0600 hrs. 1100 hrs. 1200 hrs. 1330 hrs.

Tezu Dibrugarh Dibrugarh Kolkata

By Road IC 702

Visit in and around Kolkata from 10.1.2007 to 12.1.2007 13.1.2007 Saturday

Dep. 1450 hrs. Howrah 2841 – Coromondal Exp.

14.1.2007 Sunday


Naval Attachment at Vishakapatnam from 15.1.2007 to 17.1.2007 17.1.2007 Wednesday

Dep. 2145 hrs. Vishakapatnam 2703 – Falaknuma Express

18.1.2007 Thursday

Arr. 0935 hrs. Secunderabad

Private Sector Attachment at GMR Airport, Hyderabad on 18.1.2007 & 19.1.2007 Visit in and around Hyderabad on 20.1.2007 including half-day attachment with MCR HRD Institute and Centre for Good Governance, Hyderabad 20.1.2007 Saturday

Dep. 1900 hrs. Kacheguda 2785 –Bangalore Exp. T.52


174

21.1.2007 Sunday


Visit in and around Bangalore on 21.1.2007 Public Sector Attachment at HAL, Bangalore on 22.1.2007 & 23.1.2007 23.1.2007 Tuesday

Dep. 2200 hrs. Bangalore City 6526 – Bangalore Kanya Kumari Exp. T.86

24.1.2007 Wednesday

Arr. 0935 hrs. Ernakulam & Halt

25.1.2007 Thursday

Dep. Arr.

0935 hrs. 1050 hrs.

Cochin Agatti

IC 502

Visit in and around Lakshdweep Islands from 25.1.2007 to 29.1.2007 Republic Day Celebrations at Collectorate, Agatti on 26.1.2007 30.1.2007 Tuesday

Dep. Arr. Dep. Arr.

1115 hrs. 1205 hrs. 1230 hrs. 1600 hrs.

Agatti Cochin Cochin Kozhikode (Calicut)

IC 501 By Road

Urban Local Body/ E-Governance Attachment at Kozhikode from 31.1.2007 to 2.2.2007 Visit in and around Kozhikode on 3.2.2007 3.2.2007 Saturday

Dep. 1910 hrs. Kozhikode (Calicut) 6346 – Netravati Express

4.2.2007 Sunday

Arr. Dep. Arr.

1640 hrs. 1700 hrs. 2330 hrs.

Mumbai L.T. Mumbai Ahmadnagar

By Road

NGO Attachment with Rale Gaon, Siddhi (Ahmadnagar) from 5.2.2007 to 10.2.2007 10.2.2007 Saturday

Dep. 2040 hrs. Ahmadnagar

1077 – Pune Jammu Tavi Jhelam Exp. T.4

11.2.2007 Sunday




175


Winter Study Tour

Group No. – VII

Chattisgarh, Assam, Nagaland, Jharkhand, Andhra Pradesh, Tamil Nadu, Andaman & Nicobar, Kerala, Maharashtra, Madhya Pradesh and Delhi


16.12.2006 Saturday



Mussoorie IMA, Dehradun IMA, Dehradun Dehradun Rly. St. Dehradun Rly. St. New Delhi & Halt

Academy Bus Academy Bus 2018 – Shatabdi Express

17.12.2006 Sunday

Dep.

0500 hrs.

New Delhi 8238 – Chhattisgarh Exp.

18.12.2006 Monday

Arr. 0930 hrs. Raipur

Tribal Attachment at Raipur District of Chhattisgarh from 18.12.2006 to 22.12.2006 22.12.2006 Friday

Dep.

2355 hrs. Raipur 2859 – Mumbai Howrah Gitanjali Exp. T.5A

23.12.2006 Sunday

Arr. 1245 hrs. Howrah & halt

24.12.2006 Sunday

Dep. Arr.

0945 hrs. 1115 hrs.

Kolkata Dibrugarh

IC 701

Army Attachment at 2 Mtn. Div Sector from 25.12.206 to 3.1.2007 4.1.2007 Thursday

Dep. Arr. Dep. Arr.

0030 hrs. 0540 hrs. 0600 hrs. 1230 hrs.

Tinsukia Jn Dimapur Dimapur Phek/Wokha (via Kohima)

4055 – DBRT Brahmputra Exp. T.66 A By Road

Insurgency Attachment at Phek/Wokha District (Nagaland) on 5.1.2007 & 6.1.2007 7.1.2007 Sunday

Dep. Arr. Dep.

0900 hrs. 1530 hrs. 2220 hrs.

Phek/Wokha Dimapur Dimapur

By Road 5604 – Intercity Express

8.1.2007 Monday

Arr. 0430 hrs. Guwahati

Visit in and around Guwahati on 8.1.2007 to 9.1.2007 10.1.2007 Wednesday

Dep. Arr.

1140 hrs. 1250 hrs.

Guwahati Kolkata

IC 230

Visit in and around Kolkata on 10.1.2007 11.1.2007 Thursday

Dep. Arr.

0605 hrs. 1037 hrs.

Howrah Bokaro Steel City

2019 – HWH Shatabdi Exp.

Public Sector Attachment at Bokaro Steel Plant on 11.1.2007 & 12.1.2007 13.1.2007 Saturday

Dep.

1150 hrs. Bokaro Steel City 3351 – Dhanbad Alappuzha Express

14.1.2007 Sunday

Arr.

1020 hrs. Vishakapatnam

Visit in and around Vishakapatnam on 14.1.2007 Naval Attachment at Vishakapatnam from 15.1.2007 to 17.1.2007 18.1.2007 Thursday

Dep. Arr.

0445 hrs. 1735 hrs.

Vishakapatnam Chennai Central & Halt

2841 –Coromandal Exp. T.7


176

19.1.2007 Friday

Dep. Arr.

0545 hrs. 0750 hrs.

Chennai Port Blair

IC 549

Visit in and around Andaman & Nicobar Islands from 19.1.2007 to 23.1.2007 24.1.2007 Wednesday

Dep. Arr. Dep. Arr

0820 hrs. 1025 hrs. 1225 hrs. 2015 hrs.

Portblair Chennai Chennai Egmore Madurai Jn.

CD 7550 2635 – Vaisai Express

NGO Attachment at DHAN Foundation, Madurai from 25.1.2007 to 29.1.2007 Republic Day Celebration at Collectorate, Madurai on 26.1.2007 30.1.2007 Tuesday

Dep. Arr.

0420 hrs. 0925 hrs.

Madurai Jn. Nagarcoil

6123 – Ananthapuri Exp T.21

Visit in and around Kanniyakumari on 30. 1.2007 & 31.1.2007 1.2.2007 Thursday

Dep. Arrr.

0800 hrs. 1000 hrs.

Kanniyakumari Trivendrum

By Road

Private Sector Attachment at TCS, Trivendrum on 1.2.2007 & 2.2.2007 Visit in and around Trivendrum on 3.2.2007 4.2.2007 Sunday

Dep. 1000 hrs.

Trivendrum 6346 – Netravati Exp.

5.2.2007 Monday

Arr. 1640 hrs. Mumbai L.T

Visit in and around Mumbai on 6.2.2007 6.2.2007 Tuesday

Dep. 1905 hrs. Mumbai Central 2961 Awantika Exp.

7.2.2007 Wednesday

Arr.

0920 hrs.

Indore Jn.

Urban Local Body/E-Governance Attachment at Indore from 7.2.2007 to 10.2.2007 including visit in and around Indore 10.2.2007 Saturday

Dep.

1620 hrs.

Indore Jn.

2415 – Nizamuddin Exp.

11.2.2007 Sunday




177


Winter Study Tour

Group No. – VIII

Madhya Pradesh, Chattisgarh, Assam, Meghalaya, Manipur, Jharkhand, Andhra Pradesh, Andaman & Nicobar, Tamil Nadu, Maharashtra and Delhi


16.12.2006 Saturday





17.12.2006 Sunday

Dep. Arr.

0615 hrs. 0943 hrs.

New Delhi Gwalior

2002 – New Delhi – Bhopal Shatabdi Express T.2

Visit in and around Gwalior on 17.12.2006 Air Force Attachment at Gwalior on 18.12.2006 & 19.12.2006 19.12.2006 Tuesday

Dep. 1846 hrs. Gwalior 2410 – Nizamuddin Bilaspur Gondwana Exp. T.42

20.12.2006 Wednesday

Arr. Dep. Arr.

1310 hrs. 1315 hrs. 1500 hrs.

Raipur Raipur Bhillai

By Road

Public Sector Attachment at Bhillai Steel Plant on 21.12.2006 & 22.12.2006 22.12.2006 Friday

Dep. Arr. Dep.

1800 hrs. 2030 hrs. 2250 hrs.

Bhillai Raipur Raipur

By Road 2833 – Howrah Express

23.12.2006 Saturday

Arr. 1345 hrs. Howrah & halt

24.12.2006 Monday

Dep. Arr.

0945 hrs. 1115 hrs.

Kolkata Dibrugarh

IC 701

Army Attachment at 2 Mtn. Div Sector from 25.12.2006 to 3.1.2007 3.1.2007 Wednesday

Dep. 1630 hrs. Tinsukia 5604 – Intercity Express

4.1.2007 Thursday

Arr. Dep. Arr.

0430 hrs. 0600 hrs. 1000 hrs.

Guwahati Guwahati Shillong

By Road

Visit in and around Shillong on 4.1.2007 & 5.1.2007 6.1.2007 Saturday

Dep. Arr.

0600 hrs. 0900 hrs.

Shillong Guwahati

By Road

Visit in and around Guwahati on 6.1.2007 & 7.1.2007 7.1.2007 Sunday

Dep. Arr.

1320 hrs. 1410 hrs.

Guwahati Imphal

IC 889

Insurgency Attachment at Ukhrul/Senapati on 8.1.2007 & 9.1.2007 10.1.2007 Wednesday

Dep. Arr.

1420 hrs. 1525 hrs.

Imphal Kolkata & halt

CD 7218

11.1.2007 Thursday

Dep. Arr. Dep. Arr.

1355 hrs. 1803 hrs. 1810 hrs. 2000 hrs.

Howrah Jasidih Jasidih Dumkha

2023 – Howrah Patna Janshatabi T.1A By Road

Tribal Attachment at Dumka (Jharkhand) from 12.1.2007 to 16.1.2007


178

16.1.2007 Tuesday

Dep. Arr. Dep.

1800 hrs. 1930 hrs. 2053 hrs.

Dumka Jasidih Jasidih

By Road 8621 – Patna Hatia Patliputra Exp.

17.1.2007 Wednesday

Arr. 0430 hrs. Ranchi

Visit in and around Ranchi on 17.1.2007 & 19.1.2007 Attachment with ATI, Ranchi and Centre for Disaster Management on 18.1.2007 19.1.2007 Friday

Dep. 1445 hrs. Ranchi 3351 – Dhanbad Alappuzha Exp. T.40

20.1.2007 Saturday


Urban Local Body/E-Governance Attachment at Vishakapatnam from 20.1.2007 to 24.1.2007 including visit in and around Vishakapatnam on 21.1.2007 24.1.2007 Wednesday

Dep. 1350 hrs. Vishakapatnam 7488 – Vishakapatnam Tirupati Trimula Exp.

25.1.2007 Thursday

Arr. 0500 hrs. Tirupati

Visit in and around Tirupati on 25.1.2007 & 26.1.2007 Study of Administrative Aspects of Managing Religious Trusts Republic Day Celebrations at Collectorate, Chittoor on 26.1.2007 26.1.2007 Friday

Dep. Arr.

1800 hrs. 2000 hrs.

Tirupati Chennai & halt

By Road

27.1.2007 Saturday

Dep. Arr.

0545 hrs. 0750 hrs.

Chennai Port Blair

IC 549

Visit in and around Andaman & Nicobar Islands from 27.1.2007 to 31.1.2007 1.2.2007 Thursday

Dep. Arr. Dep.

0830 hrs. 1045 hrs. 2250 hrs.

Port Blair Chennai Chennai Central

IC 550 6010 – Chennai Central Mumbai Mail T.10A

2.2.2007 Friday

Arr. 2320 hrs. Pune

Private Sector Attachment at Tata Motors, Pune on 3.2.2007 & 5.2.2007 Visit in and around Pune on 4.2.2007 5.2.2007 Monday

Dep. Arr.

1800 hrs. 2100 hrs.

Pune Jamkheda

By Road (130 km)

NGO's Attachment at CRHP, Jamkheda (Maharashtra) from 6.2.2007 to 10.2.2007 10.2.2007 Saturday

Dep. Arr. Dep.

1800 hrs. 2000 hrs. 2040 hrs.

Jamkheda Ahmadnagar Ahmadnagar

By Road (90 km) 1077 – Jhelam Exp. T.4

11.2.2007 Sunday



3. Training in the State 3.1.1 In the entire training schedule, duration of State training is the longest i.e. 52 weeks and it constitutes a significant part in the entire training schedule. Most of it is in the districts. District Training provides a window to see the real life situation and also to critically examine the functioning of the Government at the ‘cutting edge’ and ‘grass roots’ level. District Training offers the first opportunity to understand the nuances of administration from the top district administration to the lowest level administration.

3.1.2 All the States have their own training schedules as per local requirements and accordingly time devoted to various attachments/activities may be different. By and large, officer trainees are exposed to the functioning of the Collectorate, the procedures for Revenue, Development and Police Administration, Court Work and the working of various district level offices. In order to give an idea as to how the training is organized by States, the pattern in Andhra Pradesh, is summarized in Tables IV; that in Maharashtra and Rajasthan in Appendices III and IV. What follows is a brief narrative of some of the major attachments, which are common to almost all States.


179

3.2 Attachment with Collectorate and allied Offices 3.2.1 The OT is attached to the office of the Collector initially and is expected to learn by observing the Collector while he attends to his work and deals with the public. The OT is exposed to the operation of the different sections in the Collectorate under the overall supervision of an officer-in-charge. He is expected to go through the various guard files containing Government Orders and understand the procedures relating to maintenance of files and registers. He may be assigned an independent charge of a few sections. With a view to familiarize the OT with office procedures, and the nuances of decision- making, an OT may be asked to go through the files before they are submitted to the Collector and again after Collector has passed the necessary orders. Treasury training is an important component of the Collectorate attachment and in some States a formal certificate of completion of this training is insisted upon. An OT usually spends some time with the Treasury Officer and also with various sections of the Treasury to familiarize himself with the Treasury procedures and the Treasury manuals. He is required to appreciate the duties and responsibilities of a Drawing and Disbursing Officer, and various checkpoints for maintaining control over the functioning of Treasuries (both banking and non-banking).

Table IV Scheme of Practical Training for the IAS Probationers in the State S. No. ITEM Duration 1. Report to the District headquarters to get One week acquired with the various aspects of District Administration and organization and Working of the Collect orate 2. Training in Treasury functions with One week the District Treasury Officer 3. Training with Superintendent of Police Two weeks (Police Department) ORIENTATION TRAINING, VISITS & INSTITUTIONAL FIANANCE INPUTS 4. Orientation Training at the Dr. MCR HRD Six weeks

Institute of AP, Hyderabad Various Govt. Organisations & Institutions

5. Institutional Finance Inputs on financing beneficiary oriented development programme by visiting and discussing with the officials belonging to:

a) Central Financial Institutions b) -do- c) Industrial Development Bank of India (IDBI) d) National Bank for Agriculture and Rural Development (NABARD)


180

b) National Banks State Bank of India - Andhra Bank - State Bank of Hyderabad - - Syndicate Bank

a) State Financial Institutions b) AP State Financial Corporation c) AP Industrial Development Corporation - AP Small Scale Industries Development Corpn - AP State Scheduled Caste Finance Corpn - AP Scheduled Tribes Finance Corporation - AP State Women Finance Corporation

6. Training in Survey and Settlement (arranged) Two weeks

by Director of Survey & Settlements in Consultation with DG HRD Institute

7. Training with Village Assistants Two weeks (Away from Headquarters) 8. Training with Village Development Officer One week (Away from Headquarters – during this period the Probationers has to write Village economy report) 9. Training with Mandal Revenue Inspector Three weeks (away from quarters – including Independent charge for two weeks) 10. Training with MRO away from Headquarters Four weeks (including independent charge for 4 weeks) 11. Training with MDO away from headquarters Five weeks (including independent charge for 3 weeks) 12. Training with Project Director, Di strict Rural One week

Development Agency Manager (Rural Housing/ District S.C. Co-operative Finance Corporation etc.,) 13. Training with DSWO/ District Women & One week Child Welfare Organisation / District Manger Four days (Rural Housing / District SC Co-operative Finance Corporation etc.,) 14. Training with Revenue Divisional Officer Four weeks


181

15. Training with Deputy Director of Agriculture One week (During this training ‘Management of post Four days harvest Problems should also be studied) 16. Training with Deputy Director of Industries One week � Deputy Director of Animal Husbandry

17. Training with District Co-operative Officer One week 18. Training with Divisional Engineer Three days 19. Training with District Municipality in the One week District (including aspects of Public Health Eng.) 20. Major Irrigation: Attachment with SE, Dowleswaram circle One week to study a Major Irrigation system Flood Three days Conservation Measures, Navigation, problems of Drainage etc.,

AND Major Projects: Visit to Nagarjunasagar/ Srisailam/ Pochampad Projects. Study of the project including matters Relating to preparation, funding and Implementation of the project, Localization and Command Area Development 21. Forestry :

Attachment with a conservator of forest One week In a predominant forest area for studying with Emphasis on conservation, social forestry And energy problems

22. Tribal Development administration Attachment with a Project Director, ITDA & One week Ex-officio Joint Collector, either at Utnoor/ Paderu/ Rampachodavaram/ Eluru-Nagaram/ Paloncha/ Sitampet

23.Training with Zilla Praja Parishad Three weeks (with District development Officer/ Executive Engineer etc) 24. Training in the Collect orate (During this Three weeks period files certain important sections will be routed through the Asst. Collector. He will also be

acquainted with Management of PDs and maintenance


182

of records and delivery systems. Training with District and Sessions Judge/ Addl. District and Sessions Judge for a period 2/3 days and with District Panchayat Officer for 2/3 days will also be imparted during this period. 25. Report to Dr. MCR HRD Institute of AP Training i n the Secretariat: Meeting Secretaries to Government / Select Two weeks and determined by DG HRD IAP Call on the Chief Secretary/ CM and Governor

Review of Training by the Director General , Dr.HRD IAP -------------- Total 51 Weeks ------------- 1. During the above period the Assistant Collectors will also undergo Magisterial Training.

2. The Officers shall also undergo training in Planning, organizing and monitoring arrangements from the mega events like Pushkarams, Elections etc. During the training period, the Trainee officers shall also attend important meetings that take place at the district.

3.3 Training in Revenue Administration including Survey and Settlement 3.3.1 An OT is also attached to the Village Officer, Circle Inspector, and Tehsildar to understand the details of revenue administration. It is expected that the officer trainee visits villages along with these functionaries and observing the work being done in the field by engaging in the preparation of records of title, possession and mutation. Survey and Settlement training is an important ingredient of revenue administration and officer trainees are expected to familiarize themselves fully with the various techniques. In some States, Survey and Settlement training is a part of the attachment with State Training Institutes. If any survey and settlement, orrconsolidation operation is in progress in any part of the district, the OT is attached to the relevant functionaries to get exposure to this important activity.

3.4 Training in Development Administration including attachment with a Block 3.4.1 An OT is attached to Block Development Officer, district level offices like the District Agricultural Officer, the District Rural Development Agency and Zilla Parishads with a view to give him an overview of the developmental activities in the district.

3.5 Attachment with the Police Department 3.5.1 An OT is attached to Police Stations and the Superintendent of Police so that he can familiarize himself with the functioning of the department and the various records that are maintained in the Police stations. As Sub-divisional officer, and later as Collector and District Magistrate, one of the primary responsibilities will be maintaining Law and Order and this attachment helps understanding the intricacies involved in Law and Order management.

3.6 Independent charges 3.6.1 In many States, an OT is placed in independent charge of various positions like the Village officer, Circle Inspector, Tehsildar, and BDO. In some States these independent charges are built into


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the training schedules of OTs, while in other States, a Collector, may in his discretion, give these charges to an OT he is training. Towards the second half of the district training, independent charges provide a very useful 'hands on' experience to the officer trainees. Qualities of hard work, sincerity of purpose and maturity in dealing with people and situations are some of the important factors that guide a Collector to give independent charge to the officer trainees.

3.7 Attachment with State Training Institutes including State Darshan 3.7.1 The attachment with the ATI is utilized to impart training to officer trainees in the laws and the procedures of the State government and the language, customs and history of the State. In most cases, OTs are expected to appear for departmental examinations while at the ATI. In most of the States, OTs also undertake a State Darshan which enables them to experience the diversity of various regions of the State.

3.8 Attachment with Secretariat 3.8.1 This is a brief attachment of one or two weeks at the State Secretariat in order to provide an opportunity to the OT to call on and meet with the senior officers of the State government, and also to understand the functioning of the Secretariat offices.

3.9 Assignments during District Training 3.9.1 The umbilical chord connecting the OT and LBSNAA remains intact even during the training in the State. A Counselor is appointed for a group of States; the counselor is expected to keep in touch with his charges and monitor their training. He may visit the district to get a first hand idea of how the training of an OT is proceeding. Language instruction continues to be imparted through the correspondence mode. Counselors visit the OTs in the districts and take up with the State Government matters concerning the OTs. Directors LBSNAA have been interceding with State Governments to ensure OTs are assigned to Collectors who are competent, and are willing and able to impart sound training. The OT is required to submit to LBSNAA monthly diaries, analytical reports on the district, and assignments on the village, district and court work. The diaries, reports and assignments are evaluated and graded. During the district training, continuous links with the Academy especially the Counsellor is expected from the officer trainees. The Counsellor and the officer trainees are to submit various other assignments and reports after the district training. The salient features of these assignments are briefly discussed below.

3.9.2 The main objective of the Village Study Assignment is to provide a comprehensive understanding of the socio-economic, cultural and geographic features of a village; understanding of the implementation of the poverty alleviation programmes, land reforms and management, micro-planning processes, and understanding the felt needs of the people directly. As a part of the assignment, the officer trainees are expected to conduct a survey on 80 households

3.9.3 Assignment on District Administration: Every OT is required to select a topic from the list in Table V, and submit a detailed report. Which would be evaluated, and discussed in Phase II. These assignments are coordinated by a Faculty Member and the OTs develop this report in close association with him


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Table V

District Training Assignments

List of Topics

§ Law and Order § E-Governance in district administration

§ Electricity Sector Development: Issues in District

§ Health Sector Issues

§ Tribal Issues § Disaster Management

§ Gender Issues and Development § Urban Management Issues § Issues in Water Management § Tourism

3.9.4 Assignment in Court Work: Training in court work is an essential part of the district attachment. The objective of the judicial training is to strengthen the OTs’ knowledge of legal aspects, functioning of courts, provide insights into the working of the judicial system, and help develop a judicious mind. This exposure would enable development of skills required for performance of adjudicatory functions. Officer trainees are expected to hold trials, conduct inquiries and develop capability to record dispositions, appreciate evidence, draw up orders and write judgments. They are encouraged to conduct trials and inquiries which are contested. Officer trainees are required to send copies of records of nine contested cases disposed during the district attachment to the Law faculty at the Academy for performance appraisal and discussion during the Phase II programme. The nine cases comprise three criminal cases three Cr. P.C. cases, and three revenue cases. In addition, they are required to submit any two reports of the following – report on an inquest held under Section 176 Cr. P.C., report on administrative inquiry such as police firing etc, or administrative inquiry related to any Human Rights issue.

3.9.5 Monthly Reporting: each OT is required to submit to his counsellor detailed daily diaries or alternately a monthly D.O. letter with analytical notes. The monthly D.O. letter highlights the important events and activities undertaken during the course of the month. It focuses on providing a brief narration of learning during the month and indicates the underlying work processes and inter-personal relationships of the trainee.

4. Professional Course Phase II 4.1.1 The course duration is presently six weeks. This period utilized to transact topics which are better comprehended after practical training in the field, for sharing by the probationers of their field experiences for acquiring a comparative understanding of the administrative practices in different States, and good practices and innovations.

4.2 Course Objectives 4.2.1 Following are the course objectives:

� Make the officer trainees confident of shouldering responsibilities as field officers; � Provide officer trainees with opportunity to analyse their experiences in district training

and learn from field experiences of their colleagues;


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� Develop such skills in officer trainees to be effective team members and to be leaders of teams;

� Consolidate basic knowledge of officer trainees in computers; � Language training of officer trainees in the State cadre;

� To develop camaraderie and unity within the service through an active campus life; � To keep officer trainees in a good physical shape.

4.3 Course Design and Methodology The course sessions are dealt with a variety of techniques and tools. Academic sessions cover topics in the areas of public administration, management, law, economics, computers and languages. The basic thrust, however, is on sharing and analysis of the experiences acquired during the district training. Experience sharing is organized around presentations by officers. Every OT is expected to make at least 2 presentations on the district assignment and a case study prepared during the district training.

4.4 Modules and Seminars conducted in Phase II 4.4.1 An illustrative list is given below:

� Module on Disaster Management

� Module on National Security

� Module on Elections

� Interaction with IAS officers of 6-9 years seniority

� Weapon Training Module at IMA

� Seminar on Law & Order

� The Effective Sub-divisional Officer [SDO] Seminar

� Seminar on Human Rights

� Seminar on E-Governance

� Interaction with IAS officers of “Golden Jubilee” batch, namely officers who joined IAS half-a-century ago and come to LBSNAA for a retreat.

� Interaction with Heads of State Administrative Training Institutes.

The effective SDO seminar is extremely popular as young officers who acquired a good reputation as effective SDOs are brought in for this interactive seminar. Given that the very first regular posting of an OT would be as a SDO, the OTs value it very highly for relevance. The invitees being relatively young can easily strike a rapport with the OTs.

5. Evaluation 5.1.1 Rule 10 of the IAS (Probation) Rules 1954 provides for determination of inter se seniority of the directly recruited probationers. The factors deciding the inter se seniority are the aggregate marks obtained by each probationer under different heads shown in the Table VI 55.

55 The evaluation given here is based on what is being practiced by LBSNAA.


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Table VI

Overall Evaluation of OTs for the Purpose of Fixing Inter-se Seniority

Civil Service Examination 2300 � Assessment during induction training:

1. Foundation Course - Director’s Assessment - Final Written Examination

2. IAS Professional Course Phase-I - Director’s Assessment - IAS Probationers’ Final Examination

3. State Training: Director’s Assessment 4. IAS Professional Course Phase-II: Director’s Assessment

TOTAL MARKS GRAND TOTAL

150 150

200 300 200 200

1200 3500

5.1.2 Details of the marks assigned for Phase I are given in Table VII, for State training in Table VIII, and for Phase II in Table IX.

Table VII

Phase I: Evaluation

Allocation of Marks

Final Examination (i) Written Examination –

Law 60

Political Concepts & Constitution of India 60 Basic Economic Principles & Indian Economics 60 Public Administration 60 Management & Behavioural Sciences 60 TOTAL 300 (ii) Qualifying Tests –

Information and Communication Technology

Hindi (only for the probationers going to non-Hindi speaking States) Regional Language

Director’s Assessment � Winter Study 35 � Discipline, Regularity & Punctuality 15 � Participation in class 10 � Seminar Paper 10 � State Term Paper 10


187

� Action Research Project 10 � BPST Test 05 � Debates & SDGs 05 � Analysis of Cases 05 � Book Review 05 � Outdoor Activities 05 � Communication Skills 05 � Physical Training 10 � Horse Riding 10 � Extra Curricular 10 � Language 10 � Computers 10 � Overall Assessment 200 Negative marks may be awarded for unauthorized absence or acts of indiscipline

Table VIII

State /District Training: Evaluation

Allocation of Marks

Items Marks Assignments

(a) Socio-economic study of the village (b) Land Reforms (c) Assignment on District Administration

25 15 40

Monthly Reporting including Analytical Notes-Detailed Daily Diary

(a) Regularity (b) Analysis

20 40

Legal Work 20 Training at ATI and Report of the State Coordinator 10 Good Work Done during the District training as assessed by the District Collector 10

Language Assignments 20 Total 200


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Table IX

Phase II: Evaluation

Allocation of Marks

Item Marks Punctuality and regularity 20 Classroom participation 20 Presentation in classroom 20 Presentation in small groups 20 CGM participation 10 Language evaluation 10 Computer exercise 15 Physical activities 20 Extra and co curricular activities 15 Directors overall assessment 50 Total 200


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Appendix I to Annexure II

Detailed Course Contents of Foundation Course Management (Foundation Course)

SI. No. Syllabus Theme – Topic No. of Sessions Session Objective Methodology Adopted Key Learning Points & Key

Experiences

1 Management and

Organisation

2

What is Management? Management Process, Scope, etc.

To understand the scope, processes and functions of management and their application in administration

Reading Material (self reading)

Functions of Management Management and Administration Nature of a managerial job Universality of Management

Quality in Government To familiarize trainees with the concept of quality and tools & techniques for application in Government

Lecture, Exercises Total Quality Management - Theory of 5S Benchmarking, PDCA, Process Management, Six Sigma, New Public Management 2. Behavioural Science 22

I Module on Self-Awareness Psychology of Interpersonal Behaviour Personality & Behaviour

4 To understand the meaning of personality and its development To be aware of one's own personality

Exercises, Games Self-awareness: insights and barriers Interpersonal competence: Skills and styles Developing self-leadership Firo-B, MBTl

II Module on Team Building Coordination and Cooperation Problem solving Handling information Decision making Consensus building

6 To understand group processes To understand behaviour pattern in group working To understand how groups can be made effective and achieve synergy

Exercises, Broken Squares, Zin Obelisk, Lost at Sea, Film

Concept of Johari Window Factors and behaviours which lead to effective functioning of groups and teams.

III Module on organisational leadership

6 Lectures, Case studies and exercises

Motivation, management policies and practices

2 To understand the meaning of motivation and the theories of motivation

Concept of motivation Evolution of motivation thought – scientific management


190

Developing sensitivity through transactional analysis

2 To understand the various ego-states and different types of transactions To be able to know the application of TA in administration To know ones own TA profile

Lecture, Case Study

Leadership – role, functions and styles

2 To understand the fundamentals of the communication process To understand the dynamics of interpersonal and organisational communication


IV Mode of communication Interpersonal communication-barriers and gateways to communication

2 To understand the fundamentals of the communication process To understand the dynamics of interpersonal and organisational communication

Lecture, Case Study, Exercises

Process of communication Nonverbal communication Active listening Interpersonal communication Effective communication

V Module on principle centered, negotiation and conflict Negotiation theory Management of conflict

4 To understand the theory of negotiation To understand the process of inter-group and inter-personal conflict and the strategies for conflict resolution

Exercises, Case Study, Role play, game

The meaning of conflict and strategies for managing conflict Interpersonal communication – Role in negotiations and conflict resolution 3 Module on quantitative

techniques in Management

6

I Data analysis

2 To understand the grouping of data and its analysis and various measures for interpreting data

II Sampling and sampling distribution

2 To understand the various types of sampling distributions

III Correlation and regression

2 To understand the relationship

Lecture, Exercises on computers

Arranging raw data Frequency distribution Mean, Median and Mode Standard deviation and coefficient of variation Sampling and sampling distribution Estimation Sample size and sample error Correlation and regression

4 Module on Project Management

6

I Capital budgeting, discounted cash flow time value of money, cost benefit analysis

2 To understand and apply the concepts of capital budgeting and financial appraisal of projects

Lecture and case study, exercises on computers

Discounted cash flow Time value of money Cost concepts: opportunity, sunk and depreciation costs etc


191

II Project formulation and management

2 To understand the various issues involved in project management

Lecture, exercises Project formulation and management Log frame analysis Manpower & resource management Project structure and organization Procurement and contracts

III PERT/CPM Exercise on MS Projects

2 To formulate network relationships for projects and plan and schedule projects

Lectures, Exercises, use of computer software, MS Projects

PERT and CPM Planning and scheduling networks Finding the critical path Resource allocation and scheduling

5 Module on Financial Management

7

I Understanding financial statements

5 To understand the primary financial statements namely – balance sheet, profit and loss account and cash flow statement and financial concepts


Basic accounting mechanics Understand primary financial statements – profit and loss accounts, balance sheet and cash flow statements Assets and liabilities Accounting concepts Exercise of balance sheet Profitability and liquidity ratios Ration analysis

II Cost Concepts 2 To understand and apply cost concepts and break even analysis for decision making

Lecture, Case Study Cost concepts and cost clarifications Cost behaviour Break even analysis

Economics (Foundation Course)

SI. No. Syllabus Theme – Topic No. of Sessions Session Objective Methodology Adopted Key Learning Points & Key Experiences 1 Micro Economics 6

I Introduction to Economics 1 To explain the relevance of Economics for public administrators

Lecture, exercise Basic principles of Economics, Examine trade offs, use of marginal reasoning and allocation of resources II Theory of demand, supply,

market structure, elasticity 4 Introduce the basic tools of supply

and demand. Develop the demand and supply curves. Understand various Market structures

Lecture, exercise, quiz Notion of market equilibrium, importance of the concept of elasticity in decision making, types of market structure

III Market failure 1 To understand the concept of public goods, externality and social cost and benefits

Case study The dilemma of policy makers in taking tough decisions on pricing of public goods

2 International trade and WTO 3

I Theory of International trade 2 To familiarize the trainees about the popular theories of trade

Lecture, numerical exercise

Theory of absolute advantage, theory of comparative advantage

II WTO 1 An introduction to the functioning of WTO

Lecture, report writing WTO and its impact on India


192

3 National Income accounts 2

To understand the process of calculating national income in India

Lecture Quiz Exercise

Calculation of national income by income, output and expenditure method

4 Theory of growth 2

To understand how growth takes place To understand the different growth models

Case Study Basic of different growth theories; reasons for their failure or success; understand from the perspective of India

5 Poverty 2

To understand the concept of poverty, its measurement and the role of poverty alleviation schemes

Lecture, exercise Poverty line, gini-coefficient, measurement of poverty, vulnerability and strategy to overcome poverty, self help groups

6 Industrial Sector 2

To understand the performance of the industrial sector and its export performance

Lecture/discussion Performance of industrial sector International comparisons; policy framework

7 Infrastructure Sector 3

To explain the impact of economic reforms on infrastructure sector To have a basic understanding of the regulatory framework

Lecture, case study The changes in infrastructure since 1991; regulatory framework

8 Population, Agriculture and Food security

6

I Population 2 To explain the trends in the world and Indian population and future projections

Lecture, exercise Impact of population on resources

II Agriculture 2 To explain the performance of agriculture sector since1947 To analyse the present state of Indian agriculture

Lecture, report writi ng The impact of new technology, liberalisation and globalisation on agriculture

III Food Security 2 To explore the present situation of food availability and nutritional status

Lecture, report writing The relevance of public distribution system, mid-day schemes and buffer stock

9 Structural reforms and Indian Economy

2 To understand the present situation of Indian Economy

Lecture, case study The need for structural reform, the impact of reforms

10 Public Private Partnerships 2 To explain the need for public sector and private sector to work in close association

Lecture, case study To appreciate the gains from outsourcing govt. functions gains in terms of efficiency and economy


193

Public Administration (Foundation Course)

SI. No. Syllabus Theme - Topic No. of Sessions

Session Objective Methodology Adopted Key Learning Points & Key Experiences

1 Module on essentials of public administration

4

§ Essentials of administration

§ Bureaucracy

§ Organisational Structure of Government

§ Interdepartmental coordination

§ Role and responsibilities of a civil servant

0 (RM)

0 (RM)

1

1

2

To understand the basic concepts and functions of an administrative system

Sensitization to the challenges facing the administrative system of the country and the possible responses

To learn about the qualities required of civil servants to meet their administrative responsibilities

To learn about the roles and responsibilities of a civil servant

To understand the orgnisational structure of the administrative system

To develop skills for effective coordination amongst various departments

Lecture, reading material, case studies

Tasks of administration

Planning, organizing, directing and controlling

The expectations from the administrative system

The systematic responses to meet these challenges

Qualities required of civil servants

The constitutional framework for the government

The structure of government

The main units of government

Relationship and executing agencies

Concept of bureaucracy and its evolution

2 Administrative Environment

11

I Administration and the Citizen

3

To appreciate accountability in

Government for Good Governance

To understand the concept of

administrative accountability and institutional mechanisms for

Lecture, Exercises Citizen Charter

Good Governance

Right to Information and Transparency

Administrative Accountability

Handling public grievances

Responsive


194

Corruption

2 achieving the same

To understand the causes, forms and types of corruption

To apply systemic measures to check corruption in the workplace

To strengthen personal standards of integrity

Administration

Civil Society

Nature of Corruption

Causes of cures

Vigilance Machinery

II Relationship between Civil

Servants and Political Executive

2 To understand the relationship of civil

servants with non-officials, political executive and legislators and the concept of ministerial responsibility

Lecture- Interactive

Session

Relationship with political executive

Doctrine of Neutrality

Concept of Ministerial responsibility

Role of civil servants in policy formulation and its execution

III Role of Media 2 To understand the role and functioning of the media in a democracy


Session

Functioning of Media

Strengths and drawbacks

IV Role of NGOs 2 To understand the role of NGO's and civil society as partners in development


Session

Role of NGO's

NGO's as partners in development

3 Skills for Administrators

§ Noting and drafting techniques in Government and maintenance of files

§ Conducting effective meetings

§ Time management

§ Report writing

§ Making presentations

§ Public Speaking

§ Delegation of work

2

1

1

1

1

1

1

To learn and apply various skills required for effective office administration

Small group discussions; exercises; role play; lecture – handouts

Develop various job related competencies listed in the content


195

4. Module on administrative Ethics and obligations of public servants

6

To understand the consideration of public principles that guide good, just and legitimate public policy

To provide the trainees with an ethical framework to analyse problems and take decisions when there are competing considerations and disagreements about what is right, just and legitimate

Class discussions individual

Assignments Case Studies

Framework for ethical decision making

Self introspection and strengthening of ethical standards

Increased capacity to analyse problems

Identification of issues in effective management of public issues

5 Personnel administration 6

To understand and apply the rules and procedures for administration of personnel in government

Lecture Case Studies Exercises

Conduct Rules Disciplinary Proceedings Performance Appraisal

6. Financial Administration 7

§ General Financial Rules

§ Government Budget

§ Role of audit

§ Performance Audit

2

2

1

1

To provide a firm foundation of knowledge and understanding of the Financial Rules, Procedures and Regulations as well as the authority governing them and delegation of the authority.

To develop ability to interpret and apply the rules and regulations, with propriety and legality, while administering them.

To understand the role, function and importance of audit.

To develop familiarity with the basic concepts of basic budgeting exercise of government.

Lectures, Exercises and Case Studies

General System of Financial management and control

Standards of financial propriety

Power of sanctions

Rules of delegation of financial powers

Advances to government servants

Procurement of Stores and worlds

Tenders and contracts


196

7. Module on Development, Welfare and Social Administration

16

§ Health

§ Education

§ Problems of the differently abled

§ Issues Relating to weaker sections

§ Rural Development Schemes

§ Social Welfare Schemes

§ Gender issues

§ Participatory Approaches

1

1

6

2

1

1

1

3

To increase the knowledge of the factors and policies for development in the country

To understand the components of Human Development and policies for the same

To understand the problems for weaker sections such as SCs, STs, etc. and the policy framework addressing the problems

To increase the knowledge of laws and regulations relating to - weaker sections

To understand that disability is a development issue and to increase the knowledge of laws, regulations and best practices to promote full participation and equality for persons with disability

To sensitise the trainees towards gender issues

To learn and apply participatory techniques

Lecture, Films, Case Studies and Exercises

Theoretical Framework for development

Policies and schemes for Rural development and social welfare

Policies for child welfare Policies for women

Policies and legislation for the differently abled

Disability as a development issue

Components of human development Literacy, Primary Educati on

Basic Health

Problems of weaker sections and marginalized people

Polices and schemes for them

Participatory learning and action

8 Module of E-Governance 4

§ E-Governance Policy Framework

§ Successful applications in Government

To team about the nature, role and impact of ICT on government processes and functions

Demonstration of successful applications.

Panel Discussions,

Case Studies

What is e-governance

Impact of ICT on governance

Exposure to successful projects

Need for Business process Reengineering


197

9. Decentralisation and local Government

4 To understand the rationale and reasons behind the 73rtl and 74th Constitutional Amendments

To learn about the basic features of these amendments

To understand the concept of decentralisation as a means for good governance

Lecture

Film

Rationale for decentralisation

Basic features of the Amendment Acts

Advantages and disadvantages of local self government

Role of local self government Institutions

10 Issues Impacting on administration

12

(i) National Security 2 To learn about the concept and problems related to National Security

Lecture

Interactive Session

India’s Defence Policy

National Security Concerns

Problems of Insurgency affected areas

(ii) Issues related to North-East, islands, and other remote areas

2 To familiarize the trainees with the North-Eastern regions of India

To understand the problems and prospects of the North-East, islands and other remote areas

Lecture

Interactive Session

Socio-economic position of the North-East

Problems and Prospects

Unique features of remote areas

(iii) Emerging technologies – Biotechnology

2 To familiarize the trainees about Biotechnology and its impact on various sectors

To understand the future implications of Biotechnology

Lecture

Interactive Session

What is Biotechnology

Impact on various sectors

Administrative response to future implications of Biotechnology

(iv) Environment issues and sustainable development

4 To learn about various environmental issues

To understand the importance of sustainability in development

Lecture/ syndicate paper

Environmental issues such as biodiversity, finite resource availability etc

Development vs conservation debate

Global issues in environment conservation


198

(v) Science and Technology in India

2 To learn about the scientific and technological capabilities in India, especially in space and atomic energy

To learn about the global technological and scientific trends

Lecture

Interactive Session

Achievement in atomic energy and space

Global trends in science and technology

Technologies of the future

Infusion of scientific temper

11 Innovations in administration and governance

4

To increase the knowledge about best practices and successful innovation in government

Lecture/discussion

Best practices in government and their replication

Total 82

1 Role models 8 To expose the officer trainees to government servants who have excelled in their respective fields and can serve as role models for the trainees

To learn about the qualities required of a successful officer

Interactive Sessions Learn and imbibe the qualities of successful officers

Law (Foundation Course)


Session Objective Methodology Adopted


1 General Principles of Law 6

To understand the concept of Law and its nature

To identify various sources of Law

To understand co-relation between rights and duties

To understand the concept of "WRONG" which can be remedied and to distinguish between 'Caves! Wrong' and 'Crime'

To understand the distinction between 'Substantive Law1 and 'Procedural Law'

Lecture

Case Study

Definition of Law - Sources of Law

Concepts of Rights and Duties

Concepts of Crime and Civil Wrong

Substantive and Procedural Law

Rule of Law

Principles of Natural Justice


199

To understand the concept of Rule of Law and appreciate its importance in the administrative decision-making

To understand the Principles of Natural Justice and to apply them in decision making

2. Administration of Justice 8

To understand the hierarchy of the judicial system both on the Civil and the Criminal side

To understand the concept of separation of powers and the scheme of bifurcation of functions between the Executive and Judiciary

To appreciate the desirability of independence of judiciary

To understand the Law of Contempt and how to defend a contempt case

To appreciate Judicial Activism and its desirability

To understand the concept of Judicial Review of Administrative Action

To understand the functions and working of Administrative Tribunal

Lecture

Panel Discussion

Case Studies

Discussion-leading

Judicial System - Civil and Criminal Courts, Separation of executive and the judiciary

Independence of Judiciary and Law of Contempt

Administrative Law

Administrative tribunals -Judicial Review of Administrative Action

3. Legal Remedies 2

To understand the remedies available in case of 'Civil Wrongs' in Civil Courts and other Courts

To understand the alternate dispute redressal systems like Arbitration, Consumer Protection, Specific Relief etc

To understand the efficacy of the writ jurisdiction of the High Court and Supreme Court.

Lecture

Case Studies

Discussion-leading

Nature of Remedies in Civil Cases

Punishment for Crimes

Writs against the State-nature and object of writs - General Principles governing issues of various writs


200

4. Court Procedure in Civil Cases

4

To understand the basic concepts of the Civil Procedure Code

To understand the procedure while filing the suit or while defending a suit more particularly the suit by or against the Government and public servants

Lecture

Practice Sessions

Brief outline of procedure under Civil Procedure Code - Nature of Cases governed by such Procedure

5. Law of Crimes 4

To understand the concept of crime

To understand the principles of criminology

To understand the Provisions of Indian Penal Code and Prevention of Corruption Act

Lecture Indian Penal Code and Prevention of Corruption Act

6. Procedure in Criminal Cases

4

To understand the basic concepts of the Criminal Procedure

To understand the criminal process - from Commission of crime till conviction

To understand and appreciate the role and powers of the Police and Magistracy

To understand and appreciate the rights of citizens and of the accused

To appreciate the importance of fair deal and just trial to the Accused.

Lecture

Case Studies

Practice Sessions

Investigation of Crime - Role and Powers of the Police - Arrest and Bail-Remand and Custody - Search and Seizure

Procedure in trial and Criminal Cases

Provisions for Prevention of breach of peace

7. Law of Evidence 3

To understand the general principles relating to Law of Evidence

To understand the basic concepts of the Law of Evidence

To apply the principles of Law of Evidence

Lecture General principles relating to relevance and admissibility

Burden of Proof

Claim of Privilege

Examination of Witnesses


201

To apply the principles of Law of Evidence in Administrative matters and inquiries

To understand the privileges available to Government and Public Servants.

8. Law of Contracts 2

To understand the basic concepts of Law of Contract

To understand the essentials of a Valid Contract

To understand the consequences of breach of Contract and remedies available in case of such breach.

Lecture Brief outline of the Indian Contract Act so as to bring out the essentials of a valid Contract - Void agreements and avoidable contracts - remedies for breach of contracts

9. Labour Laws 2

To understand basic principles of labour legislations and labour welfare measures

To understand and appreciate the legislative measures for the welfare and security of the workers

To understand and appreciate the dispute redressal mechanism.

Lecture

Discussion leading

Underlying principles relating collective bargaining, trade unionism - resolution of Industrial Disputes - Legislative Measures for the welfare and security of workers

10. Other Legislations / Acts 5

(i) Information Technology Act 2002

1 To understand the provisions of the Act and its implications on use of Information Technology

Lecture

Discussion

Cyber Law and Cyber Crime

Redressal mechanisms

(ii) Dowry Prohibition Act 1 To understand the basic provisions of the Dowry Prohibition Act and remedies available in case of breach

Lecture

Discussion

Dowry - Legality and Reality

Remedies and procedures

(iii) Conservation Act and Wildlife Protection Act

1 To understand the need and legal provisions for conservation of forests

To team about the provisions for protection of wildlife

Lecture

Discussion

Forest Conservation Act

Wildlife Protection Act

(iv) Sexual Harassment of Working Women

1 To understand the nature and forms of sexual harassment at place of work

To learn about the measures to be taken to present sexual harassment at work place

Lecture

Discussion

What constitutes sexual harassment

Court cases related to the subject

Constitution of committees


202

(v) Consumer Protection Act 1 To understand the rights of consumers

To appreciate the need for protecting the consumer

Lecture

Case Studies

Rights of consumers

Consumer Forums

Relief available

Total 40

Political Concepts and Constitution of India (Foundation Course)




1. Political Concepts 1

To understand:

The meaning, scope and

significance of power and

implications of power.

The meaning, features and

theories of sovereignty.

The meaning, scope and

significance of the concepts of

liberty, equality and justice and

their implications

Lecture / Discussion The meaning, scope and significance of

the concepts of power, liberty, equality,

justice and sovereignty and their

implications

2. Political Theories 2

To understand: The various

theories of State Activity

The utilitarian philosophy

The genesis of democracy by way

of studying liberalism

Lecture / Discussion The analysis of political philosophers in

the sphere of State; activity

The nature and characteristics of

various theories

3. Indian political system 2

To increase their knowledge about

the functioning of parliamentary

democracy in India

To understand the impact

of various developments; on

Parliamentary democracy and the

issue of relevance of

Parliamentary democracy in the

light of changed political scenario

Lecture/ Discussion Working of parliamentary democracy

Impact of pressure groups

impact of rise of regional parties and

emergence of coalition governments


203

4. Organs of Government 1

To understand:

The theory of separation of powers

The role of executive in modem State

The functioning of judiciary and the objections raised against judicial activism

Lecture/ Discussion The functions and the role of each organ of government

Why and how the executive enjoys the powers of legislation and adjudication

Why it is criticized that judiciary is usurping the powers of executive and legislature

5. Fundamental Rights and Directive Principles

2

§ Different rights and their enforcement

§ Fundamental duties

§ Directive Principles

§ Comparison with fundamental rights

To understand:

The various fundamental rights available to citizens and the restricts on the rights

The remedies for the enforcement of the fundamental rights.

The positive obligations imposed on the States and to what extent the directive principles are implemented by the State

Lecture, Case study Importance of Fundamental Rights and the restrictions placed and how directive principles have been enforced through the window of fundamental rights.

6 Nature of Indian Federation

2

To increase their knowledge about the constitutional provisions dealing with centre-state relations

To understand the emerging issues giving rise to conflict between the centre and the states and between the states

To appreciate the differing dev elopment patterns of various states and its impact on Centre-State relations.

Lecture

Discussion

Constitutional provisions for centre-state relations

Emerging areas of conflict and cooperation

Impact of different development patterns on Centre - State relations


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7. Civil Services under

the Constitution 2

To understand:

The legal position of a Government servant and his conditions of service

The safeguards available to civil servants against dismissal, removal and reduction in rank

Lecture

Case Study

Constitutional provisions pertaining to Civil Servants

Safeguards available to the Civil Servants

Status of a probationer

8. Human Rights 2

To sensitize the trainees about the concepts and importance of human rights

Lecture

Case Study

International covenants and National acts

Concept of human rights

Different forms of violation and reasons thereof

Prevention of violation of human rights

9. India's Foreign Policy 2

To understand the basic philosophy behind India's Foreign Policy

To increase knowledge about the changing international scenario and its impact on India's Foreign Policy

Lecture Aspects of India's Foreign Policy

Changing International Trends

India's strategic role

Impact of internal development on India's Foreign Policy

10. National Integration and Communal Harmony

2

To sensitize the trainees to the concept of secularism

To analyse the reasons and causes behind sectarian/communal violence in the country

To outline a strategy for national integration and nation building

Panel discussion Concept of secularism

Causes of communal violence

Role of different agencies and institutions in ensuring national integration

India's Pluralistic Identity


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11. Basic structure of the

Constitution 1

To understand;

The essential features of the constitution and the limitations placed on Parliament by basic structure doctrine

The role of Supreme Court as protector of Fundamental Rights and guardian of the Constitution

Lecture / Discussion The basic features of the Constitution

The limitation of Parliament with respect to Fundamental Rights and the role of Supreme Court in protecting Fundamental Rights and the Constitution

12. Constitutional Remedies 1

To understand:

Judicial approach in providing relief to the aggrieved

The meaning, scope and significance of public interest litigation

The various remedies and the latest techniques adopted by Supreme Court for providing effective relief

Lecture/ Discussion The scope and significance of public interest litigation

The various remedies available and the significance of the power of judicial review

Total 20

Indian History and Culture (Foundation Course)

SI. No. Syllabus Theme – Topic No. of Sessions



1 Overview of History 2

The objective is:

To introduce the course participants to why history is important to civil servants;

To enable them to understand how history is written and the view point from which history is written;

To enable them to understand history of their local areas

Lecture Historical Method, Interpretation Historical problems & Issues, relevance

Appreciation of the complexities in the study of Indian history beyond what is typically taught at the school level. Better appreciation of local and thematic histories


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2 Polity and Governance in Indian history

A The State and Administration in Ancient, Medieval and Modern India

2 State- Personnel, Finances, Functions, Ideologies and Alliances

Pane! Discussion

B Changing fiscal structures 1 Sources of Revenue and patterns of expenditure

Panel Discussion

C Resistance against the State

2 Forms, Objectives, Participation, Leadership and Outcomes e.g., Tax resistance movements, tribal and peasant movements, Revolt of 1857

D Indian Nationalism; Gandhi Reading

E Communal Politics, Partition and Independence

Reading

3 Issues in Economic History

2

Agriculture, Land Rights and Tenures;

Urbanisation and rural-urban inter-links;

Crafts and Industries;

Commerce and Commercial Classes;

Transport and Communication;

Monetary and Credit Systems;

Industrialization

Lectures on selected topics

Information, Communication and Technology (Foundation Course)

SI. No. Syllabus Theme – Topic No. of Sessions



1. Computer hardware

Software, Internet, e-mail and Workflow Automation

2

To understand the basic components of computer hardware

Difference between hardware and software.

Lecture-cum-Demonstration

Introduction to Computer, Internet, E-mail

Work Flow Automation


207

Switch on/off the computer system.

To understand the different input/output devices, different types of memories, different types of storage media etc.

To send and receive emails.

To surf "the internet.

To use Workflow Automation Software

2. WINDOWS OS and Typing Tutor

1

To tell the different parts of windows.

To create a folder.

To open any program.

To shutdown the system properly.

To be able to locate the different keys in the keyboard.

To know the use of SHIFT, CTRL and ALT combination keys.

To load the package from network neighbourhood into hostel computers.

To change the practice lessons.

Lecture-cum-Demonstration sessions and Hands-on sessions

Introduction to Windows OS and Typing Tutor - An Introduction

3. MS-WORD 2

To open MS-WORD, create a new document, open an existing document, save a document, and do basic formatting and different tool bars.

To run spelling and grammar.

To use the advance features of word, like inserting word

Lecture-cum-Demonstration sessions,

Hands-on sessions,

Take-home exercises and Class evaluation

Introduction to MS WORD

Using advanced features of MS WORD


208

art, clip art, table, draw a table, apply border and shading, bullets, etc.

To break the split the document into number of columns.

To use the mail merge facility of word.

4. MS-POWER POINT 3

To open MS-POWERPOINT, create a blank presentation and save a presentation.

To know the demote/promote levels.

To apply text preset animation and slide transition effect on different slides.

To learn the different views of Power Point and know the functions of different views.

To know to insert a clip art and word art in a slide.

To know to apply the advance features of Power Point like, hyperlink, master slide, changing of colours, summary slides etc.

Lecture-cum-Demonstration sessions

Hands-on sessions


Introductions to POWER POINT

Using Power Point Advanced features of Power Point


209

5. MS-EXCEL 4

To know the basic; definition of a spreadsheet, different toolbars of excel, row, column and ceil concepts.

To know the different type of data can be entered in a spreadsheet

To know the concepts of user-defined formula and in-built functions.

To know the basic operations in a spreadsheet.

To know how to draw different types of charts

To know how to use excel to calculate income tax.

To know the basic in-built statistical, mathematical and other functions.


Hands-on sessions

Take-home exercises

and Class evaluation

Introduction to EXCEL

Using Excel Advanced features of EXCEL

6. MS-ACCESS 4

To know how to create a worksheet, do simple calculations and draw a chart using Access.

To know how to create a database, how to identify parameters, different types of data, how to create a data structure.

To know how to open a blank and existing database, how to enter data in a table.

To know how to perform queries in a table.


Hands-on sessions


Introduction to Database Management System

Using ACCESS

7. MS Projects 2

To understand and use MS Projects for Project Management exercises like Planning, Scheduling, Optimizing & resource allocation and levelling

Exercises Introduction to MS Projects

Drawing and Network

Resource allocation and Scheduling


210

8. Networking, Communication and Latest Technology

4

To understand the different types of networks, its topology, and its protocol and how message travel in a network.

To understand the basic concepts of communication and latest rends in communication technology

Lecture Sessions Basics of Networking

Communication Technology Latest Trends in computer Hardware and Software Technology

9. Freeware Linux 2

To learn about freeware especially Linux

To familiarize the trainees with Linux OS and application packages

Freeware

Linux OS

Linux application packages

Use of Linux software

Total Sessions 24


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Outline of State Training Programme of IAS Officer-Trainees of Maharashtra State

• Time Table for the State Training Programme

• Training Needs Analysis and program for Foundation course conducted at YASHADA

• Training Needs Analysis and program for Debriefing course at the end of the programme conducted at YASHADA

The above Training Programme is designed by YASHADA in consultation with General Administration Dept. and Rural Development Dept. Govt. of Maharashtra


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Appendix II to Annexure II

District Training Programme for IAS Officer-Trainees (Batch – 2005)

No Organisation / Office No of Weeks Dates

1. State level Foundation Course at YASHADA including Maharashtra Darshan

07 12/06/06 to 29/07/06

01 31/07/06 to 05/08/06 2. Collectorate – Collector / to work as under study in the various branches of the collectorate including DILR

02 07/08/06 to 19/08/06

01 21/08/06 to 25/08/06 3. Zillah Parishad (ZP) – CEO To work as under study in the various dept. of ZP 02 28/08/06 to 08/09/06

4. Tahsil Office (Tahsildar) attachment 01 11/09/06 to 16/09/06 5. Talathi attachment 01 18/09/06 to 22/09/06 6. Municipal – Council/ Corporation attachment 01 25/09/06 to 30/09/06 7. Revenue officers qualifying Exam (to be adjusted

depending on examinations dates) 01 03/10/06 to 07/10/06

8. Mantralaya attachment 01 09/10/06 to 13/10/06 9. Public Sector Undertaking attachment (MSEB/

MSRTC/ BEST) (to be adjusted depending on examinations dates)

01 16/10/06 to 20/10/06

10. BDO attachment 01 26/10/06 to 31/10/06 11. Gramsevak attachment 1/2 01/11/06 to 04/11/06 12. Superintendent of Pol ice 01 06/11/06 to 10/11/06 13. SDO attachment 01 13/11/06 to 18/11/06 14. District Court (District Judge) 01 20/11/06 to 24/11/06 15. Other State Officers in the District Viz. Dy.

Conservator of Forest, Civil Surgeon, Ex, Eng (P. W. & Irrigation), Treasury Supt. Prohibition Excise, DISCO

01 27/11/06 to 02/12/06

16. Divisional Commissioner 01 04/12/06 to 08/12/06 17. Independent Charge of BDO 07 11/12/06 to 26/01/07 18. Independent Charge of Tahsildar 08 29/01/07 to 23/03/07 19. Independent Charge of Chief Officer of Municipal

Council 04 26/03/07 to 20/04/07

20. Independent Charge of SDO 5 1/2 23/04/07 to 31/05/07 21. Debriefing Course at YASHADA 01 01/06/07 to 05/06/07


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Appendix III to Annexure II

Training Need Analysis & Design of Training Course Title: Foundation Course for IAS probationers (2004 batch)

1. Duration of the course : 7 weeks (13th June to 30th July 2005)

2. Client Organization : Lal Bahadur Shastri National Academy of Administration, Mussoorie, Government of India and Government of Maharashtra

3. Context in which training programme is organized: Among the IAS officers recruited in the year 2004 by Government of India, 4 IAS officers have been allocated to Maharashtra cadre. Before these officers report for district training for one year in the various districts of their postings, these officers need to be sensitized about the society, economy and polity of the state, legal and administrative systems existing in Maharashtra. They also need to know about the specific administrative structures of the Revenue Department and the Zila Parishad; the Maharashtra Land Revenue Code and land related legislation and rules; the Zila Parishad and Panchayat Samitis Code and related rules and such other relevant legislation extant in the state of Maharashtra. The officers need to be briefed about the various development programmes taken up by the government; issues in implementation etc. All this information would enable them to make the most of the one year’s district training which follows upon the conclusion of the foundation course and to take up their postings upon confirmation, the first being SDM.

A) Training Need Analysis

1. Meet the representative of target group : Discussed training needs with some probationers and concerned faculty in Mussoorie Academy. They said that the probationers have been given a general grounding in administrative, legal, economic and social issues. However no state specific inputs have been provided. As such all issues relevant to state administration would need to be covered in the course.

2. Collect information regarding their nature & jobs, duties, etc.: During the one year district training period to follow after the foundation course, the probationers are expected to observe the functioning of the various government departments at district level and to learn about the administrative systems, rules and regulations obtaining in those departments. Subsequently they would also be expected to handle briefly, independent charges of Block Development Officer, Tahsildar, Chief Officer Municipality and Sub Divisional Officer. Upon confirmation in service, their first posting would be as Sub Divisional Magistrate. Accordingly they are expected to learn how to function in supervisory capacities in the field in revenue administration and law and order; development administration; municipal administration.


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3. Discuss the challenges & opportunities before their department /office:

3.1. Challenges:

3.1.1. To learn to interface effectively with superiors, colleagues, subordinates and non- officials in order to ensure effective implementation of government programmes

3.1.2. To learn to set up effective grievance redressal mechanisms

3.1.3. To encourage and sustain rule bound behaviour in one’s office

3.1.4. To learn about the state of Maharashtra and it’s diversity

3.2. Opportunities: To use modern management techniques and information technology to set up effective systems for implementation and monitoring of government programmes including E-Governance

4. Focus on the performance areas related to the subject of the courses & gather information:

4.1. To understand the essentials of office management.

4.2. To understand the administrative structures, relevant laws, rules and regulations of the offices to which they would be attached in district training.

4.3. To understand how to implement effectively various government schemes so as to ensure that benefits reach the citizen through use of Case studies about various campaigns and schemes

4.4. To understand how to establish a healthy interface with the citizen and how to establish systems for gathering concurrent feedback from the citizens.

4.5. To be sensitive to local culture, conditions and to understand how to implement government schemes keeping all this in mind.

4.6. To complete the various district assignments given by the Lal Bahadur Shastri National Academy satisfactorily within the one year district training module.

5. Identify task related problems in the given subjects & different factors affecting their performance:

5.1. Lack of information about the functioning of administrative systems in Maharashtra state; relevant laws and rules; information about the history, economy, society, culture and polity of the state.

5.2. Lack of working knowledge of Marathi.

5.3. Inadequate information about the provisions of various rules and laws


215

5.4. Opaque office procedures and inadequate monitoring systems

5.5. Top down rather than bottom up approach in implementation of various schemes

5.6. Inadequate grievance redressal mechanisms

5.7. Priorities and perceptions of non officials do not match those of officials

6. Meet possible stake holders who are either affected by or interested in the performance of the target group: Discussed the issue with the faculty members of the Lal Bahadur Shastri National Academy of Administration and District Collectors and CEOs Zila Parishad.

7. Study nature of complaints they generally encounter, if Possible: That they do not know Marathi and are not sensitive to local customs.

8. Tap the perception of the training needs of target group, if relevant : They feel that they need to learn about the administration of the state and also about it’s history, economy and polity. They also feel the need to acquire knowledge of Marathi.

9. Specify performance problem identified:

9.1. In order to make the most of their district training experience, the officers need to acquire the following information and they also need to develop more the following abilities:

9.1.1. They need to know the basics of administrative structure and functioning in the state in order to be able to ask intelligent questions in the course of training.

9.1.2. They need to ask open-ended questions, which elicit a lot of information from the officers to whom they would be attached.

9.1.3. In asking questions, they should be sensitive to local culture in order to avoid offending the officers concerned.

9.1.4. They need to have an ability to observe keenly all that they see.

9.1.5. They should be able to identify the important variables in any situation.

9.1.6. They should be aware of the protocols followed in the state.

9.1.7. They need to be aware of the basic skills involved in office management

9.1.8. They should be able to interface effectively with others and communicate clearly what they wish to say

9.1.9. They need to be able to handle stress (Vipassana module is included)


216

9.1.10.They should be aware of the basic approaches to and features of sunrise areas in administration such as Total Quality Management etc

9.2. They need to hone some basic skills of data collection and collation in order to complete their district assignments satisfactorily.

9.3. Adequate knowledge of Marathi

10. Distinguish between problems, which can be solved by training and problems beyond training: 9.1, 9.2 can be solved by training but 9.3 can only be partially addressed. Language skills are learnt with practice and grow with experience.

11. Training Needs Identified:

11.1. Knowledge about the history, economy, society, culture and polity of the state and sensitivity to local culture

11.2. Knowledge of the basics of administrative structure and functioning in the state and of relevant laws, rules and procedures. In particular they need to know about the specific administrative structures of the Revenue Department and the Zila Parishad; the Maharashtra Land Revenue Code and land related legislation and rules; the Zila Parishad and Panchayat Samitis Code and related rules and such other relevant legislation extant in the state of Maharashtra.

11.3. Knowledge of various schemes of government and implementation issues

11.4. Facility with Marathi including ISM Marathi typing on the Computer.

11.5. Basic skills in office management and knowledge of procedures

11.6. Skills in data collection and data collation

11.7. An HTML tutor program could be used to develop INTERNET and INTRANET networking abilities.

11.8. Clarity in communication and effective interfacing with others

11.9. Awareness of the basic approaches to and features of sunrise areas in administration such as Total Quality Management

11.10. Keenness in observation and ability to identify the important variables in any situation.

B) Design of training: 1. Aim of the training:

1.1. To equip the probationers with information about the administrative and legal systems extant

in the state of Maharashtra and about the socio-economic background, history and polity of


217

the state by inviting experts from government, elected leadership, NGOs, academia and the private sector.

1.2. To equip them with basic heuristic skills so as to enable them to learn the maximum possible in the course of their district training and to complete their district training and assignments.

1.3. To equip them with necessary information and skills to enable them to function effectively in their subsequent postings.

2. Expected Benefits:

2.1. They would be equipped with basic information about the history, economy, society, culture and polity of the state.

2.2. They would be equipped with knowledge of the basics of administrative structure and functioning in the state and of relevant laws, rules and procedures and in particular about the Revenue Department and the Zila Parishad and related rules and other relevant legislation.

2.3. They would know about the various development programmes taken up by the government

2.4. Skills in office management would be better developed.

2.5. They would have a working knowledge of Marathi including computer based Marathi skills

2.6. They would be able to interface effectively with others

2.7. They would be better able to handle stress

2.8. They would be aware of approaches in sunrise areas of administration

3. Expected entry behavior of trainees: They are apprehensive about joining a new state and keen to learn about the administration of the state and prepare for their SDMship.

Course Director


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DESIGN OF FOUNDATION COURSE TRAINING

1

Be able to explain the history, economy, society, culture, polity of the state and it’s relation to the present administrative scenario

Be able to to communicate in Marathi

To explain the major developments in history of state; features of social structure; economy and industry; polity; growth of co-operatives.

Be able to understand the basic rules of grammar and apply these in practice; Have working vocabulary. To have computer-based skills in Marathi and an

History, Economy, Social Structure of state and contribution of important personalities like Dr BR Ambedkar

Co-operative Movement in state

Issues in Industrial Development

Experience of Privatisation

Knowledge of Grammar, Essay Writing, Writing Official letters, notings

Lectures

Visits to places of historical interest, museums

Film Show

Lectures

Practical

10 sessions of 1.5 hours each

Site Visit

3 hour film show

24 classroom sessions of 1.5 hours each

Through participant interaction and evaluation



219

2

3

Be able to Draw the broad structure of revenue administration in the state of Maharashtra and to focus on critical areas so that they will be more effective in working

Be able to explain the broad structure of development administrati on in the state of Maharashtra

appreciation of Marathi -based web pages.

To explain the structure of revenue administration; duties of key officials

To explain provisions of the Maharashtra Land Revenue Code; apply these in record of right cases

To appreciate issues in managing the computerized system of land records

To explain how to do revenue collection

To explain issues in managing the public distribution system

Communication skills

Structure of revenue administration; duties of key officials

Maharashtra Land Revenue Code; Record of Rights matters

Computerized system of land records

Revenue collection

Public distribution system

exercises

Lectures; Field visits; Case Studies; Panel Discussion

8 sessions of 1.5 hrs each

½ day field visit

Through participant interaction and exercises


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4

Be able to State the legal and practical aspects of Law and order administration and to be more effective in working

Be able to apply techniques for efficient

To explain the duties of key officials in development administration

To explain the provisions of the Zila Parishad and P S Act, structure of DRDA

To explain prov isions of various schemes of government and implementation issues

To explain the duties of the Collector in Law and order Administration

To understand practical issues in applying Code of Criminal Procedure

Duties of key officials in development administration

Provisions of the Zila Parishad and P S Act, structure of DRDA

Provisions of various schemes of government and implementation issues (Jal Swaraj; Total Sanitation Programme, SGSY; EGS)


12 sessions of 1.5 hr each

1 day field visit



221

5

office functioning

Will be able to manage Stress

Will Identify sunrise areas in administration

To understand better the interface between revenue administration and police

To appreciate practical aspects of a real life law and order situation

Will have improved skills in and understanding of:

Noting and Drafting

Management of Records & Protocol

Conducting Meetings;

Establishment & Accounts

Will have greater communication skill

Will have positive attitude

Better ability to handle stress

Be able to explain:

The duties of the Collector in Law and order Administration

Practical issues in applying Code of Criminal Procedure

The interface between revenue administration and police

Practical aspects of a real life law and order situation

Noting and Drafting

Management of Records

Conducting Meetings



½ day field visit

8 sessions of 1.5 hrs each




222

6

7

8

9

Will Identify critical areas in municipal administration

Use of Information technology in improving service delivery

Total Quality Management

Six Sigma Approach

Be able to explain critical areas in municipal administration and initiatives taken in this regard

Establishment & Accounts

Protocol

Communication skill

Interfacing with non officials

Stress Management

Use of Information technology in Property Registration

Total Quality Management

Six Sigma Approach

Emerging issues in municipal administration

Lectures

Meditation course

Lectures;

Site visit

Lecture

Site visit

10 days


1 session of 1.5 hour;

½ day field visit




223

Training Need Analysis and Design of Training for Debriefing

Course Title : Debriefing Course for IAS probationers of 2003 batch

1. Duration of the Course : 1st June to 5 th June 2005

2. Client Organization : Lal Bahadur Shastri National Academy of Administration Mussoorie, Government of India and Government of Maharashtra

3. Context in which training programme is organized : The IAS probationers of 2003 batch have completed the one year training programme at district level. Now they are to be provided relevant inputs to enable them to systematize what they have learnt during district training, to fill in any gaps left and to prepare them for their posting in the state upon confirmation.

A) Training Need Analysis

1. Meet the representative of target group: Have discussed the proposed training programme with all probationers.

2. Collect information regarding their nature of jobs, duties, etc.: Upon confirmation, the probationers would be posted in different departments of the state government in supervisory capacities. They would be expected to supervise the implementation of various government programmes so as to ensure that the benefits actually reach the target group. The initial postings are in the field beginning with posting as Sub Divisional Magistrate in the Revenue Department. In this role they are expected to manage all work relating to maintenance of land records and disputes thereof; scarcity; elections, the public distribution system; the Employment Guarantee Scheme and also to supervise law and order admini stration in their respective jurisdictions. Subsequent postings are as CEO Zilla Parishad and later Collector.

3. Discuss the challenges & opportunities before their department / Office:

3.1 Challenges


224

3.1.1 To interface effectively with superiors, colleagues, subordinates and non-officials in order to ensure effective implementation of government programmes

3.1.2 To be able to address possible public dissatisfaction over the performance of government officials in a regular manner and set up grievance redressal mechanisms.

3.1.3 To be able to resist mala fide pressure to deviate from rules while working.

3.1.4 To use modern management techniques and information technology to set up effective systems for implementation and monitoring of government programmes.

4. Focus on the performance areas related to the subject of the course & gather information :

4.1 To be able to sum up information on and analyse various administrative issues; assess the strengths and weaknesses in each area

4.2 To ensure that the benefits of government schemes actually reach the target group

4.3 To ensure timely and accurate updation of various government records, in particular land records

4.4 To establish effective monitoring mechanisms.

4.5 To establish systems for gathering feedback from the public and for using such feedback to improve implementation of government programmes.

4.6 To set up effective grievance redressal mechanisms.

5. Identify task related problems in the given subjects & different factors affecting their performance :

5.1 Inadequate information about the provisions of various rules and laws

5.2 Inadequate monitoring systems

5.3 Top down rather than bottom up approach in implementation of various schemes


225

5.4 Inadequate grievance redressal mechanisms

5.5 Priorities and perceptions of non officials do not match those of officials

5.6 Inertia and lack of motivation among staff.

6. Meet possible stakeholders who are either affected by or interested in the performance of the target group : Discussed issues with faculty members in the Mussoorie Academy and Collectors in districts where the probationers were posted. Also discussed issue with officials in General Administration Department of Government of Maharashtra.

7. Study nature of complaints they generally encounter, if possible : They need to grasp more details about Record of Rights and tenancy matters and develop office management skills.

8. Tap the perception of the training needs of target group, if relevant : In general they said that they needed :

8.1 Some inputs on the Maharashtra Land Revenue Code and practical information on dealing with record of rights cases.

8.2 Practical exposure to inspections of talathi and gram sevak draftars.

8.3 Cases under Code of Criminal Procedure and magisterial work

8.4 Civil Service Rules and establishment matters

8.5 Management of various aspects of drought

9. Specify performance problem identified :

9.1 Inadequate information about rules for handling land revenue and record of rights matters and legal aspects of law and order administration.

9.2 Inadequate skills in office management and motivating staff

9.3 Inadequately equipped to deal with different kinds of scarcity issues

9.4 Inadequate information about use of information technology tools in systematizing administration


226

9.5 Lack of sensitivity of public feedback

9.6 Lack of appreciation of need to involve non officials and carry them with you wherever possible.

10. Distinguish between problems which can be solved by training & problems beyond training : 9.1 to 9.4 can be solved by training. Regarding 9.5 and 9.6, these can be partially addressed by training but they are also a matter of individual attitude and grow with practical experience.

11. Training Needs Identified :

11.1 Information about rules for handling land revenue and record of rights matters and legal aspects of law and order administration.

11.2 Information about accounts procedures

11.3 Developing skills in office management and personnel management

11.4 Developing skills in management of scarcity

11.5 Knowledge about use of information technology tools in systematizing administration.

11.6 Developing skills in holistic analysis of administrative issues.

11.7 Developing healthy attitude to interfacing with non officials and sensitivity to public feedback about government initiatives.

B) Design of Training :

1. Aim of the training : To equip the probationers with adequate information and skills in office and personnel management to deal with various postings under the state government upon confirmation.

2. Expected Benefits :

2.1 They will be equipped with adequate information about provisions of various rules and laws in revenue administration; development administration and law and order administration.


227

2.2 Greater ability to implement schemes effectively so that the benefits reach the public

2.3 Improved skills in office and personnel management

2.4 Improved analytical skills

2.5 Healthy attitude towards interfacing with the public and non officials

2.6 Improved skills in using information technology and modern management tools for effective functioning.

3. Expected entry behaviour of trainees : There would be many doubts in their minds about their district experiences about which they need discussion and clarification. They would also be apprehensive about joining their first postings upon confirmation.

Course Director


228

Design of Debriefing Course S No Training Objectives

After the End of the course the trainees will:

Enabling Objectives: The Part of objectives in sequential manner

Content to be covered to achieve objectives

Methods

For enabling objectives

Time Required

Note that this may not be commensurate with session time

Validation meausre

How to measure that objectives are fulfilled

1 Be able to explain various aspects of revenue administration; development and law and order administration

Be able to : Apply land rights legislation in deciding record of rights cases; Apply land acquisition laws

Inspect talathi and gram sevak offices

Provisions of Maharashtra Land Revenue Code : Land Acquisition rules

Inspection of talathi and gram sevak offices

Lectures;

Case Study

Field Visit

3 sessions of 1.5 hrs. each

One day field visit

Discussion and Evaluation

2 Be able to manage their office more effectively

Understand office procedures and financial rules

Interface with public and non officials more effectively

Accounting procedures

Provisions of Civil Service Rules

Interfacing with non officials; Social Audit

Lectures 5 session of 1.5 hrs each


3 Be able to manage scarcity situation in district effectively

Understand practical approaches to water and fodder scarcity

Prepare to manage wage employment works in scarcity situation

Water Scarcity

Fodder Scarcity

Implementing the EGS

Lecture` 3 sessions of 1.5 hrs each


4 Be able to manage law and order administration more effectively

To use the provisions of Code of Criminal Procedure and Bombay Police Act effectively

Provisions of Code of Criminal Procedure and Bombay Police Act

Lecture; Case study

1 session of 1.5 hour Discussion and Evaluation


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Appendix IV to Annexure II

Institutional, State & District Training Manual for

I.A.S. Probationers of

Rajasthan Cadre 2005 Batch

Rakesh Hooja

Director &

Course Director

Suneel Dhariwal

Additional Course Director

Anita Kaushik

Co-Course Director

HCM Rajasthan State Institute of Public Administration Jawahar Lal Nehru Marg, Jaipur-302017

Phone: 0141-2704950-6 Fax: 0141-2705420, 2702542 Email: [email protected]


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Institutional, State & District Training Manual for IAS(P) Introduction:

Welcome to the State of Rajasthan and HCM RIPA for the Institutional, State & District Training of

52 weeks. This 52 weeks Institutional, State and District training has been designed to prepare you

for the first 8 to 10 years of your IAS career including postings in the district, State Secretariat,

Executive departments and PSUs. At RIPA, Phase I, training of 9 weeks will serve the purpose of a

bridge between LBSNAA, Mussoorie, and your assigned district and make the landing in the district

smooth and easy as in RIPA you would be able to get acquainted with State specific laws and rules.

This period would also be used to provide you with brief attachments in a Secretariat Department,

an Executive department and a PSU and field visits to State Agriculture, University and some

NGO's. During your stay here, we would try to discuss some of the important Acts and Rules given

in the syllabus separately and it is further expected that during your stay in district you would study

all of them in detail.

Training Schedule: The broad framework for 52 weeks Institutional, State & District training will spread in three phases:

1. Phase- I 9 weeks 15 June, 2006 to 14 August 2006

(At RIPA)

2. Phase- II 40 weeks 17 August 2006 to 24 May 2007

(District Training)

3. Phase- III 3 weeks 25 May 2007 to 14 June 2007

(At RIPA)


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The detailed training activities as per training schedule are as under:

S.No. Assignment Period Duration

1. Phase- I

Institutional training at RIPA Training sessions/Panel discussions/workshops at RIPA (including visit to NGO-Lupin, Bharatpur on 8-9 July)

(a) Attachment with Executive Deptt. (One week) (b) Attachment to Secretariat Deptt. (One and half

weeks)

(c) Attachment with PSUs (3 days) (d) Visit to Agriculture University -Bikaner, CAD-IGNP

and NGO

(e) Wrap up sessions at RIPA and Relieving from RIPA for District Training

9 Weeks

15 June -14 Aug., 2006

15 June - 15 July, 2006 17 July - 21 July, 2006 22 July - 01 Aug., 2006

02 Aug.- 04 Aug., 2006 05 Aug. - 10 Aug., 2006

11 Aug. - 14 Aug., 2006

1. Phase- II

Attachment with the Collectorate

1 Week 17 Aug. - 23 Aug., 2006

2. Attachment with Supdt. of Police/Police Station 1 Week 24 Aug. - 30 Aug., 2006

3. Attachment with District Judge, CJM and District Level Officers (e.g. PWD, Irrigation, Forest, RTO. DSO, Animal Husbandry, Education, Health, Industries, Power, Jails, Cooperatives, Social Welfare etc.

3 Weeks 31 Aug. - 20 Sept.,2006

4. Attachment with Zila Parishad, DRDA and Special Development Projects

2 Weeks 21 Sept. - 4 Oct., 2006

5. Attachment with Treasury 3 Days 05 Oct. - 07 Oct., 2006

6. Attachment with Patwari and Tehsil 1 Week 09 Oct. -14 Oct., 2006

7. Attachment with VLW and BDO 1 Week 16 Oct. - 20 Oct., 2006

8. Attachment with SDM 1 Week 23 Oct. - 30 Oct., 2006

9. Attachment with Municipality & UIT 3 Days 31 Oct. - 02 Nov., 2006

10. Attachment with District Milk Union, ICDS, Industrial Estate, Krishi Upaj Mandi Samiti, CCB, PLDB, Tribal Project, etc.

1 Week 03 Nov. - 09 Nov., 2006

11. Settlement Training 1 Week 10 Nov. - 16 Nov., 2006

12. Independent charge of CEO, Municipal Corporation / Municipality

6 Days 17 Nov. - 23 Nov., 2006

13. Independent Charge of BDO 2 weeks 24 Nov. - 07 Dec., 2006

14. Independent Charge of Tehsildar 2 weeks 08 Dec. - 21 Dec., 2006

15. Independent charge of ACEM & Judicial Magistrate, Including working as OIC of Sections of Collectorate

18 Weeks 22 Dec.06 - 26 April 2007

16. Independent charge of SDM 4 weeks 27 April - 24 May 2007

1.

Phase- I I I

Reporting back to HCM RIPA, Sharing of field Experience, Interactive Sessions, Theoretical Back up to field experience, Presentation of District assignments, Examinations & Relieving for LBSNAA, Mussoorie

3 Weeks

25 May -14 June 2007

52 Weeks


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Objectives of the Institutional Training:

The Institutional Training (at RIPA), Phase I of 9 weeks have following Objectives for the trainee officers:

1. To acquaint with State specific Laws and Rules.

2. To help to understand and appreciate administrative ethos of the State and critical issues relating to governance.

3. To provide a forum for interaction with Seniors in the administration and retired bureaucrats and thus enrich from their experiences.

4. To provide an introduction to working of State Secretariat, executive departments and PSUs in the State.

5. To enhance the functional Hindi skills of probationers coming from non-Hindi speaking backgrounds.

6. To provide an exposure to good practices, visit to NGO community based organizations.

7. To improve decision-making skills, through analysis of landmark judgments of Revenue courts and case studies.

District Training:

The duration of district training is the longest (40 weeks) and it constitutes the most significant part in the entire training schedule.

Objectives of District Training:

1. To expose Officer Trainee (OT) to the entire range of activities at the district level.

2. To acquaint officer trainee with the ground situation as it exists in the district of allotment.

3. To offer an opportunity to officer trainee to acquaint himself/herself with the State, its people their customs, values, problems and prospects.

4. To provide an opportunity to critically examine the functioning of the government at the 'Cutting edge' and ' Grassroots' level.

5. To provide an opportunity for observation of administrative practices and procedures.

6. To observe and learn from the functioning of district level officers and understand the situation from the viewpoint of district level officers.


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7. To understand their future role as Collector and DM as coordinator of various district activities.

8. To appreciate the need for public responsiveness and sensitivity towards public.

9. To provide opportunity of learning while doing and "hands-on" experience to the OT during the independent charge as Tehsildar, BDO, SDO/SDM and thus prepare OT'S for their first posting as SDO/SDM and subsequently as District Collector.

Hence, this training Manual has been designed, to facilitate a structure that would enable Officer-Trainee to make the best of the time spent in district training. The training Manual attempts to provide a broad outline of functional areas that should ideally be covered as an integral part of your training in the district. The district training will be imparted to the Probationers under direct supervision of the Collector as per training schedule. However, Collector concerned are given a fair amount of flexibility to make suitable changes in the schedule, as per requirements of Govt. Policy & sudden exigencies like drought, relief works and campaigns etc.

HCM RIPA would also organize a half day workshop (TOT) for a briefing session with the Collectors of the districts where you shall be going for training to discuss what is expected from your district training as also what components of the district training require more emphasis and what specific features each Collector could add to your district training.

In your district please take the attachment seriously as the concerned Collector and RIPA would be assessing your performance separately and conveying it to Director LBSNAA for your final result. Collector in the District may like to extract as much work as is possible from you, please get ready, and be happy in the situation.

I. Attachment with branches of Collectorate:- (1 Week)

Try to understand process of creation of files and how a file is christened. For this purpose subjects are distributed under various classification and heads, number of a file therefore indicates the matter being dealt in a file. See page 69 appendix 11 of District Manual for classification of subjects and heads. Distribution of business among different sections can be seen in appendix 1 page 19. While going through these subjects you may reflect whether some of the subjects mentioned in this appendix require change. Kindly prepare a revised list of subjects, which ought to be allotted to various sections. Go through the file register of a section and point out the relative importance of various subjects. The three most recurring subjects should be studied thoroughly.

Officer Trainee is also expected to:

1. To sit with the Collector while he or she deals with the Public and in meetings.

2. To go through the files before they are submitted to the Collector and also after Collector has passed necessary orders in order to familiarize himself/herself with the office procedures.


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3. To work with various dealing clerks under the overall supervision of the officer in charge in the different sections of the Collectorate.

4. To peruse the various guard files containing govt. orders and understand the procedures relating to maintenance of files and register.

5. To have experience about, Camps, Campaigns, Disaster Management like flood, fire, famine, accident, public grievances, Elections etc.

6. To study the functioning of Public Prosecutors in district.

Public Prosecutors are drawn from two streams in Rajasthan. One stream designated as Public Prosecutor and Additional Public Prosecutors are essentially political appointees. The second stream consists of regular employees of State Government known as Assistant Public Prosecutor-I and Assistant Public Prosecutors-II. APP-II is generally distributed so that APP-I appears in C.J.M./Addl. C.J.M. Court, whereas APP-II appears before Judicial/Executive Magistrates. In every district as Assistant Director (Prosecution) looks after day-to-day administrative functions of APPs. There is a directorate of prosecution headed by an officer of the rank of District & Session Judge. The administrative department of the directorate is Department of Home Affairs.

Public Prosecutor/Addl. Public Prosecutors appear before Session/Addl. Session Judge. Public Prosecutor is also government advocate in civil jurisdiction and District Magistrate has right to take his opinion in legal matters.

District Magistrate is head of prosecution system in a district and should hold regular meetings with Public Prosecutors.

Before filing a challan in a criminal court, opinion of APP is obtained. At this stage, APP points out deficiencies/weaknesses in investigation and it is expected that curable defects are removed before filing the challan. The conviction rate is less than 6% in Rajasthan and should be a primary concern of a District Magistrate.

All final orders of courts are submitted to District Magistrate for deciding whether an appeal or revisions is warranted or not.

In civil side Collector arrange defence of State Government in subordinate courts.

Kindly learn following:

1. What are the returns filed by PP before DM on a regular basis?

2. What are the powers of the DM to issue directions to PP/APPs?

3. Role of DM in filing appeal?

4. Inter-se relationship between DM/Police/PP in the matter of prosecution?


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II. Attachment with Supdt. of Police/Police Station: (1 Week)

Watch S.P. at work. Appreciate kinds of problems being tackled by S.P. understand and tabulate office organization of S.P. Go through enquiries conducted by senior officers regarding alleged miscarriage of investigation. Assess whether it is possible for you to intuitively judge the correctness or otherwise of an allegation.

Find out nature of various records kept in Police Station, guess what is the utility of these records. How many of them are statutory records, go through the relevant provision of Act/Rule/Regulation. Find out if a record is being maintained under an administrative authority. If yes, go through the relevant order.

Find out number of cases under investigation and stage of each case. Accompany an investigating officer and watch him at work.

Discuss with the S.H.O. broad categories of crimes being committed and a general theory, which can explain genesis of such crimes. Analyze crime figures with reference with adjoining police station, crime situation in the district and that in Rajasthan.

Obtain a copy of standing order No.1 issued by Home Department in late seventies.

Officer Trainee is also expected:

1. To be attached to the office of the Superintendent of Police/Police lines and also Police Station.

2. To familiarize himself/herself with the functioning of the deptt. and various records that are maintained at the level of Police Station.

3. To understand Police organization and its methods.

4. To understand Police - Magistrate relationship

III. Attachment with various District Level Officers/ Offices:- (3 Weeks)

In view of the future role of OT as Coordinator, attachment with various district level offices like District Judge, DJM, PWD, Irrigation, Forest, RTO, DSO, Animal Husbandry, Education, Health, PHED, Industries, Power, Jails, Cooperatives, Social Welfare, etc. are necessary so as to expose the OT, to the functioning of these offices and enable them to understand the situation from the view point of these officers.

Allotted time slot is not sufficient to appreciate the working of all departments. In different districts the nature of problems are different therefore presence of one department is felt more strongly then rest of departments. Almost every department has a manual prescribed for its working. Go through these manuals.


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IV. Attachment with Zila Parishad, DRDA with Special reference to Development Projects:- (2 Weeks)

OT is initially attached with Zila Parishad/DRDA to get an overview of the various developmental activities undergoing in the District and the State of their implementation. The objective is to understand functioning of Panchayati Raj Institutions and Rural Development Schemes.

You are required to take up following tasks during your district training specially during training in Panchayati Raj Institutions:

1. Study all schemes relating to benefits to individuals and that to an area. Almost all schemes should fall in these two categories.

2. Devise an omnibus procedure and accounting techniques for these two categories. One set for each category.

3. Some procedures for accounting technique may not fall entirely within the omnibus rules, identify such deviations for each scheme and annex them as an appendix to the omnibus rules. Also see whether Utilization Certificate submitted on time to sponsoring funding agency.

4. Study relationship of Zila Parishad and Chief Executive Officer, Zila Parishad and Collector.

5. Study administrative/Technical infrastructure available with a Panchayat Samiti and a Panchayat. Enumerate functions assigned to there bodies.

6. Is there a gap between available infrastructure and assigned functions? If yes, what can be done to remedy the existing situation?

V. Attachment with Treasury (3 Days)

The probationers are expected to:

1. Understand general organization of treasuries particularly charges of treasuries, Role of Collector vis-a-vis treasury, Hours of Business.

2. Understand procedure involved in receipt of Govt. money and payment of such money in the Govt. account.

3. Understand types of deposits – Revenue, Personal, Civil and Criminal Court Deposits, Deposits of local funds, Deposits at Sub-treasury, Plus Minus Memoranda and Lapsed Deposits.

4. Inspect the strong room and see steps taken by treasury for ensuring the security of strong rooms, Custody of padlocks/authorized locks and keys of Strong Rooms, Storing of treasure,


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Custody of Treasury Balance how deposits of cash and valuable of other departments are made.

5. Know about the checks applied at the treasuries for withdrawal from the Govt. account, how receipts and payments are made for particular department like Forest and PWD.

6. Understand the manner of pension payments.

7. Discus the different functioning of Banking and Non-banking treasuries.

8. Understand the receipt of stamps, its custody, sale and its verification procedure.

9. Inspection of one sub-treasury.

VI. Attachment with Patwari & Tehsildar (1 Week) Village Assignment:

A. With Patwari:

The trainee should be attached with an experienced Patwari by the Tehsildar:

1. The trainee should learn the use of chain, measurement of fields, use of field maps, location of fields on maps, correction of maps (i.e. tarmim), Trignometrical and Trijunction pillars.

2. Jamabandi (Record of Right), its preparation, periodical revision and importance. (The trainee should verify the correctness of 150 entries.)

3. Mutations of different types and procedure and their attestation.

4. Division of holdings and their entries in Record of Rights.

5. Khasra Girdawari - How entries are made regarding the changes in cultivating possession, kinds of crops and assessment of its condition, Zamana Crops Kharaba. The trainee should be taken for crop inspection to at least 2 to 3 villages in which different crops are raised. He should identify the crops, assess their condition and make entries in Khasra in regard to crop condition of at least 75 fields (Khasras).

6. Jinswar (Crop Statement)- The trainee should prepare Jinswar for 75 fields visited by him/her for crop inspection.

7. Preparation of Dhal Banch or demand statement.

8. Issue of demand slips, procedure for recovery, issue of receipts, entries in Siyaha, preparation of Araj-Irsal for remittance of revenue receipts to treasury.

9. Remission and suspension - how and when granted.


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10. Milan Khasra, (Area Statement)

11. The trainee should also familiarize himself with other records and survey instruments maintained by the Patwari, the various statement and returns he sends periodically and other duties performed by him and relationship of Patwari with Inspector land (Girdawar) and Office Kanungo.

Note:-

1. The trainee should also take this opportunity to familiarize himself/herself with the agriculture implements used. The trainee should also be able to identify the seeds of various crops and learn the use of various type of fertilizers and improved methods of agriculture. The trainee should see the irrigation facilities available and possibilities of their improvement.

2. The trainee should also visit Panchayat, Yuvak Mandals, if any village schools, Dispensary and Adult Literacy Centre, Co-operative Societies, etc.

3. The trainee should establish personal contacts with the Panchas or Village Headman, visit their houses, study their social and economic conditions with a view to understanding their problems, their aspirations and their needs and study their reaction to the various measures adopted by Government for the uplift of the rural masses.

4. The trainee should be familiarized with the Watershed & Soil Conservation techniques in use.

B. With Revenue Inspector:

Duties and functions of the Revenue Inspector (Kanungo) and the revenue records maintained by him should be explained to the trainee. The Revenue Inspector should carry out inspection of one Patwari in the presence of the trainee.

C. With Tehsildar:

1. Various registers maintained by the Office Kanungo and the various statements prepared by him may be explained to the trainee.

2. The work of Tehsil Revenue Accountant, including Taccavi work.

3. Registration of Documents-how impounded or refused.

4. Various kinds of Taccavi-Agricultural, Revenue, Famine-How distributed and recovered.

5. General set up and distribution of work in the Tehsil Office.


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6. The trainee should sit with the Tehsildar and watch case work - criminal, revenue and miscellaneous for a couple of hours each day. He should record evidence and prepare draft orders and judgments himself.

7. The Tehsildar should take the trainee with him on tour to inspect work of a Patwari and Inspector. He should also accompany Patwari in inspection of crops and prepare crop statements (jinswar).

The trainee should study the following books:

1. Rajasthan Land Revenue (Land Records) Rules, 1957.

2. Rajasthan Land Revenue Act.

3. Rajasthan Tenancy Act.

4. Indian Registration Act.

5. Rajasthan Revenue Courts Manual.

On completion of the Tehsil training the trainee offices will submit the report about the training to RIPA, Jaipur with a copy to the Collector.

VII Attachment with VLW and BDO: (1 Week)

Block Training

This Training will be as under:

1. Attachment with Village Level Officers: the OT will remain attached for 1 day with Village Level Officers and do all the work that the later is required to do. The trainee would choose a particular village and would study this village not only to collect a detailed statistical data but also to critically analyze the trends, which have influenced the development of social customs and also the economy of that village. It is expected that the trainee would prepare an analytical survey report about the village on the basis of studies. In drafting this report the block survey report, which a Vikas Adhikari prepares, is to be taken as a model and a guide.

2. The trainee should then be attached with the Extension Officers in turn for a period 2 days and study the various schemes.

3. For the remaining period the trainee will work with the Vikas Adhikari. The trainee will sit with the Vikas Adhikari and observe him working. The trainee would also conduct the proceedings of Panchayat Samiti as well as of the Standing Committees under the guidance of the Vikas Adhikari.


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4. The trainee should also study in detail the working of the Co-operative Societies in the Block and the various measures being adopted to improve agricultural and industrial production.

VIII. Attachment with SDM:- (1 Week)

1. Attachment to sub-divisional officer and sub-divisional Magistrate.

2. To visit Record section and understand the measures taken for its maintenance.

3. To understand computerization of Land Record.

4. To participate in law administration function of the SDO and his land related management function.

5. To understand various types of general and miscellaneous duties (including those related to development) performed by the SDO.

IX. Attachment with Municipality & UIT: (3 Days)

1. Study the functioning of Municipality and UIT.

2. Study the developmental and service provision activities of the Municipality/UIT.

3. Study the financial status of the Municipality and suggest steps required for improvement.

X. Attachment with District Milk Union, ICDS, Industrial Estate, Krishi Upaj Mandi Samiti, CCB, PLDB, Tribal Project, etc. (1 week)

During the attachment the trainee officer shall

1. Study the working of cooperatives

2. Agricultural Development & Marketing

3. Role of Administrator in promotion of Entrepreneurship

4. Rural Industries

5. Working of NGO in area

6. Tribal Development

XI. Settlement Training: (1 week)

In case survey and settlement operation is in progress in any part of the district, OT should be attached to the relevant functionaries to get exposure to this important activity. Survey and settlement is an important ingredient of revenue Adm. and OT will work studiously with Ameen


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(Surveyor) and inspection settlements, and along with them survey land and prepare land records besides preparation of rent rate report and parcha lagans. OT will keenly observe the use of survey instruments.

XII. Independent Charge of CEO, Municipal Corporation/ Municipality: (1 week)

During this officer trainee shall

1. Study the functioning of the urban local bodies of the district.

2. Management of Urban Municipal Body with Special emphasis on enforcement of bye-laws.

3. Developmental activities of the body.

4. Propose innovative ideas in the reform of municipal council so as to improve financial status.

5. Propose innovative ideas regarding environment.

6. Understand coordination issues with various departments in the District.

XIII. Independent charge as BDO: - (2 Weeks)

During the assignment of independent charge of revenue and Block Development Officer the trainee is expected to undertake.

1. Touring of as many rural areas as possible.

2. Interaction with various subordinates.

3. Performance of duties related to development in the District.

4. Understand the working of a block office and the constraints, if any, in implementation of Government programmes.

XIV. Independent Charge of Tehsildar: - (2 Weeks)

During the assignment of independent charge of Tehsil the officer trainee is expected to undertake.

1. Touring of as many rural areas as possible.

2. Interaction with various subordinates.

3. Performance of duties related to law and order and development in the District.


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XV. Independent Charge of ACEM and Judicial Magistrate or as Officer Incharge of Sections of Collectorate: (18 Weeks)

1. Independent charge as Assistant Collector & Executive Magistrate.

2. Performance of duties related to Law & Order in the district.

3. Understand the working of each section of the Collectorate in detail.

XVI. Independent Charge of SDM: (4 Weeks)

Management of law and order is one of the most critical function of a District Magistrate/Sub-Divisional Magistrate. During the course of District Training you may experience some situation wherein the law and order machinery is pressed into action. Such experiences have in them a number of useful lessons. To understand how the office of SDM functions particularly coordination of developmental activities in the District, Revenue Work and Civil Supplies, Drought, Campaigns, protocol and all general administration, to observe, coordinate and supervise revenue machinery.

Guidelines for submission of report to HCM RIPA by the Probationers:

Report is to be submitted every fortnight to the Director on the following points:

1. The officer/officers (by designation) to whom you were attached for training.

2. Your own assessment of the functions, responsibilities and administrative problems of their posts.

3. The nature and methods of guidance you received form the concerned officers in your training.

4. Your account of what you have learnt, or observed regarding administrative practices and procedures.

5. Your own observations on the progress of development work in the place of your posting.

6. The extent of your contact with the people and your methods of establishing such contact.

7. Your own estimate of the main problems of the people in the place of your training.

8. Your impression regarding the image which people in the district have formed of the present administration.

9. Your progress in the study of Hindi and the local dialect.

10. Progress you have made towards completing the assignments given to you by the Academy/Institute.


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11. The Officer Trainee is expected to make a minimum of 10 Night-halts in the villages compulsorily. The OT will be expected to submit reports to RIPA, Jaipur.

12. A major problem affecting a large section of population should be identified and a successful Administrative intervention should be devised. The geographical area may even be a village. The same is to be reported by probationer to RIPA/LBSNAA.

13. Any personal problems affecting your training adversely.

14. Any other matter pertaining to your training which you consider significant.

15. Personally enquire into 10 public grievances received by Collectorator of atrocities against a person with disability, SC/ST/Minorities/Women and rural based complaints/city based complaints- ground realities and report to Collector/HCM RIPA - study the problem specific to a district and summarize in one page report to Collector & HCM RIPA.

16. You are requested to deliver judgments in three defended case each in the capacity of Ex. Magistrate, Judicial Magistrate and as at Assistant Collector, Session Judge of the district & Collector should be requested to allot atleast six cases of each category that are ripe for delivering judgment . Transfer cases should have a wide range so as to cover all stages of a stint or a complaint.

Phase- III

Reporting back to HCM RIPA, Sharing of field Experience, Interactive Sessions, Theoretical Back up to field experience, Presentation of District assignments, Examinations & Relieving for LBSNAA, Mussoorie - 3 Weeks

The Phase II of Institutional Training at State ATI will concentrate on the following:

1. Clarifying doubts that probationers may have about various issues, procedures and conventions observed during the district and field training.

2. Sharing of field experiences.

3. Providing theoretical and conceptual back-up (including state-specific viewpoints) to the practical ideas, knowledge, skills etc. picked up by the probationers during the Institutional Training Phase I at State ATI and also during the district training.

4. Preparations and guidance (including some classes to refresh the probationer’s knowledge) for the state-level departmental and revenue laws examination, which is to be conducted at the end of the Phase II of Institutional Training at State ATI.


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Appendix V to Annexure II

Compendium of Training Schedule of States Contents

Sl. No. Training Area Page No. 1. Institutional Training at State Administrative Training Institute. 1 2. State Darshan. 2 3. Attachment at the Collectorate. 3 4. Attachment with the treasury. 4 5. Attachment with the district police office/paramilitary establishment in the district. 5 6. Attachment with Mofussli Thana. 6 7. Judicial attachment. 7 8. Attachment with Zilla Parishad/DRDA. 8 9. Attachment with Forest Department / DFO. 9 10. Attachment with Education Department. 10 11. Attachment with Health Department. 11 12. Attachment with Civil Supplies Department. 12 13. Attachment with social welfare/SC/ST/ Welfare Department. 13 14. Attachments with other line departments, including Municipal Corporation. 14 15. Independent charge of VLW/Panchayat Secretary. 15 16. Independent Change of Patwari. 16 17. Survey and Settlement. 17 18. Independent Charge of Block. 18 19. Independent Charge of Tehsil. 19 20. Attachment with SDO. 20 21. Secretariat Training. 21 22. Training Areas Specific to States. 22


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Training Area : Institutional Training at State Administrative Training Institute.

Objective: Exposure to local laws, language and culture of state

Training Inputs: Academic sessions

S.No. State Duration [ weeks]

Stage-I Stage-II

1. AGMUT 5

2. Andhra Pradesh 6

3. Assam 0 Exam

4. Bihar 3

5. Gujarat 7 6. Haryana 2 2

7. Chattisgarh 5

8. Himachal Pradesh 1 4

9. Jammu & Kashmir 4

10. Jharkhand 5

11. Karnataka 6

12. Kerala 5 2

13. Madhya Pradesh 5

14. Maharashtra 4 1

15. Manipur 6

16. Nagaland 2

17. Orissa 4 2

18. Punjab 12

19. Rajasthan 3 2

20. Sikkim 1

21. Tamil Nadu -

22. Tripura -

23. Uttaranchal 8

24. Uttar Pradesh 8

25. West Bengal 1


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Training Area : State Darshan.

Objective: Exposure to the history and culture of the state and the milieu in which the officer will be working

Training Inputs : Visit major towns, backward areas and culturally important parts of the state

S.No. State Duration [weeks]

1. AGMUT 2-NE Darshan

2. Andhra Pradesh 3

3. Assam 2

4. Bihar -

5. Gujarat 1

6. Haryana 1

7. Chattisgarh -

8. Himachal Pradesh 2-Tribal

9. Jammu & Kashmir -

10. Jharkhand -

11. Karnataka 2

12. Kerala 4


14. Maharashtra 2

15. Manipur 2

16. Nagaland 2

17. Orissa 1

18. Punjab -

19. Rajasthan 0-3.5

20. Sikkim 2

21. Tamil Nadu 1

22. Tripura 2

23. Uttaranchal -

24. Uttar Pradesh -

25. West Bengal -

* Where there are no state ATI's the state Darshan can be coordinated by the GA/ Personnel deptt.


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Training Area : Attachment at the Collectorate.

Objective: Familiarization with the administrative machinery at the district level

Training Inputs: Independent charge of various sections, such as establishment, G&M, Nazarat etc. During this period the probationer should sit with the Collector in meetings and accompany him/her on tours and inspections


1. AGMUT 4

2. Andhra Pradesh 1+3 3. Assam 4 to 6

4. Bihar 7-16

5. Gujarat 5

6. Haryana 3

7. Chattisgarh 6

8. Himachal Pradesh 14.20

9. Jammu & Kashmir 8+7

10. Jharkhand 2

11. Karnataka 2

12. Kerala 5


14. Maharashtra 3

15. Manipur 1-4

16. Nagaland 2

17. Orissa 3

18. Punjab 25

19. Rajasthan 2

20. Sikkim 2+6+12

21. Tamil Nadu 5

22. Tripura 3

23. Uttaranchal 3

24. Uttar Pradesh 6+5 (Staff Officer)

25. West Bengal 4.15


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Training Area : Attachment with the treasury.

Objective: Familiarization with the functioning of the treasury

Training Inputs: Inputs in treasury banking, attachment with the district bank


1. AGMUT -

2. Andhra Pradesh 1

3. Assam 6

4. Bihar 4

5. Gujarat 2 days

6. Haryana 0-2 days 7. Chattisgarh 1

8. Himachal Pradesh 1-3


10. Jharkhand 4

11. Karnataka -

12. Kerala 1


14. Maharashtra 1 day

15. Manipur 1

16. Nagaland 2

17. Orissa 1

18. Punjab 2 days

19. Rajasthan 2 days

20. Sikkim 2 (with bank)

21. Tamil Nadu 1.5

22. Tripura 2

23. Uttaranchal 2

24. Uttar Pradesh 2

25. West Bengal 6


249

Training Area : Attachment with the district police office/paramilitary establishment in the district.

Objective: Understand police magistracy relationship, working of the police department

Training Inputs Attend meetings with the SP, inspection of thana with SP


1. AGMUT 1

2. Andhra Pradesh 1-2

3. Assam 4 days

4. Bihar 2 5. Gujarat 1

6. Haryana 1

7. Chattisgarh 2

8. Himachal Pradesh 1


10. Jharkhand 1

11. Karnataka 1.5

12. Kerala 2

13. Madhya Pradesh 2-4

14. Maharashtra 1

15. Manipur 3-4

16. Nagaland 2

17. Orissa 1

18. Punjab 1


20. Sikkim 3 days

21. Tamil Nadu 1

22. Tripura 1

23. Uttaranchal 1

24. Uttar Pradesh 2

25. West Bengal 1


250

Training Area : Attachment with Mofussil Thana.

Objective: Understand working of police at grassroots level

Training Inputs Stay at thana for one week, patrolling, investigation with SHO


1. AGMUT -

2. Andhra Pradesh -

3. Assam 4 days

4. Bihar 3 days -1

5. Gujarat 1 day

6. Haryana - 7. Chattisgarh -

8. Himachal Pradesh -


10. Jharkhand 0.5-1

11. Karnataka -

12. Kerala -


14. Maharashtra 1

15. Manipur -

16. Nagaland 2 days

17. Orissa 1 day

18. Punjab -


20. Sikkim -

21. Tamil Nadu as part of Police attachment

22. Tripura -

23. Uttaranchal 1 day

24. Uttar Pradesh 2

25. West Bengal -


251

Training Area : Judicial attachment.

Objective: Understand court procedure and working of judiciary

Training Inputs: Attachment with different courts in district


1. AGMUT 1

2. Andhra Pradesh 0-0.5 (once a week throughout

3. Assam 2

4. Bihar 2-3

5. Gujarat 1-2

6. Haryana 3

7. Chattisgarh 2



10. Jharkhand 1

11. Karnataka 1

12. Kerala 2


14. Maharashtra 1

15. Manipur -

16. Nagaland 4

17. Orissa 3

18. Punjab 1


20. Sikkim 2

21. Tamil Nadu 1

22. Tripura 2-on advise of DM

23. Uttaranchal 2

24. Uttar Pradesh 2

25. West Bengal 6


252

Training Area : Attachment with Zilla Parishad/DRDA.

Objective: Understand functioning of PRIs and RD schemes

Training Inputs :Double entry book keeping, scheme guidelines and inspections


1. AGMUT 2

2. Andhra Pradesh 1+3 (ZPP)

3. Assam 2

4. Bihar 2

5. Gujarat 4

6. Haryana 2

7. Chattisgarh 3



10. Jharkhand 2

11. Karnataka 2

12. Kerala 1


14. Maharashtra 3

15. Manipur 4

16. Nagaland 4

17. Orissa 4 (incl. ITDA)

18. Punjab 2

19. Rajasthan 1

20. Sikkim 2

21. Tamil Nadu 2

22. Tripura 1

23. Uttaranchal 2

24. Uttar Pradesh 3

25. West Bengal 1


253

Training Area : Attachment with Forest Department / DFO.

Objective: Understand coordination issues between district administration and forest deptt

Training Inputs: Exposure to forest deptt schemes involvement and Coordination with District Administration. The probationer should also go on patrols with the DFO


1. AGMUT -

2. Andhra Pradesh 1

3. Assam 0.5

4. Bihar -

5. Gujarat 2 days

6. Haryana -

7. Chattisgarh 1


9. Jammu & Kashmir -

10. Jharkhand -

11. Karnataka -

12. Kerala 1


14. Maharashtra 1

15. Manipur -

16. Nagaland 2 days

17. Orissa 1 day

18. Punjab 1 day

19. Rajasthan 1 day

20. Sikkim -

21. Tamil Nadu 1

22. Tripura 1

23. Uttaranchal 1

24. Uttar Pradesh 1 day

25. West Bengal 1


254

Training Area : Attachment with Education Department.

Objective: Understand the working of the deptt

Training Inputs : MDM guidelines and implementation, school inspections, DPEP, SSA programmes inspections.


1. AGMUT 0.5

2. Andhra Pradesh 0-1 day

3. Assam 4

4. Bihar - 5. Gujarat 1 day

6. Haryana -

7. Chattisgarh 1

8. Himachal Pradesh 3 days

9. Jammu & Kashmir 0.5 week

10. Jharkhand -

11. Karnataka -

12. Kerala -


14. Maharashtra 1 day

15. Manipur 1

16. Nagaland 2 days

17. Orissa 1 day

18. Punjab 1 day

19. Rajasthan 2 -3 days

20. Sikkim -

21. Tamil Nadu 0.5

22. Tripura 2 days

23. Uttaranchal 3 days

24. Uttar Pradesh -

25. West Bengal 2 days


255

Training Area : Attachment with Health Department.

Objective: Understand the working of health deptt

Training Inputs: Inspection of ANM sub- centers, PHCs and CHCs , Implementation of National health programmes and state initiatives


1. AGMUT -

2. Andhra Pradesh 2-3 days

3. Assam 2 days

4. Bihar -

5. Gujarat 1 day

6. Haryana -

7. Chattisgarh -


9. Jammu & Kashmir 0.5

10. Jharkhand -

11. Karnataka -

12. Kerala 1


14. Maharashtra 3 days

15. Manipur 1

16. Nagaland 2 days

17. Orissa 1 day

18. Punjab 1 day

19. Rajasthan 1 day

20. Sikkim -

21. Tamil Nadu 0.5

22. Tripura 3 days


24. Uttar Pradesh -

25. West Bengal 2 days


256

Training Area : Attachment with Civil Supplies Department

Objective: Familiarize with functioning of the food security system, especially in the backward areas of the district

Training Inputs: Inspection of PDS shops, storage godowns, working of the Regulated Marketing Committee, Essential Commodities Act


1. AGMUT -

2. Andhra Pradesh 1 day 3. Assam 2 days

4. Bihar 1

5. Gujarat 1 day

6. Haryana 1

7. Chattisgarh -



10. Jharkhand -

11. Karnataka -

12. Kerala 1


14. Maharashtra 2 days

15. Manipur 1

16. Nagaland 1

17. Orissa 1 day

18. Punjab 1 day


20. Sikkim -

21. Tamil Nadu 2 days

22. Tripura -


24. Uttar Pradesh 1

25. West Bengal 1 day


257

Training Area : Attachment with social welfare/SC/ST/ Welfare Department/ ITDA

Objective: Understand how social sector schemes for the disadvantaged are organized and implemented

Training Inputs: Attachment in CDPO office, inspection of Anganwadi Centres, implementation of pension schemes, inspection of schools for blind and deaf/mute children, hostels for SC-ST students, ITDA working, special scheme for primitive tribal group etc.

S.No. State Duration [weeks] 1. AGMUT 3

2. Andhra Pradesh 1.5+1 (ITDA)

3. Assam 2 -5 days

4. Bihar 2

5. Gujarat 1 day

6. Haryana -

7. Chattisgarh 1

8. Himachal Pradesh 0.5-1


10. Jharkhand -

11. Karnataka -

12. Kerala 1


14. Maharashtra -

15. Manipur 0-1

16. Nagaland 1-8

17. Orissa 2

18. Punjab 1 day


20. Sikkim -

21. Tamil Nadu 1 day

22. Tripura -


24. Uttar Pradesh 1

25. West Bengal 1


258

Training Area : Attachments with other line departments, including Municipal Corporation.

Objective: Understand coordination issues with various deptts in the district

Training Inputs: Visit and understand functioning of municipal, agriculture, industries, irrigation, PWD, PHED, RTO, Animal husbandry, excise, RWS&S, SEB departments and district level


1. AGMUT 8 to 12


3. Assam 2-10

4. Bihar - 5. Gujarat 1

6. Haryana 4-Jail, Excise, GM-DIC, F&CS

7. Chattisgarh 7

8. Himachal Pradesh 2-4


10. Jharkhand 1

11. Karnataka 8

12. Kerala 3-6


14. Maharashtra 1

15. Manipur 0-4

16. Nagaland 4-6

17. Orissa 1

18. Punjab 1.5

19. Rajasthan 1-2

20. Sikkim -

21. Tamil Nadu 0.5-6

22. Tripura 5

23. Uttaranchal 1-4

24. Uttar Pradesh 1-3

25. West Bengal 4


259

Training Area : Independent charge of VLW/Panchayat Secretary

Objective: Understand the functioning of the grassroot level implementation of govt. programmes

Training Inputs : Functioning of PRI institutions, implementation of Panchayat Acts, Panchayat Administration, selection of beneficiaries through Gram Sabha implementation of government scheme

- The probationer should also use this opportunity to do the household survey and finish the village assignment


1. AGMUT -

2. Andhra Pradesh 1+VDO+2-VA

3. Assam -

4. Bihar -

5. Gujarat -

6. Haryana -

7. Chattisgarh -



10. Jharkhand -

11. Karnataka 2

12. Kerala -

13. Madhya Pradesh 1 day

14. Maharashtra 1

15. Manipur -

16. Nagaland 1 day

17. Orissa -

18. Punjab -

19. Rajasthan -

20. Sikkim -

21. Tamil Nadu 1

22. Tripura -

23. Uttaranchal -

24. Uttar Pradesh -

25. West Bengal -


260

Training Area : Independent Charge of Patwari.

Objective: Understand how the grassroots level revenue office functions. This may be done after the Survey and settlement training if feasible.

Training Inputs: Lane records, land reve nue demarcations, mapping, revenue cases reports etc.

- The probationer should also use this opportunity to do the household survey and finish the village assignment

S.No. State Duration [weeks] 1. AGMUT -

2. Andhra Pradesh 1@ + 2

3. Assam -

4. Bihar -

5. Gujarat -

6. Haryana -

7. Chattisgarh 4 @



10. Jharkhand -

11. Karnataka 1 + 1 (RI)

12. Kerala 4 @

13. Madhya Pradesh 4 -4@

14. Maharashtra 1

15. Manipur -

16. Nagaland -

17. Orissa -

18. Punjab 0-8(AC Gr1,2) (Kanungo Circle)

19. Rajasthan -

20. Sikkim -

21. Tamil Nadu 1@+2+2.5 (VAO)

22. Tripura 2- on DM's Advise

23. Uttaranchal 2 days @

24. Uttar Pradesh -

25. West Bengal -

The symbol @ represents Attachment


261

Training Area : Survey and Settlement.

Objective: Get a thorough knowledge of settlement operations, maintenance of land records, land revenue systems etc

Training Inputs : land measurement, mapping exercises, land record preparation


1. AGMUT -

2. Andhra Pradesh 2

3. Assam 8

4. Bihar 4-12 5. Gujarat 2-3

6. Haryana 6

7. Chattisgarh 2



10. Jharkhand 13+1

11. Karnataka -

12. Kerala 3


14. Maharashtra 1

15. Manipur 3

16. Nagaland 2

17. Orissa 6-8

18. Punjab 4

19. Rajasthan 3 days-1

20. Sikkim -

21. Tamil Nadu 2

22. Tripura 2

23. Uttaranchal -


25. West Bengal 8-10


262

Training Area : Independent Charge of Block.

Objective: Understand the working of a block office and the constraints, if any, in implementation of govt. programmes

Training Inputs Function independently as a block development officer, coordinate with various extension officers and line departments


1. AGMUT 1 to 5

2. Andhra Pradesh 2@ + 3 3. Assam 1@

4. Bihar 10-18 (concurrent with CO)

5. Gujarat 2

6. Haryana 8+6

7. Chattisgarh 6



10. Jharkhand 17

11. Karnataka 1@+4.5

12. Kerala 5


14. Maharashtra 1@+7

15. Manipur 2@-4

16. Nagaland 1-4

17. Orissa 14

18. Punjab 4

19. Rajasthan 3 -5

20. Sikkim -

21. Tamil Nadu 4@+2

22. Tripura 2@+4

23. Uttaranchal 4


25. West Bengal 8-10


263

Training Area : Independent Charge of Tehsil.

Objective: Understand working of a subordinate revenue office

Training Inputs Function independently as a tehsildar, review work of revenue inspectors, decide revenue cases, do revenue collection


1. AGMUT 1

2. Andhra Pradesh 1@+4

3. Assam 3

4. Bihar 10 5. Gujarat 3-7 weeks

6. Haryana 8

7. Chattisgarh 3

8. Himachal Pradesh 2@-8-ADC

9. Jammu & Kashmir 6-8@

10. Jharkhand 16

11. Karnataka 1@+6

12. Kerala 5

13. Madhya Pradesh 0-5@


15. Manipur -

16. Nagaland 0-4

17. Orissa 8

18. Punjab 4 to 8

19. Rajasthan 4

20. Sikkim -

21. Tamil Nadu 3 @ + 2

22. Tripura -

23. Uttaranchal 2 @


25. West Bengal 0-2 (BLRO)


264

Training Area : Attachment with SDO.

Objective: Understand the functioning of SDO/SDM office

Training Inputs Organisation of office and responsibilities of SDM. Assist SDO in conducting review meetings, inspect subordinate offices, government institutions and programmes. Understand job charts of field and office staff


1. AGMUT 5

2. Andhra Pradesh 4-5 (RDO) 3. Assam -

4. Bihar 1-2

5. Gujarat 1-2

6. Haryana -

7. Chattisgarh 6- independent

8. Himachal Pradesh 1-2-independent

9. Jammu & Kashmir 2-4@

10. Jharkhand 1-2

11. Karnataka 1@+5(AC)*

12. Kerala 2



15. Manipur 0-7@+8 (independent)

16. Nagaland 0-2@+4

17. Orissa 2

18. Punjab 0-1

19. Rajasthan 3-@+2

20. Sikkim 1@+2 (independent)

21. Tamil Nadu 2 (RDO)

22. Tripura 5

23. Uttaranchal 2@

24. Uttar Pradesh 1-6 indep

25. West Bengal 2


265

Training Area : Secretariat Training.

Objective: Get familiarized with the working of various state level departments. Understand coordination issues with the districts

Training Inputs Call on the chief secretary and all senior secretaries. Get briefing on the functioning and organizational structure of various departments. If possible, the probationers may also call on the chief minister and the governor. The state ATIs should also use this period for debriefing of the district training.


1. AGMUT -


3. Assam 1

4. Bihar 1

5. Gujarat 1

6. Haryana 1-2

7. Chattisgarh -



10. Jharkhand 0-1

11. Karnataka 5

12. Kerala 1-2

13. Madhya Pradesh -

14. Maharashtra 3

15. Manipur 2

16. Nagaland 2

17. Orissa 1

18. Punjab -

19. Rajasthan -

20. Sikkim 1

21. Tamil Nadu 5.5

22. Tripura 5

23. Uttaranchal 1

24. Uttar Pradesh 1

25. West Bengal 1-2


266

Training Areas : Specific to States.


1. AGMUT 8-EAC, PA ITDA

2. Andhra Pradesh 4 days -DRDA, 3 days-transport

3. Assam 8-Meghalaya darshan, 8 Municipal Board

4. Bihar 2@-ACLR

5. Gujarat 6- DDO, 2 -Addl SDO

6. Haryana 3-AC Gr 1, 3- CEO Municipality, 2- PSU, 1-AG, 2- agril university

7. Chattisgarh -

8. Himachal Pradesh 4-Distt. Rev. Officer, 4-RO election

9. Jammu & Kashmir 2-PSU, JKS FC

10. Jharkhand 2-Village Assignment

11. Karnataka -

12. Kerala -

13. Madhya Pradesh -

14. Maharashtra 1-PSU, 1-Div. Commissioner

15. Manipur 4-SDO

16. Nagaland 5-village visit, 8-election, 1-NGO

17. Orissa 2-consolidation

18. Punjab -

19. Rajasthan 20-ACEM, 4-8 drought management

20. Sikkim 2-Resident Commissioner

21. Tamil Nadu 5-Tamil Lang., 1.5 Agri. University

22. Tripura -

23. Uttaranchal 1-Agri. University

24. Uttar Pradesh 1-Jail, 2-CEO Municipality

25. West Bengal 2-Agri. Trg., 2-Ind. Trg.


267

Appendix VI to Annexure II

Andhra Pradesh Public Service Commission : Hyderabad

HALF YEARLY EXAMINATIONS :: MARCH 2007 TERM

NOTIFICATION NO. 25/2006

The Half Yearly Examinations and Language Tests for Officers of the All India Services and State Services (for those who are already in Service), Proficiency Test in Telugu for All India Service Officers working in Andhra Pradesh State and Incentive Award Test in Telugu for All India Service Officers working in States other than Andhra Pradesh will be held from 21/03/2007 to 24/03/2007.

Applications should be submitted in advance through the Heads of the Offices or Departments/Collectors under whom A.I.S Probationers are working so as to reach the Commission’s Office on or before 11/02/2007. All India Service Officers allotted to Andhra Pradesh State working outside Andhra Pradesh may send written requisition for supply of Application Forms by enclosing self addressed envelope with postage worth Rs. 10/-. Applications received after the above-mentioned date will not be entertained.

In respect of the Incentive Award Test in Telugu for All India Service Officers working in States, other than Andhra Pradesh, the Applications should, however, be forwarded through the Chief Secretary of the State in which the Officers are working.

Separate Application Forms for Half Yearly Examinations and Proficiency Test in Telugu for All India Service Officers working in Andhra Pradesh and for Incentive Award Test in Telugu for All India Service Officers working in States other than Andhra Pradesh will be supplied to the eligible candidates by the Additional Secretary, Andhra Pradesh Public Service Commission, Hyderabad-500001 only on a requisition accompanied by a self addressed stamped envelope worth Rs.10/-. Application forms can also be had from respective District Collectors.

Sd/-

ADDITIONAL SECRETARY

A.P.P.S.C : HYDERABAD


268

HALF YEARLY EXAMINATIONS – MARCH 2007 TERM

The Time-table for the Half yearly examinations and Language Tests

for Officers of the All India Services and State Services.

Day & Date

Session & Timings Tests/Papers/Subjects

First Class Language Test Telugu by the LOWER STANDARD for IAS, IPS and IFS Officers written part as follows:

8-00 AM to 8-30 AM a) Dictation in the Language. Taking down in the language a Statement from a complainant or Petitioner and reading it over to him and questioning him thereon by the Examiner.

8-45 AM to 9-45 AM b) Essay Writing on Two topics of about 75 lines each with multiple choice out of 4 topics (VII class standard First Language)

10-00 AM to 10-45 AM

c) English to Telugu translation of a passage (VII class Standard First language)

11-00 AM to 11-45 AM

d) Telugu to English translation of a passage (VII class standard First language)

WE

DN

ESD

AY

21/0

3/20

07

2-00 PM onwards e) VIVA-VOCE part of the Examination.

First Class Language Test Telugu by the HIGHER STANDARD for IAS, IPS and IFS Officers written part as follows:

8-00 AM to 8-30 AM a) Dictation in the Language. Taking down in the language a Statement from a complainant or Petitioner and reading it over to him and questioning him thereon by the Examiner.

8-45 AM to 9-45 AM b) Essay Writing on Two topics of about 75 lines each with multiple choice out of 4 topics (SSC standard First Language)

10-00 AM to 10-45 AM

c) English to Telugu translation of a passage (SSC Standard First language)

11-00 AM to 11-45 AM

d) Telugu to English translation of a passage (SSC standard First language)

WE

DN

ESD

AY

21/0

3/20

07

2-00 PM onwards e) VIVA-VOCE part of the Examination.

WE

DN

ES

DA

Y

21/0

3/20

07

10-00 AM to 10-30 AM

First Class Language Test HINDI by the LOWER STANDARD for IAS, IPS and IFS Officers written part i.e. Part-I as follows:

i. Transcription in the language


269

10-45 AM to 11-15 AM

ii. Taking down in the language a statement from a complainant or petitioner and reading it over to him.

2-00 PM onwards followed by VIVA-VOCE Examination i.e., Part-II.

First Class Language Test HINDI by the HIGHER STANDARD for IAS, IPS and IFS Officers written part i.e. Part-I as follows:

10-00 AM to 10-30 AM

i. Dictation in the language

10-45 AM to 11-15 AM

ii. Taking down in the language a statement from a complainant or petitioner and reading it over to him.

2-00 PM onwards followed by VIVA-VOCE Examination i.e., Part-II.:

9-30 AM to 10-15 AM 1. Lower Standard Examination of Assistant Collectors and Forest Officers Division-B(i) (IPC Special and Local Criminal Laws) Part-I (WITHOUT BOOKS)

9-30 AM to 12-30 PM 2. Departmental Examination of Police Officers Test-D(i) A.P. Police Manual (WITHOUT BOOKS)

10-30 AM to 12-45 PM 3. Lower Standard Examination of Assistant Collectors and Forest Officers Division-B(i) (IPC and Special and Local Criminal Laws) Part-II (WITH BOOKS)

2-00 PM to 2-45 PM 1. Lower Standard Examination of Assistant Collectors and Forest Officers Division-B(ii) (Criminal Procedure Code Part-I (WITHOUT BOOKS)

2-00 PM to 2-45 PM 2. Departmental Examination of Police Officers Test-A(i) (IPC and Special and Local Criminal Laws) Part-I (WITHOUT BOOKS)

3-00 PM to 5-15 PM 3. Lower Standard Examination of Assistant Collectors and Forest Officers Division-B(ii) (Criminal Procedure Code) Part-II (WITH BOOKS)

TH

UR

SDA

Y

22/0

3/20

07

3-00 PM to 5-15 PM 4. Departmental Examination of Police Officers Test-A(i) (IPC and Special and Local Criminal Laws) Part--II (WITH BOOKS)


270

9-30 AM to 10-15 AM 1. Lower Standard Examination of Assistant Collectors Division-C (Revenue Law Board Standing Orders etc.,) Part-I (WITHOUT BOOKS)

9-30 AM to 10-15 AM 2. Higher Standard Examination of Assistant Collectors Division-C (Revenue Law Board Standing Orders etc.,) Part-I (WITHOUT BOOKS)

9-30 AM to 10-15 AM 3. Departmental Examination of Police Officers Test-A(ii) (Criminal Procedure Code Part-I) (WITHOUT BOOKS)

10-30 AM to 12-45 PM 4. Lower Standard Examination of Assistant Collectors Division-C (Revenue Law Board Standing Orders etc.,) Part-II (WITH BOOKS)

10-30 AM to 12-45 PM 5. Higher Standard Examination of Assistant Collectors Division-C (Revenue Law Board Standing Orders etc.,) Part-II (WITH BOOKS)

10-30 AM to 12-45 PM 6. Departmental Examination of Police Officers Test-A(ii) (Criminal Procedure Code Part-II) (WITH BOOKS)

2-00 PM to 2-30 PM 1. Lower Standard Examination of Assistant Collectors and Forest Officers Division-D (Law of Evidence) Part-I (WITHOUT BOOKS)

2-00 PM to 2-30 PM 2. Departmental Examination of Police Officers Test-B (Law of Evidence) Part-I (WITHOUT BOOKS)

2-45 PM to 4-15 PM 3. Lower Standard Examination of Assistant Collectors and Forest Officers Division-D (Law of Evidence) Part-II (WITH BOOKS)

FRID

AY

23/0

3/20

07

2-45 PM to 4-15 PM 4. Departmental Examination of Police Officers Test-B (Law of Evidence) Part-II (WITH BOOKS)

9-30 AM to 12-30 PM 1. Higher Standard Examination of Assistant Collectors and Forest Officers – Division-B (Accounts) (WITH BOOKS)

9-30 AM to 12-30 PM 2. Departmental Examination of Police Officers Test-C (Medical Jurisprudence) (WITHOUT BOOKS)

2-00 PM to 3-15 PM 1. Departmental Examination of Forest Officers Part-A (WITHOUT BOOKS) SA

TU

RD

AY

24/0

3/20

07

2-00 PM to 5-00 PM 2. Higher Standard Examination of Assistant Collectors – Division-D (Principles of Revenue Survey) (WITHOUT BOOKS)


271

2-00 PM to 5-00 PM 3. Departmental Examination of Police Officers Test-D(ii) Scientific Aids to Investigation. (WITHOUT BOOKS)

3-30 PM to 5-15 PM 4. Departmental Examination of Forest Officers Part-B (WITH BOOKS)

Sd/- B. Subramani ADDITIONAL SECRETARY

//f.b.o.//

ASSISTANT SECRETARY (EXAMS)Instructions to Candidates 1. The examination will be held at Office of the Andhra Pradesh Public Service Commission,

Nampally, Hyderabad.

2. Candidates are required to bring their Hall tickets daily failing, which they will not be allowed to sit for the Examination.

3. Candidates should present themselves for the Examination in accordance with the timetable. Candidates who come Ten minutes after the scheduled time will not be allowed to take the examination.

4. No candidate will be allowed to leave the examination hall until half of the prescribed time is over.

5. Candidates are requested to mention only the Register Number allotted to them in the space provided for on the front page of the Main Answer Book. Failure to follow this instruction will entail their Answer Books being invalidated by the Commission.

6. CANDIDATES ARE REQUIRED TO BRING THE BOOKS, WHICH ARE PERMITTED TO USE ANSWERING THE QUESTIONS. GUIDES, DIGESTS OR SUMMARIES AND BOOKS CONTAINING COMMENTARIES WILL NOT BE ALLOWED IN THE EXAMINATION HALL.

7. The question number only should be noted in the margin of the Main and Additional Answer Books.

8. Candidates are requested to answer only the required number of questions. If more are answered, the last extra answers will be ignored.

9. Additional Answer Books may be taken after signing the Additional Answer Books signature statement.

10. Silence and strict discipline should be observed in the Examination Hall. Smoking, Taking Tea, Coffee or any other eatables are strictly prohibited.

11. Any candidate who do not behave properly towards the Chief and Assistant Chief Superintendents and Invigilators of the examination or is found to have had recourse to malpractice of any kind will have his examination invalidated. Such a candidate is liable to


272

be debarred from appearing again for the examination permanently or for such terms of years of the Commission may think fit. The same penalty will be imposed on any candidate who personally or by letter attempts to canvass or bring influence to bear on an examiner or a Member of the Commission or its staff in connection with the examination or on which behalf such attempt is made by relative, friend, patron official or other person. The finding of the Commission as to the guilt of the candidate shall be final.

Sd/-

B. Subramani

ADDITIONAL SECRETARY


273

Appendix VII to Annexure II

Memorandum of Question Paper required for the Departmental Examination for Supernumerary Assistant Collectors, Probationary Deputy Collectors and Probationary Tahsildars in Maharashtra.

Paper I The Maharashtra Land Revenue Code 1966 (Maharashtra Act No. XLI of 1966) and Rule thereunder as contained in Maharashtra Land Revenue Manual Vol. I (Latest amendment)

To be answered without books

Time Allowed – 3 Hours Total Marks – 100

Paper II a) The Maharashtra Land and Revnue Manual Vol- II

b) The Maharashtra Land and Revnue Manual Vol- III

To be answered with books

Time allowed - 3 hours Total Marks - 100

Paper III a) The Maharashtra Land and Revnue Manual Vol- IV

b) The Maharashtra Land and Revnue Manual Vol- V


Time allowed- 3 hours Total Marks - 100

Paper IV (With Books : Total Marks – 100) Part I ( common for three regions)

a) The Land Acquisition Act, 1894 (Act of 1894 and rules thereunder)

b) The Bombay Prevention of Fragmentation and Consolidation of Holdings Act, 1947 (Bom. Act No. LXII of 1947)

c) The Maharashtra Felling of Trees (Regulation) Act, 1964 (Maharashtra Act XXXIV of 1964)

d) The Maharashtra Restoration of Lands to Scheduled Tribes Act, 1974 (Mah. Act No. 14 of 1975)

e) The Bombay Entertainments Duty Act, 1923 (Bom. Act I of 1923)

f) The Maharashtra Agricultural Lands (Ceilings on Holdings )Act, 1961 (as amended) (Mah .Act 27 of 1961)

g) Mamlatdars Court Act, 1906 (Bom. Act No.II of 1906)


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Part II (separate for each region)

Bombay, Konkan, Nashik and Pune Divisions

h) The Bombay Tenancy and Agricultural Lands Act, 19489 Bom. Act LXVII of 1948)

Nagpur and Amaravati Divisions

i) The Bombay Tenancy and Agricultural Lands (Vidarbha Region Act) Act, 1958 (Bom. Act No. XCIX of 1958)

Aurangabad Division

j) The Hyderabad Tenancy and Agricultural lands Act, 1950 (Hyderabad Act No. XXI of 1950)

Paper V Judicial Question on Criminal Procedure Code 1973 (2 of 1974) ( Chapters I to VIII, X to XIV, XIX, XX, XXIII (Part-A), XXVII, XXXII to XXXIV and XXXVII); High Court Manual 1960 ( Chapters I to III, V, XVII, XXV, XXVI, and XXVIII), The Maharashtra Village Police Act, 1967 ( Bombay Police Acvt, 1951)(Mah. XXII of 1951); Arms Act, 1959 (54 of 1959); Indian Evidence Act, 1872 ( 1 0f 1872)

To be answered with books Total marks 100 Time allowed: 3 hours.

Paper VI a) The Maharashtra Civil Services (Discipline and Appeal) Rules, 1979

b) The Maharashtra Civil Services (Conduct) Rules, 1979

c) Bombay Financial Rules, 1959 (Chapter 1 to 6 and 11, 12)

d) The Maharashtra Contingent Expenditure Rules, 1965 (Rules 1-45 only)

e) Maharashtra Budget Manual Vol. I (Chapter I, II, III, VIII to XVI only)

f)Bombay Civil Services Rules Manual, ( Chapter I to V, XII, XV and XVII of Vol. I and Appendix XLIV-

g) A of Vol. I)

h) An introduction to Indian Government Accounts and Audit (Chapters 1,7,8, 12, 13, 14, 16, 20, 24, 26, 27 and 28)


Time allowed 3 Hours Total Marks- 100


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Appendix VIII to Annexure II

Institutional, State and District Training for IAS Probationers of Rajasthan Cadre 2005 Batch : Course Outline and Examination Syllabus Paper - I : General Laws & Rules

1. CPC(Provisions relevant to Revenue Courts only) 1908 (Edition 2005)

2. Cr. P.C(Provisions relevant to Executive Magistrate) 1973(Edition 2006)

3. Revenue Courts manual

4. Indian Evidence Act

5. Rajasthan General Clauses Act 1955

6. General Rules(Criminal) framed by the High Court of Rajasthan 1980 (Edition 2005)

7. Essential Commodities Act, Orders and Rules 1955 Amended upto 11th April, 2005

8. The Public Demand Act & Rules thereunder

9. Consumer Protection Act Amendment 2002(2005)

Some knowledge

1. Rajasthan Police Regulations

2. Police Act 1961*, 1861, 1888, 1949, 1966 (Police Acts)

3. Rajasthan Jail Manual(Relevant to Executive magistrates )

4. Indian Arms Act 1959 and Arms Rules 1962 (2006)

5. National Security Act

6. The Raj. Dramatic Performance & Entertainment Act

7. Noises Control Act

8. Rajasthan Control of Goondas Act

9. The law relating to Cinema Houses

10. The Motior Vehicles Act 1988 with State amendments(2006)

11. Election Laws

12. Protection of Civil Rights Act *

13. Note: Certain topics of Paper-I, General Laws and Rules which have been covered at LBSNAA Mussoorie have not been repeated at RIPA, Jaipur to avoid overlapping.


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Paper - II : Personnel Administration I. Rajasthan Service Rules (2006)

1. Definition and General Conditions of Service

2. Addl. Charge Allowances

3. Leave (conditions and kinds)

4. Joining Time

5. Foreign Service

6. Categories of Pensions & conditions of admissibility of pension

II Rajasthan Travelling Allowances Rules (2006)

III Rajasthan Civil Services (Conduct) Rules 1971 (2001)

IV. Rajasthan Civil Services (Classification, Control and Appeals) Rules 1958

V. General Office Procedure, including Secretariat Manual, Business Rules, District Manual

VI. An interaction with S.D.O to study its Job Chart

PAPER - III : Financial Administration The General Financial & Accounts Rules (the following topics only)

1. General System of Financial Management & Control Personal claims of Govt. Servants, Contingent charges, Loans & Advances, Stores & Purchases : schedule of powers. (2006)

2. Budget, Manual-Budget calendar, preparing B.E. & R.E., New items, advance from contingency fund. (2002).

3. Treasury Manual : Part I

a. Rules 1 to 40

b. Structure of Treasury

c. General Charges

d. Double Dock

e. Inspection of Treasuries

4. Rajasthan Sales Tax Act 2003 VAT Rules 2006 (2006)

5. Rajasthan Excise Manual

PAPER - IV : Revenue Administration 1. Rajasthan Land Records Rules

2. Rajasthan Land Reve nue Act & Rules there under 2003 (2005)

3. Rajasthan Land Acquisition Act 1894 (2006)


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4. Rajasthan Colonisation Act 1954 (2006)

5. Rajasthan Famine Code

6. Escheat Regulation Act 1956

7. Study of Good Judgements related to Revenue Board.

PAPER - V : Land Reforms 1. The Rajasthan Imposition of Ceiling on Agricultural Holdings Act 1973

2. Rajasthan Tenancy Act 1955 & Rules there under (2006)

3. The Rajasthan Allotment of Land for agricultural purposes Rules, 1970

4. Regulation of trespass over government lands.

Paper - VI : Planning and Development 1. Tribal Sub Plan & S.C.Component

2. Poverty Alleviation Programmes, Employment generation programmes

3. Area Development Programmes

4. Rajasthan Panchayati Raj Act, 1994 (2005)

5. Rajasthan Municipalities Act, 1994

6. The Rajasthan Urban Improvement Trust Act, 1959 (2005-06)

7. Rajasthan Co-operative Societies Act 2001 and Rules thereunder (Rules 2003)

8. Rajasthan Agricultural Credit (Removal of difficulties ) Act.


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Annexure - III

No.12017/11/96-TNP(S) Government of India

Ministry of Personnel, Public Grievances and Pensions, Department of Personnel & Training

Training Division

Block No.IV, 3rd Floor, Old JNU Campus,

New Delhi – 110 067.

Dated : March, 29 2005.

OFFICE MEMORANDUM

Subject : Constitution of Committee to review the syllabus of training for Foundation Course, Professional Course Phase I and II, and District Training given to IAS Officers. The Committee to review the syllabus of training for Foundation Course, Professional Course Phase I and II at LBSNAA, Mussoorie, and District Training given to IAS officers is constituted as under :

1. Dr. R.V. Vaidyanatha Ayyar, IAS(Retd) Chairman 2. Director, LBSNAA, Mussoorie Member 3. Heads of two Central Training Institutes (by

rotation) Members

4. Heads of two State Administrative Training Institutes (by rotation)

Members

5. Head of the Tata Management Training Centre, Pune.

Member

6. Joint Secretary (Training) Member Convener

The terms of reference for the committee will be as follows :

1) To review the objectives, contents and utility of the Foundation Course, Phase I and Phase II of induction training conducted by the LBSNAA.

2) To review the objectives and utility of the district training for IAS Officers.


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3) To suggest changes in the objectives and contents of the above programmes as well as suggest improvements in the teaching methodologies and current systems for obtaining feedback.

4) The Committee may co-opt other members or may invite other officers to present their views before it, as necessary. The committee may set up

5) sub-groups and / or involve experts to look at the syllabus of individual subjects, or, commission short studies to assist it in making its recommendations.

The Committee would have a time frame of six months. Non-official members will be allowed a sitting fee of Rs.500 (five hundred only), and would be provided travel, accommodation and transport facilities as admissible to Group ‘A’ officers of the Government.

The expenditure on the working of the Committee, including the cost of the meetings, related workshops, remuneration to experts, short studies commissioned by the Committee, as well as the cost of participation of members not holding government office (travel, accommodation, transport, etc.) would be borne by the Department of Personnel & Training. However, all administrative and logistics support would be provided by the LBSNAA, Mussoorie, for which funds would be provided by the Department of Personnel & Training.

Sd/- (Jyotsana Varma Ray)

Deputy Secretary (Training)


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Annexure - IV

List of Questionnaires Questionnaires for eliciting the views of IAS officers on IAS Professional Training

I: Foundation Course [FC]: Opinion of IAS and other officers who attend the FC, with ten years of service or less

II: Phase I, District & Phase II Training: Opinion of IAS officers with ten years of service or less

Committee for Reviewing the Induction Training of IAS Officers

Foundation Course [FC]

Questionnaire for eliciting the views of officers of all services who attend the FC, and with ten years of service or less Please specify year in which you were trained___________

• A copy of the Syllabus pertaining to the Foundation Course at the LBSNAA can be downloaded from the LBSNAA web site : www.civilservices.gov.in

(1) Did the FC equip you to cope with the real world environment in which you work? If not, please elaborate the aspects which you would like to be covered in the FC?

(2) In retrospect, what are the basic skills (hard as well as soft) that the FC provided inadequately, or not at all?

(3) In retrospect, could the FC have done more in regard to attitudes and values, such as integrity, commitment to the rule of law, concern for the poor and disadvantaged, responsiveness, conducting oneself with dignity and fairness, equanimity in trying circumstances?

(4) Were you adequately briefed in respect of Rules & Regulations governing the Civil Servants that you wish you were told about?

(5) In retrospect, what are the topic(s) in the various subjects taught during the Foundation Course that need to be added deleted, or modified


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Sl. Subject 1. Public Administration 2. Economics 3. Law 4. Political Concepts & Constitutions of India 5. Management & Behavioural Science 6. Indian History & Culture 7. Information & Communication Technology

Topics that need to be added:

Topics that need to be deleted:

Topics that need to be given greater coverage:

Topics that need to be given lesser coverage:

Topics that need to be modified:

(6) Based on your experience, what are the changes in the FC you suggest for improving inter-service cooperation & coordination?

(7) Based on your experience, what are the changes in the FC you suggest so that officers can better engage the civil society constructively [NGOs, Trade Unions, Activists, Business organizations etc?

(8) What improvements would you suggest in the training methodologies?

(9) What improvements would you suggest for obtaining feedback from trainees during the FC?

(10) What improvements would you suggest in the methods of evaluation of trainees during the FC?


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(11) Any suggestions with regard to co-curricular & extra-curricular activities organized during the FC?

(12) Any other suggestions for making the FC more relevant & effective?

Your Comments may please be sent to: Sri Ajay Sawhney, Joint Secretary [Training], Department of Personnel & Training, ….. Please send a copy to: Ms Vasudha Mishra, …… You may also please e-mail to: ayyar.committee.nic.in [email protected] [email protected]


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II


IAS Professional Course and District Training

Questionnaire for eliciting the views of officers of all IAS officers with ten years of 10 years of service or less

PART-I: Phase-I & II Training • A copy of the Syllabus pertaining to the IAS Professional Course, Phase-I and Phase-II at the

LBSNAA can be downloaded from the LBSNAA web site: www.civilservices.gov.in

1) Did the Phase I & II training equip you to cope with the real world environment in which you work? If not, please elaborate the aspects which you would like to be covered in the Phase I & II training?

2) Do you think that the Phase I & II Training equipped you adequately for the district and postings you had? If not, please elaborate.

3) What are the problems and situations you have faced so far in your career, for which no inputs or insights were provided during the Phase I & II Training?

4) Did the training equip you to innovate in government?

5) In retrospect, what are the basic skills (hard as well as soft) that the Phase I & II Training provided inadequately, or not at all?

6) In retrospect, could the Phase I & II Training have done more in regard to attitudes and values, such as integrity, commitment to the rule of law, concern for the poor and disadvantaged, responsiveness, conducting oneself with dignity and fairness, equanimity in trying circumstances?

7) In retrospect, what are the topic(s) in the various subjects taught during the Phase I & II Training that need to be added, deleted, or modified


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Subjects in Phase I & II to be listed

Sl. Subject 1. Public Administration 2. Economics 3. Law 4. Political Concepts & Constitutions of India 5. Management & Behavioural Science 6. Information & Communication Technology

Topics that need to be added:

Topics that need to be deleted:

Topics that need to be given greater coverage:

Topics that need to be given lesser coverage:

Topics that need to be modified:

8) Based on your experience, what are the changes in the Phase I & II Training you suggest for better dealing with situations and problems that call for inter-service cooperation & coordination?

9) Based on your experience, what are the changes in the Phase I & II Training you suggest so that officers can better engage the civil society constructively [NGOs, Trade Unions, Activists, Business organizations etc?

10) What improvements would you suggest in the training methodologies?

11) What improvements would you suggest for obtaining feedback from trainees during the Phase I & II Training?

12) What improvements would you suggest in the methods of evaluation of trainees during the Phase I & II Training?


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13) Any suggestions with regard to co-curricular & extra-curricular activities organized during the Phase I & II Training?

14) Any other suggestions for making the Phase I & II Training more relevant & effective?

PART-II:District Training and Training at State ATIs • A copy of the generic (which is common to all ATIs) schedule and Field Assignments

expected from IAS Probationers during their State Level Training can be downloaded from the LBSNAA web site: www.civilservices.gov.in

(1) Did your training in the district and your State Administrative Training Institute adequately equip you with:

a) The socio-cultural-economic features of the allotted State.

b) laws, rules , regulations and standard practices pertaining to regulatory administration (land revenue and reforms, law and order, communal harmony, disaster management civil supplies etc.,)

c) skills and attitudes needed for development administration, working in cooperation with Panchayati Raj institutions urban bodies institutions, civil society groups, and self-help groups

d) skills needed for urban development and renewal

e) Office procedure, service matters, financial rules and the inter-se roles of the Secretariat, Heads of Departments and District Administration?

f) Skills and attitudes needed for postings in the district, field and headquarters, other than those of sub-divisional magistrate, Additional Collector and District Magistrate?

For each of the above items please elaborate the reasons for your views and offer suggestions.

(2) In retrospect, how would you rate the utility of different attachments? Was your experience like that of Upamanyu Chatterjee’s English August? Please list two features each of the Institutional Attachments (ATI, Revenue Training School, State Agricultural University etc) and District Training that you liked most and two features each which you felt needed substantial improvement. Give reasons for your views. What changes would you suggest for making the attachments more effective?

(3) Did you receive adequate attention and mentorship from your District Collector and Magistrate during training?

(4). Any other suggestions you would like to make for improving the State-level Training in the district as well as in the ATI?


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Part - III: Professional Training as a whole 1) Have you any suggestions for changing the professional training as a whole including the

structure, duration, content, methodology and evaluation?

2) Do you find any need for provision of learning and other useful resources by LBSNAA to IAS officers for continual professional self-improvement as well as addressing the challenges of new jobs and innovations that you take up?

3) LBSNAA has worked out with Indira Gandhi National Open University (IGNOU) an arrangement for awarding a Master’s Degree in Public Policy to all those who complete IAS Professional training, and who offer a couple of additional papers. Would you like to participate in this program?

4) Is it worthwhile for LBSNAA to develop distance education modules, including those that lead to grant of certificates and diplomas by IGNOU.

For each of the above items please elaborate the reasons for your views and offer suggestions.

Your Comments may please be sent to: Sri Ajay Sawhney, Joint Secretary [Training], Department of Personnel & Training, ……. Please send a copy to: Ms Vasudha Mishra, …… You may also please e-mail to: ayyar.committee.nic.in [email protected] [email protected]


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Annexure - V


Questionnaire for eliciting the views of Senior IAS officers who supervise the work of IAS officers with ten years of 10 years of service or less)

Dear colleague,

The Government have appointed a committee under the chairmanship of Sri R V V Ayyar, IAS [Retd.] to review the induction training of IAS officers. Your views would be very valuable for the review. I shall be grateful if you could devote a little time for offering your views. A questionnaire is enclosed to help you to organize your thoughts.

Sd/- Vasudha Mishra

In your comments, the Identity of officers in illustrative examples may be protected.

1. What has been the level of job related knowledge amongst your junior IAS colleagues with 10 years seniority or less?

{Please tick the choice in the appropriate box}

Good Adequate Somewhat Inadequate Inadequate

Please give reasons for your choice with specific examples / instances:

2. What attitudinal deficiencies [such as lack of responsiveness to the public and integrity], do you observe among junior IAS Officers?

3. Would you like to suggest any specific changes in the training [design, content, methodology of training] to correct the inadequacies noted above, and to improve the efficiency and effectiveness of IAS officers during the first 10 years of their service?


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4. Would you like to suggest any changes in the methods of evaluation of IAS Officers during training?

Your Comments may please be sent to: Sri Ajay Sawhney, Joint Secretary [Training], Department of Personnel & Training, ……. Please send a copy to: Ms Vasudha Mishra, …… You may also please e-mail to: ayyar.committee.nic.in [email protected] [email protected]


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Annexure - VI

Questionnaire for Officers Promoted from the State Civil Services/Gazetted Services

1. What are your requirements and expectations for skill and knowledge upgradations?

2. Do you think that Induction Training Programme cater to your requirements and expectations?

3. Which input/s do you find most relevant and useful during the programme?

4. Which topic are found irrelevant and not useful during the programme?

5. Do you get All India Prospective through this programme?

6. Do you find Mini Bharat Darshan(visits and attachments) useful or not.

7. How do you find the inputs on Information Technology & Computers?

8. Do you feel that present duration of the course (8 weeks) is sufficient or should be increased/reduced?

9. Do you feel that present duration of the Mini Bharat Darshan (2 weeks) is sufficient or should be increased/reduced?

10. What improvements would you suggest in the training methodology?

11. Any suggestions with regard to co-curricular and extra-curricular?

12. Any other suggestion for making Induction Training Programme more relevant and effective.

Src Rvvayyar

Education

Transcript of Src Rvvayyar