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MP State GK Questions (Set-6) for MPSC Exam

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MP State GK Questions (Set-6) for MPSC Exam

1. Largest soyabean factory of Asia is in which district of Madhya Pradesh?

(a) Ratlam
(b) Khandwa
(c) Ujjain
(d) Indore

2. Which district of Madhya Pradesh is called ‘the land of white tigers’?

(a) Satna
(b) Sidhi
(c) Panna
(d) Rewa

3. What is the total share in ‘Wind power electricity generation’, of Madhya Pradesh?

(a) 1010.6MW
(b) 1100MW
(c) 879.7MW
(d) 980.5MW

4. ‘Hardula ki Manuti’ is a folk song of which region in Madhya Pradesh?

(a) Baghelkhand
(b) Malwa
(c) Bundelkhand
(d) Mahakaushal

5. ‘Project Akanksha’ has been launched from which district of Madhya Pradesh?

(a) Ratlam
(b) Dindori
(c) Mandla
(d) Jhabua

Uttar Pradesh State GK Questions (Set-5) for UPPSC Exam

Uttar Pradesh State GK Questions (Set-5) for UPPSC Exam

1. In which region of Uttar Pradesh is copper alloy found?

(a) Singaroli-Mirzapur
(b) Kajarahat-Mirzapur
(c) Kajigarh-Almora
(d) Sonari-Lalitpur

2. Acording to area which is the smallest district of Uttar Pradesh?

(a) Ghaziabad
(b) Rampur
(c) Lucknow
(d) Sant Ravi Das Nagar

3. Which of the following university in Uttar Pradesh declared as a Central?

(a) Aligarh Muslim University
(b) I. I. T. Roorkee
(c) Banaras Hindu University
(d) Allahabad University

4. In which one of the following is the reputed M.B.A. institute situated?

(a) Varanasi
(b) Allahabad
(c) Agra
(d) Lucknow

5. At present what is the area of Uttar Prades ?

(a) 2,40,928 Square km.
(b) 2,36,286 Square km.
(c) 1,13,454Squarekm.
(d) 3,25,425 Squarekm

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

MP State GK Questions (Set-5) for MPSC Exam

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MP State GK Questions (Set-5) for MPSC Exam

1. ‘Sailana Wildlife Sanctuary’ is situated in which district of Madhya Pradesh?

(a) Ratlam
(b) Shivpuri
(c) Balaghat
(d) Mandla

2. The Lakshmi Bai National Institute of Physical Education’ is located in which district of Madhya Pradesh?

(a) Jabalpur
(b) Bhopal
(c) Gwalior
(d) Indore

3. ‘Bharhut stupa’ is located in which district of Madhya Pradesh?

(a) Satna
(b) Vidisha
(c) Raisen
(d) Rewa

4. ‘Ustad Amir Khan’ a prominent figure from Madhya Pradesh is associated with which of the following?

(a) Sehnai Vadak
(b) Dhrupad Gayan
(c) Sarod Vadak
(d) Khayal Gayan

5. Which among the following is not a declared major coalfield region of Madhya Pradesh?

(a) Korar
(b) Pandharpur
(c) Johilla
(d) Sohagpur
 

Study Kit for Madhya Pradesh PSC Pre Exam

MP State GK Questions (Set-4) for MPSC Exam

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MP State GK Questions (Set-4) for MPSC Exam

1. Which is the longest State Highway of Madhya Pradesh?

(a) SH-16
(b) SH-19
(c) SH-15
(d) SH-18

2. What is the length of Narmada River flowing in Madhya Pradesh?

(a) 1065Km
(b) 1056Km
(c) 1077Km
(d) 1042Km

3. Which of the following irrigation Project is executed under joint effort of Madhya Pradesh and Maharastra?

(a) Urmil
(b) Bansagar
(c) Bavanthadi
(d) Mahi

4. Which sports is regarded as state sports of Madhya Pradesh?

(a) volleyball
(b) Kabaddi
(c) Malkhamb
(d) swimming

5. What is the sum of Money given as prize in ‘Kalidas Samman’ from MP government?

(a) 3 Lakh
(b) 6 Lakh
(c) 1 Lakh
(d) 2 Lakh

Study Kit for Madhya Pradesh PSC Pre Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -4) for UPPSC Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -4) for UPPSC Exam

1. बोधधर्म की वज्रयान शाखा का उदय उत्तर प्रदेश में कहाँ पर हुआ ?

a. बुंदेलखंड
b. सारनाथ
c. इलाहाबाद
d. मथुरा

2. कि सन में उत्तर प्रदेश का नाम संयुक्त प्रान्त रखा गया ?

a. 1937
b. 1935
c. 1856
d. 1961

3. उत्तर प्रदेश में 1857 की क्रन्ति का आरम्भ सर्वप्रथम किस नगर से हुआ ?

a. लखनऊ
b. मेरठ
c. इलाहाबाद
d. कानपूर

4. उत्तर प्रदेश भारतीय गणतंत्र का एक पूर्ण राज्य किस सन में बना ?

a. 27 जनवरी 1950
b. 26 जनवरी 1950
c. 6 दिसम्बर 1950
d. 21 मार्च 1947

5. उत्तर प्रदेश के किसान आन्दोलन का नेतित्व किस नेता ने किया ?

a. महात्मा गाँधी
b. चौ- चरण सिंह
c. सरदार बलभभाई पटेल
d. पं- जवाहरलाल नेहरु

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

Uttar Pradesh PSC (Preliminary) Exam (GS Paper-1) Study Materials

Uttar Pradesh State GK Questions (Set-4) for UPPSC Exam

Uttar Pradesh State GK Questions (Set-4) for UPPSC Exam

1. In which city is the polyster Fibre Factory being established in Uttar Pradesh?

(a) Varanasi
(b) Barabanki
(c) Lunknow
(d) Sultanpur

2. Formerly by which name Uttar Prades was Known?

(a) United Province
(b) Uttari Prant
(c) Avadh Prant
(d) Arya Pradesh

3. Here are main rivets and their emerging place. Name the wrong pair-

(a) Ganga - Gangotri
(b) Yamuna - Yamnotri
(c) Sharda - Kodiyala
(d) Ghaghra - Marcha Chung

4. From which monsoon does it rain in Uttar Pradesh?

(a) Bay of Bangal
(b) Arabian Sea
(c) North-west
(d) South-West

5. How many types of wooden trees are found in Uttar Pradesh?

(a) 500
(b) 800
(c) 900
(d) 1000

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

MP State GK Questions (Set-3) for MPSC Exam

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MP State GK Questions (Set-3) for MPSC Exam



1. ‘Satkhanda Palace’ is located in which district of Madhya Pradesh?

(a) Datia
(b) Morena
(c) Chhatarpur
(d) Tikamgarh

2. Which is the official language of Madhya Pradesh?

(a) Gamit
(b) Ardhamagadhi
(c) Hindi
(d) Bhili

3. First fossil national park in Madhya Pradesh is situated in which district?

(a) Sidhi
(b) Chindwara
(c) Balaghat
(d) Dindori

4. ‘Tansen sangeet samaroh’ is organised at which place of Madhya Pradesh?

(a) Chhatarpur
(b) Ujjain
(c) Gwalior
(d) Bhopal

5. Which type of Soil has largest area concentrated under it in Madhya Pradesh?

(a) Red-Yellow soil
(b) Laterite soil
(c) Alluvial soil
(d) Black soil

Study Kit for Madhya Pradesh PSC Pre Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -3) for UPPSC Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -3) for UPPSC Exam

1. उत्तर प्रदेश में विधानसभा को भंग करने का अधिकार किसे है ?

a. रायपाल को
b. राष्ट्र-पति
c. मुख्यमंत्री को
d. किसी को नहीं

2. अशोक द्वारा निर्मित भारत का राज चिन्हसिंह स्तम्भ’ उत्तर प्रदेश में कहां पर है ?

a. इलाहाबाद
b. मथुरा
c. अलीगढ
d. सारनाथ

3. गुप्त काल में उत्तर प्रदेश के कौन-से नगर व्यवसाय शिक्षा कला के प्रमखु केंद्र थे ?

a. मथुरा
b. कोश्म्भी
c. प्रयाग
d. सभी

4. प्रथम स्वतन्त्रता संग्राम कब हुआ ?

a. 1877
b. 1757
c. 1885
d. 1857

5. विश्व प्रसिद्ध ताजमहल उत्तर प्रदेश के किस नगर में स्थित है ?

a. लखनऊ
b. मेरठ
c. आगरा
d. बनारस

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

Uttar Pradesh PSC (Preliminary) Exam (GS Paper-1) Study Materials

Uttar Pradesh State GK Questions (Set-3) for UPPSC Exam

Uttar Pradesh State GK Questions (Set-3) for UPPSC Exam

1. From where to where does the temperature in winter increase in Uttar Pradesh?

(a) South to North
(b) North to South
(c) East to West
(d) West to East

2. Trees of Mango, Jamun, peepal and Neem are found in which forest area in Uttar Pradesh?

(a) Moist temperate forest area of Himalayas
(b) Sub tropical forest area
(c) Tropical dry decidous forest area
(d) Tropical thorny forest area

3. Where in Uttar Pradesh has Hindustan Aluminium Corporation established its Aluminium Factory?

(a) Banda
(b) Renukoot
(c) Hamirpur
(d) Lalitpur

4. According to population which is the largest district of Uttar Pradesh?

(a) Deoria
(b) Varanasi
(c) Allahabad
(d) Gorakhpur

5. In which of the following Universities, does a Medical College not exist?

(a) Dr. Bhim Rao Ambedkar University
(b) Aligarh Muslim University
(c) Rohelkhand University
(d) Lucknow University

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

उत्तर प्रदेश राज्य GK प्रश्न (सेट -2) for UPPSC Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -2) for UPPSC Exam

1. उत्तर प्रदेश में सबसे अल्प समय तक कौन मुख्यमंत्री के पद पर रहे ?

a. हेमवती नंदन बहुगुणा
b. गोविन्द बल्लभ पन्त
c. त्रिभुवन नारायण सिंह
d. इनम से कोई नहीं

2. उत्तर प्रदेश के रायपाल का नाम बताइए ?

a. श्रीमती सरोजनी नायडू
b. श्री विश्वनाथ दास
c. श्री के एम- मुंशी
d. इनम से कोई नहीं

3. उत्तर प्रदेश मुख्यमंत्री की नियुक्ति कौन करता है ?

a. प्रधानमंत्री
b. संसद
c. मुख्य न्यायाधीश
d. राज्यपाल

4. उत्तर प्रदेश में राज्यपाल की नियुक्ति कौन करता है ?

1. प्रधानमंत्री
2. गृहमंत्री
3. मुख्यमंत्री
4. राष्ट्र-पति

5. उत्तर प्रदेश में स्थानीय स्वायत शासन का ढाँचा किस कार का है ?

a. एकस्तरीय
b. चतुस्तररीय
c. त्रीस्तरीय
d. द्विस्तरीय

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

Uttar Pradesh PSC (Preliminary) Exam (GS Paper-1) Study Materials

Uttar Pradesh State GK Questions (Set-2) for UPPSC Exam

Uttar Pradesh State GK Questions (Set-2) for UPPSC Exam

1. According to area which is the largest district of Uttar Pradesh?

(a) Saharanpur
(b) Banda
(c) Gonda
(d) Khiri

2. Which is the oldest University in Uttar Pradesh?

(a) Dr. Bhim Rao Ambedkar University
(b) Aligarh Muslim University
(c) Allahabad University
(d) Chhatrapati Sahu Maharaj University

3. Which of the following cities in Uttar Pradesh is famous for Chiken, Gote and Zari work?

(a) Agra
(b) Lucknow
(c) Allahabad
(d) Kanpur

4. In between which Latitude and Longitude is Uttar Pradesh situated?

(a) 23°-52' North Latitude to 30°-28' South Latitude and 77°-3' East Longtitude to 84°-39' East Longtitude.
(b) 23°' North Latitude to 30° North Latitude and 77° East Longtitude to 84° East Longtitude.
(c) 22°-56' North Latitude to 32°-22' North Latitude and 75°-27' East Longtitude to 82°-42' East Longtitude.
(d) Above all are wrong

5. From which place has Upper Ganga canal emerged?

(a) Narora
(b) Banvasa
(c) Haridwar
(d) Okhala

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

MP State GK Questions (Set-2) for MPSC Exam

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MP State GK Questions (Set-2) for MPSC Exam

1. first solar village of Madhya Pradesh is–

(a) Itarasi
(b) Indore
(c) Pachmarhi
(d) Sehore

2. ‘Omkareshwar’ a Hindu temple dedicated to God ‘Shiva’ is situated in which district of Madhya Pradesh?

(a) Khargone
(b) Indore
(c) Khandwa
(d) Dewas

3. Who was the first speaker of Madhya Pradesh Legislative Assembly?

(a)Kashi Prasad Pandey
(b) Tejlal Tembhre
(c)Gulsher Ahmad
(d) Pt. Kunji Lal Dubey

4. Which tribe of Madhya Pradesh has a marriage custom called “Doodh Lautawa”?

(a) Bhil
(b) Sahariya
(c) Baiga
(d) Gond

5. Who of the following prime ministers of India was born in Madhya Pradesh?

(a) Atal Bihari Vajpayee
(b) Inder Kumar Gujral
(c) Morarji Desai
(d) Charan Singh

Study Kit for Madhya Pradesh PSC Pre Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -1) for UPPSC Exam

उत्तर प्रदेश राज्य GK प्रश्न (सेट -1) for UPPSC Exam

1. उत्तर प्रदेश को पूर्व को किस नाम से जाना जाता था ?

a. यूनाइटेड प्रोविन्स
b. आर्य देश
c. अवधा प्रान्त
d. उत्तरी प्रान्त

2. उत्तर प्रदेश में नागों का प्रधान केंद्र कौन सा था ?

a. सारनाथ
b. कोशाम्बी
c. तक्षशिला
d. मथुरा

3. उत्तर प्रदेश राज्य एक्ट पर गवर्नर जनरल द्वारा कब हस्ताक्षर किए गए ?

a. 7 दिसम्बर 1947
b. 10 मार्च 1948
c. 7 जनवरी 1947
d. 19 दिसम्बर 1948

4. उत्तर प्रदेश पंचायत राज संशोधान अधिनियम कब पारित किया गया ?

a. 1992 में
b. 1994 में
c. 1995 में
d. 1996 में

5. उत्तर प्रदेश में मुख्यमंत्री पद पर सबसे अधिक समय तक रहने वाले व्यक्ति का नाम बताइए ?

a. गोविन्द बल्लभ पन्त
b. श्री नारायण दत तिवारी
c. चौधारी चरण सिंह
d. हेमवती नंदन बहुगुणा

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

Uttar Pradesh PSC (Preliminary) Exam (GS Paper-1) Study Materials

Uttar Pradesh State GK Questions (Set-1) for UPPSC Exam

Uttar Pradesh State GK Questions (Set-1) for UPPSC Exam

1. Credit Deposit Ratio of Commercial Banks in UP has since 1971:

(a) continuously declined
(b) continuously increased
(c) remained constant
(d) first increased till 19~0 and then declined.

2. Here are some names of main canals of Uttar Pradesh and their emerging place. Make correct pair

A. East Yamuna canal    l. Okhla
B. Agra canal                2. Banvasa
C. Betwa canal             3. Faizabad
D. Sharda canal            4. Parichchha

    A B C D
(a) 1 2 3 4
(b) 2 4 1 3
(c) 4 3 2 1
(d) 1 3 2 4

3. What type of climate is in Uttar Pradesh?

(a) Temperate
(b) Sub temperate
(c) Tropical monsoon
(d) Hot-dry monsoon

4. In what type of are vegetation Deodar, Spruce and Oak trees found?

(a) Tropical Forest
(b) Tropical Moist Decidous
(c) Sub-tripical Forest
(d) Mosist Temperate

5. In which district of Uttar Pradesh is diamond found?

(a) Jalaun
(b) Hamirpur
(c) Banda
(d) Lalitpur

उत्तर प्रदेश PSC (Preliminary) Exam (GS Paper-1) स्टडी किट

MP State GK Questions (Set-1) for MPSC Exam

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  MP State GK Questions (Set-1) for MPSC Exam

1. Which of the following district of Madhya Pradesh is known for its Opium alkaloid processing works?

(a) Mandsaur
(b) Shivpuri
(c) Ratlam
(d) Neemuch
 

2. When was Chhattisgarh separated from Madhya Pradesh?

(a) 21 January 1951
(b) 15 June 1970
(c) 10 August 1974
(d) 1 November 2000
 

3. Who was the first Governor of Madhya Pradesh?

(a) Pattabhi Sitaramaya
(b) Hari Vinayak Pataskar
(c) K. Chengalaraya Reddy
(d) P. V. Dixit (Acting)

4. Which of the following districts of Madhya Pradesh do not touch any other state of India?

(a) Harda
(b) Khandwa
(c) Ashok Nagar
(d) Shivpuri

5. ‘AHIRAI’ is the traditional folk dance is for which tribe of Madhya Pradesh?

(a) Andh
(b) Damor, Damaria
(c) Bharia tribe
(d) Dhanwar

Study Kit for Madhya Pradesh PSC Pre Exam

(Getting Started) Public Administration an optional for success in Civil Services Examination


Getting Started for Public Administration Mains


Public Administration an optional for success in civil services Examination

Why only Public Administration as an optional ?

  • Every year almost half of the candidates qualified finally for the UPSC Civil Services examination had Public Administration as an optional ( it has 2 in top 10, 6 in top 20, 21 in top 50, 44 in top 100 & 434 out of 910 selections) i.e success ratio was approximately 48 %, it was simply amazing.

  • Public Administration not only covers an optional but also almost 60% of General Studies syllabus in terms of content and marks allotted
  • Every year able to cover an essay from the ‘Polity ,Governance and Democracy’ section.
  • Interview has always been testing the candidates' suitability for Civil Service and Public Administration deals with the government in action or the Civil Service and that is what the civil service examination is all about.

In the light of recent changes in the syllabus of General Studies in year 2013 , Public Administration if opted as an optional subject is going to place a student with cutting edge and a student without this subject as an optional is going to lack that competitive advantage .

One actually would prepare for 1100 marks = (500 marks for Public Administration as an optional subject + more than 50% of the General studies (i.e. 400 marks) as discussed below + 200 marks of Essay).

Link Between Public Administration and General Studies II, III and IV – A Survey

Public Administration- I and II (500 Marks)

The topics indicated in General Studies Paper II, III, and IV covered within Paper – II of Public Administration (Indian Administration) and certain chapters of Paper–I Administrative Behaviour, Accountability and Control, Public Policy, Financial Administration, Administrative Law ,Development Dynamics, and Organisations .

General Studies – II (250 Marks)

  • Public Administration studies Constitution, Polity & Governance, Governance is exclusive area under Public Administration
  • Indian Constitution- historical underpinnings, evolution, features, amendments, significant provisions and basic structure.
  • Functions and responsibilities of the Union and the States, issues and challenges pertaining to the federal structure, devolution of powers and finances up to local levels and challenges therein.
  • Separation of powers between various organs, Dispute Redressal Mechanisms and institutions.
  • Comparison of the Indian constitutional scheme with that of other countries
  • Parliament and State Legislatures - structure, functioning, conduct of business, powers & privileges and issues arising out of these.
  • Structure, organization and functioning of the Executive and the Judiciary-Ministries and Departments of the Government; pressure groups and formal/informal associations and their role in the Polity.
  • Salient features of the Representation of People’s Act.
  • Appointment to various Constitutional posts, powers, functions and responsibilities of various Constitutional Bodies.
  • Statutory, regulatory and various quasi-judicial bodies.
  • Government policies and interventions for development in various sectors and issues arising out of their design and implementation.
  • Development processes and the development industry- the role of NGOs, SHGs, various groups and associations, donors, charities, institutional and other stakeholders.
  • Welfare schemes for vulnerable sections of the population by the Centre and States and the performance of these schemes; mechanisms, laws, institutions and Bodies constituted for the protection and betterment of these vulnerable sections.
  • Issues relating to development and management of Social Sector/Services relating to Health, Education, Human Resources.
  • Issues relating to poverty and hunger.
  • Important aspects of governance, transparency and accountability, e-governance- applications, models, successes, limitations, and potential; citizens charters, transparency & accountability and institutional and other measures.
  • Role of civil services in a democracy.

General Studies – III (250 Marks)

  • Disaster Management, Planning and Budgeting have been given special area of study under Public Administration.
  • Issues relating to planning
  • Inclusive growth and issues arising from it.
  • Government Budgeting.
  • Effects of liberalization on the economy, changes in industrial policy and their effects on industrial growth.
  • Environment
  • Disaster and disaster management.
  • Role of external state and non-state actors in creating challenges to internal security.
  • Challenges to internal security through communication networks, role of media and social networking sites in internal security challenges, basics of cyber security; money-laundering and its prevention
  • Security challenges and their management in border areas; linkages of organized crime with terrorism
  • Various Security forces and agencies and their mandate.

General Studies – IV (250 Marks)

Ethics, Integrity, Attitude and Emotional Intelligence etc. are also studied in Philosophy, Psychology and Sociology but its application in governance and administration is studied in public administration – this is what the essence of the new syllabus of 2013.

  • Aptitude and foundational values of Civil Services, integrity, impartiality and non-partisanship, objectivity, dedication to public service, empathy, tolerance and compassion towards the weaker sections.(Topics studied only in ‘Personnel Administration’ chapter of Public Administration)

  • Emotional intelligence-concepts, and their utilities and application in administration and governance.( The General Studies syllabus requires their application in Public Administration or Government only)

  • Public/Civil service values and Ethics in Public administration: Status and problems; ethical concerns and dilemmas in government and private institutions; laws, rules, regulations and conscience as sources of ethical guidance; accountability and ethical governance; strengthening of ethical and moral values in governance; ethical issues in international relations and funding; corporate governance.(Covered under the Administrative ethics section of Public Administration)

  • Probity in Governance: Concept of public service; Philosophical basis of governance and probity; Information sharing and transparency in government, Right to Information, Codes of Ethics, Codes of Conduct, Citizen’s Charters, Work culture, Quality of service delivery, Utilization of public funds, challenges of corruption. (Part of ‘Accountability and Control’ chapter of Public Administration)

Topics which are related to the core value of Public Administration

  • Ethics and Human Interface: Essence, determinants and consequences of Ethics in - human actions; dimensions of ethics; ethics - in private and public relationships. Human Values - lessons from the lives and teachings of great leaders, reformers and administrators; role of family, society and educational institutions in inculcating values.
    (Without knowing the foundational concept of Administrative values & ethics of Public Administration , you cannot crack this topic)
  • Attitude: content, structure, function; its influence and relation with thought and behaviour; moral and political attitudes; social influence and persuasion.
  • Case Studies on above issues

ESSAY (200 Marks)

  • Besides, a student of Public Administration will always find a favourable topic in Essay from ‘Polity ,Governance and Democracy’.
  • For Example, You can review previous years papers :
  • Public Private Partnership (IAS 2012)
  • Formation of smaller states, and it’s implication on Administration, finance and development. (IAS 2011)
  • Preparedness of our society for India’s Global leadership role (IAS 2010)
  • Globalization versus Nationalism. (IAS 2009)
  • Role of media in Good Governance. (IAS 2008)
  • Evaluation of Panchayati Raj System in India from the point of view of eradication of poverty to power to people (IAS 2007)
  • Protection of Ecology and Environment is Essential for Sustained Economic Development(2006)
  • Justice must reach the poor(2005)
  • Judicial Activism and Indian Democracy (IAS 2004)
  • How should a Civil Servant conduct himself ? (IAS 2003)
  • Liability of Media in Democracy. (IAS 2002)
  • What did we learn from Democracy (IAS 2001)
  • Implication of Globalization on India (IAS 2000)
  • India needs a better Disaster Management system (IAS 2000)
  • Judicial Activism. (IAS 2000)
  • Reservation, Politics and Empowerment (1999)
  • The language problem in India: Its past, present and prospects(1998)
  • Judicial Activism(1997)
  • Need for Transparency in Public Administration. (IAS 1996)
  • Whither Indian Democracy. (IAS 1995)
  • Politics, Business and Bureaucracy – a fatal triangle(1994)
  • The Challenges before a Civil Servant today(1994)
  • Ecological considerations need not hamper development(1993)

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Kiran Aggarwal Committee Report (2014) "Foundation Course for IAS"

Foundation Course for IAS

(i) Rationale: The Foundation Course (FC) marks the commencement of training of candidates selected by the UPSC to the All-India Services and Central Services (Group A). As per current levels of recruitment, around 600 candidates drawn across the above said civil services undergo the FC every year. A common FC has been in existence since 1960 immediately after the setting up of the National Academy of Administration at Mussoorie in 1959 and has been run ever since at Mussoorie or even concurrently at other partner institutions under the aegis of the Academy. The raison d’etre of a common FC is to instill a shared understanding of government and build camaraderie among various civil services for smoother conduct of the affairs of government. Formally, the objectives listed by the Academy for the FC8 are as follows:

  1. Instill right attitudes and values such as self-discipline, propriety and integrity, dignity of labour, commitment to the Constitution, and sensitivity to the rights of the citizens, particularly the disadvantaged and differently-abled;

  2. Inculcate a spirit of public service and set of norms behavior and standards of performance;
  3. Impart an understanding of the “machinery of the government” and of the economic, political, social and administrative environment;
  4. Promote all-round development of the personality of the Officer Trainees and develop their leadership ability; and
  5. Build esprit de corps in order to foster greater coordination among different public services.

Currently the Officer Trainees allocated to the IAS, IPS and the Indian Foreign Service (besides the Royal Bhutan Civil Service), undergo their FC at LBSNAA Mussoorie. Besides the Academy, the 88th FC was conducted in 2013 at National Academy of Direct Taxes (NADT) Nagpur; MCR HRD Institute (State ATI), Hyderabad, RCVP Noronha Academy of Public Administration (State ATI) Bhopal, and HIPA (State ATI) Gurgaon. The strength of participants at each of the training institutions was as follows:

  1. LBSNAA, Mussoorie – 269
  2. NADT Nagpur – 74
  3. MCRHRD Institute Hyderabad – 116
  4. RCVP Noronha Academy of Public Administration – 66
  5. HIPA Gurgaon – 78 (exclusively to cater to backlog of IPS officers of earlier batches)

(ii) Duration: The FC has, since the last two decades or more, been of 15 week duration and commences in late August/ early September and ends sometime in the second week of December. The practice of conducting a summer FC at Mussoorie has been discontinued on account of the Mid-Career Training programmes being run at the Academy since 2007.

(iii) Curricular Inputs: The 15-week FC comprises of 12 weeks of formal academic inputs, with the remaining three weeks being used for High Altitude Trek, Village Visit and examinations. Currently, instruction is imparted in 6 disciplines, i.e. Public Administration, Management and Behavioural Sciences, Indian History & Culture, Economics, Law, and Political Concepts and Constitution. In addition, curricular instruction is also provided in Information and Communication Technology, and Languages. The marks obtained for the latter two, however, only form part of the Director’s Assessment. Normally, around 250 sessions of formal classroom instruction is imparted in the FC (across 12 weeks), the break-up of which is as follows:

  1. Public Administration – 60 sessions (of 55 minutes each)
  2. Management and Behavioural Sciences – 30 sessions
  3. Economics – 30 sessions
  4. Law – 40 sessions
  5. Indian History and Culture – 15 sessions
  6. Political Concepts and Constitution – 15 sessions
  7. ICT – 20 sessions
  8. Language – 20 sessions

In general, around 75% or more inputs are delivered by the internal faculty (in LBSNAA) and usually in quarter groups of 65-70 each. Guest lectures are normally organized in plenary or half-groups. However, in the partner institutions (where the FC is run concurrently) the group size being smaller, sessions are normally organized in plenary or half-groups.

(iv) Co-curricular inputs: The FC is a high-intensity course based on the premise that some element of stress and adversity help shape character more effectively in adults. In addition to around 250 hours of teaching, the FC encompasses a wide array of co-curricular activities that comprise the following:

  1. High Altitude Trek – 1 week
  2. Village Visit – 1 week
  3. Short Weekend Treks – in first four weeks (for conditioning)
  4. Fete
  5. India Day
  6. Athletic Meet
  7. Adventure Sports (River Rafting, Rock Climbing, Bungee Jumping)
  8. Jungle Safari
  9. AK Sinha Memorial One Act Play Competition
  10. Homi Bhabha Science Debate
  11. Extra-Curricular Module
  12. Activities by Clubs and Societies

Trainees also undergo compulsory Physical Training every day in the morning (from Monday to Friday) for one hour.

(v) Pedagogical Issues: Majority of the instructional inputs are delivered using the lecture method. In addition, the use of case studies, films, group discussions and games is also there though these do not form a sizable component of the overall classroom instruction. Besides teaching in class, Trainees are broken into small groups of 9 to 10 and attached with a faculty member who acts as their counselor. Normally, there are 6-8 counseling sessions in every course.

(vi) Evaluation: The evaluation of the FC, like other training courses, has two broad components. The first is the assessment through mid-term and end-of-course examinations for the various faculties taught herein. The second is the Director’s Assessment which covers evaluation of the non-academic components of training. The weightage for the former is 450 marks and for the latter 150 marks. However, for IAS Officer Trainees, the total weightage of the course in their overall Induction Training evaluation is 300 marks, i.e. 150 marks for examinations and 150 marks for Director’s Assessment.

Source- KIRAN AGGARWAL COMMITTEE (2014) ( COMMITTEE TO REVIEW THE CONTENT AND DURATION OF INDUCTION TRAINING OF IAS OFFICERS)

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Kiran Aggarwal Committee Report (2014) "District Training of IAS"

District Training of IAS

(i) Rationale: Since the inception of the service, IAS Officer Trainees have undergone a one-year district training in their allotted state cadre. This has traditionally followed the professional instruction at the Academy and, in some sense, mirrors the training pattern followed in British India in the case of the ICS, where the formal instruction in a university in England was followed by a year in the district of the allocated state cadre.

(ii) Duration: Traditionally, the duration of district training has remained at one year, both during British times (for the ICS) and post-Independence (for the IAS). Since 1969, when the “sandwich pattern” (with a short training course succeeding district training) was introduced, district training has been kept at 52 weeks.

(iii) Institutional Training at ATI: A key element of district training is institutional training at the state ATI. This is, of course, subject to considerable spatial variation across state cadres and ranges from 3 weeks (including some states till recently that did not have any institutional training) to 12 weeks. Normally, this component comprises introduction to the state’s socio-economic, political and cultural ethos; its administrative architecture; introduction to district and land administration; and introduction to the state’s major laws. Some states also incorporate revenue and settlement training and a state darshan (tour) within the ATI attachment.

The positioning of the ATI attachment (within the one year of district training) also varies considerably across states. In some states, district training commences with training at the ATI whereas some others have preferred to schedule it later during the course of the year. It is also pertinent to mention that in some states (like Maharashtra) a short debriefing is scheduled by the ATI at the end of district training.

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(iv) Attachments in the District: One of the principal cornerstones of district training has been “learning by watching”. In addition to training at the ATI, around 25-30 weeks are allocated for a series of attachments with district-level offices. This is generally prescribed by the state government and is done under the supervision of the District Collector, who plays an important mentoring role during district training. The principal offices where Trainees are attached include Collectorate, Zila Parishad, SDM and Tehsildar offices, subordinate revenue officials, SSP, District & Session Judge, DFO, CMO, Engineers of the line departments, Municipal Corporation/ Council, BDPO, etc. Some states also have an attachment with the Divisional Commissioner and also at the State Secretariat. However, in some states the attachments are not so well-structured and often Trainees end up abiding more by the wishes of the Collector. There is also a tendency to position Trainees (as a stop-gap arrangement) on certain vacant positions, either in the field or in the Collectorate. The oversight exercised by the state ATI or state Government on district training also varies across states and generally leaves a little to be desired. This places too much emphasis on the Collector, the interest taken by her/ him, and also the initiative displayed by the Trainee as a learner.

(v) Independent charges: The other, and equally important, cornerstone of district training has been the maxim “learning by doing”. IAS Trainees are expected to hold independent charges of subordinate positions as a sequel to their numerous attachments in the district. This “blooding” of young Trainees into actual positions of responsibility, albeit under the watchful eye of the District Collector, has been found extremely useful and can be said to be time-tested. Generally, Trainees are given two to three independent charges, viz. that of BDPO (ranging anywhere between 4 to 8 weeks), Tehsildar (ranging again from 4 to 8 weeks), and in some cases those of Executive Officer of a Municipal Council and even that of SDM. The premise here is that this allows Trainees the independence to work and thereby to first-hand appreciate the working of subordinate offices that they would be supervising immediately upon completion of their probation. However, the nature and duration of these independent charges again varies and in some states, governments are loath to entrust Trainees with independent charges.

(vi) Attachment at State Secretariat and Departmental Examinations: IAS Trainees normally visit the State Secretariat for calling on senior dignitaries and officials of the state government. This is usually for a period of around one week wherein they are also attached to various Secretaries during this time to obtain an exposure to the working dynamics of the state government at the headquarters. Like everything else in district training, this too varies considerably across states. In some states, Trainees are required to even sit in branches/ sections of the state department and prepare note sheets on files in process.

A related aspect is the conduct of Departmental Examinations which all Officer Trainees are expected to clear during their probation to allow them to be empowered under certain laws of the state before they assume their first mandated position of responsibility. These are conducted either by the State Public Service Commission or the State ATI or even the State Government.

(vii) Evaluation: The district training, like all other components of probation, is assessed by the Academy. This involves evaluation of daily diaries and monthly analytical notes (sent by Trainees to their respective cadre Counselors at the Academy), of a village study report to be prepared through empirical field work, of similar urban assignments, of a district assignment, of law cases heard and decided by the Trainee, and of assignments on the state language. There is a nominal component for assessment by the Collector and State ATI. There is a strong demand by State governments and ATIs that the weight assigned to assessments by the District Collector and State ATI must be increased as they are best placed to evaluate the work (in terms of initiative, effort and application) of the Trainee during district training.

Source- KIRAN AGGARWAL COMMITTEE(2014) ( COMMITTEE TO REVIEW THE CONTENT AND DURATION OF INDUCTION TRAINING OF IAS OFFICERS)

Kiran Aggarwal Committee Report (2014) "Content & Duration of Induction Training of IAS Officers"



RECOMMENDATIONS OF KIRAN AGGARWAL COMMITTEE (2014)

(COMMITTEE TO REVIEW THE CONTENT AND DURATION OF INDUCTION TRAINING OF IAS OFFICERS)- I



(i) Overall approach to training: The Committee considers it important to articulate the broad philosophy that has guided its approach to Induction training. This essentially embraces three broad aspects, viz. Leadership Development Architecture, Competency Development of IAS officers, and Participant-centred Continuous Learning. However, in this debate and reassessment of the type of training and development to be provided to these officers over their career lifecycle, it is important to first highlight some pre-requisite changes that should ideally precede these decisions.

It is time for a refreshed, re-imagined purpose for the Indian civil services in the light of the profound changes that have taken place in the modern world. In this new era in India, where there is much complexity, volatility, division, rapid change and simmering discontent among large segments of society ; where some of the fundamental strengths – enduring institutions of quality – including the civil services themselves are under attack, there is also unbridled opportunity in a world transformed by technology and connectivity. There are many reasons for concern but they are ultimately trumped by the positives. There is, thus, a need to abandon cynicism and a lament for the “system” and “establishment” that will never change, and instead work towards realizing the individual civil servant’s highest potential. Many substantive advantages would accrue on this account along with the exponentially more potential advantages that India can develop. No institution is better positioned or equipped with the required talent to lead this charge to a bright future for all Indians, than the combined civil services.
While seemingly symbolic at a larger level, it is argued that a fundamental rediscovery, restatement and reaffirmation of the higher purpose as well as the roles and responsibilities of the IAS are needed. It needs to be accomplished by the officers themselves coming together in fresh unity and a committed spirit of excellence and collaboration. The IAS must guard vigilantly against erosion of ethics and the special role it has been mandated under the Constitution. To let its functioning be corrupted, or least misdirected even in a few instances, is to sow the seeds of an inevitable diminution in its unique role and responsibility in nation-building. That is likely the last thing, those who constitute the civil service derive their identity from, and take deep pride in, may want to see happen. This pre-requisite effort is an important gating consideration to designing vanguard and global best-in-class training and leadership development interventions for IAS officers.

a. Leadership Development Architecture: Induction Training at the Academy must be viewed as “a watershed training event” by all stakeholders in the training process. The Leadership Development Architecture (for detailed descriptor see Annexure C) being presented as an overall framework for the training of IAS officers comprises seven key guiding principles which are elucidated below:

  1. Purpose Affirming
  2. Comprehensive in coverage of the career life-cycle
  3. Competency-based
  4. Multi-stakeholder (including the individual in a more central role)
  5. Multi-mode and Multi-vector learning
  6. Outcome focused, Measurement-centred learning (integrated into design)
  7. Benchmarking best in class content with explicit focus on contextual and role relevance

b. Competency-based Training: The 2nd Administrative Reforms Commission and the National Training Policy, 2012 have strongly suggested adoption of competency-based approach to the entire gamut of human resource management, including capacity building of civil services. Competency consists of knowledge, skills and attitudes or behavioral traits. These competencies may be broadly divided into those that are core skills that civil servants would need to possess with different levels of proficiency for different functions at different levels. Some of these core competencies pertain to leadership, financial management, people management, information technology, project management and communication. The other set of competencies relate to the professional or specialized skills which are relevant for specialized functions such as building roads, irrigation projects, medical care etc. For bringing transformational improvement in the civil services, it is imperative to move to a competency-based human resource management system that ensures that each job is performed by a person who possesses the required competencies for that job.

The Department of Personnel & Training (DoPT) has developed a Competency Dictionary for the Indian civil services and a tool-kit for its implementation that can be realized for designing competency training modules. The Competency Dictionary has identified 25 generic or core competencies which have been grouped in four set of basic features of civil services. These four set of basic features have been categorized as Ethos, Ethics, Equity and Efficiency.15 For more see http://persmin.gov.in/otraining/CompetencyDictionary.asp

For moving to competency-based approach, it would be necessary to identify the required generic competencies for first few years for performing duties and responsibilities that IAS officers will be required to do efficiently and effectively. Then these identified competencies would need to be matched with existing curriculum of the induction training programme and wherever the gap exists, the curriculum would have to be modified accordingly. This would ensure alignment of induction training program with the identified generic competencies for the first few years of service in IAS.

Competency Framework for training of IAS officers

https://lh4.googleusercontent.com/-lNdpVMsSdYU/UywqwaOW6rI/AAAAAAAAEqA/gQerDgq6Dv8/s500/Competency-Framework-for-training-of-IAS-officers.jpg

c. Participant-centred Learning: One of the main cornerstones of the suggested approach is the centrality accorded to the participant in the learning system. The Committee advocates a shift from Trainees being treated as “passive” actors in their training to becoming “active” participants in the learning process. This focus on the individual should entail mapping the entry-level gaps and then taking remedial action wherein the Trainee herself/ himself is incentivized, in conjunction with the Academy, to become the leading partner. Further, it is also proposed that training and learning must not always be seen as synonymous and coterminous. Rather, learning must be viewed as “a continuous and lifelong event” where the training conditions each Officer Trainee to treat every new position and challenge as a learning opportunity.

(ii) Duration of training period: The Committee has objectively considered the arguments made both in favour of retaining the two-year training period as well as those in support of reducing it (see part 7 of the Report) and also taken into account the general feedback received from various quarters. It must be mentioned (as stated in para 7 (ii) [e] earlier) that both the Ayyar Committee and the 2nd ARC have supported retention of the two-year training period. Director LBSNAA (who is a member of the Committee) has also expressed reservations against any proposed reduction in the duration of Induction Training, and his note has been placed on record . However, while taking note of these views, the other members are of the considered opinion that the training requirements must be in consonance with the changing profile of entrants, easier access to learning resources, and more dynamic external environment. Also, the time spent during both institutional training (at the Academy) and district training must be subjected to closer examination in cost-benefit terms, without impacting adversely in any manner on the desired outcomes.

In view of these compelling reasons , the Committee recommends reduction in the total period of Induction Training from presently two years (103 weeks) to around one-and-a-half years (75 weeks). This is proposed to be apportioned across various components of Induction Training as follows:

a. Institutional training at the Academy: The Committee recommends revision of the inter-se allocation of time in the training courses at the Academy as follows:

i. Foundation Course: The Committee proposes retention of the existing duration at 15 weeks.
ii. IAS Professional Course (Phase I): The Committee finds some slack in the total duration of Phase I and proposes reduction in it from 26 weeks to 21 weeks. This would be as follows:

  1. Academic instruction: 12 weeks
  2. Winter Study Tour: 7 weeks
  3. BPST: 1 week
  4. Block Leave: 1 week

iii. IAS Professional Course (Phase II): The Committee finds that a large quantum of contact hours is consumed by individual presentations. It recommends reduction in the total duration of the course from 8 weeks to 6 weeks. This would include:

  1. Presentations, Seminars, Group Work, et al: 5 weeks
  2. Foreign Study Tour: 1 week

b. District Training: In view of the strong feedback received from recent batches of IAS officers about the relatively sub-optimal effectiveness of attachments in the district and the relatively higher utility of independent charges for on-the-job learning, the Committee has revised the duration of attachments and independent charges. The Committee recommends reduction of the period of District Training from 54 weeks to 33 weeks which is as follows:

  1. Joining time from Academy to State: 1 week
  2. Institutional training at State ATI (including State Darshan, Debriefing, et al): 5 weeks
  3. Attachment with Collector and subordinate revenue offices: 4 weeks
  4. Attachment with miscellaneous district offices (of line departments): 4 weeks
  5. Attachment with State Secretariat: 1 week
  6. Departmental Examinations: 1 week
  7. Independent charge of BDPO: 8 weeks
  8. Independent charge of Tehsildar: 6 weeks
  9. Independent charge of Executive officer of Municipality: 3 weeks

The details of the revised training cycle (over 75 weeks) have been provided in Annexure E.

The Committee would like to specifically comment on the issue of award of PG Diploma to the IAS Officer Trainees in the event of a reduced training duration of 75 weeks. In all likelihood, this may not present any complication with regard to the award of a PG Diploma by the Academy. However, in case AICTE considers a 2-year period as mandatory, the Trainees could be given an additional assignment over the next 6 months (post completion of training) and the Diploma certificate could be awarded (after evaluation) upon completion of the stipulated period of two years.

(iii) Content of training courses: The Committee recommends the adoption of the syllabus prescribed by the Ayyar Committee with some modifications made therein. This has factored the feedback received from Officer Trainees and IAS officers from various states. This is given at Annexure B and may be gainfully utilized by the Academy while preparing future course designs. The revised syllabus, as suggested by the present Committee for the Foundation Course and Phase I is given at Annexure F. With regard to each of the training courses, the Committee would like to make the following recommendations:

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